Qualification Specification. TQUK Level 3 Diploma in Management (QCF) 601/4939/5

Transcription

1 Qualification Specification TQUK Level 3 Diploma in Management (QCF) 601/4939/5 1

2 Contents Page no: 1. INTRODUCTION 3 2. QUALIFICATION SPECIFICATIONS 3 3. INTRODUCTION TO THE QUALIFICATION 4 4. PROGRESSION 4 5. STRUCTURE 5 6. ASSESSMENT 8 7. CENTRE APPROVAL 9 8. COURSE DELIVERY CENTRE QUALITY ASSURANCE THE TQUK MANAGEMENT SUITE USEFUL WEBSITES UNIT OF ASSESSMENT APPENDIX 1 - Skills CFA Assessment Strategy Appendix 1a - Realistic Working Environment Guidelines Appendix 1b - Simulation: A List of Units 105 2

3 Introduction Welcome to TQUK. TQUK is an Awarding Organisation recognised by the Office of Qualifications and Examinations Regulation (Ofqual) in England and by the Welsh Government. TQUK offers qualifications on the Qualifications and Credit Framework (QCF). Qualifications regulated by Ofqual are listed on the Register of Regulated Qualifications ( We aim to provide qualifications that meet the needs of industry which are designed by leading professionals and delivered to centres and learners with integrity and compliance in mind. To accompany the qualification, TQUK will provide centres with world class customer service to support the delivery of our qualifications. Please visit our website for news of our latest developments. Qualification Specifications Qualification Specifications Each qualification which TQUK offers is supported by a specification that includes all the information required by a centre to deliver a qualification. Information in the specification includes unit information, assessment and learning outcomes. The aim of the Qualification Specification is to guide a centre through the process for delivering the qualification. Please read alongside the TQUK Centre Handbook. Further details of TQUK s procedures and policies can be found on our website and accessed via a centre s homepage in the Management Suite. TQUK expects all centres to familiarise themselves with the specification and the Centre Handbook as they will assist in the administration, preparation, delivery and assessment of the qualification. All TQUK literature will be provided through the medium of English. On request, materials can be supplied in Welsh or Irish. Qualification specifications can be found on the TQUK website Please check the website regularly to ensure that you are using the most up to date version. This qualification may be eligible for public funding. If you are applying for funding you should use the QN number. For further advice on funding, contact TQUK. If you have any further questions please contact TQUK. 3

4 Use of TQUK Logo, Name and Qualifications TQUK is a professional organisation and use of its name and logo is restricted. TQUK s name may only be used by approved centres to promote any TQUK qualifications. When using TQUK s logo, there must be no changes or amendments made to it, in terms of colour, size, border and shading. Only the logo given as part of centre approval should be used. Approved centres must only use the logo for promotional materials such as on corporate/business letterheads, pages of a centre's web site relating to TQUK qualifications, printed brochures, leaflets or exhibition stands. If a centre no longer has TQUK approved centre status, it must immediately discontinue the use of TQUK s logo. Introduction to the Qualification Introduction to the Qualification The TQUK Level 3 Diploma in Management (QCF) is regulated by Ofqual. Qualification Purpose The TQUK Level 3 Diploma in Management (QCF) is designed to support those working as first line managers, section managers, assistant managers, trainee managers, senior supervisors, junior non-commissioned officers (armed forces) or other management positions. The qualification develops the knowledge and skills required to undertake management roles in a range of business settings including planning, allocating and monitoring the work of the team, giving feedback, briefing teams, supporting team members, managing conflict, resolving problems, procuring supplies, project management, agreeing budgets and managing and improving customer service. Entry Requirements There are no specific entry requirements however learners should have a minimum of level two in literacy and numeracy or equivalent. The qualification is suitable for learners of 16 years of age and above. Progression Progression Successful learners can progress to other qualifications such as:- TQUK Level 3 Diploma in Business Administration (QCF) TQUK Level 3 Diploma in Customer Service (QCF) TQUK Level 4 NVQ Diploma in Management (QCF) TQUK Level 4 NVQ Diploma in Business Administration (QCF) Higher Apprenticeship in Business & Professional Administration Further or higher education to undertake business related or other qualifications, including Foundation Degrees in business, business management and business administration. Business and management undergraduate programmes Business professional qualifications at level 4 and above 4

5 10 3 Manage conflict within a team K/506/1927 Structure 5 3 Y/506/1924 Chair and lead meetings or to job roles including office manager, administration team leader, personal assistant or a wide range of managerial roles within business. Structure Learners must achieve a minimum of 55 credits: 31 credits from the Mandatory Group and a minimum of 17 credits from Optional Group A. A maximum of 7 credits can come from Optional Group B. Mandatory Unit Group Unit ref. Level Guided Learning Hours Credit value Manage team performance A/506/ Principles of people management R/506/ Principles of business D/506/ Principles of leadership and management Manage personal and professional development F/506/ T/506/ Optional Unit Group A Unit(s) Unit ref. Level Guided Learning Hours Credit value Promote equality, diversity and inclusion in the workplace T/506/ Manage individuals performance J/506/ Manage individuals' development in the workplace L/506/

6 17 3 Conduct quality audits T/506/ K/506/1992 Prepare for and support quality audits K/506/ Collaborate with other departments M/506/ Support remote or virtual teams A/506/ Participate in a project F/506/ Develop and maintain professional networks Develop and implement an operational plan J/506/ Y/506/ Encourage learning and development M/506/ Discipline and grievance management A/506/ Develop working relationships with stakeholders F/506/ Manage physical resources K/506/

7 16 2 Manage events M/506/1959 Unit(s) Unit ref. Level Guided Credit value Learning Hours Guided Learning Hours The credit value of a qualification can be used to determine how long it will take a learner to achieve, as one credit corresponds to 10 hours of learning. These hours are made up of contact time with a teacher/assessor, referred to as guided learning hours (GLH), and non-contact time for study and assessment activities. 7 The range of guided learning hours for this qualification is T/505/4673 Health and Safety Procedures in the Workplace M/506/ Contribute to the improvement of business performance D/506/ Negotiate in a business environment H/506/ Develop a presentation K/506/ Deliver a presentation M/506/ Contribute to the development and implementation of an information system A/506/ Resolve customers problems K/506/ Resolve customers complaints R/506/ Gather, analyse and interpret customer feedback D/506/ Employee rights and responsibilities L/506/

8 Assessment Assessment must meet the requirements of the Skills CFA Assessment Strategy (Appendix 1) This qualification requires assessment of both knowledge and competence therefore: Assessment decisions for competence based learning outcomes (e.g. those beginning with to be able to ) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment. Assessment decisions for competence based learning outcomes must be made by an assessor qualified to make assessment decisions. Competence based assessment must include direct observation as the main source of evidence. Therefore the assessment must be carried out in real time. The observation cannot be recorded and assessment judgements made at a later date. Assessment of knowledge based learning outcomes (e.g. those beginning with know or understand ) may take place in or outside of a real work environment. Assessment decisions for knowledge based learning outcomes must be made by an occupationally knowledgeable assessor. Assessment decisions for knowledge based Learning Outcomes must be made by an assessor qualified to make assessment decisions. Centres should refer to TQUK s Assessment Guidance document which can be found on the TQUK Management Suite. This document details the types of assessment and evidence which are acceptable. Recording documents for the assessments can be found on the TQUK Management Suite. These include an Observation Record. Observations for assessment can be made using Skype but it is expected that at least one observation for each unit is carried out with the assessor present in the workplace. All learning outcomes must be met to achieve a Pass - there is no grading 8

9 Approval Centre Approval To offer any TQUK qualification each centre must be registered with TQUK and meet centre and qualification approval criteria. Approval must be confirmed prior to any assessment of learners taking place. It is essential that centres provide learners with access to appropriate support in the form of specialist resources. Approved centres must seek approval for each qualification they wish to offer. The approval process requires centres to demonstrate that they have the resources, including staff, to deliver and assess the qualification. Centre Policies In order to obtain centre approval from TQUK, an approved centre must have a range of policies in place. A full list of these policies can be found on the centre s homepage of the TQUK Management Suite in the downloads section. It is a centre s responsibility to ensure that all employees are aware of the policies and procedures and that they are adhered to at all times. Learners should also be informed, by the centre, of policies that are relevant to them such as complaints and appeals. Failure to enforce or adhere to these policies could result in a centre s approval status being withdrawn. TQUK has policies and procedures in place to support centres. Definitions and details can be found in the Centre Handbook and on the TQUK website. These include: Equality and Diversity If a centre does not have an Equality and Diversity Policy, TQUK can provide one. Learners should be made aware that this policy is available to them should they choose to view it. Reasonable Adjustments and Special Considerations TQUK is committed to complying with all current and relevant legislation in relation to the development and delivery of our qualifications which at the time of writing includes, but is not limited to, the Equality Act We seek to uphold human rights relating to race relations, disability discrimination and special educational needs of our learners and to provide equal reasonable adjustments and special considerations for all learners registered on our qualifications. TQUK expect all approved centres to have in place an Equality and Diversity Policy, which includes the following principles and guidelines: Assessment should be a fair test of learners knowledge and what they are able to do. For some learners the usual format of assessment may not be suitable. We ensure that our qualifications and assessments do not bar learners from taking our qualifications. 9

10 We recognise that reasonable adjustments or special considerations may be required at the time of assessment where: learners have a permanent disability or specific learning needs learners have a temporary disability, medical condition or learning needs learners are indisposed at the time of the assessment. The provision for reasonable adjustments and special consideration arrangements is made to ensure that learners receive recognition of their achievement provided that the equity, validity and reliability of the assessments can be assured. Such arrangements are not concessions to make assessment easier for learners, or to provide any learner with unfair advantage. For full details of TQUK's policy and the process for requesting reasonable adjustments and/or special considerations, please refer to the Reasonable Adjustments and Special Considerations Policy on the homepage on the TQUK Management Suite. Appeals Policy TQUK s Appeals Policy is aimed at our customers, including learners, who are delivering, enrolled on or have taken a TQUK approved qualification or unit. It sets out the process a centre should follow when submitting appeals to TQUK and the process TQUK will follow when responding to enquiries and appeals. It is important that staff involved in the management, assessment and quality assurance of TQUK s qualifications are aware of the contents of TQUK s policy. For details of TQUK's policy and procedure on appeals, please refer to the homepage on the TQUK Management Suite. To be approved by TQUK, a centre must have in place an internal Appeals Policy that is shared with learners. Complaints For details of TQUK's policy and procedure on complaints, please refer to the homepage on the TQUK Management Suite. Support from TQUK Approved centres will be able to access support from TQUK whenever necessary. External Verifier visits will be undertaken on a regular basis. TQUK also offer approved centres the service of an Account Manager. An Account Manager s role is to support centres with any administration queries or qualification support. Course Delivery Course Delivery Pre-Course Information All learners should be given appropriate pre-course information regarding any TQUK qualifications. The information should explain about the qualification, the fee, the form of the assessment and any entry requirements or resources needed to undertake the qualification. 10

11 Initial Assessment Centres should ensure that any learner registered on a TQUK qualification undertakes some form of initial assessment. The initial assessment should be used to inform a teacher/trainer on the level of the learner s current knowledge and/or skills. Initial assessment can be undertaken by a teacher/trainer in any form, depending on the qualification to be undertaken by the learner/s. It is the centre's responsibility to make available forms of initial assessment that are valid, applicable and relevant to TQUK qualifications. All initial assessment findings should be analysed by a teacher/trainer and the information obtained should be used to inform teaching and learning approaches, content delivery and assessment strategies. Initial assessment will be reviewed during the IV and EV process. Learner Registration Once approved to offer a qualification, the centre should register learners before any assessment can take place. Approved centres must follow TQUK s procedures for registering learners on the homepage of the Management Suite. For short courses, TQUK offer the option of registering a course and booking a number of places. Learners are then added once the course has taken place, thus acknowledging situations where substitutions are made at short notice to meet business needs. Resources Learners will need access to the following:- Course manual ICT resources if applicable Equipment at the venue Appropriate general and subject specific texts A suitably equipped venue and resources Other resources to support identified needs of learners. Resources to support the delivery of the qualification This list is not final, additional resources may be added to meet the needs of the learners. Training Requirements Training must be delivered following quality detailed lesson plans. All lesson plans must include:- Aim (a clear concise statement to show what the learners are to achieve by the end of the course) Objectives (to give the learners a step by step guide as to how they are going to achieve the aim of the course) Length of time allocated for each individual session Learner activities during the session Training methods, resources and equipment to be used Methods of assessing the level of knowledge/skills the learners have gained. 11

12 Trainer/Assessor Requirements The role of a teacher, trainer, tutor or assessor is to deliver TQUK qualifications to learners. They must be qualified in the subject area they are delivering. Any centre staff delivering a qualification must also hold relevant experience of delivery of that qualification or work experience in the qualification subject. The responsibility of a trainer, teacher, tutor or assessor is to ensure that learners gain knowledge and/or skills when studying a TQUK qualification. They must ensure that they follow TQUK s qualification specifications and deliver an interesting and informative course to learners. They must ensure learners receive the correct support and/or advice to assist them in achieving their qualification. All TQUK qualifications must be delivered in a professional manner. It is a teacher/trainer s responsibility to ensure that all sessions are fully planned and prepared and that all resources are available to learners. In order to gain approval by TQUK to deliver the TQUK Level 3 Diploma in Management (QCF) trainers/assessors must:- meet the requirements of the Skills CFA Assessment Strategy (Appendix 1) be occupationally competent in the subject area being delivered show current evidence of continuing professional development in assessment and quality assurance and hold the qualification (or equivalent ) they are assessing and have successfully assessed learners for other qualifications; if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum of two assessors and a teaching qualification such as: o o o o Further and Adult Education Teachers Certificate Cert Ed/PGCE/B Ed/M Ed PTLLS/CTLLS/DTLLS Level 3 Award/4 Certificate/5 Diploma in Education and Training and be occupationally competent in the training and/or assessing and operating within Learning and Development NOS 9 Assess Learner Achievement, evidenced by one or more of the following or equivalent qualifications: o Level 3 Award in Assessing Competence in the Work Environment (QCF) o Level 3 Award in Assessing Vocationally Related Achievement (QCF) o Level 3 Award in Understanding the Principles and Practices of Assessment (QCF) o Level 3 Certificate in Assessing Vocational Achievement (QCF) o A1 or D32/D33 or attend a CPD event for trainer/assessors held by TQUK 12

13 Assessment Policy A centre must ensure that assessment is valid, reliable and does not disadvantage or advantage any group of learners or individuals. The assessment procedure should be open, fair and free from bias. There should also be accurate and detailed recording of assessment decisions. In order to do this, the centre should: Assess learner s evidence using only the published assessment criteria Ensure that assessment decisions are impartial, valid and reliable Develop assessment procedures that will minimise the opportunity for malpractice Maintain accurate and detailed records of assessment decisions Maintain a robust and rigorous internal verification procedure Annually provide samples for external verification, as required by the awarding body Monitor external verifier reports and undertake any remedial action required Share good assessment practice between all training teams Ensure that assessment methodology is understood by all staff Provide resources to ensure that assessment can be performed accurately and appropriately All centre devised assessments must be approved by TQUK before use. Results and Certification Results and certificates will be issued to centres once they have undertaken the required internal quality assurance procedures and have undergone external quality assurance activities, necessary for each qualification. It is a centre s responsibility to ensure learners are notified about the result of any assessment outcomes. Approved centres must also fully inform learners regarding how and when they are able to obtain any results and/or certificates after successfully completing a course. Once all course documentation has been received and quality assured, certificates will be dispatched and should be received at the centre within 48 hours. To inform TQUK of learners who have passed, centres should use the Registering a Group of Learners section on the homepage of the TQUK Management Suite. Should exceptional circumstances arise and a certificate is lost or damaged, learners may request a replacement certificate. Replacement certificates will have the same standing as original certificates and will incur a fee. An approved centre should make replacement certificate requests to TQUK. Centre Quality Assurance Centre Quality Assurance TQUK require each centre to have in place a functioning quality system that is appropriate to the centre s size and volume of learners. The centre should also maintain sufficient records which demonstrate the use of quality systems and the outcomes of key monitoring activities. All qualifications should be delivered to a high standard and assessment and internal quality assurance/verification must be embedded throughout a centre s quality assurance system. 13

14 Each approved centre must employ staff who can undertake a number of specific roles that allow the centre to function effectively. Some centre roles can be undertaken by different individuals or the same person, depending on the size of the centre and the volume of TQUK qualification being delivered. Full details of centre and TQUK responsibilities for quality assurance can be found on the TQUK website and in the Centre Handbook. Internal Verifier The role of an Internal Verifier (IV) is at the heart of the quality assurance and management systems of each approved TQUK Centre. There are three main aspects of the Internal Verifier role: - Verifying assessment Developing and supporting teachers, trainers, tutors and assessors Managing the quality of delivery Verifying assessment is concerned with maintaining the quality of assessment for all learners. In most centres this forms the core part of the Internal Verifier s duties, and is by far the most time consuming. There are three strands to verifying assessment: - sampling assessments, monitoring assessment practice and standardising assessment judgements. IVs should offer advice and guidance on best practice to trainers and assessors. IVs will undertake regular observations of trainers and assessors. They will also review learner portfolios and undertake standardisation activities as part of this support. IVs will be expected to devise and undertake sampling activities in line with centre approval responsibilities. They are also responsible for managing the quality of delivery by trainers, to ensure that learners are receiving the best possible teaching and learning. IVs set best practice standards in centres. Full details of TQUK's requirements for Internal Verification can be found in the Centre Handbook. Internal Verifier Requirements Internal verifiers must have relevant experience in delivering and/or assessing the subject they are internally verifying. This includes having a working knowledge of the requirements of the qualification, and a thorough knowledge and understanding of the role of tutors/assessors and internal quality assurance. Internal verifiers must support tutors and assessors in their delivery and assessment of a qualification. They should also observe assessments. All those who quality assure these qualifications internally must: - Meet the requirements of the Skills CFA Assessment Strategy (Appendix 1) Have up-to-date working knowledge and experience of best practice in assessment and quality assurance Show current evidence of continuing professional development in assessment and quality assurance Hold or be working towards one of the following qualifications or their recognised equivalent: o Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, or o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice, or o V1 Conduct internal quality assurance of the assessment process or o D34 Internally verify the assessment process 14

15 or o attend a CPD event for IVs held by TQUK It is best practice that those who quality assure the qualification also hold one of the following qualifications or their recognised equivalent: Level 3 Award in Assessing Competence in the Work Environment or Level 3 Certificate in Assessing Vocational Achievement, or A1 Assess candidate performance using a range of methods, or D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence Internal verifiers who do not hold one of the internal quality assurance qualifications listed above, must follow the principles set out in Learning and Development NOS 11 - Internally monitor and maintain the quality of assessment. External Quality Assurance/Verification External quality assurance (EQA) is carried out to ensure a centre is using valid, reliable, fair and ethical assessment and internal quality assurance processes. External quality assurers/verifiers (EVs) will be appointed by TQUK to approve a centre, and to monitor delivery, assessment and internal quality assurance. Annual EV visits are provided free. Additional support visits can be requested at any time which will incur a charge. Additional support can include specific advice regarding particular qualification requirements, and/or assessment and internal quality assurance guidance. If centres have any specific qualification questions, they should contact TQUK. TQUK will make contact with a centre to arrange external quality assurance activities and may request information in advance of an EV visit. Malpractice & Maladministration Policy Definition of Malpractice Malpractice is any activity or practice which deliberately contravenes regulations and compromises the integrity of the internal or external assessment process and/or the validity of certificates. It covers any deliberate actions, neglect, default or other practice that compromises, or could compromise:- the assessment process the integrity of a regulated qualification the validity of a result or certificate the reputation and credibility of TQUK the qualification or the wider qualifications community Malpractice may include a range of issues from the failure to maintain appropriate records and systems to the deliberate falsification of records in order to claim certificates. It also covers misconduct and forms of unnecessary discrimination or bias towards certain or groups of learners. 15

16 Definition of Maladministration Maladministration is any activity or practice which results in non-compliance with administrative regulations and requirements and includes the application of persistent mistakes or poor administration within a centre (e.g. inappropriate learner records). Centre s Responsibility It is important that centre staff involved in the management, assessment and quality assurance of TQUK qualifications, and learners, are fully aware of the contents of the policy and that centres have arrangements in place to prevent and investigate instances of malpractice and maladministration. A failure to report suspected or actual malpractice/maladministration cases, or have in place effective arrangements to prevent such cases, may lead to sanctions being imposed on a centre (see TQUK s Sanctions Policy in the downloads section of the TQUK Management Suite for details of the sanctions that may be imposed). TQUK can provide centres with guidance/advice/support on how to prevent, investigate, and deal with malpractice and maladministration. A centre s compliance with this policy, and how it takes reasonable steps to prevent and/or investigate instances of malpractice and maladministration, will be reviewed by TQUK periodically through ongoing centre monitoring arrangements. Should an investigation be undertaken into a centre, the head of centre must:- respond speedily and openly to all requests relating to the allegation and/or investigation cooperate and ensure that staff cooperate fully with any investigation and/or request for information. For full details of TQUK's policy on malpractice and maladministration, please refer to the homepage on the TQUK Management Suite. 16

17 TQUK Management Suite The TQUK Management Suite Once a centre registers with TQUK they will be given a centre login to the Management Suite where they will enter their centre details. The TQUK Management Suite holds information regarding the centre approval process. The booking and management of a centre's qualifications with TQUK is user friendly and designed to help in the administration of qualifications. Centres will be able to register learners and course details via their homepage on the Management Suite. A centre will be able to register:- Course details Trainer/Tutor/Assessor and IV details Learner details Results for certification Management Suite training will be given to each new centre, once approved. Useful Websites Useful Websites Health and Safety Executive Office of Qualifications and Examinations Regulation Register of Regulated Qualifications Skills CfA Equalities and Human Rights Commissions The National Archives (For all UK legislation) For further details regarding approval and funding eligibility please refer to the following websites: o Skills Funding Agency for public funding information for 19+ learners in England o Learning Aim Reference Service (LARS) o DAQW Database of Approved Qualifications for public funding in Wales o Department for Employment and Learning or Department of Education for public funding in Northern Ireland. 17

18 Units of Assessment Units of Assessment Mandatory Unit Unit 1 Title: Manage team performance A/506/1821 Level: 3 Credit value: 4 Guided learning hours: 21 Learning outcomes Assessment criteria The learner will: 1. Understand the management of team performance The learner can: 1.1 Explain the use of benchmarks in managing performance 1.2 Explain a range of quality management techniques to manage team performance 1.3 Describe constraints on the ability to amend priorities and plans 2. Be able to allocate and assure the quality of work 2.1 Identify the strengths, competences and expertise of team members 2.2 Allocate work on the basis of the strengths, competences and expertise of team members 2.3 Identify areas for improvement in team members performance outputs and standards 2.4 Amend priorities and plans to take account of changing circumstances 2.5 Recommend changes to systems and processes to improve the quality of work 3. Be able to manage communications within a team 3.1 Explain to team members the lines of communication and authority levels 3.2 Communicate individual and team objectives, responsibilities and priorities 3.3 Use communication methods that are appropriate to 18

19 the topics, audience and timescales 3.4 Provide support to team members when they need it 3.5 Agree with team members a process for providing feedback on work progress and any issues arising 3.6 Review the effectiveness of team communications and make improvements Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 19

20 Unit 2 Title: Principles of people management R/506/1937 Level: 3 Credit value: 6 Guided learning hours: 34 Learning outcomes Assessment criteria The learner will: 1. Understand the principles of workforce management The learner can: 1.1 Explain the relationship between Human Resources (HR) functions and other business functions 1.2 Explain the purpose and process of workforce planning 1.3 Explain how employment law affects an organisation s HR and business policies and practices 1.4 Evaluate the implications for an organisation of utilising different types of employment contracts 1.5 Evaluate the implications for an individual of different types of employment contracts 2. Understand equality of opportunity, diversity and inclusion 2.1 Explain an organisation s responsibilities and liabilities under equality legislation 2.2 Explain the benefits that effective equality of opportunity, diversity and inclusion policies bring to individuals and organisations 2.3 Explain the language and behaviour that support commitments to equality of opportunity, diversity and inclusion 2.4 Explain how to measure diversity within an organisation 3. Understand team building and dynamics 3.1 Explain the difference between a group and a team 3.2 Outline the characteristics of an effective team 20

21 3.3 Explain the techniques of building a team 3.4 Explain techniques to motivate team members 3.5 Explain the importance of communicating targets and objectives to a team 3.6 Examine theories of team development 3.7 Explain common causes of conflict within a team 3.8 Explain techniques to manage conflict within a team 4. Understand performance management 4.1 Identify the characteristics of an effective performance management system 4.2 Explain the uses of specific, measurable, achievable, realistic and time-bound (SMART) objectives and priorities 4.3 Describe best practice in conducting appraisals 4.4 Explain the factors to be taken into account when managing people s wellbeing and performance 4.5 Explain the importance of following disciplinary and grievance processes 5. Understand training and development 5.1 Explain the benefits of employee development 5.2 Explain the advantages and limitations of different types of training and development methods 5.3 Explain the role of targets, objectives and feedback in employee development 5.4 Explain how personal development plans support the training and development of individuals 5.5 Explain how to make use of planned and unplanned learning opportunities to meet individuals preferred learning styles 5.6 Explain how to support individuals learning and development 6. Understand reward and recognition 6.1 Describe the components of total reward 6.2 Analyse the relationship between motivation and reward 21

22 6.3 Explain different types of pay structures 6.4 Explain the risks involved in the management of reward schemes 22

23 Unit 3 Title: Principles of business D/506/1942 Level: 3 Credit value: 10 Guided learning hours: 74 Learning outcomes Assessment criteria The learner will: The learner can: 1. Understand business markets 1.1 Explain the characteristics of different business markets 1.2 Explain the nature of interactions between businesses within a market 1.3 Explain how an organisation s goals may be shaped by the market in which it operates 1.4 Describe the legal obligations of a business 2. Understand business innovation and growth 2.1 Define business innovation 2.2 Explain the uses of models of business innovation 2.3 Identify sources of support and guidance for business innovation 2.4 Explain the process of product or service development 2.5 Explain the benefits, risks and implications associated with innovation 3. Understand financial management 3.1 Explain the importance of financial viability for an organisation 3.2 Explain the consequences of poor financial management 3.3 Explain different financial terminology 4. Understand business budgeting 4.1 Explain the uses of a budget 23

24 4.2 Explain how to manage a budget 5. Understand sales and marketing 5.1 Explain the principles of marketing 5.2 Explain a sales process 5.3 Explain the features and uses of market research 5.4 Explain the value of a brand to an organisation 5.5 Explain the relationship between sales and marketing 24

25 Unit 4 Title: Principles of leadership and management F/506/2596 Level: 3 Credit value: 8 Guided learning hours: 50 Learning outcomes Assessment criteria The learner will: 1. Understand the principles of effective decision making The learner can: 1.1 Explain the importance of defining the objectives, scope and success criteria of the decisions to be taken 1.2 Assess the importance of analysing the potential impact of decision making 1.3 Explain the importance of obtaining sufficient valid information to enable effective decision making 1.4 Explain the importance of aligning decisions with business objectives, values and policies 1.5 Explain how to validate information used in the decision making process 1.6 Explain how to address issues that hamper the achievement of targets and quality standards 2. Understand leadership styles and models 2.1 Explain the difference in the influence of managers and leaders on their teams 2.2 Evaluate the suitability and impact of different leadership styles in different contexts 2.3 Analyse theories and models of motivation and their application in the workplace 3. Understand the role, functions and processes of management 3.1 Analyse a manager's responsibilities for planning, coordinating and controlling work 3.2 Explain how managers ensure that team objectives are met 25

26 3.3 Explain how a manager's role contributes to the achievement of an organisation s vision, mission and objectives 3.4 Analyse theories and models of management 3.5 Explain how the application of management theories guide a manager's actions 3.6 Explain the operational constraints imposed by budgets 4. Understand performance measurement 4.1 Explain the relationship between business objectives and performance measures 4.2 Explain the features of a performance measurement system 4.3 Explain how to set key performance indicators (KPIs) 4.4 Explain the tools, processes and timetable for monitoring and reporting on business performance 4.5 Explain the use of management accounts and management information systems in performance management 4.6 Explain the distinction between outcomes and outputs 26

27 Unit 5 Title: Manage personal and professional development T/506/2952 Level: 3 Credit value: 3 Guided learning hours: 12 Learning outcomes Assessment criteria The learner will: 1. Be able to identify personal and professional development requirements The learner can: 1.1 Compare sources of information on professional development trends and their validity 1.2 Identify trends and developments that influence the need for professional development 1.3 Evaluate their own current and future personal and professional development needs relating to the role, the team and the organisation 2. Be able to fulfil a personal and professional development plan 2.1 Evaluate the benefits of personal and professional development 2.2 Explain the basis on which types of development actions are selected 2.3 Identify current and future likely skills, knowledge and experience needs using skills gap analysis 2.4 Agree a personal and professional development plan that is consistent with business needs and personal objectives 2.5 Execute the plan within the agreed budget and timescale 2.6 Take advantage of development opportunities made available by professional networks or professional bodies 3. Be able to maintain the relevance of a personal and professional 3.1 Explain how to set specific, measurable, achievable, realistic and time-bound (SMART) objectives 27

28 development plan 3.2 Obtain feedback on performance from a range of valid sources 3.3 Review progress toward personal and professional objectives 3.4 Amend the personal and professional development plan in the light of feedback received from others Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 28

29 Unit 6 Title: Promote equality, diversity and inclusion in the workplace T/506/1820 Level: 3 Credit value: 3 Guided learning hours: 15 Learning outcomes Assessment criteria The learner will: 1. Understand the organisational aspects of equality, diversity and inclusion in the workplace The learner can: 1.1 Explain the difference between equality, diversity and inclusion 1.2 Explain the impact of equality, diversity and inclusion across aspects of organisational policy 1.3 Explain the potential consequences of breaches of equality legislation 1.4 Describe nominated responsibilities within an organisation for equality, diversity and inclusion 2. Understand the personal aspects of equality, diversity and inclusion in the workplace 2.1 Explain the different forms of discrimination and harassment 2.2 Describe the characteristics of behaviour that supports equality, diversity and inclusion in the workplace 2.3 Explain the importance of displaying behaviour that supports equality, diversity and inclusion in the workplace 3. Be able to support equality, diversity and inclusion in the workplace 3.1 Ensure colleagues are aware of their responsibilities for equality, diversity and inclusion in the workplace 3.2 Identify potential issues relating to equality, diversity and inclusion in the workplace 3.3 Adhere to organisational policies and procedures, and legal and ethical requirements when supporting equality, diversity and inclusion in the workplace Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 29

30 Unit 7 Title: Manage individuals performance J/506/1921 Level: 3 Credit value: 4 Guided learning hours: 20 Learning outcomes Assessment criteria The learner will: 1. Understand the management of underperformance in the workplace The learner can: 1.1 Explain typical organisational policies and procedures on discipline, grievance and dealing with underperformance 1.2 Explain how to identify causes of underperformance 1.3 Explain the purpose of making individuals aware of their underperformance clearly but sensitively 1.4 Explain how to address issues that hamper individuals' performance 1.5 Explain how to agree a course of action to address underperformance 2. Be able to manage individuals' performance in the workplace 2.1 Agree with team members specific, measurable, achievable, realistic and time-bound (SMART) objectives that align to organisational objectives 2.2 Delegate responsibility to individuals on the basis of their expertise, competence, skills, knowledge, and development needs 2.3 Apply motivation techniques to maintain morale 2.4 Provide information, resources and on-going mentoring to help individuals meet their targets, objectives and quality standards 2.5 Monitor individuals progress towards objectives in accordance with agreed plans 30

31 2.6 Recognise individuals' achievement of targets and quality standards 2.7 Adhere to organisational policies and procedures, and legal and ethical requirements when managing individuals performance in the workplace Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 31

32 Unit 8 Title: Manage individuals' development in the workplace L/506/1922 Level: 3 Credit value: 3 Guided learning hours: 10 Learning outcomes Assessment criteria The learner will: 1. Be able to carry out performance appraisals The learner can: 1.1 Explain the purpose of performance reviews and appraisals 1.2 Explain techniques to prepare for and carry out appraisals 1.3 Provide a private environment in which to carry out appraisals 1.4 Carry out performance reviews and appraisals in accordance with organisational policies and procedures 1.5 Provide clear, specific and evidence-based feedback sensitively 1.6 Agree future actions that are consistent with appraisal findings and identified development needs 2. Be able to support the learning and development of individual team members 2.1 Describe training techniques that can be applied in the workplace 2.2 Analyse the advantages and disadvantages of learning and development interventions and methods 2.3 Explain organisational learning and development policies and resource availability 2.4 Review individuals learning and development needs at regular intervals 2.5 Suggest learning and development opportunities 32

33 and interventions that are likely to meet individual and business needs Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 33

34 Unit 9 Title: Chair and lead meetings Y/506/1924 Level: 3 Credit value: 3 Guided learning hours: 10 Learning outcomes Assessment criteria The learner will: The learner can: 1. Be able to prepare to lead meetings 1.1 Identify the type, purpose, objectives, and background to a meeting 1.2 Identify those individuals expected, and those required to attend a meeting 1.3 Prepare for any formal procedures that apply to a meeting 1.4 Describe ways of minimising likely problems in a meeting 1.5 Take action to ensure that meeting documentation is prepared correctly and distributed to the agreed people within the agreed timescale 2. Be able to chair and lead meetings 2.1 Follow business conventions in the conduct of a meeting 2.2 Facilitate meetings so that everyone is involved and the optimum possible consensus is achieved 2.3 Manage the agenda within the timescale of the meeting 2.4 Summarise the agreed actions, allocated responsibilities, timescales and any future arrangements 3. Be able to deal with post-meeting matters 3.1 Take action to ensure that accurate records of a meeting are produced and distributed in the agreed format and timescale 34

35 3.2 Take action to ensure that post-meeting actions are completed 3.3 Evaluate the effectiveness of a meeting and identify points for future improvement Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 35

36 Unit 10 Title: Manage conflict within a team K/506/1927 Level: 3 Credit value: 5 Guided learning hours: 25 Learning outcomes Assessment criteria The learner will: 1. Understand the principles of conflict management The learner can: 1.1 Evaluate the suitability of different methods of conflict management in different situations 1.2 Describe the personal skills needed to deal with conflict between other people 1.3 Analyse the potential consequences of unresolved conflict within a team 1.4 Explain the role of external arbitration and conciliation in conflict resolution 2. Be able to reduce the potential for conflict within a team 2.1 Communicate to team members their roles, responsibilities, objectives and expected standards of behaviour 2.2 Explain to team members the constraints under which other colleagues work 2.3 Review systems, processes, situations and structures that are likely to give rise to conflict in line with organisational procedures 2.4 Take action to minimise the potential for conflict within the limits of their own authority 2.5 Explain how team members' personalities and cultural backgrounds may give rise to conflict 3. Be able to deal with conflict within a team 3.1 Assess the seriousness of conflict and its potential impact 3.2 Treat everyone involved with impartiality and 36

37 sensitivity 3.3 Decide a course of action that offers optimum benefits 3.4 Explain the importance of engaging team members support for the agreed actions 3.5 Communicate the actions to be taken to those who may be affected by it 3.6 Adhere to organisational policies and procedures, legal and ethical requirements when dealing with conflict within a team Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 37

38 Unit 11 Title: Procure products and/or services M/506/1928 Level: 3 Credit value: 5 Guided learning hours: 35 Learning outcomes Assessment criteria The learner will: 1. Be able to identify procurement requirements The learner can: 1.1 Explain current and likely future procurement requirements 1.2 Decide whether the purchase of products and/or services offers the organisation best value 1.3 Evaluate ethical and sustainability considerations relating to procurement 1.4 Justify the decision to buy products and/or services with evidence of an analysis of risk, costs and benefits 2. Be able to select suppliers 2.1 Explain the factors to be taken into account in selecting suppliers 2.2 Explain organisational procurement policies, procedures and standards 2.3 Explain the effect of supplier choice on the supply chain 2.4 Use appropriate media to publicise procurement requirements 2.5 Confirm the capability and track record of suppliers and their products and/or services 2.6 Select suppliers that meet the procurement specification 3. Be able to buy products and/or services 3.1 Explain the action to be taken in the event of problems arising 38

39 3.2 Agree contract terms that are mutually acceptable within their own scope of authority 3.3 Record agreements made, stating the specification, contract terms and any post-contract requirements 3.4 Adhere to organisational policies and procedures, legal and ethical requirements Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 39

40 Unit 12 Title: Implement change T/506/1929 Level: 3 Credit value: 5 Guided learning hours: 28 Learning outcomes Assessment criteria The learner will: 1. Understand the principles of change management The learner can: 1.1 Explain the importance of effective leadership when implementing change 1.2 Explain the role of internal and external stakeholders in the management of change 1.3 Evaluate the suitability of change management models for different contexts 1.4 Explain how to assess the business risks associated with change 1.5 Assess the need for contingency planning when implementing change 1.6 Assess the need for crisis management when implementing change 1.7 Explain the different types of barriers to change and how to deal with these 1.8 Explain how to evaluate change management projects 2. Be able to plan the implementation of change 2.1 Explain the need for change 2.2 Explain the potential consequences of not implementing change 2.3 Explain the roles and responsibilities of a change management project team 2.4 Develop a plan that includes specific, measurable, achievable, realistic and time-bound (SMART) 40