ASSESSMENT GUIDE

NATIONAL DIPLOMA: MARKETING MANAGEMENT

ID 61593 - LEVEL 5 – CREDITS 243

IMPLEMENT A GENERIC COMMUNICATION STRATEGY

US ID: 10044

 1
Learner Information (Please Complete this Section)
Name & Surname:
ID Number
Tel/Cellphone Number
Email Address
Assessor Name:
Tel/Cellphone Number:
Moderator Name:
Tel/Cellphone Number

Declaration
I………………………………………………………………………………………… (Assessor) hereby declare
that the information contained in the attached documentation is, to my knowledge, correct and valid.
Learner Signature: Date: Assessor Signature: Date:

Moderator Signature Date

2
 Copy of the Unit Standard

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: 

Implement a generic communication strategy 

SAQA US ID UNIT STANDARD TITLE
10044  Implement a generic communication strategy 
ORIGINATOR
SGB Marketing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
- 
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Marketing 
ABET UNIT PRE-2009 NQF NQF LEVEL CREDITS
BAND STANDARD LEVEL
TYPE
Undefined  Regular  Level 5  Level TBA: Pre-2009 10 
was L5 
REGISTRATION STATUS REGISTRATION REGISTRATION END SAQA DECISION
START DATE DATE NUMBER
Reregistered  2015-07-01  2018-06-30  SAQA 10105/14 
LAST DATE FOR LAST DATE FOR ACHIEVEMENT
ENROLMENT
2019-06-30   2022-06-30  

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 is a core standard and forms part of the qualification, National Certificate, and is registered at
Level 5 on the National Qualifications Framework (NQF). Learners working towards this standard will be
learning towards the full qualification, or will be working within a Marketing Environment, specialising in either
Marketing Communication, Marketing Management, Market Research or Customer Management, where the
acquisition of competence against this standard will add value to one's job. 
This standard will also add value to learners who are starting their own business and recognises that Marketing
forms an integral component of any business. 

The qualifying learner is capable of: 

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 Identifying and explaining a generic communications model
 Analysing, interpreting and implementing a generic communication strategy 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 

Learners accessing this qualification will have demonstrated competence against the standards in the National
Diploma in Marketing, Marketing Communication or Marketing Research or Marketing Management or
Customer Management or equivalent at NQF Level 4. 

UNIT STANDARD RANGE 

 Marketing including all forms of marketing communications, direct marketing and relationship marketing,
sponsorship, event marketing, sales promotions, public relations and alternative strategies.
 Standard applies to marketing management, customer management, marketing communications and
marketing research.
 Media will include all electronic, print, outdoor, digital media, e media and direct media.
 Barriers to communication including distortion, ambiguity, language, emotional issues, prejudice and bias,
timing and credibility. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify and explain a generic communications model 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Communication elements are identified. 

ASSESSMENT CRITERION 2 
2. The interaction of the communication elements is explained in relation to communication model for specific
situations. 

ASSESSMENT CRITERION 3 
3. Factors that contribute to achieving quality communication are identified. 

ASSESSMENT CRITERION 4 
4. Barriers to successful communication are identified for elimination purposes. 

SPECIFIC OUTCOME 2 
Analyse, interpret and implement a generic communication strategy 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Communication processes are identified to determine method to be used. 

ASSESSMENT CRITERION 2 
2. Communication processes are analysed and interpreted to determine method of achieving understanding of
the message by the target audience. 

ASSESSMENT CRITERION 3 
3. Communications processes are applied to develop the message. 

ASSESSMENT CRITERION 4 
4. Target audience is assessed to establish communication method process with target audience. 

ASSESSMENT CRITERION 5 
5. Communication is implemented according to processes and methods planned. 

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ASSESSMENT CRITERION 6 
6. Channels of communication are used in relation to the preferences of the target audience. 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 

Providers offering learning towards this standard will be accredited by the Educational Training Quality
Assurance Body (ETQA) of the services SETA and/or by GENFETQA. 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 

A demonstrated understanding of: 

 A general understanding of the communication methods and processes.

 A broad general understanding of barriers to communication and how to minimise these. 

Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
 Identify and solve problems pertaining to the establishment of the correct channels for communications. 

UNIT STANDARD CCFO WORKING 

 Work effectively with others in the implementation of the generic communication strategy. 

UNIT STANDARD CCFO ORGANISING 

 Organise oneself and one's activities so that alternative communication methods and processes exist in the
event of current methods and processes failing or being rejected. 

UNIT STANDARD CCFO COLLECTING 

 Collect, evaluate, organise and critically evaluate information to enable the correct choice of process, method
and target audience. 

UNIT STANDARD CCFO COMMUNICATING 

 Communicate effectively with all target audience in the implementation of the generic communications
strategy. 

UNIT STANDARD CCFO DEMONSTRATING 

 Be culturally sensitive across a range of social contexts in the implementation of the communication strategy
so that it is acceptable to a wide range of individuals with varying cultural backgrounds. 

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

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 

PRIMARY OR
PRE-
DELEGATED
QUALIFICATION 2009 NQF END
  ID STATUS QA
TITLE NQF LEVEL DATE
FUNCTIONAR
LEVEL
Y
National Diploma:
NQF 2018-
Core  20908  Customer Level 5  Reregistered  SERVICES 
Level 05  06-30 
Management 
National Diploma:
NQF 2018-
Core  20904  Marketing Level 5  Reregistered  SERVICES 
Level 05  06-30 
Communications 
National Diploma: NQF 2018- As per Learning
Core  61593  Level 5  Reregistered 
Marketing Level 05  06-30  Programmes

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 recorded against
Management 
this Qual 
National Diploma: NQF 2018-
Core  20896  Level 5  Reregistered  SERVICES 
Marketing Research  Level 05  06-30 
National Diploma: NQF 2018-
Core  63369  Level 5  Reregistered  ETDP SETA 
Trade Union Practice  Level 05  06-30 
National Diploma: As per Learning
Human Resources NQF 2018- Programmes
Fundamental  61592  Level 5  Reregistered 
Management and Level 05  06-30  recorded against
Practices  this Qual 
Level
National Certificate:
TBA: Pre- 2018-
Elective  66089  Human Settlements Level 5  Reregistered  CETA 
2009 was 06-30 
Development 
L5 
Level
Bachelor of Human
TBA: Pre- 2018-
Elective  58246  Settlements Level 6  Reregistered   
2009 was 06-30 
Development 
L6 
National Certificate:
NQF 2018-
Elective  80066  Strategic Road Level 6  Reregistered  SAS SETA 
Level 06  06-30 
Traffic Operations 

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 Assessment strategy

US ID US Title Level Credits

10044 IMPLEMENT A GENERIC COMMUNICATION STRATEGY 5 10
This unit standard is a core standard and forms part of the qualification, National Certificate, and is
registered at Level 5 on the National Qualifications Framework (NQF). Learners working towards this
Target standard will be learning towards the full qualification, or will be working within a Marketing
Group Environment, specialising in either Marketing Communication, Marketing Management, Market
Research or Customer Management, where the acquisition of competence against this standard will add
value to one's job.
Assessment Approach
Assessment is focused on the applied competence of the learner and the relevant unit standards determine the
assessment criteria.
Summative Assessment
This is a summative assessment and assesses candidates for the following skills program/unit standard:
IMPLEMENT A GENERIC COMMUNICATION STRATEGY
Learners are rated “Competent" or "Not Yet Competent”.
Assessment Team and Conditions
The collection of evidence for the purposes of this assessment will take place in either the candidate’s home-based
environment or in the classroom. The candidate will be expected to manage basic personal finance as stipulated by
the Unit Standards specific outcomes, range statements and assessment criteria.
The assessment team consists of the following:
 Evidence Collection Facilitator
 Assessor
 Internal Moderator (20% of all portfolios are moderated)
 External Moderator (20% of portfolios are moderated)
Special Assessment Needs
Special needs are dealt with in the Assessment Preparation Interview. Should the candidate present any special
needs requests, the assessment will be adjusted, provided that the fairness, validity and making sure that the
reliability of the assessment are not compromised.
In addition the knowledge test may be administered as an oral interview or as a written test depending on the
confidence and language levels of the candidates.

Assessment process
Review this assessment guide to:

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  Ensure that you understand all the requirements of the assessment in terms of evidence required to
prove competence.
 Validate the assessment instruments against the candidate’s context.
 Ensure that you have familiarised yourself with all the policies and procedures referred to in the
assessment guide.
Identify and prepare the candidate for the assessment by:
 Conducting the “Assessment Preparation Interview, Sheet” where all the details regarding the
assessment are discussed and agreed to by all parties. OR
 Provide the candidate with a letter detailing all the specifications covered in the “Assessment
Preparation Interview Sheet.”

Conduct Assessment
1. Review the assessment plan with the candidate.
2. Collect the evidence in accordance with the instrument requirements.
Please note that the checklist covers the following:
 Knowledge Questioning
 This assessment covers all the foundational competence as outlined by the specific outcomes,
range statements and assessment criteria in the unit standard and may be conducted as a written or oral
test.
Gather, record and make judgments on all the evidence.

Make assessment Decision

1. Make assessment decision and discuss the results with the learner in a face-to-face interview.
2. Ensure that your feedback is developmental and supportive in nature.
3. Advise the candidate on what action to follow in the event of a “Not-Yet-Competent”.
4. Advise the candidate on what action to take where he/she feels the need to appeal your decision.
5. Allow the candidate time to provide you with feedback relevant to the process.
6. Ensure the candidate counter-signs the “Assessment Decision” to indicate his/her agreement to the
feedback and overall score.
7. Record the candidate’s feedback in this guide and ensure that it is provided to the person responsible for
the quality assurance of assessment tools.
8. Handle any disputes and identify matter that requires contingency planning.

Review the Assessment Process

Complete the “Assessment Review” documents and submit to the assessment co-coordinator.

Assessment Confirmation

Dear: (Candidate Name & Surname)

………………………………………………………………………………………………………

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This serves as a confirmation that your “Assessment Preparation Interview” will be conducted on the
……………………………… (Date) at………………………………… (Venue)
We will discuss:
 The purpose of the assessment.
 The date, time and venue of your assessment.
 The context of the NQF.
 And select the Unit Standard against which you will be assessed.
 The credit value, level, of the unit standard against which you will be assessed.
 The assessment procedure.
 The assessment methods to be used in your assessment.
 How the evidence will be collected.
 What evidence you are required to present on the day, whether direct, historical or indirect.
 Your special requirements, whether medical or personal, that will affect the assessment procedure.
 And agree to feedback procedures.
 The moderation process.
 Appeals procedure.
 Agree to and sign the assessment plan.
Please do not hesitate to contact me should you have any further queries.

Thank you

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 Assessment Preparation Interview Sheet

DESCRIPTION YE NO COMMENTS/
S CONTINGENCY
This assessment is a formative assessment and it is based on
the outlined skills program/unit standard/s: IMPLEMENT
A GENERIC COMMUNICATION STRATEGY
Your assessment evidence for the skills program/unit
standard: IMPLEMENT A GENERIC
COMMUNICATION STRATEGY, and needs to be
submitted on the assigned due dates.
You will be assessed based on the outlined Unit Standards.
The assessment activities are linked to specific
outcomes/assessment criteria of the outlined Unit Standards.
To determine your competence level, the following are the
methods to be used for this assessment:
1. Knowledge questionnaire
2. Product Sampling
To be declared competent on the following skills
program/unit standard: IMPLEMENT A GENERIC
COMMUNICATION STRATEGY (formative
assessment), you should have obtained at least 80% of the
total mark of this assessment.
You will be provided with detailed feedback on your
performance of this assessment as follows:
1. Written Feedback
2. Verbal Feedback
Should you be declared “not yet competent” on this
assessment, you will be entitled for re-assessment
opportunity/ies.
You will be required to re-submit evidence (only for areas)
you were declared not yet competent. A date for re-
submission will be agreed with the assessor.
You will be entitled to lodge an appeal should you not be
satisfied with the assessment decision of your assessment.
You will be required to provide the assessor feedback on
assessment procedure – this is to assist in improving the
assessment practices.
Your results of assessment and portfolio of evidence

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information will not be provided to any person without your
written consent.

Declaration

I…………………………………………………………………………………………….(Learner) herewith
declare that I am ready for the assessment, that we have reviewed the assessment preparation and plan, I
understand the assessment process and I am happy that the assessment will be conducted in a fair manner.
Learner Signature: Date: Assessor Signature: Date:

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 Appeals Application

Candidate Application Date

Assessor Assessment Date
Assessment Venue

Unit Standard against

which you were IMPLEMENT A GENERIC COMMUNICATION STRATEGY
assessed

What was the purpose of the

assessment?

Explain how you were assessed?

List the reasons why you disagree with

the assessment decisions.

Another Assessor
Different Assessment Instrument
Which one of the following options could
Different Assessment Method
resolve the matter?
Different Venue for Assessment
Different Time
List any special needs you may have.
Candidate signature  Date
Moderator signature Date

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 Re-Assessment Policy
The following will apply with reference to the (Insert company name) re-assessment policy:
1. When a candidate has to undergo re-assessment, he/she will be given specific feedback and guidance so
as to concentrate on areas of weakness.
2. The onus is on the candidate to communicate with the assessor to inform him/her when he/she is ready
for assessment
3. The re-assessment will take place in the same/similar situation or context and under the same conditions
4. The same assessment methods and/or instruments may be used, but the task and materials will be
different but at the same level and complexity as the previous task
5. Re-assessment can take place a maximum of 2 times per candidate, per unit standard. Any further
reassessment must be discussed with clients so as to arrive at the best solution and advice for the
learner.
6. A maximum of 3 months will be allowed in between each re-assessment, unless otherwise discussed
between the parties
7. Guidance will be given to those candidates who are unsuccessful after 3 attempts, and possible and
more suitable learning avenues will be offered to learners. Costs will be discussed with the SETA and
client and any costs incurred will be at a learners’ cost.

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 Unit Standard Alignment

Assessment Matrix: US ID: 10044

IMPLEMENT A GENERIC COMMUNICATION STRATEGY NQF Level:

Unit standard ID: 10044 Credits: 10
5

Unit standard range Marketing including all forms of marketing communications, direct marketing and relationship marketing, sponsorship, event marketing, sales promotions,
public relations and alternative strategies.
Standard applies to marketing management, customer management, marketing communications and marketing research.
Media will include all electronic, print, outdoor, digital media, e media and direct media.
Barriers to communication including distortion, ambiguity, language, emotional issues, prejudice and bias, timing and credibility.

Specific outcomes and Formative Summative Assessment Specific Outcome Date &
Delivery Methods Media Aids, Formative Assessment
assessment criteria activities Strategy Reference signature
Resources Strategy

P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W

Formative Assessment Strategy Legend
= Workplace Activity S = Self Assessment Checklist

O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study

Summative Assessment Strategy Legend
T = Testimonial P = Project

Specific Outcome 1 Identify and explain a generic communications model

Outcome Range

AC1.1 Facilitation. Learner Manual, Q, W Activity 1 - 3 Activity 1 - 2 Learner Guide:

Communication elements are Classroom Classroom Identifying p. 8 - 14
identified. discussion. equipment
Written question
Workbook:
displaying data p. 10 12
graphically

AC1.2 Facilitation. Learner Manual, Q, W Activity 1 - 3 Activity 1 - 2 Learner Guide:

The interaction of the Classroom Classroom Identifying p. 8 - 14
communication elements is discussion. equipment
Written question
explained in relation to Workbook:

19
communication model for displaying data p. 10 12
specific situations. graphically

AC1.3 Facilitation. Learner Manual, Q, W Activity 1 - 3 Activity 1 - 2 Learner Guide:

Factors that contribute to Classroom Classroom Identifying p. 8 - 14
achieving quality discussion. equipment
Written question
communication are identified. Workbook:
displaying data p. 10 12
graphically

AC 1.4 Facilitation. Learner Manual, Q, W Activity 1 - 3 Activity 1 - 2 Learner Guide:

Barriers to successful Classroom Classroom Identifying p. 8 - 14
communication are identified discussion. equipment
Written question
for elimination purposes. Workbook:
displaying data p. 10 12
graphically

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 Specific outcomes Formative Specific
Formative Summative
and Delivery Methods Media Aids, Assessment Outcome Date & signature
activities Assessment Strategy
assessment criteria Resources Strategy Reference

P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W = Workplace

Formative Assessment Strategy Legend
Activity S = Self Assessment Checklist

O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study T=

Summative Assessment Strategy Legend
Testimonial P = Project

Specific Outcome 2 Analyse, interpret and implement a generic communication strategy

Outcome Range  

AC 2.1 Facilitation. Learner Manual, Classroom Q, W Activity4 - 6 Activity 3 - 5 Learner Guide:

Communication processes are Classroom discussion. equipment Identifying p.15 – 29
identified to determine method to
Representing data
be used. Workbook:
p.13 -16

AC 2.2 Facilitation. Learner Manual, Classroom Q, W Activity4 - 6 Activity 3 - 5 Learner Guide:

Communication processes are Classroom discussion. equipment Identifying p.15 – 29
analysed and interpreted to
Representing data
determine method of achieving Workbook:
understanding of the message by p.13 -16
the target audience.

AC 2.3 Facilitation. Learner Manual, Classroom Q, W Activity4 - 6 Activity 3 - 5 Learner Guide:

Communications processes are Classroom discussion. equipment Identifying p.15 – 29
applied to develop the message.
Representing data
Workbook:
p.13 -16

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AC 2.4 Facilitation. Learner Manual, Classroom Q, W Activity4 - 6 Activity 3 - 5 Learner Guide:
Target audience is assessed to Classroom discussion. equipment Identifying p.15 – 29
establish communication method
Representing data
process with target audience. Workbook:
p.13 -16

AC2.5 Facilitation. Learner Manual, Classroom Q, W Activity4 - 6 Activity 3 - 5 Learner Guide:

Communication is implemented Classroom discussion. equipment Identifying p.15 – 29
according to processes and
Representing data
methods planned. Workbook:
p.13 -16

AC2.6
Channels of communication are
used in relation to the
preferences of the target
audience.

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 Critical cross-field outcomes Description

UNIT STANDARD CCFO Identify and solve problems pertaining to the establishment of the correct channels for communications.
IDENTIFYING 

UNIT STANDARD CCFO Work effectively with others in the implementation of the generic communication strategy.
WORKING 

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UNIT STANDARD CCFO Organise oneself and one's activities so that alternative communication methods and processes exist in the event of current methods and processes
ORGANISING 
failing or being rejected.

UNIT STANDARD CCFO Collect, evaluate, organise and critically evaluate information to enable the correct choice of process, method and target audience.
COLLECTING 

UNIT STANDARD CCFO Communicate effectively with all target audience in the implementation of the generic communications strategy.
COMMUNICATING

UNIT STANDARD CCFO Be culturally sensitive across a range of social contexts in the implementation of the communication strategy so that it is acceptable to a wide range of
CONTRIBUTING  individuals with varying cultural backgrounds.

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