IAM Level ? - Deltic Training knowledge The IAM recommend a language knowledge equivalent to level 6 ILETS. It is the centre’s responsibility to assess if candidates have the required

IAM Level 4 Award in Administration for

Executive Assistants

Qualification handbook May 2013 edition

Published by the IAM

© IAM 2012

Registered charity number 254807

Published 2012 All rights reserved.

This publication may not be reprinted or reproduced, or utilised in any form or by any electronic, mechanical or other means, now known or hereafter invented, including photocopying and recording, or any information storage and retrieval system, without permission in writing from the publishers.

Level 4 Award in Administration for Executive Assistants

© 2013 IAM Handbook IAM Level 4 Award in Administration for Executive Assistants 3

Contents 1. Introduction to the Level 4 Award in Administration for Executive Assistants ......................... 5

Qualification aim .................................................................................................................................. 5

Qualification structure ......................................................................................................................... 5

Qualification assessment...................................................................................................................... 5

IAM assessment terminology ............................................................................................................... 6

2. Information for candidates .................................................................................................... 7

Candidate entry requirements ............................................................................................................. 7

Language knowledge ............................................................................................................................ 7

Age restrictions and legal considerations ............................................................................................ 7

Progression ........................................................................................................................................... 7

Exemption policy .................................................................................................................................. 7

Replacement documentation ............................................................................................................... 7

Appeals ................................................................................................................................................. 7

Independent candidates ...................................................................................................................... 7

Important notice for independent candidates ..................................................................................... 7

Membership ......................................................................................................................................... 8

Student membership ............................................................................................................................ 8

3. Information for centres ....................................................................................................... 11

Obtaining IAM centre and qualification approval ..............................................................................11

Accredited centre status ....................................................................................................................11

Becoming an IAM accredited centre ..................................................................................................11

Equal opportunities ............................................................................................................................11

Resource requirements ......................................................................................................................12

Tutor Conference ...............................................................................................................................12

Registration and certification .............................................................................................................12

Equal access and reasonable adjustments .........................................................................................12

Appeals ...............................................................................................................................................12

4. Plagiarism ........................................................................................................................... 13

What is plagiarism? ............................................................................................................................13

What are the consequences of plagiarism? .......................................................................................13

5. IAM Mandatory unit ........................................................................................................... 15

401 Administration for executive assistants ..................................................................................... 17


4 IAM Level 4 Award in Administration for Executive Assistants Handbook © 2013 IAM

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1. Introduction to the Level 4 Award in Administration for Executive Assistants

Qualification aim The IAM Level 4 Award in Administration for Executive Assistants explores the contribution executive assistants/PAs make to organisational systems, processes, and to the physical environment in their workplace. You will learn how to support managers and gain an understanding of the effectiveness of organisational management. Qualification accreditation information Accreditation number: 600/8896/5 Review date: 31/08/2015

Qualification structure The IAM Level 4 Award in Administration for Executive Assistants is a single unit qualification. IAM unit Ofqual ref. Unit no. Unit title GLH Credit M/602/4873 409 Administration for executive assistants 50 10

Rule of combination (RoC) To achieve the IAM Level 4 Award in Administration for Executive Assistants candidates must achieve a minimum of 10 credits. Candidates must complete the mandatory unit worth 10 credits.

Qualification assessment This qualification is assessed via an IAM assignment; the word count for this assignment is 2000-2500 words. When entering for assessment, the centre or independent candidate must notify the IAM which method of assessment the candidate is to be entered for. Live assignments are downloaded from the Student Members’ Login area of the IAM website. For each mandatory assessment group, candidates have a choice of assignments from which each candidate must select one assignment only. Assignments are marked by the centre and moderated by the IAM.



IAM assessment terminology The table below includes the terminology the IAM uses in all types of assessment at levels 2 to 5. It also includes the Institute’s explanation of the meaning of these terms in the contexts of assessments.

Knowledge/understanding

These are foundation skills. Assessment tasks in this category require candidates to demonstrate their knowledge and understanding of the required subject content. They assess basic learning.

define describe list name outline state

Application

Candidates must show an ability to demonstrate the understanding of the specified knowledge content in practical business contexts.

Assessment tasks in this category require candidates, for example, to: • make a practical decision

• demonstrate the required knowledge, understanding and skills in organisational contexts.

apply calculate create (in an applied context) demonstrate/ demonstrate how design estimate investigate plan prepare propose use

Analysis

Candidates must be able to break down situations, statements, theory and numerical and non-numerical data into components or essential features. For higher level analysis candidates should incorporate relevant concepts and theory into their arguments. Assessment tasks in this category require candidates to:

• select data relevant to tasks

• organise data relevant to tasks

• break down data/texts to their elements

• respond to data/text that contains several elements

analyse / critically analyse clarify compare differentiate between examine explain identify why, how, reasons, characteristics investigate select summarise

Evaluation

The most advanced cognitive skill is that of evaluation. At this level candidates make connections, present judgements, opinions and draw conclusions that are supported by valid reasons and evidence. Evaluation involves reflective thinking. Assessment tasks in this category require candidates to give detailed responses and while doing so:

• provide supported decisions or conclusions

• make a reasoned case

• make comparisons based on valid and relevant reasons and evidence

• set up arguments based on valid reasons and evidence

advise argue for and against compare, contrast and reach a judgement criticise discuss evaluate identify the most important interpret investigate e.g. the effectiveness of justify reason for and against recommend solve summarise …to what extent?



2. Information for candidates

Candidate entry requirements There are no formal entry requirements for this qualification. However, the IAM recommend that candidates should have a level 3 qualification or equivalent work experience in the business administration area.

Language knowledge The IAM recommend a language knowledge equivalent to level 6 ILETS. It is the centre’s responsibility to assess if candidates have the required level of English and if they wish, they could require formal certification.

Age restrictions and legal considerations The content and level of demand of this qualification is broadly equivalent to the first year of a university bachelor’s degree in the area of business management. Therefore, given the complexity of some of the content we believe that candidates will not have sufficient knowledge or experience below the age of 18.

Progression This qualification leads to further studies in management at level 5 and to higher education.

Exemption policy The Institute operates an exemption scheme which offers students recognition for other relevant academic or professional qualifications. For more information please refer to our exemption policy document, which can be found on our website www.instam.org.

Replacement documentation In some circumstances candidates will require replacement copies of documents previously issued i.e. notifications of results, transcripts, certificates. For information on how to order replacements please refer to the information section of our website www.instam.org

Appeals Where learners feel that the assessment decision has not been fair, they should have the opportunity to access the normal appeals/complaints procedure of the centre, in the first instance, and if this does not resolve the situation then the IAM’s enquiries and appeals procedures.

Independent candidates Some candidates choose to prepare for IAM examinations by studying as an independent candidate, with no support from a tuition centre. The IAM does not recommend such a learning strategy because there is evidence to suggest that the quality of learning is greatly enhanced by tutor and peer group support at this level.

If a candidate still wishes to undertake any of the IAM qualifications as an independent candidate they will need to complete the appropriate registration forms, which can be found on the IAM website, www.instam.org.

Important notice for independent candidates It is important that all candidates are aware that IAM accredited centres are not permitted to provide tutorial or assessment support for independent candidates. If candidates are aware of any breach of these rules, they should immediately notify the IAM on [email protected].



Membership The IAM is the only professional body in the United Kingdom specialising in the promotion of Administrative Management. Our membership includes directors, accountants and company secretaries, people concerned with specialist functions, general managers and executives with operational and administrative responsibilities in both the public and private sector. There are two routes into professional membership of the IAM, based on: • taking IAM professional qualifications • previous experience and knowledge

Both routes have equal status and all members are encouraged to undertake Continuing Professional Development (CPD).

Student membership All Level 4 Award in Administration for Executive Assistants candidates registered with the IAM receive student membership of the Institute. This enables them to have access to the Student Members’ Login area of the IAM website, which includes the course materials. Technician (TInstAM) Associate membership is open to individuals who: • hold a qualification at level 2 or 3 • have been employed for two years or more in any business where their duties involve the

management of business administration or professional administration • have completed ten days’ CPD in the past two years

Technician members of the Institute are eligible to use the designatory letters TInstAM. Upon successful completion of any IAM level 2 or 3 qualification, candidates may apply to become a technician member. Associate (AInstAM) Associate membership is open to individuals who: • have been employed for four years or more in any business where their duties involve the

management of business administration • hold a qualification at level 4 or 5 • have completed twenty days’ CPD in the past three years

Associate members of the Institute are eligible to use the designatory letters AInstAM. Upon successful completion of any IAM level 4 or 5 qualification, candidates may apply to become an associate member. Member (MInstAM) Full membership is open to individuals who: • have been employed for five years or more in any business where their duties involve the

management of business administration • hold a qualification at level 6 • have completed thirty days’ CPD in the past three years

Full members of the Institute are eligible to use the designatory letters MInstAM. Upon successful completion of any IAM level 6 qualification, candidates may apply to become a full member.



Fellow (FInstAM) Fellowship of the IAM is open to full members who: • can demonstrate significant experience or contribution to the fields of business and administrative

management or professional administration, assessed according to IAM Professional Standards • hold a qualification at level 7 or above

Fellows of the Institute are eligible to use the designatory letters FInstAM. On occasion, the IAM will accept applications for direct entry to fellowship when the applicants experience and achievements merit the status of IAM fellow. Companion (CInstAM) Companion is the highest grade attainable and is by invitation only. Only those most senior and experienced Fellows who have made a significant contribution to the institute or have increased the breadth of research and knowledge in business and administrative management, or professional administration, are eligible for this level. Designatory letters can only be used while an associate member, member or fellow is a paid-up member of the IAM.






3. Information for centres

Obtaining IAM centre and qualification approval IAM accredited centres must meet the required criteria and satisfy the IAM that their tutorial staff, learning resources and quality systems comply with IAM quality standards.

Accredited centre status • The potential of a centre to become an IAM accredited centre is assessed by reference to the quality

and availability of appropriate: • academic track record • academic staff • premises • financial status • learning resources • information technology resources • administrative services and examination centre facilities • senior management commitment • marketing capability

In short, a centre seeking accreditation by the IAM is expected to demonstrate that: • it is capable of sustaining an effective system for supporting IAM students • it has appropriate premises • it is committing sufficient academic staff to offer the required level of teaching • it will provide staff with the qualifications and skills necessary for valid and reliable tuition of

candidates • sufficient learning resources are available to support candidates who study at the centre • the teaching is backed up by effective administrative resources and processes • examination accommodation and invigilation facilities meet the IAM’s standards • it complies with the IAM accredited centre code of practice, rules and regulations • the centre will market the IAM programmes with integrity.

Becoming an IAM accredited centre Centres wishing to apply to become an IAM accredited centre are invited to submit a formal application for accreditation.

For further information or to find out more about how to apply to become an accredited IAM centre, please contact the IAM business sales managers on [email protected].

Equal opportunities When accrediting prospective and inspecting existing centres, the IAM will ensure that they: • have equal opportunities policies incorporating processes in line with the above principles and that

these adhere to current equal opportunities legislation • are adhering to their own published equal opportunities policies in practice • comply with the policies and processes set out in the IAM ‘equal access, reasonable adjustments and

special consideration’ policy document

The IAM expects all centre staff to be aware of, and comply with, these policies.



Resource requirements A statement assuring the IAM that the centre has the appropriate accommodation and systems to support the IAM provision. This includes the IT system which must enable the centre to transmit to the IAM systems assessment and other personal data securely. Our sales managers will inspect prospective centre facilities and systems, including teaching rooms, libraries, teaching materials and IT systems in the course of the initial accreditation visit. If the centre is outside the UK, we will ask for photographic evidence of the facilities.

Tutor Conference The IAM holds a centre conference once a year. It is part of the centre accreditation contract that the centre ensures its participation at this event.

Registration and certification It is the responsibility of the centre to ensure that their candidates’ registrations are up-to-date.

Equal access and reasonable adjustments When developing qualifications and designing assessments, the IAM makes every effort to consider the needs of all candidates, including those with disabilities or specific difficulties.

Despite careful design it is possible that some candidates require reasonable adjustments to assessment methods or arrangements in order to ensure that they can access the assessment.

Candidates may apply for special consideration at the time of the assessment because they have been disadvantaged by temporary illness, injury, indisposition or other adverse circumstances.

Appeals Centres must have their own auditable appeals procedure that they must explain to candidates during the induction to the courses.



4. Plagiarism

Guide to Centres, Assessors, Examiners and Candidates

What is plagiarism? Candidates commit plagiarism when they copy, very closely imitate, paraphrase or cut and paste someone else’s work, ideas and/or language and present it as their own.

How could tutors and centres prevent plagiarism in assessments?

First of all tutors should assess if the groups and individuals they teach are likely to commit plagiarism. They should also establish why this could happen, for example for linguistic, cultural reasons or because of simple ignorance or misunderstanding of the concept.

Tutors and centres then should: • explain what plagiarism is and why it is wrong to plagiarise • explain the concept of intellectual property; the ownership of words, concepts, electronic materials,

etc. • develop centre policies to prevent plagiarism • explain the consequences of committing plagiarism • explain the importance of referencing and teach the use of referencing systems • set differentiated, individual assignments for each candidate

What are the consequences of plagiarism? Tutors should explain to candidates that those who commit plagiarism achieve lower academic results than those who do not.






5. IAM Mandatory unit

Administration for executive assistants






401 Administration for executive assistants

Credit: 10 GLH: 50

Unit aim This unit explores the contribution executive assistants make to organisational systems, processes and to the physical environment in their workplace. It investigates how they support their managers and the effectiveness of the management of the organisation. Candidates who aspire to become executive assistant will develop the fundamental knowledge, skills and understanding to fulfil such job roles.

Learning outcomes This unit has seven learning outcomes. The candidate will: 01 Understand the skills required by executive assistants 02 Understand how executive assistants support organisational systems and processes 03 Be able to support the office environment 04 Be able to support business meetings and events 05 Be able to communicate in the workplace 06 Be able to support projects 07 Understand the importance of managing diaries effectively

Mandatory reading France, S. (2009) The Definitive Personal Assistant and Secretarial Handbook: A Best Practice Guide for All Secretaries, PAs, Office Managers and Executive Assistants. Kogan Page Limited

Further reading Allen, D. (2002) Getting Things Done: The Art of Stress-free Productivity. Piatkus Books

Campbell, F. (2003) Essential Tips for Organizing Conferences and Events. Routledge Falmer

Eley, J. et al, (2000) Office Space Planning: Designs for Tomorrow’s Workplace. McGraw-Hill Professional

Farrington, B. and Lysons, K. (2005) Purchasing and Supply Chain Management. Financial Times Prentice Hall

Fisher, J. (2000) How to run a successful conference: proven management techniques for delivering a successful event on budget. 2nd edition. Kogan Page

Foster, J. (2008) Effective writing skills for public relations. 4th edition. Kogan Page Ltd

Gutmann, J. (2010) Taking minutes of meetings. Kogan Page Ltd

Heller, R. and Hindle, T. (1998) Managing meetings. Penguin Books Ltd

Mullins, L.J. (2007) Management and organisational behaviour. 8th edition. Harlow, Financial Times Prentice Hall

Portny, S.E. (2010) Project management for dummies. John Wiley and Sons Ltd

Sayce, K. (2006) What not to write. Words at Work. London.



Further reading (continued) Waters, D. (2003) Inventory control and management. John Wiley and Sons Ltd For further learning resources, please consult the learning resources section in the Student Members’ Login area of the IAM website.



Outcome 01: Understand the skills required by executive assistants

Assessment criteria The candidate can: 1.1 Explain how executive assistants support effective management in organisations 1.2 Identify the skills required and challenges posed to executive assistants when working with

multiple managers

Amplification of assessment criteria 1.1 Explain how executive assistants support effective management in organisations

1.1.1 Explain the role of the executive assistant and the relationship of the role to management and organisational aims and objectives

1.1.2 Outline methods used by organisations to measure management effectiveness 1.1.3 Describe the ways in which the executive assistant can contribute to management

effectiveness through activities of communication and coordination

1.2 Identify the skills required and challenges posed to executive assistants when working with multiple managers 1.2.1 Explain what is meant by management style 1.2.2 Provide an overview of different management styles (autocratic/participative) 1.2.3 Describe suitable methods for dealing with issues arising from different management

styles 1.2.4 Explain key interpersonal skills required by an executive assistant



Outcome 02: Understand how executive assistants support organisational systems and processes

Assessment criteria The candidate can: 2.1 Describe the factors to be considered when setting up filing systems 2.2 Demonstrate how stock control ordering and purchasing systems operate in organisations 2.3 Demonstrate how executive assistants support human resources processes

Amplification of assessment criteria 2.1 Describe the factors to be considered when setting up filing systems

2.1.1 Explain how files can be sorted 2.1.2 Describe organisational filing systems and their location for effective and efficient

information storage and retrieval 2.1.3 Explain how cost, space, staff ability, confidentiality, security, data protection, speed

of retrieval and availability can all influence the type of filing system used in an organisation

2.2 Demonstrate how stock control ordering and purchasing systems operate in organisations

2.2.1 Describe the procedural sequence for stock control in organisations that are organised departmentally

2.2.2 Outline the benefits of using a computerised stock control system within an organisation

2.2.3 Explain the role of the executive assistant in using stock control ordering and purchasing systems

2.2.4 Demonstrate the use of the appropriate administrative procedures when using stock control, ordering and purchasing systems

2.3 Demonstrate how executive assistants support human resources processes

2.3.1 Summarise the activities that human resources processes relate to; recruiting, interviews, appointments, induction, appraisals and personnel records, what is meant by these terms and how the executive assistant is involved

2.3.2 Demonstrate how the executive assistant works to support the organisation strategically and functionally



Outcome 03: Be able to support the office environment

Assessment criteria The candidate can: 3.1 Outline the factors to consider when designing the layout of an office 3.2 Compare the benefits of different types of office environments 3.3 Examine and address the concerns that employees and managers may have over different

working environments

Amplification of assessment criteria 3.1 Outline the factors to consider when designing the layout of an office

3.1.1 Demonstrate the importance of layout so that space is used to the best advantage and output of work is maximised

3.1.2 Explain the ergonomic and cybernetic aspects of Health and Safety and the role of the Health and Safety Executive in ensuring that legislation is followed

3.2 Compare the benefits of different types of office environments

3.2.1 Provide a definition of the office and its functions 3.2.2 Outline what is meant by job share, virtual assistants, flexitime, teleworking and hot-

desking 3.2.3 Compare and contrast these contemporary office environments to the traditional

office

3.3 Examine and address the concerns that employees and managers may have over different working environments 3.3.1 Explain the advantages and disadvantages of the open plan office 3.3.2 Evaluate measures of effectiveness and efficiency used by organisations in office

environments 3.3.3 Explain the benefits of job rotation, job enrichment and job rotation in improving

working environments



Outcome 04: Be able to support business meetings and events

Assessment criteria The candidate can: 4.1 Explain the differences between meetings and events 4.2 Compare different types of statutory meetings 4.3 Demonstrate how executive assistants contribute to the organisation of meetings events

Amplification of assessment criteria 4.1 Explain the differences between meetings and events

4.1.1 Identify organisational stakeholders and explain why they need communicate effectively with each other

4.1.2 Outline the role of meetings in promoting effective internal and external organisational communication

4.1.3 Outline the role of events in organisational promotion and branding 4.2 Compare different types of statutory meetings

4.2.1 Describe what is meant by the following examples of statutory meetings; inaugural, annual general, extraordinary general, requisitioned and board meetings

4.3 Demonstrate how executive assistants contribute to the organisation of meetings events

4.3.1 Explain how the executive assistant works with their employer to clarify the purpose, budget, venue, attendees, delegates and date of conference



Outcome 05: Be able to communicate in the workplace

Assessment criteria The candidate can: 5.1 Evaluate the appropriateness and effectiveness of different communication channels and

tools within organisations 5.2 Demonstrate how to select appropriate communication channels and tools within

organisations 5.3 Demonstrate how clear use of language support effective communication

Amplification of assessment criteria 5.1 Evaluate the appropriateness and effectiveness of different communication channels and

tools within organisations 5.1.1 Analyse the needs of the audience is various organisational situations 5.1.2 Evaluate communication tools appropriate to various audiences 5.1.3 Explain why vertical, lateral or networked communication channels may be used

within organisations 5.2 Demonstrate how to select appropriate communication channels and tools within

organisations 5.2.1 Chose and apply the appropriate communication tools in a variety of practical

organisational situations 5.2.2 Select and use the appropriate communications channels in practical organisational

situations

5.3 Demonstrate how clear use of language support effective communication 5.3.1 Use the vocabulary relevant to the content of a range of communication and

appropriate to their audience 5.3.2 Avoid ambiguity in communication using the correct grammar (e.g. word order,

prepositions, tenses, punctuation, etc.)



Outcome 06: Be able to support projects

Assessment criteria The candidate can: 6.1 Explain the key stages of projects 6.2 Discuss the main reasons causing projects to fail

Amplification of assessment criteria 6.1 Explain the key stages of projects

6.1.1 Explain the importance of identifying need, analysis of options, implementation, evaluation and future actions

6.1.2 Explain the importance of being able to identify the link between projects and overall organisational aims and objectives

6.2 Discuss the main reasons causing projects to fail

6.2.1 Explain the factors that cause projects to fail including experience of project managers, availability of resources, lack of clear objectives, and poor performance by suppliers and how these factors can be managed



Outcome 07: Understand the importance of managing diaries effectively

Assessment criteria The candidate can: 7.1 Demonstrate how good diary management supports effective time management 7.2 Analyse the relationship between project management and diary management

Amplification of assessment criteria 7.1 Demonstrate how good diary management supports effective time management

7.1.1 Describe the boundaries of responsibility in respect of diary management within an organisation

7.1.2 Demonstrate how to simultaneously manage several staff diaries including electronic diaries within an organisation

7.1.3 Explain how the executive assistant acts as a gate keeper and organiser for senior staff within an organisation

7.2 Analyse the relationship between project management and diary management

7.2.1 The role of the executive assistant in assisting with project management through arranging and recording meetings, diary management, and providing channels of effective communication between parties

7.2.2 Explain models and technologies used to promote effective diary management (initial planning, Gantt charts, stage reviews, hard and electronic diaries, actions to be taken in the event of rescheduling)



Guidance for tutors

This is, above all, a practical unit based on the theoretical content candidates covered while completing the mandatory units of this qualification. It explores the important contribution executive assistants make to organisations and aims to develop skills they need in their everyday working lives. Teaching should rely on practical examples related to the learning outcomes. Candidates, who work as executive assistants should relate the course materials to their own working practices and experiences. They could record the challenges they face and experiences they gain in their working lives in journals and then use these in the context of the unit. For those who aspire to become executive assistants but are not yet practicing the profession, tutors should provide a range of case studies and simulated situations in the class room which would create a realistic work environment. Although all candidates could benefit from group activities, candidates who do not hold executive assistant posts would especially benefit from discussions and skill development in groups with those who hold such posts. From designing filing systems, operating purchasing procedures to running events, meetings and supporting projects tutors should direct candidates to understand the relationship between these activities and overall organisational values, aims and objectives. Tutors should place candidates into realistic situations so that they can practice planning, organisational and communication skills related to the learning outcomes and assessment criteria of the unit.




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Documents

IAM Level ? - Deltic Training knowledge The IAM recommend a language knowledge equivalent to level 6 ILETS. It is the centre’s responsibility to assess if candidates have the required