Level 3 Diploma in Management › Data › Asset_Downloads › QS-NOC... · Level 3 Diploma in Management Qualification Structure The NOCN Level 3 Diploma in Management is a 55 credit

QUALIFICATION SPECIFICATION

Level 3 Diploma in Management

Qualification No: 601/4421/X

Operational Start Date 1 September 2014

Version 2.0 – March 2019

To know more about NOCN:

Visit the NOCN website: www.nocn.org.uk

Call the Customer Service Team: 0300 999 1177

http://www.nocn.org.uk/

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Introduction NOCN has been providing a qualification and accreditation service to providers across the UK for over 25 years and is justifiably proud of its reputation as, “…a provider of fully accessible, trusted and flexible qualification and accreditation services”. Over the years, NOCN has worked effectively with our centres for the benefit of learners across the country; with a mutual interest in providing a continuously improving service. NOCN, whilst retaining all the advantage of being a national body, has always provided a personal, bespoke service to its customers and prides itself on its local presence and expertise within communities.

This handbook is a resource for NOCN centres who wish to offer the NOCN Level 3 Diploma in Management. The qualification is relevant to learners who wish to work in a management role within the business and management sector. The handbook details the qualification specification and provides guidance to the training provider on assessment criteria and evidence requirements.

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Contents

Introduction

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1. NOCN Level 3 Diploma in Management

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1.1 Entry Requirements 4 1.2 Qualification Structure 1.3 Total Qualification Time (TQT)

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2. Centre Information

9

2.1 Offering the qualification 9 Recognised Centres, New Centres and External Verification 2.2 Required Resources for Delivering the Qualification 10 Tutor/Assessor, Internal Verifier Continuous Professional Development (CPD)

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3. Unit Information

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3.1 Assessing the Units

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4. Assessment and Evidence

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4.1 Fair and Equitable Assessment 14 4.2 Learners with Particular Requirements 15 4.3 Recognised Prior Learning 15 4.4 Functional Skills 15 4.5 Assessment and Evidence for the Units

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Appendix 1 – Skills CFA Assessment Strategy – Competence units (S/NVQ) (Business Administration, Customer Service, Management and Leadership) Appendix 2 – Unit Lists Appendix 3 – Resource Suggestions

17 25 29

Appendix 4 – Assessment Documentation Appendix 5 – Personal Learning and Thinking Skills

33 36

Appendix 6 – Feedback Sheet

43

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1. NOCN Level 3 Diploma in Management The NOCN Level 3 Diploma in Management is designed to provide learners with the skills, knowledge and competences to either work effectively within their current management role or to move into a management position. The qualification can apply to a wide variety of industry contexts. This qualification is suitable for learners aged 16 years or over. The qualification will provide learners with an opportunity to: Gain the knowledge, skills and qualities required for employment or promotion to a

Management role including knowledge of the principles of people management, managing individual and team performance, the principles of leadership and management, change management and the principles of business. Optional units allow the learners top select from a range of subjects to suit their individual learning requirements such as managing conflict, events and/or physical resources, disciplinary and grievance management, supporting remote teams, maintaining business continuity and planning as well as managing budgets, projects and risks.

Develop and demonstrate the competence to work as a Senior Supervisor, Trainee or

Assistant Manager, Section Manager, for example.

Achieve a standalone qualification that offers the competences component for the Advanced Apprenticeship in Management.

Progress onto higher level qualifications in management in order to develop further

specialist management skills such as the NOCN Level 4 Certificate or Diploma in the Management of Productivity, for example, or more specific management contexts such as Retail, Finance or Health and Social Care.

Progress further in their career to roles such as Area Manager, Department Manager or Head of Section.

The qualification links to the National Occupational Standards (NOS) in Management and Leadership set and designed by Skills CFA, the Sector Skills Council for the sector. Further details on how the units map to the NOS can be found on the website of Skills CFA: Management & Leadership NOS Entry Requirements There are no formal entry requirements for learners undertaking this qualification. However they may already be working in a senior supervisory or management role or looking to move into such a role. This is not a formal entry requirement.

http://www.skillscfa.org/standards-qualifications/management-leadership.html

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Qualification Structure The NOCN Level 3 Diploma in Management is a 55 credit qualification and has 284 - 371 guided learning hours with a Total Qualification Time (TQT) of 550 hours. The learner must achieve a minimum of 55 credits. 31 credits from Mandatory Group A and a minimum of 17 credits from Optional Group B. A maximum of 7 credits can be achieved from Optional Group C. A minimum of 48 credits must be achieved at Level 3 and above. All units are listed below: Mandatory Group A

Unit Title Level

Credit Value

Mandatory or Optional

Ofqual Unit Reference Number

Manage team performance L3 4 M A/506/1821

Principles of people management L3 6 M R/506/1937

Principles of business L3 10 M D/506/1942

Principles of leadership and management

L3 8 M F/506/2596

Manage personal and professional development

L3 3 M T/506/2952

Optional Group B

Unit Title Level

Credit Value

Mandatory or Optional

Ofqual Unit Reference Number

Promote equality, diversity and inclusion in the workplace

L3 3 O T/506/1820

Manage individuals’ performance L3 4 O J/506/1921

Manage individuals' development in the workplace

L3 3 O L/506/1922

Chair and lead meetings L3 3 O Y/506/1924

Manage conflict within a team L3 5 O K/506/1927

Procure products and/or services L3 5 O

M/506/1928

Implement change L3 5 O

T/506/1929

Implement and maintain business continuity plans and processes

L3 4 O K/506/1930

Collaborate with other departments L3 3 O

M/506/1931

Support remote or virtual teams L3 4 O

A/506/1933

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Participate in a project L3 3 O

F/506/1934

Develop and maintain professional networks

L4 3 O J/506/1949

Develop and implement an operational plan

L4 5 O Y/506/1955

Encourage learning and development

L4 3 O M/506/1962

Discipline and grievance management

L4 3 O A/506/1981

Develop working relationships with stakeholders

L4 4 O F/506/1982

Manage physical resources L4 4 O

K/506/1989

Prepare for and support quality audits

L4 3 O K/506/1992

Conduct quality audits L4 3 O

T/506/1994

Manage a budget L4 4 O

A/506/1995

Manage a project L4 7 O

R/506/1999

Manage business risk L4 6 O

L/506/2004

Manage knowledge in an organisation

L4 5 O A/506/2032

Manage redundancy and redeployment

L4 6 O M/506/2044

Encourage innovation L3 4 O

J/506/2292

Manage the impact of work activities on the environment

L4 4 O J/506/2907

Recruitment, selection and induction practice

L4 6 O R/506/2909

Optional Group C

Unit Title

Level Credit Value

Mandatory or

Optional

Ofqual Unit

Reference Number

Buddy a colleague to develop their skills L2 3 O M/506/1895

Contribute to the improvement of business performance

L3 6 O D/506/1911

Negotiate in a business environment L3 4 O H/506/1912

Develop a presentation L3 3 O K/506/1913

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Deliver a presentation L3 3 O

M/506/1914

Contribute to the development and implementation of an information system

L3 6 O A/506/1916

Resolve customers’ problems L3 4 O

K/506/2169

Resolve customers’ complaints L3 4 O

R/506/2151

Gather, analyse and interpret customer feedback

L3 5 O D/506/2170

Employee rights and responsibilities L2 2 O

L/506/1905

Health and Safety Procedures in the Workplace

L2 2 O T/505/4673

Manage events L4 6 O

M/506/1959

Review the quality of customer service L4 4 O

F/506/2176

Total Qualification Time (TQT)

Through consultation with users, TQT has been agreed by considering the total number of learning hours required for the average learner to achieve this qualification.

TQT is split into two areas:

Guided Learning Hours (GLH): o learning activity under the immediate guidance or supervision of a lecturer,

supervisor, tutor or other appropriate provider of education or training o includes the activity of being assessed if the assessment takes place under

the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training.

Other Learning Hours (OLH): o an estimate of the number of hours a learner will spend, as directed by (but

not under the immediate guidance or supervision of) a lecturer, supervisor, tutor or other appropriate provider of education or training, including:

preparatory work self-study or any other form of education or training, including assessment.

Examples of GLH activities include:

Classroom-based learning supervised by a teacher

Work-based learning supervised by a teacher

Live webinar or telephone tutorial with a teach in real time

E-learning supervised by a teacher in real time

All forms of assessment which take place under the immediate guidance or supervision of an appropriate provider of training

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Exam time

Examples of OLH activities include:

Independent and unsupervised research/learning

Unsupervised compilation of a portfolio of work experience

Unsupervised e-learning

Unsupervised e-assessment

Unsupervised coursework

Watching a pre-recorded podcast or webinar

Unsupervised work-based learning

The agreed Total Qualification Time has been used to identify the qualification’s Credit Value.

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2. Centre Information Offering the qualification Recognised Centres If you are already recognised to offer NOCN qualifications and would like more information about offering the NOCN Level 3 Diploma in Management, please contact: [email protected]. If you are ready to add the qualification to your curriculum offer, please log in to the NOCN website, under Centres/Processes and Documents, and complete the ‘Additional Qualification Approval Request Form,’ which can then be returned to [email protected] for the attention of your Account and Sector Manager. New Centres If you are interested in offering this qualification, but are not yet a NOCN Approved Centre and would like more information about becoming a NOCN centre and offering this qualification please see Become a Registered Centre on our website https://www.nocn.org.uk/customers/nocn-centres/ and click Become a Centre. External Verification

Once recognised as a Centre, NOCN will allocate an External Quality Assurer. The External Quality Assurer will have ongoing responsibility for monitoring the Centre’s compliance with the requirements of centre recognised status.

The External Quality Assurer will make regular visits to all Centres. During these visits he/she will:

Monitor the Centre’s compliance with the Centre Recognition agreement by reviewing course documentation, meeting managers, tutors, internal quality assurers, learners and administrative staff.

Verify recommendations for achievement submitted by the centre via Quartzweb.

Refer to the NOCN Quality Assurance User Guide for further information on the External Quality Assurance process.

Required Resources for Delivering the Qualification

mailto:[email protected]



https://www.nocn.org.uk/customers/nocn-centres/

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As part of the requirement to deliver this qualification there is an expectation that staff undertaking roles as part of the delivery and assessment of the qualification have a demonstrable level of expertise. Tutor/Assessor NOCN expects that Tutors/Assessors are able to demonstrate the following competencies: Be technically competent in management and/or leadership and/or have experience of

delivering training within the area. The minimum expectation is that the level of experience should be at the same level as the training that is to be delivered.

An occupational knowledge of management and/or leadership. The minimum

expectation is that the level of knowledge should be at the same level as the training that is to be delivered.

Hold a recognised teaching qualification or, for new tutors, undertake and complete

initial teacher training to a minimum Level 3 standard within 12 months of taking up the tutor role.

Centre staff may undertake more than one role, e.g. tutor and assessor or internal verifier, but they cannot carry out any verification on work that they have previously assessed.

Internal Verifier

Each centre must have internal verification policies and procedures in place to ensure that decisions made by assessors are appropriate, consistent, fair and transparent, and that they do not discriminate against any learner. The policies and procedures must be sufficient to secure the quality of the award, ensuring validity, reliability, and consistency.

NOCN expects that an Internal Verifier is able to demonstrate the following competencies: They should: Be technically competent in management and/or leadership and/or have experience of

delivering training within the area. The minimum expectation is that the level of experience should be at the same level as the training that is to be delivered.

An occupational knowledge of management and/or leadership. The minimum

expectation is that the level of knowledge should be at the same level as the training that is to be delivered.

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NOCN supports and recognises Centres’ internal quality assurance systems which support the above; any system should encourage standardisation and sharing of good practice.

Continuing Professional Development (CPD)

Centres are expected to support their staff, ensuring that their subject knowledge remains current and that their members of staff are up to date with regards to best practice in delivery, assessment and verification.

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3. Unit Information The NOCN Level 3 Diploma in Management consists of 5 mandatory units and optional units which are detailed in Appendix 2. To achieve this qualification a learner must provide evidence of learning and achievement against all of the assessment criteria within each unit. However a number of assessment criteria can be taught and assessed through one activity. 3.1. Accessing the unit content

All units are hyperlinked in the Unit List below, however units can be accessed via the NOCN website. Go to the Qualifications and Units page of the NOCN website: http://www.nocn.org.uk/qualifications_and_units/search Click ‘Show advanced Options,’ then ‘Units only.’

http://www.nocn.org.uk/qualifications_and_units/search

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The quickest, most accurate way to search for a unit is by using the last four units of the Ofqual unit reference number (RITS code). For example, for unit M/506/1895, search below ‘1895’ then select the relevant unit title. You can also search for a unit by full title or keyword. You can filter further by level or credit value. Once searched the results will appear low down on the screen and you may need to scroll down to view them. The search result will be a page containing basic unit information, the yellow ‘Download Unit Content’ button and a list of qualifications that this unit appears in.

Once a search has been undertaken and a unit or qualification has been selected, at the bottom of the screen there is a ‘Return to qualifications & units’ option which will take you back to your original search and results. The units can also be accessed via the Ofqual website, The Register of Regulated Qualifications http://register.ofqual.gov.uk

http://register.ofqual.gov.uk/

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4. Assessment and Evidence

The NOCN Level 3 Diploma in Management is an internally assessed qualification. Learners must provide evidence of learning and achievement against all of the assessment criteria specified within each unit. The NOCN Level 3 Diploma in Management is a knowledge and competence based qualification and as such, the units offer the opportunity for learners to achieve a balance of practical skill and knowledge. Centres must ensure that knowledge based learning is substantive, and relevant to the work or events likely to be encountered in the course of a Senior Supervisory or Management job role. The centre must ensure that the assessment activities are: Valid The assessment activity must be fit for purpose which means that the

assessment tasks measure the intended outcomes of the unit. They should afford the learner an opportunity to provide sufficient evidence of learning to meet the assessment criteria at the appropriate level.

Sufficient The assessment activities afford the learner an opportunity to provide

sufficient evidence of learning to meet the assessment criteria.

Reliable Assessment activities must generate clear and consistent outcomes across all assessors.

Although the activities may be applied to differing scenarios and in different contexts, with different learners, the evidence sought by the activity must be assessed with a universal standard to ensure that the resulting assessment decisions are consistent across all assessors and centres offering the qualification.

Authentic Evidence presented must be the learner’s own work.

Fair and Equitable Assessment Assessment within the NOCN Level 3 Diploma in Management is designed to be accessible and inclusive. The assessment methodology is appropriate for individual assessment or for groups of learners.

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Learners with Particular Requirements . If you are a NOCN Recognised Centre and have learners with particular requirements, please see the NOCN Reasonable Adjustments Policy and Procedure found on the NOCN website at www.nocn.org.uk This policy gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the assessment criteria. The NOCN Centre Recognition process requires the centre to hold policy statements on Equal Opportunities, Diversity and Disability Discrimination which will be reviewed by NOCN. Please contact [email protected] for further details. Recognised Prior Learning

Recognition of prior learning is an assessment method leading to the award of credit. The process involves considering if a learner can meet the specified assessment requirements for a unit through knowledge, understanding or skills that they possess already, as a consequence, they do not need to undertake a course of learning.

Centres are encouraged to recognise previous achievements and experience, both formal, for example through accredited units or qualifications and informal, for example through continuous learning. This involves the recognition of achievement from a range of activities that will have been assessed through any valid method of assessment.

When using the process of the recognition of prior learning, it is essential that the assessment requirements of a specific unit or, more exceptionally, a qualification have been met. The evidence of learning provided must be sufficient, reliable, authentic and valid. Functional Skills

For more information see the Functional Skills criteria for English, ICT and/or maths on the NOCN website: NOCN Functional Skills - Centres Functional Skills form a vital part of the Apprenticeship Framework to which this qualification is linked. The learning required for the NOCN Level 3 Diploma in Management can contribute towards the learning required for Functional Skills.

o English skills can be practised through statements, descriptions and explanations of practical work carried out, writing action notes or minutes of a business meeting as well as through research and interactions with colleagues.

o Maths skills can be developed through monitoring of actions in business meetings using a numerical formula as well as statistical and business data.

http://www.nocn.org.uk/


http://www.nocn.org.uk/learning_providers/functional_skills

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o ICT skills can be developed when storing and referencing work, word-processing, using spreadsheets and internet research.

Assessment and Evidence for the units Centres can use a variety of assessment activities to capture evidence of learners’ understanding. Activities may include:

Case Studies Oral Question and Answer Role Play/Simulation Report Practice file Reflective Log or Diary Practical Demonstration Written Question and Answer/Test/Exam

Forms and guidance for gathering learner evidence against the individual assessment criteria are available for download in Word format on the NOCN website: http://www.nocn.org.uk/qualifications_and_units/additional_qualification_documents. Alternatively, centres can use their own paperwork provided they ensure that the learners’ work is ordered and portfolio references provided as required.

http://www.nocn.org.uk/qualifications_and_units/additional_qualification_documents

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Appendix 1 - Skills CFA Assessment Strategy Competence units (S/NVQ) Business Administration, Customer Service, Management and Leadership

1. Introduction This Assessment Strategy provides principles and guidance to Awarding Organisations for the assessment of competence-based units and qualifications (including Scottish Vocational Qualifications and National Vocational Qualifications) within Business Administration, Customer Service and Management and Leadership in England, Scotland, Wales and Northern Ireland. This document outlines Skills CFA principles in regards to:

external quality control of assessment

requirements of assessor and verifiers

evidence

employer direct model. These principles are in addition to the generic criteria that Awarding Organisations must meet for delivery of qualifications as required by the qualification regulators, for example Ofqual’s Regulatory Arrangements for the Qualifications and Credit Framework and any regulatory requirements specified by the SQA Accreditation. This strategy should only be used for the assessment of the Business Administration, Customer Service and Management and Leadership competence-knowledge based units and qualifications owned by Skills CFA. Units which have been imported by Skills CFA into their apprenticeships or competence-based qualifications will be assessed in compliance with their relevant assessment strategies. Awarding Organisations may assess knowledge-only units as they see fit.

2. External quality control of assessment The quality of the assessment process is the responsibility of Awarding Organisations. However, Skills CFA encourages flexibility and innovation of approach, alongside robust systems to support quality control. Awarding Organisations are also encouraged to detail their approach to external verification, risk assessment and data requests. 2.1 External verification

Awarding Organisations are responsible for the competence of external verifiers. It is the responsibility of Awarding Organisations to monitor centres' performance in accordance with regulatory requirements.

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Awarding Organisations must consistently apply external verification processes at all assessment centres delivering competence-based qualifications. These should be underpinned by standard risk assessment and risk management processes.

2.2 Risk assessment

Awarding Organisations must carry out standard risk assessments for all qualification assessment centres that are delivering competence-based qualifications. Identified risks must be managed appropriately.

Awarding Organisations must retain evidence to prove that a risk assessment has been carried out for each approved centre, and that a strategy to minimise any identified risk has been implemented.

2.3 Data requests

Each quarter, Awarding Organisations must provide registration and achievement data at all qualification levels and unit levels (where possible) to Skills CFA.

3. Requirements of assessors, external and internal verifiers Candidates may be assessed, moderated or verified at work either by several appointed individuals. 3.1 Assessors The primary responsibility of an Assessor is to assess candidates’ performance in a range of tasks and to ensure the evidence submitted by the candidate meets the requirements of the assessment criteria. It is important that an assessor can recognise occupational competence as specified by the national standard. Assessors therefore need to have a thorough understanding of assessment and quality assurance practices, as well as have in-depth technical understanding related to the qualifications for which they are assessing candidates. To be able to assess candidates, Assessors must:

hold an appropriate qualification, as specified by the appropriate regulatory authority, confirming their competence to assess candidates undertaking competence-based units and qualifications. Assessors holding older qualifications must be able to demonstrate that they are assessing to the current standards;

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OR

Be working toward an appropriate qualification, as specified by the appropriate regulatory authority. Any Assessors working towards an appropriate qualification must ensure their decisions are countersigned by a suitably-qualified assessor/verifier and should be supported by a qualified assessor throughout their training period.

Be “occupationally competent”. Assessors must provide current evidence of competence, knowledge and understanding in the areas to be assessed. This will normally be achieved through demonstrating competence in the roles which are to be assessed or demonstrated by relevant experience and continuing professional development (CPD) which may include the achievement of qualifications relevant to the areas being assessed.

Have a full and current understanding of the units of competence and requirements of the qualifications being assessed, including the quality of assessment and the assessment process.

It is the responsibility of approved centres to select and appoint assessors. 3.2 External quality assurer (EQA) (also known as External Verifier (EV) The primary responsibility of EQAs is to assure quality of internal verification and assessments across the centres for which they are responsible. EQAs must have a thorough understanding of quality assurance and assessment practices, as well as in-depth technical knowledge related to the qualifications that they are externally verifying. EQAs must:

hold an appropriate qualification as specified by the appropriate regulatory authority, confirming their competence to verify competence-based assessments. EQAs holding older qualifications must be able to demonstrate that they are verifying to the current standards;

OR

Be working toward an appropriate qualification, as specified by the appropriate regulatory authority. If EQAs are working towards an appropriate qualification, their decisions must be countersigned by a suitably qualified EQA (the need for countersigning the decisions of EQAs working towards a qualification applies to England and Wales and not Scotland) and should be supported by a qualified EQA throughout their training period.

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Be “occupationally competent”. EQAs must demonstrate sufficient and current understanding of the qualifications to be verified, and know how they are applied in business.

Demonstrate competent practice in external verification of assessment, and demonstrate understanding of the principles and practices of external verification of assessment, including the quality of assessment and the assessment process.

It is the responsibility of the awarding body to select and appoint EQAs. 3.3 Internal quality assurer (IQA) (also known as Internal Verifier (IV) A primary responsibility of IQAs is to assure the quality and consistency of assessments by the assessors for whom they are responsible. IQAs therefore need to have a thorough understanding of quality assurance and assessment practices, as well as sufficient technical understanding related to the qualifications that they are internally verifying. It will be the responsibility of the approved centre to select and appoint IQAs. IQAs must:

hold an appropriate qualification, as specified by the appropriate regulatory authority, confirming their competence to internally verify competence-based assessments and candidates. IQAs holding older qualifications must be able to demonstrate that they are verifying to the current standards;

OR

Be working toward an appropriate qualification, as specified by the appropriate regulatory authority. If an IQA is working towards an appropriate qualification, their decisions must be countersigned by a suitably qualified IQA (the need for countersigning the decisions of IQAs working towards a qualification, applies to England and Wales and not Scotland) and should be supported by a qualified IQA throughout their training period.

Be “occupationally competent”. IQAs must demonstrate sufficient and current understanding of the qualifications to be internally verified, and know how they are applied in business.

Demonstrate competent practice in internal verification of assessment, and demonstrate understanding of the principles and practices of internal verification of assessment, including the quality of assessment and the assessment process.

Skills CFA and awarding organisations requires all assessors, moderators and verifiers to maintain current Business Administration, Customer Service and Management and Leadership competence to deliver these functions. Skills CFA recognises this can be

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achieved in many ways. However, such information must be formally recorded in individual CPD records that are maintained in assessment centres.

4. Evidence 4.1 Evidence from Workplace Performance

Evidence of occupational competence of all competence units at any level, should be generated and collected through performance under workplace conditions. This includes the knowledge-based learning outcomes and assessment criteria of the competence units.

These conditions would be those typical to the candidate's normal place of work. The evidence collected under these conditions should also be as naturally occurring as possible. It is accepted that not all employees have identical workplace conditions and therefore there cannot be assessment conditions that are identical for all candidates. However, assessors must ensure that, as far as possible, the conditions for assessment should be those under which the candidate usually works.

4.2 Simulation

Simulation can be applied to all units listed in Appendix B.

Where simulation is used for units at Level 2 and above, it should only form a small part of the evidence for the qualification.

Evidence may be produced through simulation solely in exceptional circumstances. The exceptional circumstances, under which simulation is possible, are those situations that are not naturally or readily occurring, such as response to emergencies.

Simulation must be undertaken in a ‘realistic working environment’ (RWE). A RWE is “an environment which replicates the key characteristics in which the skill to be assessed is normally employed". The RWE must provide conditions the same as the normal day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working. Guidelines for using RWE can be found in Appendix A.

5 Employer direct model Skills CFA encourages the use of an employer direct model. The employer direct model is where colleagues, supervisors and/or managers in the workplace are involved in the assessment process. Under this model, the employer, with the agreement of their Awarding Organisation may choose between:

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Achieving the appropriate regulatory body approved unit qualifications for assessment;

OR

Demonstrating that the employer’s training and development activity undertaken to prepare, validate and review these assessment roles, maps 100% to the National Occupational Standards which these qualifications are based on. The mapping process must be agreed by the awarding organisation as providing the equivalent level of rigour and robustness as achievement of the unit qualification.

In order to use the employer direct model:

An organisation must:

o have staff who have achieved, or be working towards achieving, appropriate regulatory body approved unit qualifications for assessment, moderation or verification;

OR

o seek guidance and approval from an awarding organisation to

demonstrate that they have: appropriate processes in place to facilitate assessment,

moderation or verification functions carried out 100% mapping of the trainer, supervisor or managers’

assessment, moderation or verification skills and knowledge to the National Occupational Standards upon which the qualifications above are based.

An Awarding Organisation must:

o offer this model to employers only o supply information on the requirements for internal and external

moderation/verification activities to assessment centres.

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6. Appendix A – Realistic Working Environment Guidelines Realistic Working Environment (RWE) can be applied to all the units in Appendix B. It is essential that organisations wishing to operate a RWE operate in an environment which reflects a real work setting. This will ensure that any competence achieved in this way will be sustained in real employment. To undertake the assessment in a RWE the following guidelines must be met:

1. the RWE is managed as a real work situation 2. assessment must be carried out under realistic business pressures 3. all services that are carried out should be completed in a way, and to a timescale,

that is acceptable in business organisations 4. candidates must be expected to achieve a volume of work comparable to normal

business practices 5. the range of services, products, tools, materials and equipment that the candidates

use must be up to date and available 6. account must be taken of any legislation or regulations in relation to the type of

work that is being carried out 7. candidates must be given workplace responsibilities to enable them to meet the

requirements of the units 8. customer perceptions of the RWE is similar to that found in the work situation being

represented 9. candidates must show that their productivity reflects those found in the work

situation being represented.

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7. Appendix B – Simulation: a list of units Simulation can only be applied to the following competence units: Business Administration

Skills CFA Ref.

Unit Title Level

B&A 3 Work with others in a business environment 1

B&A 4 Health and safety in a business environment 1

B&A 5 Manage time and workload 1

B&A 6 Use a telephone and voicemail system 1

B&A 7 Prepare text from notes 1

B&A 8 Meet and welcome visitors in a business environment 1

B&A 9 Handle mail 1

B&A 10 Use office equipment 1

Customer Service

Skills CFA Ref.

Unit Title Level

CS 2 Communication in customer service 1

CS 3 Record details of customer service 1

CS 4 Deal with customer queries, requests and problems 1

Management and Leadership

Skills CFA Ref.

Unit Title Level

M&L 17 Manage conflict within a team 3

M&L 31 Discipline and grievance management 4

M&L 44 Manage redundancy and redeployment 4

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Appendix 2 – Unit Lists

NOCN Level 3 Diploma in Management - 601/4421/X

Rules of Combination: The learner must achieve a minimum of 55 credits. 31 credits from Mandatory Group A and a minimum of 17 credits from Optional Group B. A maximum of 7 credits can be achieved from Optional Group C. A minimum of 48 credits must be achieved at Level 3 and above. Mandatory Group A

Ofqual Unit Code

Unit Title Mandatory or

Optional

Credit Value

Level NOCN ID

Sector

T/506/2952 Manage personal

and professional development

Mandatory 3 L3 CAR515 15.4

A/506/1821 Manage team

performance


D/506/1942 Principles of

business


F/506/2596 Principles of

leadership and management


R/506/1937 Principles of people

management


Optional Group B

Y/506/1924 Chair and lead meetings

Optional 3 L3 CAR500 15.4

M/506/1931 Collaborate with

other departments


T/506/1994 Conduct quality

audits


Y/506/1955 Develop and

implement an operational plan


J/506/1949 Develop and

maintain Optional 3 L4 CAR535 15.4

http://www.nocn.org.uk/assets/0001/3404/T-506-2952.pdf



http://www.nocn.org.uk/assets/0001/3334/A-506-1821.pdf


http://www.nocn.org.uk/assets/0001/3350/D-506-1942.pdf


http://www.nocn.org.uk/assets/0001/3364/F-506-2596.pdf



http://www.nocn.org.uk/assets/0001/3420/R-506-1937.pdf


http://www.nocn.org.uk/assets/0001/3402/Y-506-1924.pdf


http://www.nocn.org.uk/assets/0001/3429/M-506-1931.pdf







http://www.nocn.org.uk/assets/0001/3375/J-506-1949.pdf


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professional networks

F/506/1982 Develop working relationships with stakeholders


A/506/1981 Discipline and

grievance management


J/506/2292 Encourage

innovation


M/506/1962 Encourage learning

and development


K/506/1930 Implement and

maintain business continuity plans and processes


T/506/1929 Implement change


A/506/1995 Manage a budget


R/506/1999 Manage a project


L/506/2004 Manage business

risk


K/506/1927 Manage conflict

within a team


L/506/1922 Manage individuals'

development in the workplace


J/506/1921 Manage individuals'

performance


A/506/2032 Manage knowledge

in an organisation


K/506/1989 Manage physical

resources


M/506/2044 Manage redundancy

and redeployment














http://www.nocn.org.uk/assets/0001/3437/K-506-1930.pdf







http://www.nocn.org.uk/assets/0001/3448/L-506-2004.pdf















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J/506/2907 Manage the impact of work activities on the environment


F/506/1934 Participate in a

project


K/506/1992 Prepare for and

support quality audits


M/506/1928 Procure products

and/or services


T/506/1820 Promote equality,

diversity and inclusion in the workplace


R/506/2909 Recruitment,

selection and induction practice


A/506/1933 Support remote or

virtual teams


Optional Group C M/506/1895 Buddy a colleague

to develop their skills


D/506/1911 Contribute to the

improvement of business performance


H/506/1912 Negotiate in a

business environment


K/506/1913 Develop a

presentation


M/506/1914 Deliver a

presentation


A/506/1916 Contribute to the

development and Optional 6 L3 CAR551 15.4



























http://www.nocn.org.uk/assets/0001/3368/H-506-1912.pdf









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implementation of an information system

K/506/2169 Resolve customers' problems


R/506/2151 Resolve customers'

complaints


D/506/2170

Gather, analyse and interpret customer feedback


L/506/1905 Employee rights and

responsibilities


T/505/4673 Health and Safety

Procedures in the Workplace

Optional 2 L2 CAQ707 14.2

M/506/1959 Manage events


F/506/2176 Review the quality

of customer service




















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Appendix 3 - Resource suggestions Websites Skills CFA Council for Administration website and useful resource link http://www.skillscfa.org/ Resources section for Apprenticeship Frameworks can be found here: Skills CFA Apprenticeship Resources The Chartered Institute of Management It provides advice on a wide range of management issues and subjects. (Membership required). http://www.managers.org.uk/ The Chartered Institute of Personnel and Development (CIPD) A wide variety of guidance such as survey reports, Employment Law FAQs, podcasts, practical tools as well as factsheets including corporate responsibility, learning and development, recruitment and retention, HR issues such as harassment and bullying at work and absence monitoring. (Membership required for full access to some of the information). http://www.cipd.co.uk/ The Manager’s Guide An online resource containing practical tips and articles on what it takes to manage people effectively including areas on: people skills, performance management, team building basics, communication and meetings, leadership skills, personal development as well as case studies and a number of quizzes and questionnaires. http://www.themanagersguide.co.uk/people-skills-category.html Free Management Library An American website which provides free articles on a diverse range of topics such as business planning, business ethics, emotional intelligence, quality management, personal wellness and interpersonal skills. http://managementhelp.org/

http://www.skillscfa.org/

http://www.skillscfa.org/apprenticeships/resources.html?highlight=YToxOntpOjA7czo5OiJyZXNvdXJjZXMiO30

http://www.managers.org.uk/

http://www.cipd.co.uk/

http://www.themanagersguide.co.uk/people-skills-category.html

http://managementhelp.org/

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ACAS – the Advisory, Conciliation and Arbitration Service Tips for management as well as advice and guidance on employment law, employee relations and well-being in the workplace. http://www.acas.org.uk/ Business Balls Business Balls website has a variety of business-related resources which can be used to improve skills and knowledge such as leadership styles, presentation skills and business-related templates. http://businessballs.com/ Gov.UK The central Government website which includes links to Department for Business, Innovation & Skills as well as information on business plans, the Data Protection Act, the Equality Act 2010 and current legislation, the redundancy process, risk management, the management of waste and intellectual property. There is also a Business Continuity Management Toolkit. https://www.gov.uk/ https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/137994/Business_Continuity_Managment_Toolkit.pdf MindTools Provides online articles and educational toolkits covering a wide range of areas such as leadership skills, team management and performance, personal development and problem-solving. http://www.mindtools.com/ The Equality and Human Rights Commission This website provides guidance for employers on the Equality Act 2010 including private and public sector guidance on topics such as religion or belief and dealing with discrimination. http://www.equalityhumanrights.com/

http://www.acas.org.uk/

http://businessballs.com/

https://www.gov.uk/

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/137994/Business_Continuity_Managment_Toolkit.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/137994/Business_Continuity_Managment_Toolkit.pdf

http://www.mindtools.com/

http://www.equalityhumanrights.com/

31


Health and Safety Executive Agency of the UK Government with information on Health and Safety at Work Act, legislation updates, advice and guidance for work-related accidents including information on risk assessments. http://www.hse.gov.uk/legislation/ BBC The BBC’s business new section with latest updates as well as business features and analysis. http://www.bbc.co.uk/news/business/ British Chambers of Commerce Business policy and publications on topics such as Quarterly Economic Survey and Business EU Barometer. Also has the BCC Blog with commentary on the latest issues affecting business.

http://www.britishchambers.org.uk/ Business Case Studies A range of case study resources on business topics such as the external environment, financing, marketing, operations, people and strategy. http://businesscasestudies.co.uk/ Association for Project Management Blogs, case studies, web briefings as well as recommended publications and a link to the APM YouTube channel providing information on good practice in project management. http://www.apm.org.uk/ About Psychology Various articles on personality theories, trait types, non-verbal communication as well as information on teams, leadership styles etc. http://psychology.about.com/

http://www.hse.gov.uk/legislation/

http://www.bbc.co.uk/news/business/

http://www.britishchambers.org.uk/

http://businesscasestudies.co.uk/

http://www.apm.org.uk/

http://psychology.about.com/

32


YouTube Videos on customer service training, chairing business meetings, developing leadership skills and managing people more effectively. https://www.youtube.com/ Accounting Web An online community for accountants in the UK which provides latest accounting news including tax, financial management and reporting. http://www.accountingweb.co.uk/ Management Mentors An American website which provides a useful white paper on discussions on the differences between coaching and mentoring. http://www.management-mentors.com/resources/coaching-mentoring-differences/ Belbin Provides a guide to Belbin’s team roles as well as team building exercise and games. http://www.belbin.com/ The Chartered Institute of Procurement & Supply (CIPS) Provides information on best practice in procurement and supply. (Membership require for full access). http://www.cips.org/ Forbes Provides information on leadership styles as well as ‘The 12 Habits of Highly Collaborative Organizations’ by Jacob Morgan (see link below to article). http://www.forbes.com/sites/jacobmorgan/2013/07/30/the-12-habits-of-highly-collaborative-organizations/

https://www.youtube.com/

http://www.accountingweb.co.uk/

http://www.management-mentors.com/resources/coaching-mentoring-differences/

http://www.belbin.com/

http://www.cips.org/

http://www.forbes.com/sites/jacobmorgan/2013/07/30/the-12-habits-of-highly-collaborative-organizations/

http://www.forbes.com/sites/jacobmorgan/2013/07/30/the-12-habits-of-highly-collaborative-organizations/

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Appendix 4 - Assessment Documentation 1. Learner Evidence Record Unit 1 NOCN Level 3 Diploma in Management Unit Title: Manage team performance

Assessment Criteria Evidence Portfolio Ref Completed By Signed Off By

1.1.

1.2.

1.3.

Learner Signature:

Tutor Signature:

Confirmation of Achievement of Unit – Date:

34


Evidence Record cont…. NOCN Level 3 Diploma in Management Unit Title: Manage team performance


2.1.

2.2.

2.3.

Learner Signature:

Tutor Signature:


35


2. Learner Evidence Record Unit 2 NOCN Level 3 Diploma in Management Unit Title: Principles of people management


1.1

1.2

1.3

Learner Signature:

Tutor Signature:


36


Appendix 5 – Personal Learning and Thinking Skills This map accompanies the PLTS Guide for practitioners which can be downloaded from www.skillscfa.org The guide includes: • an explanation about the importance of PLTS • general principles for delivery • where there is little or no coverage in the mandatory units, illustrations of where PLTS can be found in the optional units • illustrations of PLTS in Functional Skills, ERR and other processes.

37


38


39


40


41


42


PLTS Declaration of completion

We confirm that all PLTS outcomes have been met by the apprentice named below:

Apprentice Name: Signature: Date: Employer Name: Position: Organisation: Signature: Date Training Provider Name: Position: Organisation: Signature: Date:

43


Appendix 6 – Feedback Sheet

Feedback Sheet

Tutor/Assessor Comments:

Learner comments:

Tutor/assessor sign:

Date:

Learner sign:

Date:

44
