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

Lead group discussions 
SAQA US ID UNIT STANDARD TITLE
119519  Lead group discussions 
ORIGINATOR
SGB Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03  6 
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 
A person credited against this Unit Standard will play a leading role in the group discussion, enabling him/her to become a future leader in the socio-economic and political fields in the community. The person will also accelerate the process of a task-orientated group meetings. Achieving this Unit Standard will enhance leadership qualities for development practitioners in general and could be used as an introduction to Unit Standards on leadership and project co-ordination competence at NQF Level 4. The competence attained is transferable, and could be used in all sectors of this and other fields. Group discussions allow more people to become involved in community activities, thus influencing the socio-economic status of the community.

Credited learners are capable of:
  • Explaining group tasks to discussion groups to ensure effective discussions
  • Setting norms, standards and contracts for effective group discussions
  • Selecting and using appropriate group facilitation techniques
  • Enhancing participation in group discussions based on resulting group dynamics
  • Maintaining group coherence for the duration of group discussions
  • Coordinating group discussion processes to meet objectives 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication and Mathematical Literacy at NQF Level 2. 

    UNIT STANDARD RANGE 
    The typical scope of this unit standard is facilitation of group discussions involving up to ten community members, within the community setting. Other range statements are provided with relevant specific outcomes and assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain group tasks to discussion groups to ensure effective discussions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Group tasks are described in terms of prescribed objectives. 

    ASSESSMENT CRITERION 2 
    Expectations of individual participants in group discussions are recorded using a facilitated process. 

    ASSESSMENT CRITERION 3 
    Identified expectations are compared with group task objectives to determine coherence. 

    ASSESSMENT CRITERION 4 
    Coherence between group task objectives and participant expectations is maintained. 

    SPECIFIC OUTCOME 2 
    Set norms, standards and contracts for effective group discussions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Behaviour of groups in task-oriented situations is described and explained in terms of identified principles of group dynamics. 

    ASSESSMENT CRITERION 2 
    The rationale for setting group norms, standards and contracts is described in terms of identified group norms. 

    ASSESSMENT CRITERION 3 
    Setting of group norms, standards and contracts is facilitated using identified techniques. 

    ASSESSMENT CRITERION 4 
    Group norms, standards and contracts are recorded for visible display. 

    SPECIFIC OUTCOME 3 
    Select and use appropriate group facilitation techniques. 
    OUTCOME RANGE 
    Techniques can include brainstorming, nominal group techniques, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Group facilitation techniques are identified in terms of prescribed criteria. 

    ASSESSMENT CRITERION 2 
    Group facilitation techniques are described in terms of purpose and characteristics. 

    ASSESSMENT CRITERION 3 
    Successful and unsuccessful uses of group facilitation technique are described with examples provided for specific contexts. 

    SPECIFIC OUTCOME 4 
    Enhance participation in group discussions based on resulting group dynamics. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Relevant theoretical principles of group participation are identified for specific groups. 

    ASSESSMENT CRITERION 2 
    The interaction between group participation and group dynamics is explained in terms of impact on facilitation of group discussions. 

    ASSESSMENT CRITERION 3 
    Obstacles for participation are accurately identified and effectively dealt with in specific contexts. 

    SPECIFIC OUTCOME 5 
    Maintain group coherence for the duration of group discussions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Concepts related to group coherence are explained in terms of their impact on group discussions 

    ASSESSMENT CRITERION 2 
    Barriers to coherence are accurately identified with the aim of eliminating them 

    ASSESSMENT CRITERION 3 
    Techniques selected to remove barriers to coherence are identified and described for specific contexts 

    ASSESSMENT CRITERION 4 
    The impact of employing selected techniques to remove barriers to coherence are described in terms of selected examples in specific contexts 

    SPECIFIC OUTCOME 6 
    Coordinate group discussion processes to meet objectives. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Group discussion processes and stages are accurately identified. 

    ASSESSMENT CRITERION 2 
    Outcomes of group tasks are accurately recorded for future use. 

    ASSESSMENT CRITERION 3 
    Outcomes are evaluated against identified objectives. 

    ASSESSMENT CRITERION 4 
    Group discussion summaries are prepared and presented according to specified requirements. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • The rationale and techniques for setting norms, standards and contracts for effective group discussions
  • Behaviour of groups in task-oriented situations
  • Principles of group dynamics
  • Setting of group norms, standards and contracts is facilitated using identified techniques
  • Appropriate group facilitation techniques
  • Theoretical principles of group participation
  • The interaction between group participation and group dynamics
  • Obstacles for group participation and means of dealing with such obstacles
  • Concepts related to group coherence and their impact on group discussions
  • Barriers to coherence
  • Techniques to remove barriers to coherence
  • Group discussion processes and stages
  • Group discussion outcome evaluation
  • Preparation and presentation of group discussion summaries 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions to enhance participation and coherence in group discussions. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to set norms, standards and contracts for effective group discussions. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to select and use appropriate group facilitation techniques, and coordinate group discussion processes to achieve objectives. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when identified expectations are compared with group task objectives to determine coherence. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation to explain group tasks to discussion groups, group norms, standards and contracts are recorded for visible display and outcomes of group tasks are accurately recorded for future use. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others to prepare and present group discussion summaries. 

    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 when examples of successful and unsuccessful use of group facilitation technique are provided for specific contexts, and the impact of employing selected techniques to remove barriers to coherence are described in terms of selected examples in specific contexts. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent 
    		•

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  66749   National Certificate: Community Development  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Core  49600   National Certificate: Development Practice  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2009-05-13  Was ETDP SETA 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.
     
    1. DC Academy (PTY)LTD 
    2. Southern African Youth Movement 


    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.