Level 3 NVQ Certificate in Management (QCF) Qualification Specification
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1 Level 3 NVQ Certificate in Management (QCF) Qualification Specification Created: January 2012 Version: 1.0 Accreditation Number: 600/4473/1 Qualification Start Date: 1 st February 2012 Qualification Last Start Date: 28 th February 2015
2 Contents About SFEDI Awards... 4 Enterprise... 4 Business Support... 4 Customer Feedback... 4 The Qualification Credit Framework (QCF)... 5 Rules of Combination... 5 What Does SFEDI Awards Expect?... 6 Centre Policies... 6 Equal Opportunities and Access to Assessment... 6 Data Protection... 6 Learner Registration... 6 Certification... 6 Assessment Access Arrangements and Special Considerations... 6 Quality Assurance... 7 External Quality Assurance... 7 Internal Quality Assurance... 7 Delivery/Assessment... 7 Delivery/Assessment/Quality Assurance Staff Requirements... 7 Assessment Methods... 8 Mandatory Assessment Methods... 8 Expert Witness/ Recognition of Prior Achievement... 8 Recognition of Prior Learning Authentication of Learner Evidence... 9 Feedback... 9 Unit Structure Qualification Overview Qualification Structure Progressions Routes L/600/9586 Manage Own Professional Development Within an Organisation M/600/9600 Set Objectives and Provide Support for Team Members Y/600/9669 Plan, Allocate and Monitor Work of a Team R/600/9587 Develop, Maintain and Review Personal Networks T/600/9601 Provide Leadership and Direction for own Area of Responsibility A/600/9793 Manage the Achievement of Customer Satisfaction D/600/9690 Support Individuals to Develop and Take Responsibility for Their Performance D/600/9804 Manage Customer Service in Own Area of Responsibility F/600/9469 Manage Personal Development F/600/9679 Address Performance Problems Affecting Team Members F/600/9682 Build, Support and Manage a Team F/600/9715 Make Effective Decisions Page 2 of 77
3 H/600/9609 Ensure Compliance with Legal, Regulatory, Ethical and Social Requirements H/600/9660 Develop Working Relationships with Colleagues H/600/9674 Plan, Allocate and Monitor Work in Own Area of Responsibility H/600/9688 Participate in Meetings H/600/9691 Know How to Follow Disciplinary Procedures H/600/9724 Communicate Information and Knowledge H/600/9738 Manage a Tendering Process J/600/9750 Plan and Manage a Project K/600/9661 Develop Working Relationships with Colleagues and Stakeholders K/600/9692 Managing Grievance Procedures K/600/9711 Manage Physical Resources K/600/9790 Develop and Implement Marketing Plans L/600/9619 Manage Risk in Own Area of Responsibility L/600/9622 Review Risk Management Processes in Own Area of Responsibility L/600/9636 Support Team Members in Identifying, Developing and Implementing New Ideas L/600/9734 Procure Supplies M/600/9628 Manage or Support Equality of Opportunity, Diversity and Inclusion in Own Area of Responsibility M/600/9659 Implement Change in Own Area of Responsibility M/600/9676 Support Learning and Development Within Own Area of Responsibility M/600/9693 Support the Management of Redundancies in Own Area of Responsibility 61 M/600/9712 Manage the Environmental Impact of Work Activities M/600/9791 Analyse the Market in Which Your Organisation Operates R/600/9685 Manage Conflict in a Team T/600/9663 Recruit Staff in Own Area of Responsibility T/600/9730 Manage Knowledge in Own Area of Responsibility Y/600/9686 Lead and Manage Meetings Y/600/9798 Prepare for and Support Quality Audits L/600/9703 Develop and Implement a Risk Assessment Plan in Own Area of Responsibility Further Information Support Funding Fees and Prices Learning Materials Page 3 of 77
4 About SFEDI Awards SFEDI Awards is the Awarding Organisation for Enterprise and Entrepreneurs. Our qualifications are built on extensive research and are designed to enable both those who wish to start and grow their own business and the business support professionals who work with them to improve their skills, the opportunity to gain acknowledgement for their work. Our approach to enabling learning through qualifications is focused on the needs of new or aspiring business owners. Built on years of extensive research we understand that business owners want specific solutions to their business challenges. Our learning for both business owners and those that support them is based around solving these challenges and uses practical action-based activity as a means of achieving qualifications. Enterprise Our reason for being is to give everyone the skills and know how to prepare, start and run their own enterprise. There is no finer career than working for yourself and controlling your own destiny. We recognise that individuals wanting to go into self employment do not always have the generic business skills such as sales, marketing, managing finance and business planning. Research also tells us that those who invest time learning about business knowledge and skills have a significantly increased chance of their business succeeding. We love enterprise and SFEDI Awards aims to recognise some of the most important people in the UK and Internationally those with the skills and know how to start and run their own enterprise. Business Support We have been providing business support accreditation through qualifications and endorsed awards for several years and several thousand business advisers have been accredited via us under the SFEDI Enterprises banner. Now operating as a formal Awarding Organisation, we have developed a new suite of qualifications that provide even wider scope and choice of accreditation for the various roles within the business support arena. Customer Feedback We are always keen to understand learners and centres thoughts on the content of all aspects of our qualifications and welcome your feedback. This can be done by ing us at customerservices@sfediawards.com and indicate in the header field, Customer Feedback. Page 4 of 77
5 The Qualification Credit Framework (QCF) The Qualification Credit Framework (QCF) is the vehicle for recognising qualifications within England, Wales and Northern Ireland and, for most vocational qualifications, is a replacement to the National Qualification Framework (NQF). The QCF allows the learner to work toward credits from units or qualifications. QCF qualifications have both a level and a size allocated to them and each unit is awarded a credit value. The unit credit value is a direct correlation of how many learning hours should be put into the achievement of that unit, for example 10 hours equates to 1 credit value. Each QCF qualification title contains the following: The level of the qualification (from entry level to Level 8) The size of the qualification (Award/Certificate/Diploma) Details indicating the content of the qualification Rules of Combination The Rules of Combination set out the number of credits that must be achieved by the learner in order to complete their qualification and also stipulates where the credits must be achieved from. They apply across QCF qualifications and so enable a learner to transfer credits easily between qualifications and Awarding Organisations. Page 5 of 77
6 What Does SFEDI Awards Expect? To offer this qualification you will be required to hold SFEDI Awards centre status and also apply for qualification approval. Approval is completed by submission of the centre or qualification application form to available on the SFEDI Awards website within the Centre Documents section. Centre Policies Centres should read the SFEDI Awards Centre Manual available on the SFEDI Awards website within the Centre Documents section. This details the requirements that centres must meet in terms of policies and documentation that must be in place. Equal Opportunities and Access to Assessment SFEDI Awards centres are expected to operate Equal Opportunities policies that demonstrate a clear commitment to equality and fair access to programmes and assessment. It is expected that these policies are also shared with learners and staff members and information as to the effectiveness of the implementation of the policies should be recorded and used for centre improvement plans. Data Protection SFEDI Awards centres are expected to operate Data Protection policies, in line with the Data Protection Act, in connection with the provision of programmes and qualifications and in communication with SFEDI Awards. It is expected that these policies are also shared with learners and staff members and information as to the effectiveness of the implementation of the policies should be recorded and used for centre improvement plans. Learner Registration Learners should be registered with SFEDI Awards, in accordance with the SFEDI Awards Centre Manual, within 4 weeks of commencing the programme or qualification. Centres should obtain a Unique Learner Number (ULN), from the Learner Records Service, in order that their achievements can be recorded on their Learner Achievement Record. Certification SFEDI Awards centres must use the Registr8 system to indicate where a learner has successfully completed the qualification and/or units within it. Where a centre holds Direct Claims Status (DCS) certificates will be issued, where this is not the case an External Quality Assurer will contact the centre to arrange sampling. The learner will receive two certificates on achieving the qualification. One will detail the qualification itself and the other will list the units completed. Assessment Access Arrangements and Special Considerations Reasonable adjustments can be made to assessments to ensure fair access for learners of qualifications, irrespective of their abilities or disabilities. Further guidance on reasonable adjustments and what circumstances they can be used can be accessed on the SFEDI Awards website within the Centre Documents section. Page 6 of 77
7 Quality Assurance External Quality Assurance A SFEDI Awards External Quality Assurer will complete checks on centres involving a sample of learner s documents, assessment decisions and Internal Quality Assurance activity. This ensures that all activity around assessments is consistent across the centre and the UK and that the centre continues to meet their approval requirements. This will be conducted by a suitably experienced External Quality Assurer using SFEDI Awards procedures and documentation. Internal Quality Assurance Internal Quality Assurance will be completed by the SFEDI Awards centre and involves sampling of learners documents and assessment decisions to ensure standardisation across Delivery/Assessment staff and consistency and fairness of assessment following Awarding Organisation requirements. SFEDI Awards provides quality assurance documentation that can be used by the centre for recording quality assurance decisions. This can be accessed on the SFEDI Awards website within the Centre Documents section. These documents are provided for the centre to use but, if the centre wishes to develop their own recording material, the minimum requirements must be met to ensure quality assurance practices are not disadvantaged. Minimum requirements can be accessed on the SFEDI Awards website within the Centre Documents section. Delivery/Assessment SFEDI Awards centre staff should work with learners to ensure they understand the nature of the qualification and assessment approach. Both centre staff and the learner should agree at the beginning of the assessment journey how the assessment will be undertaken and what each can expect from the other, including arranging times and dates for learning and assessment activity and support. The Delivery/Assessment staff will follow the principles of plan, judge and feedback as described within professional standards. SFEDI Awards provides assessment documentation that can be used by the centre for recording the planning, judging and feeding back of assessments. This can be accessed on the SFEDI Awards website within the Centre Documents section. These documents are provided for the centre to use but, if the centre wishes to develop their own recording material, the minimum requirements must be met to ensure assessment practices are not disadvantaged. Minimum requirements can be accessed on the SFEDI Awards website within the Centre Documents section. Delivery/Assessment/Quality Assurance Staff Requirements There is no requirement for Delivery/Assessment or Internal Quality Assurance staff to hold the Assessment or Verification qualification. It is recommended that, as best practice, staff should be working towards these. If the centre decides to use tutors/trainers/line managers for the delivery or quality assurance of the qualification, prior approval must be sought from SFEDI. Guidance on how this must be recorded within the centre can be accessed on the SFEDI Awards website within the Centre Documents section. If you wish to access public funding for the delivery of qualifications, please refer to your funding agency for delivery staff qualification requirements. Page 7 of 77
8 Assessment Methods The following provides examples and explanations of the most common forms of assessment methods. Other methods can be used by centres to enable learners to demonstrate they meet the standards as detailed within the units. Mandatory Assessment Methods Some units may require mandatory forms of assessment to be completed. SFEDI Awards will make note in each unit whether mandatory assessment methods apply. If it states that there are no mandatory assessment methods, a suggestion of the types of assessments that could be used will be made. Expert Witness/ These are provided by external people as the Delivery/Assessment staff cannot possibly be present at all times when a learner completes a task that could be used as evidence. The testimony will be expected to detail who and what the activity entailed and where the activity took place. This is a recorded report of an observed activity to show who and what the activity entailed and where the activity took place. It is normally recorded by the Delivery/Assessment staff and should be planned for. On occasions the opportunity may arise for a naturally occurring observation but this must not be seen as common practice. This is a work product, for example a letter or research, that has been produced which can support the evidencing of performance. When using this form of evidence it is important to ensure that confidentiality is adhered to and no information is provided that may compromise this. It may be appropriate to reference the location of product evidence within a professional discussion so that, if the quality assurer wishes to view it, then they can request a copy. This is a recorded report of a discussion between the learner and the Delivery/Assessment staff and should give real examples, where possible, of activity completed. It is normally recorded by the Delivery/Assessment staff and should be planned for. A is not a question and answers session and should be led by the learner. Recognition of Prior Achievement Prior Achievement may be recognised where a learner has already achieved an appropriate QCF unit towards a qualification. In this instance the QCF unit can be transferred over so the learner does not have to repeat the particular unit again. In this instance a copy of the unit certificate should be provided within the portfolio as evidence of prior achievement. Page 8 of 77
9 Recognition of Prior Learning Prior Learning can form part of the assessment process where the learner is able to demonstrate that they meet the assessment requirements for a unit through knowledge, understanding or skills that they already possess. In this instance the learner must provide evidence to show that the assessment criteria have been met. The Assessor will make a professional judgement about the evidence presented, which could be in a variety of forms, including, a statement or professional discussion to explain what prior activity has taken place and how this links to the standards to be achieved. The assessment process for Recognition of Prior Learning should be rigorous, reliable and fair. In exceptional circumstances evidence from simulation can be used to complement the primary evidence drawn from business enterprise activities. should only occur where: The candidate would otherwise be precluded from providing the necessary evidence for demonstrating they met the requirements of the standards because of the nature of their business or business idea Simulated activities should match as closely as possible those that occur in a real business environment. This is particularly important where these activities and their outcomes are being assessed to provide evidence to demonstrate the candidate is meeting the requirements of the standards. If simulation is to be used, prior agreement as to the arrangements must be sought from SFEDI Awards prior to the assessment taking place. Activities should take place in a realistic working environment that: Is based on business enterprise activities, events, challenges and markets Includes a comprehensive range of demands, activities, constraints and challenges typical of those that would be met in real a business enterprise Gives candidates access to facilities, advice and support that would be normal for the business enterprise activity, event or type of challenge represented Places candidates under pressures of time, resources and access to support that would be normal in a business enterprise Is organised and managed as would a real business enterprise situation Is subject to normal workplace controls regarding health and safety, equal opportunities, and codes of conduct Authentication of Learner Evidence Centres must have knowledge or certainty that all assessments undertaken are entirely the work of the learner being assessed. Feedback Feedback will be provided to the learner for each assessment carried out and recorded on the assessment documentation and should feed into both assessment planning and the completion of progress reviews. The feedback should provide the learner with information relating to: Whether the planned assessment has been completed The quality of the assessment completed What has been covered within the standards What is required to be completed to move the qualification forward Page 9 of 77
10 Unit Structure The following demonstrates the structure of units within SFEDI Awards qualifications Unit Number Unit Title QCF Unit Level QCF Credit Value Unit Learning hours This will show whether the unit is mandatory or optional Level allocated to the unit on the QCF unit databank Credit value assigned to the unit Learning hours required to complete the unit This will provide you with the rationale for this unit and the main outcomes the learner must achieve for completion of the unit. This shows what the learner needs to know, understand or do This sets out the criteria the learner must meet and to what standard they must meet them Assessment Methods This will show whether there are mandatory assessment methods for the unit or what suggested evidence methods may be appropriate. Page 10 of 77
11 Qualification Overview The Level 3 NVQ Certificate in Management (QCF) is designed to give learners who are working within a management role the opportunity to develop their skills in supporting their staff members to work effectively and make improvements to meet organisational requirements. Those likely to undertake this qualification include: Those entering a management role Those wishing to gain a qualification that recognises their skills within their role Those who are leading and responsible for staff members performance There are no formal entry requirements for this qualification however, in order to benefit from the qualification; learners should possess communication skills sufficient to allow them to address the assessment requirements. Qualification Structure To achieve the qualification the learner will be required to successfully complete the 3 mandatory units listed within this specification and optional units to a minimum credit value of 11. All evidence against units that include performance will be generated in the workplace including at least 1 observation. Progressions Routes Level 3 NVQ Diploma in Management Page 11 of 77
12 L/600/9586 Manage Own Professional Development Within an Organisation Mandatory QCF Unit Level 3 QCF Credit Value 4 Unit Learning hours 20 This unit will enable the learner to assess their own goals and personal development needs and plan to address any identified gaps. 1. Be able to assess own career goals and personal development 2. Be able to set personal work objectives 3. Be able to produce a personal development plan 4. Be able to implement and monitor own personal development plan 1.1 Identify own career and personal goals 1.2 Assess how own career goals affect work role and professional development 2.1 Agree SMART (Specific, Measurable, Achievable, Realistic and Timebound) personal work objectives in line with organisational objectives 3.1 Identify gaps between objectives set and own current knowledge and skills 3.2 Produce a development plan 4.1 Plan activities identified in own development plan 4.2 Explain how to monitor and review own personal development plan Assessment Methods Page 12 of 77
13 M/600/9600 Set Objectives and Provide Support for Team Members Mandatory QCF Unit Level 3 QCF Credit Value 5 Unit Learning hours 35 This unit will enable to learner to support team members to meet common objectives and how to identify and provide the necessary support. 1. Be able to communicate a team s purpose and objectives to the team members 2. Be able to develop a plan with team members showing how team objectives will be met 3. Be able to support team members identifying opportunities and providing support 4. Be able to monitor and evaluate progress and recognise individual and team achievement 1.1 Describe the purpose of a team 1.2 Set team objectives with its members which are SMART (Specific, Measurable, Achievable, Realistic and Time-bound) 1.3 Communicate the team s purpose and objectives to its members 2.1 Discuss with team members how team objectives will be met. 2.2 Ensure team members to participate in the planning process and think creatively. 2.3 Develop plans to meet team objectives. 2.4 Set SMART personal work objectives with team members. 3.1 Identify opportunities and difficulties faced by team members. 3.2 Discuss identified opportunities and difficulties with team members. 3.3 Provide advice and support to team members to overcome identified difficulties and challenges. 3.4 Provide advice and support to team members to make 4.1Monitor and evaluate individual and team activities and progress. 4.2 Provide recognition when individual and team objectives have been achieved. Page 13 of 77
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15 Y/600/9669 Plan, Allocate and Monitor Work of a Team Mandatory QCF Unit Level 3 QCF Credit Value 5 Unit Learning hours 25 This unit will enable the learner to plan and allocate work across a team and how to monitor and improve performance going forward. 1. Be able to plan work for a team 1.1 Agree team objectives with own manager 1.2 Develop a plan for a team to meet agreed objectives, taking into account capacity and capabilities of the team 2. Be able to allocate work across a 2.1 Discuss team plans with a team team 2.2 Agree work allocation and SMART (Specific, Measurable, Achievable, Realistic and Time-bound) objectives with team members 2.3 Agree standard of work required by team 3. Be able to manage team members to 3.1 Support all team members in order achieve team objectives to achieve team objectives 4. Be able to monitor and evaluate the performance of team members 5. Be able to improve the performance of a team 4.1 Assess team members work against agreed standards and objectives 4.2 Identify and monitor conflict within a team 4.3 Identify causes for team members not meeting team objectives 5.1 Identify ways of improving team performance 5.2 Provide constructive feedback to team members to improve their performance 5.3 Implement identified ways of improving team performance Page 15 of 77
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17 R/600/9587 Develop, Maintain and Review Personal Networks Optional QCF Unit Level 4 QCF Credit Value 4 Unit Learning hours 25 This unit will enable the learner to understand the need for personal networks and how to develop and evaluate the usefulness of these networks. 1. Understand the benefits of networking and the need for data privacy 2. Be able to develop a personal network of contacts 3. Be able to review networking relationships 1.1 Evaluate the benefits of networking with individuals and organisations 1.2 Identify individuals and organisations that would provide benefits to own organisation and networks 1.3 Explain the need for confidentiality with networking contacts 2.1 Develop networks that will provide personal and organisational benefit 2.2 Develop guidelines for working with networks in line with organisational procedures 3.1 Assess the value of own current personal network 3.2 Evaluate own experience with existing contacts and use these to inform future actions Assessment Methods Page 17 of 77
18 T/600/9601 Provide Leadership and Direction for own Area of Responsibility Optional QCF Unit Level 4 QCF Credit Value 5 Unit Learning hours 30 This unit will enable the learner to provide leadership within their own area of responsibility and how to communicate the objectives and collect feedback to inform improvement. 1. Be able to lead in own area of responsibility 2. Be able to provide direction and set objectives in own area of responsibility 3. Be able to communicate the direction for own area of responsibility and collect feedback to inform improvement 4. Be able to assess own leadership performance 1.1 Identify own strengths and ability to lead in a leadership role 1.2 Evaluate strengths within own area of responsibility 2.1 Outline direction for own area of responsibility 2.2 Implement objectives with colleagues that align with those of the organisation 3.1 Communicate the agreed direction to individuals within own area of responsibility 3.2 Collect feedback to inform improvement 4.1 Assess feedback on own leadership performance 4.2 Evaluate own leadership performance Assessment Methods Page 18 of 77
19 A/600/9793 Manage the Achievement of Customer Satisfaction Optional QCF Unit Level 4 QCF Credit Value 5 Unit Learning hours 25 This unit will enable the learner to acknowledge the standards of customer service required within the organisation and how these can be implemented, developed and monitored. 1. Be able to understand customer service standards required in own organisation 2. Be able to implement sustainable processes for customer satisfaction 3. Be able to manage and support colleagues in delivering customer service standards 4. Be able to manage and develop culture in own organisation to support customer service standards 5. Be able to monitor customer service levels for continuous improvement 1.1 Explain customer service standards within own organisation 1.2 Describe customer service best practice in own sector using research techniques 2.1 Define sustainable processes taking into account environmental issues 2.2 Identify sustainable processes to support customer service standards 2.3 Produce a plan for implementation 2.4 State customer service standards with relevant key stakeholders 2.5 Ensure resources are provided to deliver agreed standards of customer service 3.1 Communicate customer service roles and responsibilities with employees in own organisation 4.1 Evaluate the culture in own organisation 4.2 Identify techniques for improving motivation amongst employees 4.3 Describe motivational strategies for improving customer service standards 5.1 Describe methods of measuring customer satisfaction 5.2 Develop processes for monitoring customer satisfaction, including customer feedback mechanisms 5.3 Review employee performance to ensure customer service standards and organisational values are met 5.4 Analyse and monitor customer service Page 19 of 77
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21 D/600/9690 Support Individuals to Develop and Take Responsibility for Their Performance Optional QCF Unit Level 4 QCF Credit Value 4 Unit Learning hours 20 This unit will enable the learner to support an individual in producing a development plan and evaluating and feeding back on their performance against the plan. 1. Be able to agree their performance development needs with an individual 2. Be able to understand how to help an individual create a development plan 3. Be able to support an individual in implementing their development plan 4. Be able to evaluate an individual s progress against a development plan and provide feedback for continual performance improvement 1.1 Explain the standards of performance required for current or future role with an individual 1.2 Identify and agree the performance development needs for the individual 2.1 Identify options available to support an individual in meeting desired standards of performance 2.2 Explain specific actions needed to achieve objectives 2.3 Explain the process for an individual to create a development plan 3.1 Describe the opportunities provided for an individual to improve performance 3.2 Explain the outcome to an individual for improved performance 4.1 Monitor and evaluate an individual s progress against their development plan 4.2 Implement feedback to make development plan revisions 4.3 Explain how to encourage individuals to take responsibility for continuing their performance development Page 21 of 77
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23 D/600/9804 Manage Customer Service in Own Area of Responsibility Optional QCF Unit Level 3 QCF Credit Value 4 Unit Learning hours 25 This unit will enable the learner to establish, support and monitor customer service standards through effective communication methods. 1. Be able to establish and communicate measurable customer service standards for own area of responsibility 2. Be able to support staff in meeting customer service standards 3. Be able to monitor and evaluate customer service performance, systems and processes 1.1 State organisational, legal and regulatory requirements for customer service standards 1.2 Explain expected standards for customer service performance to employees in own area of responsibility 1.3 Describe measurement criteria to monitor customer service performance 2.1 Identify staff and other resources to meet customer service standards 2.2 Communicate roles and responsibilities to employees and provide support 2.3 Describe how to resolve customer service queries within own organisation s policy 3.1 Monitor customer service performance against established criteria 3.2 Analyse feedback from staff and customer on the quality of customer service 3.3 Evaluate customer feedback and identify areas for improvement 3.4 Recommend changes to customer service processes or standards based on performance evaluation Page 23 of 77
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25 F/600/9469 Manage Personal Development Optional QCF Unit Level 2 QCF Credit Value 4 Unit Learning hours 20 This unit will enable the learner to plan for personal development and measure effectiveness and progress against the objectives set. 1. Be able to identify and agree performance requirements of own work role 2. Be able to measure and progress against objectives 3. Be able to identify gaps in skills and knowledge in own performance 4. Be able to carry out and assess activities within own development plan 1.1 Outline work role performance requirements with those they report to 2.1 Identify ways that progress will be measured against own work objectives 3.1 Explain knowledge and skills required for own work role 3.2 Identify opportunities and resources available for personal development 3.3 Produce a development plan to address own needs and agree with line manager 4.1 Plan activities in own development plan that address identified needs 4.2 Collect feedback from colleagues on the result of development activities on own performance 4.3 Assess the success of activities carried out as part of own development plan Assessment Methods Page 25 of 77
26 F/600/9679 Address Performance Problems Affecting Team Members Optional QCF Unit Level 4 QCF Credit Value 3 Unit Learning hours 20 This unit will enable the learner to identify, discuss and set plans to address performance problems with members of the team. The unit also enables the learner to look at relevant legal, industry and organisational policies that are relevant. 1. Understand legal requirements, industry regulations, organisational policies and professional codes concerning performance 2. Be able to identify performance problems of team members 3. Be able to discuss performance problems with team members 4. Be able to set a course of action to deal with identified problems with team members 1.1 Identify legal requirements, industry regulations, organisational policies and professional codes concerning performance 1.2 Explain limits of own authority relating to performance problems 2.1 Assess team member s performance against performance criteria 2.2 Evaluate causes of identified performance problems 3.1 Identify performance problems to the attention of the team member concerned 3.2 Explain an organisation s policies for managing performance problems to the team member concerned 3.3 Develop a confidential record of discussions with team members about problems affecting their performance 4.1 Explain and discuss alternative courses of action with the team member concerned 4.2 Identify the course of action with the team member concerned 4.3 Review and review confidential records of discussions with team members about problems affecting their performance Page 26 of 77
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28 F/600/9682 Build, Support and Manage a Team Optional QCF Unit Level 4 QCF Credit Value 4 Unit Learning hours 20 This unit will enable the learner to understand how to effectively build a team and communicate roles and responsibilities. The unit will also enable the learner to explore how best to support and manage team performance and also how to disband a team when appropriate. 1. Understand the purpose and required attributes of a team and select those that match the team s requirements 2. Be able to induct team members and communicate their roles and responsibilities 3. Understand how to support team development 4. Be able to manage team performance and understand how to disband a team 1.1 Explain the role of a team in the achievement of a specific project or activity 1.2 Identify the attributes needed within the team to achieve its objectives 1.3 Analyse the skills and knowledge of potential and current team members against the identified needs 1.4 Identify individuals whose attributes most closely match the identified requirements 2.1 Communicate project aims and objectives to team members 2.2 Explain how to introduce team members to each other and discuss each member s role and responsibilities 3.1 Identify the stages of team development 3.2 Explain how to resolve conflict between team members 3.3 Describe methods of encouraging team members to share knowledge and skills to achieve project objectives 3.4 Explain how to encourage open communication, trust and respect between team members 4.1 Monitor and review the performance of a team against its purpose 4.2 Communicate project developments to team members and support any change in roles or responsibilities 4.3 Communicate team and individual successes to all team members Page 28 of 77
29 5. Understand how to disband team 5.1 Explain how to prepare team members for project conclusion 5.2 Describe how a team is disbanded Assessment Methods Page 29 of 77
30 F/600/9715 Make Effective Decisions Optional QCF Unit Level 3 QCF Credit Value 3 Unit Learning hours 10 This unit will enable the learner to identify decision making opportunities and understand the information required to ensure that an informed decision can be made that is effectively communicated to stakeholders. 1. Be able to identify circumstances that 1.1 Explain the circumstances requiring require a decision to be made a decision to be made 1.2 State the desired objective(s) for making a decision 1.3 Establish criteria on which to base the decision, in line with own organisation 2. Be able to collect information to 2.1 Identify information needed to inform decision making inform the decision making process 2.2 Communicate with stakeholders affected by the decision 2.3 Explain how to inform stakeholders about the decision making process 3. Be able to analyse information to 3.1 Identify information for validity and inform decision making relevance to the decision making process 3.2 Analyse information and against established criteria 4. Be able to make a decision 4.1 Apply decision making technique(s) to determine a decision 4.2 Explain the decision made in line with desired objectives 4.3 Communicate the decision taken to relevant stakeholders Page 30 of 77
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32 H/600/9609 Ensure Compliance with Legal, Regulatory, Ethical and Social Requirements Optional QCF Unit Level 4 QCF Credit Value 5 Unit Learning hours 25 This unit will enable the learner to understand the legal, regulatory, ethical and social requirements and monitor the operational compliance against these. The unit will also enable the learner to understand how to make recommendations against areas noncompliance. 1. Be able to monitor the operational compliance of procedures in meeting legal, regulatory, ethical and social requirements 2. Be able to identify and make recommendations on area of noncompliance with procedures for legal, regulatory, ethical and social requirements relating to own area of responsibility 1.1 Monitor the operational compliance of procedures in meeting legal, regulatory, ethical and social requirements 2.1 Identify areas of non-compliance with legal, regulatory, ethical and social procedures 2.2 Examine reasons for non-compliance with procedures 2.3 Make recommendations for corrections to ensure compliance with procedures Assessment Methods Page 32 of 77
33 H/600/9660 Develop Working Relationships with Colleagues Optional QCF Unit Level 2 QCF Credit Value 3 Unit Learning hours 15 This unit will enable the learner to understand the importance of collaborative working and how to build these working relationships whilst dealing with any related difficulties. 1. Understand the benefits of working with colleagues 2. Be able to establish working relationships with colleagues 3. Be able to act in a professional and respectful manner when working with colleagues 4. Be able to communicate with colleagues 5. Be able to identify potential work related difficulties and explore solutions 1.1 Describe the benefits of productive working relationships 2.1 Identify colleagues within own and other organisations 2.2 Agree the roles and responsibilities for colleagues 3.1 Explain how to display behaviour that shows professionalism 4.1 Identify information to others clearly and concisely 4.2 Explain how to receive and clarify own understanding of information 5.1 Identify potential work related difficulties and conflicts of interest 5.2 Explain how to resolve identified potential difficulties Assessment Methods Page 33 of 77
34 H/600/9674 Plan, Allocate and Monitor Work in Own Area of Responsibility Optional QCF Unit Level 4 QCF Credit Value 5 Unit Learning hours 25 This unit will enable the learner to plan for and allocate work to team members and monitor and amend the plans as required. 1. Be able to produce a work plan for own area of responsibility 2. Be able to allocate and agree responsibilities with team members 3. Be able to monitor the progress and quality of work in own area of responsibilities and provide feedback 4. Be able to review and amend plans of work for own area of responsibility and communicate changes 1.1 Explain the context in which work is to be undertaken 1.2 Identify the skills base and the resources available 1.3 Examine priorities and success criteria needed for the team 1.4 Produce a work plan for own area of responsibility 2.1 Identify team members responsibilities for identified work activities 2.2 Agree responsibilities and SMART (Specific, Measurable, Achievable, Realistic and Time-bound) objectives with team members 3.1 Identify ways to monitor progress and quality of work 3.2 Monitor and evaluate progress against agreed standards and provide feedback to team members 4.1 Review and amend work plan where changes are needed 4.2 Communicate changes to team members Page 34 of 77
35 Assessment Methods Page 35 of 77
36 H/600/9688 Participate in Meetings Optional QCF Unit Level 2 QCF Credit Value 2 Unit Learning hours 10 This unit will enable the learner to prepare for and participate in meetings and communicate information appropriately to stakeholders. 1. Be able to prepare for a meeting 1.1 Explain meeting objectives prior to the meeting 1.2 Identify own role and prepare as necessary 2. Be able to participate in a meeting 2.1 Contribute to meeting discussions using evidence to support own opinions 2.2 Acknowledge other viewpoints present at a meeting 2.3 Seek clarification or confirmation of own understanding of outcomes 3. Be able to communicate information 3.1 Communicate information from the to relevant stakeholders meeting to those who have an interest, in line with any organisational protocol Assessment Methods Page 36 of 77
37 H/600/9691 Know How to Follow Disciplinary Procedures Optional QCF Unit Level 4 QCF Credit Value 4 Unit Learning hours 20 This unit will enable the learner to identify possible misconduct or unsatisfactory performance and initiate disciplinary procedures as appropriate. 1. Be able to understand performance expectations of an organisation 2. Be able to identify and use communication methods to assess potential cases of misconduct or unsatisfactory performance 3. Be able to know how to informally deal with cases of minor misconduct or unsatisfactory performance 4. Be able to follow an organisation s formal disciplinary procedure 1.1 Explain an organisation s required standards of conduct and performance 1.2 Explain an organisation s formal disciplinary procedure 2.1 Explain how to identify when an individual s performance falls below organisational standards 2.2 Identify communication methods used to gather information on potential cases of misconduct or unsatisfactory performance 3.1 Identify the differences between misconduct, gross misconduct and unsatisfactory performance and how each should be handled 3.2 Evaluate whether a case of misconduct or unsatisfactory performance can be dealt with informally 3.3 Assess methods available to improve performance or behaviour 3.4 Explain the importance of recording informal disciplinary proceedings 4.1 Explain the importance of seeking advice and guidance from specialists prior to taking action 4.2 Explain when to follow formal disciplinary procedures 4.3 Assess the importance of communicating disciplinary procedures to individuals 4.4 Explain how to record and store information throughout the disciplinary process Page 37 of 77
38 Assessment Methods Page 38 of 77
39 H/600/9724 Communicate Information and Knowledge Optional QCF Unit Level 2 QCF Credit Value 3 Unit Learning hours 10 This unit will enable the learner to identify information that is to be shared and the best forms of communication to be used. 1. Be able to identify the information required, and its reliability, for communication 2. Be able to understand communication techniques and methods 3. Be able to communicate information and knowledge using appropriate techniques and methods 4. Be able to adapt communication techniques and methods according to target audience response 1.1 Explain the information and knowledge that needs communicating 1.2 Identify the target audience requiring the information and knowledge 2.1 Identify what techniques and methods can be used to communicate information and knowledge 2.2 Explain how to select the most appropriate techniques and method 3.1 Communicate to target audience using the appropriate techniques and methods 3.2 Explain how the target audience has received and understood the information communicated 4.1 Explain how to modify communication techniques and methods in response to verbal and non-verbal feedback Page 39 of 77
40 Assessment Methods Page 40 of 77
41 H/600/9738 Manage a Tendering Process Optional QCF Unit Level 4 QCF Credit Value 4 Unit Learning hours 20 This unit will enable the learner to research and complete tendering processes and evaluate and select suppliers as a result of tenders received. 1. Understand tendering processes 1.1 Explain the legal requirements of a tendering process 1.2 Explain organisational tendering policies and processes 1.3 Explain how to seek specialist support for the tendering process 2. Be able to draw up a specification for 2.1 Consult with colleagues to identify required products or services and agree requirements for products or services 2.2 Draw up a specification that describes the products or services required 3. Be able to write an invitation to tender document and communicate it to prospective suppliers 4. Understand how to respond fairly to pre-tender queries 3.1 Write an invitation to tender outlining required specifications and organisational tendering processes 3.2 Communicate the invitation to tender to prospective suppliers 4.1 Explain how to respond to pretender queries in ways that ensure all prospective suppliers have the same information 5. Be able to evaluate received tenders 5.1 Establish criteria with which to evaluate received tenders 5.2 Receive, record and open tenders in line with stated tendering process 5.3 Seek clarification from prospective suppliers where necessary 5.4 Evaluate tenders against established criteria 6. Be able to select a supplier and provide post-tender feedback 6.1 Offer a contract to the chosen supplier 6.2 Inform unsuccessful suppliers of the outcome and provide feedback Page 41 of 77
42 Assessment Methods Page 42 of 77
43 J/600/9750 Plan and Manage a Project Optional QCF Unit Level 4 QCF Credit Value 8 Unit Learning hours 30 This unit will enable the learner to understand the processes and techniques to be used for the effective management of a project from planning through to implementation. 1. Understand the principles, processes, 1.1 Describe the roles and tools and techniques of project responsibilities of a project manager management 1.2 Explain how to apply principles, processes, tools and techniques of project management 2. Be able to agree the scope and 2.1 Agree SMART (Specific, Measurable, objectives of a project Achievable, Realistic and Timebound) objectives and scope of the project with project sponsor(s) and stakeholders 3. Be able to identify the budget in 3.1 Identify budget and time-scales in order to develop a project plan order to develop the project plan with stakeholders 3.2 Consult with stakeholders to negotiate the project plan 3.3 Identify potential risks and contingencies 3.4 Establish criteria and processes for evaluating the project on completion 4. Be able to implement a project plan 4.1 Allocate roles and responsibilities to project team members 4.2 Provide resources identified in the project plan 4.3 Brief project team members on the project plan and their roles and responsibilities 4.4 Implement a project plan using project management tools and techniques 5. Be able to manage a project to its conclusion 5.1 Apply a range of project management tools and techniques to monitor, control and review progress 5.2 Provide support to project team members Page 43 of 77
44 Assessment Methods Page 44 of 77
45 K/600/9661 Develop Working Relationships with Colleagues and Stakeholders Optional QCF Unit Level 4 QCF Credit Value 4 Unit Learning hours 20 This unit will enable the learner to understand how to build working relationships with relevant colleagues and stakeholders. 1. Know how to identify stakeholders and their relevance to an organisation 2. Understand how to establish working relationships with colleagues and stakeholders 3. Be able to create an environment of trust and mutual respect with colleagues and stakeholders 1.1 Identify an organisation s stakeholders 1.2 Evaluate the roles, responsibilities, interests and concerns of stakeholders 1.3 Assess the importance of identified stakeholders 2.1 Clarify how to agree a common sense of purpose with colleagues and stakeholders 2.2 Summarise how to create an environment of trust and mutual respect with colleagues and stakeholders 3.1 Review and revise the needs and motivations of colleagues and stakeholders 3.2 Demonstrate interaction with colleagues and stakeholders that allows respect for the view and actions of others Page 45 of 77
46 Assessment Methods Page 46 of 77
47 K/600/9692 Managing Grievance Procedures Optional QCF Unit Level 4 QCF Credit Value 3 Unit Learning hours 10 This unit will enable the learner to understand how to manage potential grievances and make use of organisation procedures where appropriate. 1. Understand how to prevent potential grievances 2. Understand an organisation s grievance policy and procedure and deal with concerns raised by individuals informally 3. Understand how to follow grievance procedures 1.1 Identify situations that are likely to lead to grievances in an organisation 1.2 Explain how to prevent potential grievances 2.1 Explain an organisation s grievance policy and procedure 2.2 Identify the circumstances where a concern may be dealt with informally 2.3 Explain the methods used to deal informally with concerns 3.1 Explain how to follow an organisation s written grievance procedure 3.2 Explain the importance of communicating grievance procedures 3.3 Identify how to seek advice and guidance from specialists or colleagues when dealing with grievances 3.4 Explain how to record and store information throughout the grievance process Page 47 of 77
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