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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Use spatial orientation in the workplace 
SAQA US ID UNIT STANDARD TITLE
259945  Use spatial orientation in the workplace 
ORIGINATOR
SGB Generic Management 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Generic Management 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  8 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard (US) is part of a series that develops cognitive skills.

The development of representational space concepts and other aspects of internalised representation is essential for optimal interaction and efficient activity in the workplace. Frequently individuals and organisations do not understand or use representational relationships as a basis for dealing with a changing workplace environment, resulting in intolerance, a waste of time and other resources. There is a twofold reason for this:
  • Individuals are often unaware of the methodologies that exist to facilitate the use of relationships for reaching objectives in the workplace.
  • The cognitive functions that underpin the processes of representation and spatial orientation are frequently un- or under-developed, with a resultant inability to perceive how the self is related to others and to environmental phenomena.

    This unit standard is one step in addressing this situation.

    A learner who achieves this unit standard will be able to:
  • Distinguish between direct and inferred relationships.
  • Understand and apply the concept of perspective.
  • Learn to assume the position of the other.
  • Integrate a personal system of reference with an absolute system in order to respond to changes.
  • Use mapping as a strategy to achieve goals.
  • Apply precise responses to a change in the work environment.
  • Apply the process of internalised representation in areas other than space. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Communication at NQF Level 4. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Distinguish between direct and inferred relationships. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Direct and inferred relationships are defined and contrasted in terms of the subject's orientation in the spatial environment. 

    ASSESSMENT CRITERION 2 
    Examples of direct and inferred relationships are provided in terms of the subject's orientation in the spatial environment. 
    ASSESSMENT CRITERION RANGE 
    The learner's direct and indirect orientation to nodal points of the spatial environment implies a personal system of reference.
     

    SPECIFIC OUTCOME 2 
    Understand and apply the concept of perspective. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Facts and perspective/points of view are distinguished between using examples. 

    ASSESSMENT CRITERION 2 
    One's own perspective/frame of reference is explained in relation to ideas, events and objects. 

    SPECIFIC OUTCOME 3 
    Assume the position of the other person. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The same object, process or event is described from different points of view. 

    ASSESSMENT CRITERION 2 
    Different points of view are distinguished and differentiated. 

    ASSESSMENT CRITERION 3 
    Empathy is communicated for perspectives other than one's own. 

    SPECIFIC OUTCOME 4 
    Integrate a personal system of reference with an absolute system in order to respond to changes. 
    OUTCOME RANGE 
    A personal system implies the use of one's own body as a reference, while absolute systems imply socially agreed systems of orientation generally using instruments. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A personal system of reference is contrasted with an absolute system. 

    ASSESSMENT CRITERION 2 
    The implications of integrating a personal system of reference with an absolute system are explained using examples. 
    ASSESSMENT CRITERION RANGE 
    Implications may include but not be limited to improved accuracy of perception, cross-verification, communication and action.
     

    ASSESSMENT CRITERION 3 
    Examples from job-related activities are used to illustrate the effective use of an integration strategy. 

    SPECIFIC OUTCOME 5 
    Use mapping as a strategy to achieve goals. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The meaning of mapping is explained using examples. 

    ASSESSMENT CRITERION 2 
    The value of mapping as a means for exploring divergent solutions to job-related problems is explained. 

    ASSESSMENT CRITERION 3 
    Mapping is used practically to achieve goals. 

    SPECIFIC OUTCOME 6 
    Apply precise responses to a change in the work environment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A change in the work environment is identified, explored, codified and explained. 

    ASSESSMENT CRITERION 2 
    An effective response is developed and applied to a change in accordance with identified job objectives. 

    SPECIFIC OUTCOME 7 
    Apply the process of internalised representation in areas other than space. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Identify and describe other systems of representation. 
    ASSESSMENT CRITERION RANGE 
    Time, politics, finance.
     

    ASSESSMENT CRITERION 2 
    Identify stable vs unstable, and absolute vs relative, spatial and other representational systems. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be a constituent assessor registered with the relevant ETQA.
  • Both internal and external moderation of the assessment will be quality assured by the relevant ETQA.
  • Any institution or provider offering learning that will enable achievement of this unit standard must be accredited by the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Literacy and Numeracy.
  • Cognitive Theory. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    This unit standard also supports the development of the following Developmental Outcomes:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities.
  • Developing entrepreneurial opportunities. 
    		•

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made by developing, practical, implementable plans. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation and community in devising and implementing effective plans to attain common objectives. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environments and health of others in devising plans that are eco-sensitive. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation and that all plans, to be effective need to fit into a real world, holistic context. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    This unit standard is part of a series that has been developed to address the development of cognitive literacy. Obviously no one unit standard can address the multiplicity of cognitive functions, operations and strategies that are required for effective thinking. Taken as a whole however, the series is designed to address most of the cognitive functions required at the various phases of the mental act. This unit standard can be used for any method of cognitive development. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  48883   Further Education and Training Certificate: Small Business Advising (Information Support)  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Elective  48886   National Certificate: Business Advising  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2010-11-11  Was SERVICES until Last Date for Achievement 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.