Pearson BTEC Level 3 Certificate in Management Principles ... · BTEC Level 3 Certificate in Management Principles (QCF) ... This qualification relates to the National Occupational

Pearson BTEC Level 3 Certificate in Management Principles (QCF)

Specification

Pearson BTEC Specialist qualification First teaching August 2014

Pearson Education Limited is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers BTEC qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

Authorised by Martin Stretton Prepared by Shakti Tiwary

ISBN 978 1 446 91103 7

All the material in this publication is copyright © Pearson Education Limited 2014

Contents

Purpose of this specification 1

1 Introducing Pearson BTEC Specialist qualifications 3

What are Pearson BTEC Specialist qualifications? 3

2 Qualification summary and key information 4

QCF qualification number and qualification title 5

Objective of the qualification 5

Apprenticeships 5

Relationship with previous qualifications 5

Progression opportunities 5

Industry Support and recognition 6

Relationship with National Occupational Standards 6

3 Qualification structure 7

Pearson BTEC Level 3 Certificate in Management Principles (QCF) 7

4 Assessment 8

5 Recognising prior learning and achievement 9

Recognition of Prior Learning 9

Credit transfer 9

6 Centre resource requirements 10

7 Centre recognition and approval centre recognition 11

Approvals agreement 11

8 Quality assurance of centres 12

9 Programme delivery 13

10 Access and recruitment 14

11 Access to qualifications for learners with disabilities or specific needs 15

12 Units 16

Unit title 16

Unit reference number 16

QCF level 16

Credit value 16

Guided learning hours 16

Unit aim 16

Essential resources 16

Learning outcomes 16

Assessment criteria 17

Unit amplification 17

Information for tutors 17

Unit 1: Objective Setting and Communicating to Support Teams 18

Unit 2: Managing Self Development 26

Unit 3: Responsibilities as a Manager 32

13 Further information and useful publications 41

14 Professional development and training 42

Annexe A 43

Mapping with National Occupational Standards 43

Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014

1

Purpose of this specification

The purpose of a specification as defined by Ofqual is to set out:

the qualification’s objective

any other qualification that a learner must have completed before taking the qualification

any prior knowledge, skills or understanding that the learner is required to have before taking the qualification

units that a learner must have completed before the qualification will be awarded and any optional routes

any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

the method of any assessment and any associated requirements relating to it

the criteria against which the learner’s level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.


2


3

1 Introducing Pearson BTEC Specialist qualifications

For more than 25 years, Pearson BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. Pearson BTECs also provide progression routes to the next stage of education or to employment.

What are Pearson BTEC Specialist qualifications?

Pearson BTEC Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.

Some Pearson BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, i.e. Technical Certificates.

There are three sizes of Pearson BTEC Specialist qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.


4

2 Qualification summary and key information

Qualification title Pearson BTEC Level 3 Certificate in Management Principles (QCF)

QCF Qualification Number (QN) 600/9664/0

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 06/06/2014

Operational start date 01/08/2014

Approved age ranges 16-18

19+

Credit value 13

Assessment Pearson-devised assessment (onscreen multiple-choice testing).

Guided learning hours 60

Grading information The qualification and units are at pass grade.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 10 Access and recruitment).


5

QCF qualification number and qualification title

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, unit titles and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com

Objective of the qualification

The Pearson BTEC Level 3 Certificate in Management Principles (QCF) is for learners who work in, or want to work in, a management role. It covers the responsibilities associated with being a manager, managing self-development and setting team objectives.

It gives learners the opportunity to:

develop general knowledge and understanding

develop the personal and interpersonal skills required to be an effective manager

learn about approaches to manage their own development and methods on setting effective team objectives

achieve a nationally-recognised Level 3 qualification

develop their own personal growth and engagement in learning.

Apprenticeships

Skills CFA approve the Pearson BTEC Level 3 Certificate in Management Principles (QCF) as a knowledge component for the Intermediate Apprenticeship in Management (England).

Relationship with previous qualifications

This qualification is a replacement for the EDI Level 3 Certificate in Management Principles (QCF).

Progression opportunities

Learners who have achieved the Pearson BTEC Level 3 Certificate in Management Principles (QCF) can progress to a Level 4 qualification in a related area of study, for example the Pearson BTEC Level 4 Diploma in Management and the competence-based Pearson BTEC Level 4 NVQ Diploma in Management.

http://www.edexcel.com/�


6

Industry Support and recognition

This qualification is supported by Skills CFA, the Sector Skills Council for business skills.

Relationship with National Occupational Standards

This qualification relates to the National Occupational Standards in Management and Leadership. The mapping document in Annexe A shows the links between the units within this qualification and the National Occupational Standards.


7

3 Qualification structure

Pearson BTEC Level 3 Certificate in Management Principles (QCF)

The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification.

Minimum number of credits that must be achieved 13

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 H/505/1252 Objective Setting and Communicating to Support Teams

3 4 15

2 K/505/1253 Managing Self Development 3 4 20

3 D/505/1251 Responsibilities as a Manager 3 5 25


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4 Assessment

The table below gives a summary of the assessment methods used in the qualification.

Units Assessment method

All units Pearson-devised assessment: onscreen multiple-choice testing

Pearson-devised assessment (external assessment)

To pass an externally assessed unit, learners must pass an onscreen multiple-choice test. Pearson sets and marks the test. The test writer will use the Unit amplification section as a guide when writing questions for the external assessments.

Further information, including details of test duration and question types is available on the webpage for this qualification.


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5 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Pearson encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in the policy document Recognition of Prior Learning Policy and Process, which is on our website: www.edexcel.com.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.


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6 Centre resource requirements

As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.

Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification.

Staff involved in the assessment process must have relevant expertise and occupational experience.

There must be systems in place to ensure continuing professional development for staff delivering the qualification.

Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, www.gov.uk/government/organisations/home-office

http://www.gov.uk/government/organisations/home-office�


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7 Centre recognition and approval centre recognition

Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver Pearson BTEC qualifications is available at www.edexcel.com.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, Conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.



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8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses Pearson BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below.

1 Delivery of the qualification as part of a BTEC apprenticeship (‘single click’ registration):

an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions

2 Delivery of the qualification outside the apprenticeship:

an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems

Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate annually a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.

For further details, go to the UK BTEC Quality Assurance Handbook on our website.

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�


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9 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full-time, part-time, evening only, distance learning) that meets their learners’ needs.

Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

liaising with employers to make sure a course is relevant to learners’ specific needs

accessing and using non-confidential data and documents from learners’ workplaces

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

giving learners the opportunity to apply their learning in practical activities

including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

making full use of the variety of experience of work and life that learners bring to the programme.

Where a unit is externally assessed, it is essential that learners have covered all of the Unit amplification before they are tested.

Centres must make sure that any legislation taught is up to date.


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10 Access and recruitment

Pearson’s policy regarding access to our qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to Pearson BTEC Specialist qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.

Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.


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11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Further information regarding Access Arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Special Consideration for General and Vocational qualifications. Further details on how to make adjustments for learners with protected characteristics are given in the Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

The documents are on our website at www.edexcel.com/policies


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12 Units

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.


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Assessment criteria

Assessment criteria specify the standard required by the learner to achieve each learning outcome.

Unit amplification

This section clarifies what a learner needs to know to achieve a learning outcome.

Information for tutors

This section gives tutors information on delivery and assessment. It contains the following subsections.

Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


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Unit 1: Objective Setting and Communicating to Support Teams

Unit reference number: H/505/1252

QCF level: 3

Credit value: 4

Guided learning hours: 15

Unit aim

The aim of the unit is to give learners knowledge and understanding of how to set objectives and to communicate them to support teams.

Managers are responsible for the efficient running of teams. Teams will often experience conflict and may not always feel fully engaged, managers have to communicate with their teams in order to be able to resolve problems such as these and ensure that goals are met.

Essential resources

There are no special resources needed for this unit.

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lifi

cati

on

2.1

D

escr

ibe

how

to invo

lve

team

mem

ber

s w

hen

pla

nnin

g o

bje

ctiv

es

Invo

lvin

g t

eam

mem

ber

s w

hen

pla

nnin

g o

bje

ctiv

es:

□

invo

lvin

g a

ll te

am m

ember

s: b

rain

storm

ing,

blu

e sk

y th

inki

ng,

min

d

map

pin

g,

team

dis

cuss

ion,

crea

te q

ual

ity

circ

les,

SW

OT a

nal

ysis

□

invo

lvin

g indiv

idual

tea

m m

ember

s – o

ne-

to-o

ne

mee

tings,

info

rmal

co

nta

ct,

allo

cating a

spec

ific

are

a of

work

2.2

Exp

lain

how

to d

evel

op

pla

ns

to m

eet

obje

ctiv

es

Dev

elopin

g p

lans

to m

eet

obje

ctiv

es:

□

iden

tify

the

goal

s re

quired

to m

eet

obje

ctiv

es

□

crea

te a

n a

ctio

n p

lan/w

ork

sch

edule

for

each

goal

iden

tified

□

iden

tify

the

activi

ties

, re

sourc

es,

tim

elin

es a

nd t

rain

ing r

equired

to

achie

ve t

he

pla

n

□

monitor

pro

gre

ss o

f pla

ns

agai

nst

def

ined

sta

ges

and t

imel

ines

, usi

ng

pla

nnin

g t

ools

(ac

tivi

ty lis

ts,

Gan

tt c

har

ts,

spec

ific

mile

stones

)

2

Under

stan

d t

he

pro

cess

es o

f dev

elopin

g a

pla

n

to m

eet

obje

ctiv

es

with t

eam

m

ember

s

2.3

D

escr

ibe

how

to iden

tify

and

ove

rcom

e poss

ible

are

as o

f co

nflic

t

Iden

tify

ing a

nd o

verc

om

ing a

reas

of

conflic

t:

□

pote

ntial

conflic

ts –

dis

satisf

action w

ith w

ork

load

, per

ceiv

ed u

nfa

irnes

s,

poor

shar

ing o

f in

form

atio

n,

lack

of

appre

ciat

ion,

per

sonal

griev

ance

s;

mis

under

stan

din

g,

dis

agre

emen

ts,

work

slip

pag

e, e

xter

nal

pro

ble

ms

to

the

team

□

ove

rcom

ing c

onflic

ts –

inte

rven

tion (

reas

sign w

ork

, re

-neg

otiat

e tim

elin

es,

acce

ss a

dditio

nal

res

ourc

es;

issu

e w

arnin

g);

pre

vention (

open

an

d t

ransp

aren

t polic

y, e

ffec

tive

com

munic

atio

n,

pra

ise

succ

ess,

set

co

mm

on g

oal

s, r

estr

uct

ure

tea

m,

man

age

reso

urc

es);

fac

ilita

tion

(neg

otiat

e, s

ugges

t re

solu

tion,

agre

e an

d im

ple

men

t ac

tions)

Pear

son B

TEC L

evel

3 C

ertifica

te in M

anag

emen

t Pr

inci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

Exp

lain

how

to c

reat

e an

d

mai

nta

in a

culture

whic

h

enco

ura

ges

innova

tion a

nd

crea

tivi

ty

Cre

atin

g a

nd m

ainta

inin

g a

culture

whic

h e

nco

ura

ges

innova

tion a

nd

crea

tivi

ty:

□

crea

ting a

culture

– u

nder

stan

d t

he

busi

nes

s (v

isio

n,

mis

sion,

goal

s,

ethos)

; under

stan

d t

he

team

; se

ttin

g s

tandar

ds

(beh

avio

ur,

per

form

ance

); c

om

munic

atin

g s

tandar

ds

□

mai

nta

in t

he

culture

– invo

lvin

g t

he

team

; dem

and a

ccounta

bili

ty;

model

beh

avio

ur

exem

plif

ying c

ulture

; open

nes

s; t

ransp

aren

cy;

pro

active

; ke

ep o

ther

s in

form

ed;

build

tea

m r

elat

ionsh

ips

□

innova

tion a

nd c

reat

ivity

– iden

tify

ing n

ew r

equirem

ents

; new

pro

duct

s;

new

ser

vice

s; n

ew p

roce

sses

; new

idea

s; n

ew t

echnolo

gie

s; r

ecep

tivi

ty

to n

ewnes

s

2.5

D

escr

ibe

how

to e

mpow

er

peo

ple

effec

tive

ly

Em

pow

erin

g p

eople

effec

tive

ly:

□

empow

erm

ent

– s

har

ing v

isio

n;

shar

ing v

alues

; va

luin

g p

eople

; giv

ing

feed

bac

k an

d r

ecognitio

n;

off

erin

g m

inim

al c

ritici

sm;

fost

erin

g

crea

tivi

ty;

stre

tchin

g p

eople

’s t

alen

ts;

man

agin

g a

spirat

ions;

pro

vidin

g

dev

elopm

ent

opport

unitie

s; p

rovi

din

g a

dvi

ce a

nd g

uid

ance

; m

eeting

team

, ta

sk a

nd indiv

idual

s’ n

eeds

2.6

Exp

lain

how

to s

elec

t an

d

succ

essf

ully

apply

diffe

rent

met

hods

for

enco

ura

gin

g,

motiva

ting a

nd s

upport

ing

peo

ple

and r

ecogniz

ing

achie

vem

ent

Enco

ura

ge,

motiva

te a

nd s

upport

peo

ple

, an

d r

ecognis

e ac

hie

vem

ent:

□

enco

ura

ge

– p

osi

tive

fee

dbac

k to

insp

ire

and r

aise

confiden

ce ,

shar

e kn

ow

ledge

and info

rmat

ion t

o b

road

en k

now

ledge

and u

nder

stan

din

g

and e

mpow

er p

eople

□

motiva

te –

public

pra

ise

and r

ecognitio

n t

o r

aise

sel

f-es

teem

; tr

ainin

g t

o

incr

ease

know

ledge,

under

stan

din

g o

r sk

ill;

team

aw

ay d

ays

to b

oost

m

ora

le;

cele

bra

te t

eam

succ

ess

to b

oost

tea

m s

pirit

□

support

– m

anag

e per

form

ance

to g

et t

he

bes

t out

of

peo

ple

; cl

ear

goal

s an

d lea

der

ship

pro

vidin

g d

irec

tion a

nd v

isio

n o

f w

hat

is

to b

e ac

hie

ved

Pear

son B

TEC L

evel

3 C

ertifica

te in M

anag

emen

t Pr

inci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.7

Exp

lain

how

to iden

tify

opport

unitie

s, d

ifficu

ltie

s an

d c

hal

lenges

fac

ed b

y a

team

Iden

tify

opport

unitie

s, d

ifficu

ltie

s an

d c

hal

lenges

fac

ed b

y a

team

:

□

opport

unitie

s – im

pac

t of

inte

rnal

chan

ges

(si

mila

r w

ork

, ch

anges

to

work

, new

work

-role

opport

unitie

s);

impac

t of

exte

rnal

chan

ges

(c

om

pet

itor

beh

avio

ur,

dyn

amic

mar

ket

nee

ds,

tec

hnolo

gic

al c

han

ges

)

□

difficu

ltie

s – f

inan

cial

res

ourc

es;

hum

an r

esourc

es;

phys

ical

res

ourc

es

(IT,

capital

); inte

llect

ual

(sk

ills,

know

ledge,

exp

ertise

); s

oci

al d

ynam

ics

(tea

m,

man

ager

s, s

ubord

inat

es);

str

uct

ure

of

team

□

chal

lenges

– a

cquirin

g s

kills

; ch

anges

to o

rgan

isat

ional

str

uct

ure

; ad

apting t

o c

han

ges

(in

tern

al,

exte

rnal

)

2.8

Exp

lain

how

to p

rovi

de

advi

ce a

nd g

uid

ance

and

support

, to

tea

m m

ember

s

Provi

de

advi

ce,

guid

ance

and s

upport

to t

eam

mem

ber

s:

□

iden

tify

purp

ose

of

advi

ce,

guid

ance

and s

upport

(im

pro

vem

ents

to

indiv

idual

per

form

ance

, te

am p

erfo

rman

ce,

super

visi

on,

del

egat

ion)

agai

nst

tea

m a

nd indiv

idual

nee

ds

□

iden

tify

the

info

rmat

ion r

equirem

ents

(ap

pro

ved s

ourc

e of

info

rmat

ion,

web

site

s, c

om

pan

y han

dbooks

, tim

e sc

ale,

the

audie

nce

)

□

sele

ct c

om

munic

atio

n a

ppro

ach f

or

pro

vidin

g a

dvi

ce g

uid

ance

and

support

: te

am b

rief

ings;

one-

to-o

ne

mee

tings;

men

toring;

buddyi

ng;

coac

hin

g;

counse

lling;

pro

fess

ional

dev

elopm

ent;

per

sonal

dev

elopm

ent;

tra

inin

g;

ensu

ring m

anag

eria

l en

gag

emen

t w

ith t

he

team


24


Delivery

The delivery of this unit should support the vocational nature of the qualification and give a balance of practical skill development and knowledge requirements. All the learning outcomes lend themselves to flexible delivery. Formal teaching sessions give input from the tutor to identify some of the theoretical material but learners can work individually and in a group researching and gathering information on setting objectives and communicating with teams. Research, case studies, business simulations and discussion all offer involving approaches to learning about setting objectives and communicating with teams. Using an organisation’s own managers or a guest speaker gives learners practical insight into setting objectives and communicating with teams.

It is assumed that learners have no previous knowledge of setting objectives and communicating with teams. Learners will be familiar with and will have used a variety of communication methods. The teaching in the unit should be designed to ensure that by having a better understanding of how to set objectives, knowing how to communicate with teams, and by developing suitable relevant skills, learners will be able to function more effectively as managers.

Assessment

This unit is assessed through onscreen multiple-choice testing. The test uses the individual assessment criteria and its associated Unit amplification.

Suggested resources

Textbooks

Boynton A and Fischer B – Virtuoso Teams (Financial Times/Prentice Hall, 2008) ISBN 9780273721833

Elearn – Leading Teams (Pergamon Flexible Learning, 2008) ISBN 9780080554815

Johnson C and Keddy J – Managing Conflict at Work: Understanding and Resolving Conflict for Productive Working Relationships (Kogan Page, 2010) ISBN 9780749459529

Kehoe D – Management in Action: Developing High Performance Teams (McGraw-Hill, 2008) ISBN 9780070137905

Leigh A and Maynard M – Leading Your Team (Nicholas Brealey Publishing, 2002) ISBN 9781857883046

Owen J – How to Lead, (Prentice Hall, 2009) ISBN 9780273721505

Journals and/or magazines

Management Today (Haymarket Business Publications)

People Management (Chartered Institute of Personnel and Development)

Professional Manager (Chartered Management Institute)


25

Websites

www.champsonline.org open learning material relating to communication and teams

www.labspace.open.ac.uk/mod/ Open University material on groups at work resource/view.php?id=451882

www.managementhelp.org/groups/ free management materials on team building team-building.htm

www.openlearn.open.ac.uk open learning material relating to communication and teams

http://www.labspace.open.ac.uk/mod/�

http://www.managementhelp.org/groups/�


26

Unit 2: Managing Self Development

Unit reference number: K/505/1253

QCF level: 3

Credit value: 4


Unit aim

The aim of the unit is to give learners an understanding of how to manage self-development so that it contributes to their achievement of career and personal goals.

Learners will consider how to identify their development needs by understanding how to carry out a skills audit and how to evaluate the current and evolving requirements of their work role to inform self-development.

Learners will learn how to set SMART (specific, measurable, achievable, realistic and time-based) objectives and how to recognise that different types of learning style contribute to their learning and development. They will consider how to monitor and evaluate performance in achieving development targets and how to match them against the requirements of the work role.

Learners will gain an understanding of how to use different sources of feedback to review their performance and help them to modify their self-development plans.

Essential resources


Pear

son B

TEC L

evel

3 C

ertifica

te in M

anag

emen

t Pr

inci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

27

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

why

it is

import

ant

to r

evie

w v

alues

, ca

reer

and

goal

s in

rel

atio

n t

o indiv

idual

pro

fess

ional

dev

elopm

ent

Rev

iew

ing t

he

inte

rrel

atio

nsh

ip o

f va

lues

, ca

reer

and g

oal

s is

im

port

ant

to

indiv

idual

continuous

pro

fess

ional

dev

elopm

ent

(CPD

):

□

revi

ewin

g v

alues

allo

ws

for

holis

tic

gro

wth

that

support

s pro

fess

ional

dev

elopm

ent

(am

bitio

n;

dis

ciplin

e; e

ffec

tive

nes

s; e

ffic

iency

; pro

fess

ional

ism

; st

rate

gic

; te

amw

ork

; su

pport

; tim

elin

ess;

vis

ion)

□

revi

ewin

g c

aree

r pro

vides

direc

tion a

nd p

rogre

ssio

n (

pro

motion,

rem

uner

atio

n,

job s

atis

fact

ion,

nee

d f

or

pro

fess

ional

qual

ific

atio

ns,

w

ork

-life

bal

ance

)

□

revi

ewin

g g

oal

s m

easu

res

succ

ess

(ach

ieve

men

t, im

pac

t, s

etting f

urt

her

goal

s) f

or

indiv

idual

continuous

pro

fess

ional

dev

elopm

ent

1.2

D

escr

ibe

how

to iden

tify

the

requirem

ents

of

a w

ork

role

□

Id

entify

work

req

uirem

ents

fro

m t

he

job r

ole

and p

erso

n s

pec

ific

atio

n

(duties

, kn

ow

ledge

and u

nder

stan

din

g,

exper

ience

, sk

ills,

qual

itie

s an

d

qual

ific

atio

ns)

1.3

Exp

lain

how

the

requirem

ents

of

a w

ork

role

m

ay e

volv

e in

the

futu

re

□

Work

role

req

uirem

ents

may

evo

lve

due

to:

chan

ges

in t

he

org

anis

atio

n

stru

cture

or

busi

nes

s st

rate

gy;

par

tici

pat

ing in a

lea

rnin

g w

ork

culture

; flex

ibili

ty a

nd a

dap

tabili

ty in r

esponse

to c

han

ge;

acq

uirin

g n

ew s

kills

, kn

ow

ledge

and u

nder

stan

din

g

1

Under

stan

d t

he

nee

d t

o r

evie

w

valu

es,

care

er a

nd

goal

s in

rel

atio

n t

o

pro

fess

ional

dev

elopm

ent

1.4

D

escr

ibe

how

to iden

tify

gap

s bet

wee

n c

urr

ent

know

ledge

and s

kills

re

quired

for

achie

ving

obje

ctiv

es

□

Iden

tify

gap

s in

know

ledge

and s

kills

req

uired

for

achie

ving o

bje

ctiv

es

by

carr

ying o

ut:

a g

ap a

nal

ysis

of

curr

ent

know

ledge

and s

kills

agai

nst

th

e des

ired

know

ledge

and s

kills

req

uired

for

achie

ving o

bje

ctiv

es;

pee

r re

view

; fe

edbac

k fr

om

lin

e m

anag

er

Pear

son B

TEC L

evel

3 C

ertifica

te in M

anag

emen

t Pr

inci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

Exp

lain

how

to s

et S

MART

obje

ctiv

es

Obje

ctiv

e se

ttin

g u

sing S

MART t

arget

s re

quires

the

obje

ctiv

es t

o b

e:

□

Spec

ific

– t

he

targ

et m

ust

say

exa

ctly

what

nee

ds

to b

e le

arned

or

done

□

Mea

sura

ble

- it m

ust

say

exa

ctly

how

this

can

be

mea

sure

d

□

Ach

ieva

ble

– t

he

targ

et m

ust

not

be

too h

ard o

r to

o lar

ge,

bet

ter

to

hav

e se

vera

l sm

all ta

rget

s le

adin

g t

o a

lar

ger

goal

□

Rea

listic

– it

must

be

poss

ible

to g

et a

cces

s to

any

trai

nin

g,

books

or

hel

p n

eeded

to m

eet

the

targ

et

□

Tim

ed –

ther

e sh

ould

be

a se

t tim

e lim

it f

or

achie

ving t

he

targ

et

1.6

Exp

lain

how

to iden

tify

pro

fess

ional

dev

elopm

ent

nee

ds

How

to iden

tify

pro

fess

ional

dev

elopm

ent

nee

ds:

□

carr

y out

a per

sonal

SW

OT a

nal

ysis

(st

rength

s, w

eakn

esse

s,

opport

unitie

s, t

hre

ats)

□

mea

sure

rel

evan

ce a

nd a

lignm

ent

agai

nst

work

and o

rgan

isat

ional

obje

ctiv

es

□

lear

nin

g n

eeds

anal

ysis

: org

anis

atio

n,

team

or

indiv

idual

lev

el

Pear

son B

TEC L

evel

3 C

ertifica

te in M

anag

emen

t Pr

inci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

how

to d

evel

op a

n

effe

ctiv

e se

lf-d

evel

opm

ent

pla

n

□

Set

goal

s/obje

ctiv

es

□

Iden

tify

are

as f

or

dev

elopm

ent/

gap

s ag

ainst

busi

nes

s obje

ctiv

es

□

Iden

tify

ste

ps

required

to a

chie

ve o

bje

ctiv

es

□

Mea

sure

and m

onitor

pro

gre

ssio

n

2.2

Id

entify

the

diffe

rent

types

of

lear

nin

g s

tyle

s an

d t

hei

r in

fluen

ces

on p

erfo

rman

ce

Typ

es o

f le

arnin

g s

tyle

(VARK):

□

visu

al –

lea

rn b

y w

atch

ing,

influen

ces

per

form

ance

wher

e vi

sual

par

tici

pat

ion is

required

□

aura

l – lea

rn b

y lis

tenin

g,

influen

ces

per

form

ance

wher

e in

stru

ctio

ns

are

giv

en

□

read

ing/w

riting –

lea

rn b

y re

adin

g,

influen

ces

per

form

ance

wher

e in

stru

ctio

ns

are

to b

e re

ad

□

kinae

sthet

ic –

lea

rn b

y doin

g,

influen

ces

per

form

ance

wher

e m

oto

r sk

ills

are

use

d

2

Under

stan

d h

ow

to

pla

n s

elf-

dev

elopm

ent

effe

ctiv

ely

2.3

D

escr

ibe

a ra

nge

of

dev

elopm

ent

activi

ties

and

thei

r co

ntr

ibution t

ow

ards

per

form

ance

Dev

elopm

ent

activi

ties

that

contr

ibute

tow

ards

impro

ving p

erfo

rman

ce a

re:

□

spec

ific

indust

ry a

nd p

rofe

ssio

nal

qual

ific

atio

ns

focu

sed o

n a

key

role

or

busi

nes

s se

ctor

□

trai

nin

g c

ours

es t

o a

cquire

new

or

dev

elop s

kill/

know

ledge

(pro

ject

m

anag

emen

t, t

ime

man

agem

ent,

neg

otiat

ion,

com

munic

atio

n)

□

exper

iential

to lea

rn b

y ex

per

ience

(on-t

he

job t

rain

ing,

job s

had

ow

ing,

job r

ota

tion)

Pear

son B

TEC L

evel

3 C

ertifica

te in M

anag

emen

t Pr

inci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Id

entify

how

to m

onitor

the

qual

ity

of

per

form

ance

and

pro

gre

ssio

n a

gai

nst

the

outc

om

es o

f a

self-

dev

elopm

ent

pla

n

Monitor

the

qual

ity,

per

form

ance

and p

rogre

ss o

f a

dev

elopm

ent

pla

n:

□

monitoring a

ctiv

itie

s – b

ench

mar

ks,

mile

stones

, re

view

poin

ts,

revi

ew

dat

es,

achie

vem

ents

, re

cord

s

□

mea

sure

per

form

ance

and p

rogre

ss b

y co

llect

ing d

ata

and f

eedbac

k –

man

ager

and/o

r a

critic

al f

rien

d,

pee

rs,

cust

om

ers,

appra

isal

, per

form

ance

rev

iew

, cr

itic

al r

efle

ctio

n,

monitoring p

rogre

ssio

n a

gai

nst

pla

ns

3.2

Id

entify

how

to e

valu

ate

per

form

ance

agai

nst

the

requirem

ents

of

a w

ork

role

Eva

luat

e per

form

ance

agai

nst

work

role

req

uirem

ents

:

□

revi

ew c

urr

ent

work

per

form

ance

agai

nst

work

obje

ctiv

es

□

reques

t fe

edbac

k on p

erfo

rman

ce f

rom

lin

e m

anag

er a

nd o

ther

s

□

carr

y out

a se

lf-e

valu

atio

n a

gai

nst

a p

erfo

rman

ce c

rite

ria

chec

klis

t

□

set

and a

gre

e re

vise

d p

lanned

obje

ctiv

es

3

Under

stan

d h

ow

to

monitor

and

eval

uat

e se

lf-

dev

elopm

ent

activi

ties

3.3

Exp

lain

how

fee

dbac

k on

per

form

ance

should

be

use

d

Perf

orm

ance

fee

dbac

k sh

ould

be

use

d t

o:

□

monitor

per

form

ance

(re

cord

and r

evie

w)

□

iden

tify

str

ength

s an

d w

eakn

esse

s

□

set

revi

sed/n

ew p

erfo

rman

ce t

arget

s/obje

ctiv

es

□

set

actions

for

the

nex

t re

view

dat

e


31


Delivery

The unit should be delivered so that it supports the vocational nature of the qualification and gives a balance of practical skill development and knowledge requirements. Learners are expected to investigate the unit content, to question related theory and to compare and contrast theory with their professional knowledge and practice. For some learners this will mean building on existing knowledge and earlier studies, while for others it will mean drawing on practical experience and experience from the workplace.

The unit can be delivered through a range of business resource learning environments as well as through class-based, face-to-face teaching and e-learning. Standard tuition materials, texts and business simulations can be used. Other delivery techniques can also be used, for example practical work, role-play, tutorials, seminars, discussion groups where personal and professional practice are shared and discussed.

Assessment

This unit is assessed through onscreen multiple-choice testing. The test uses the individual assessment criteria and its associated Unit amplification.

Suggested resources

Textbooks

Blackwell J O – Engage: the Trainer’s Guide to Learning Styles (John Wiley & Sons, 2012) ISBN 978-1118029435

Cottrell S – Skills for Success: Personal Development and Employability (Palgrave Macmillan, 2010) ISBN 978-0230250185

Forde C, McMahon, McPhee A D and Patrick F – Professional Development, Reflection and Enquiry (Sage Publications Ltd, 2006) ISBN 978-1412919371

Journal

The Economist (The Economist Group) – often has articles on management and management development and has an extensive archive of up-to-date materials and examples

Websites

www.cipd.co.uk/cpd Chartered Institute of Personnel and Development

www.managementhelp.org A free management library with articles on personal and professional development

www.vark-learn.com/english/page A learning styles questionnaire

http://www.cipd.co.uk/cpd�

http://www.managementhelp.org/�

http://www.vark-learn.com/english/page�


32

Unit 3: Responsibilities as a Manager

Unit reference number: D/505/1251

QCF level: 3

Credit value: 5


Unit aim

The aim of the unit is to give learners knowledge and understanding of the responsibilities of a manager when leading a team.

Managers have to communicate with their teams and with each individual member of their teams to allocate the work to be carried out by the team and to be secure in the knowledge that the teams understand what is that they have to do. Targets have to be set and managers need to ensure that team members buy in to the achievement of these targets. Managers have to involve teams in the work that needs to be carried out. They also need to keep their team focused on the objectives to be achieved.

Mangers need to monitor the work of the team to ensure that is carried out to schedule and to the required standard.

Essential resources


Pear

son B

TEC L

evel

3 C

ertifica

te in M

anag

emen

t Pr

inci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

33

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

how

to s

elec

t an

d

apply

diffe

rent

met

hods

of

com

munic

atio

n

How

to s

elec

t an

d a

pply

diffe

rent

met

hods

of

com

munic

atio

n:

□

com

munic

atio

n m

ethods

– v

erbal

(co

nve

rsat

ion,

team

mee

tings,

brief

ings,

one-

to-o

ne

dis

cuss

ion,

tele

phone,

voic

e m

ail, v

ideo

co

nfe

rence

); n

on-v

erbal

(re

port

s, m

emora

nda,

em

ail, let

ters

, re

port

s,

surv

eys,

ques

tionnai

res,

appra

isal

s, t

exting,

soci

al n

etw

ork

ing f

or

busi

nes

s purp

ose

s, w

eb-b

ased

tec

hniq

ues

);fo

rmal

met

hods;

info

rmal

m

ethods

□

applic

atio

n o

f co

mm

unic

atio

n m

ethods

purp

ose

of

com

munic

atio

n –

ke

ep p

eople

info

rmed

; su

stai

n e

ffec

tive

work

ing r

elat

ionsh

ips;

pro

vide

auditab

le r

ecord

(ac

tions,

dec

isio

ns)

; pro

vide

a re

fere

nce

poin

t fo

r ac

tions;

adva

nta

ges

of

com

munic

atio

n m

ethods

(spee

d,

imm

edia

cy,

accu

racy

, in

telli

gib

ility

, cl

arity,

det

ail, p

reci

sion,

dis

trib

ution,

auditab

ility

); n

eeds

of

audie

nce

1

Under

stan

d t

he

pro

cess

es o

f pla

nnin

g a

nd

allo

cating w

ork

1.2

D

escr

ibe

why

it is

import

ant

to c

onfirm

and c

larify

work

re

quirem

ents

Why

it is

import

ant

to c

onfirm

and c

larify

work

req

uirem

ents

:

□

work

req

uirem

ents

– w

ork

spec

ific

atio

n;

work

pro

cedure

s; w

ork

st

andar

ds;

work

pla

n

□

clar

ific

atio

n a

nd c

onfirm

atio

n –

chec

k under

stan

din

g (

spec

ialis

t la

nguag

e, a

bbre

viat

ions,

tec

hnic

al t

erm

s);

amplif

y re

quirem

ents

; re

spond t

o q

uer

ies;

ensu

re a

gre

emen

t bet

wee

n p

arties

; re

cord

ag

reem

ent;

ensu

re c

ust

om

ers’

(in

tern

al,

exte

rnal

) re

quirem

ents

are

m

et;

def

ine

work

sta

ndar

d;

def

ine

tim

esca

les;

def

ine

reso

urc

e re

quirem

ents

; def

ine

budget

s; iden

tify

pro

cedure

s fo

r dea

ling w

ith

pro

ble

ms

Pear

son B

TEC L

evel

3 C

ertifica

te in M

anag

emen

t Pr

inci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.3

Exp

lain

why

it is

import

ant

to invo

lve

the

team

, w

hen

pla

nnin

g w

ork

act

ivitie

s

Why

it is

import

ant

to invo

lve

the

team

when

pla

nnin

g w

ork

act

ivitie

s:

□

invo

lvin

g a

tea

m in p

lannin

g:

purp

ose

of

activi

ties

; cl

arifyi

ng a

ctiv

itie

s;

shar

ed c

om

mitm

ent

to o

bje

ctiv

es;

coord

inat

ion o

f ac

tivi

ties

; sh

arin

g

idea

s; m

utu

al s

upport

; m

eeting indiv

idual

obje

ctiv

es;

mee

ting t

eam

obje

ctiv

es;

ensu

ring t

eam

obje

ctiv

es a

lign w

ith a

nd s

upport

org

anis

atio

nal

goal

s; iden

tify

ing r

ange

of

skill

s an

d e

xper

tise

in t

eam

s;

awar

enes

s of

the

activi

ties

of

oth

ers

in t

he

team

; id

entify

ing h

ow

to d

eal

with a

ny

oper

atio

nal

difficu

ltie

s; s

har

ed s

ourc

es o

f in

form

atio

n;

shar

ed

under

stan

din

g o

f busi

nes

s ac

tivi

ties

and p

roce

sses

; sh

ared

dec

isio

n

mak

ing;

consi

sten

cy in w

ork

ing p

ract

ices

; co

nsi

sten

t m

essa

ges

co

mm

unic

ated

to c

ust

om

ers

(inte

rnal

, ex

tern

al);

consi

sten

t m

essa

ges

co

mm

unic

ated

to s

take

hold

ers;

pos

itiv

e orien

tation t

o c

han

ge

1.4

D

escr

ibe

how

to p

repar

e a

work

pla

n w

hic

h t

akes

into

ac

count,

priorities

, cr

itic

al

activi

ties

and a

vaila

ble

re

sourc

es

How

to p

repar

e a

work

pla

n,

prioritise

and t

ake

into

acc

ount

critic

al

activi

ties

and a

vaila

ble

res

ourc

es:

□

work

pla

n –

aim

s; o

bje

ctiv

es (

spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic,

tim

e co

nst

rain

ed [

SM

ART])

□

Alig

n p

lan t

o b

usi

nes

s obje

ctiv

es;

criter

ia f

or

succ

ess;

res

ourc

es

(fin

anci

al,

hum

an,

phys

ical

, te

chnic

al,

info

rmat

ion);

tim

esca

les;

m

ilest

ones

; re

view

; co

mple

tion d

ates

; fo

rmat

of

the

pla

n;

critic

al p

aths;

su

bsi

dia

ry p

aths;

agre

eing p

lans

with m

anag

ers;

iden

tify

ing s

lippag

e;

modifyi

ng p

lans;

re-

form

ula

ting o

bje

ctiv

es;

signin

g o

ff o

n c

om

ple

tion o

f pla

ns

1.5

Exp

lain

why

it is

import

ant

to a

lloca

te w

ork

on a

fai

r bas

is

Why

it is

import

ant

to a

lloca

te w

ork

on a

fai

r bas

is:

□

allo

cation –

apport

ionm

ent

of

work

; vo

lum

e; d

ifficu

lty;

mat

ch w

ork

to

indiv

idual

s’ s

kill

sets

and c

apab

ilities

; se

t st

retc

hin

g t

asks

□

fairnes

s – invo

lvin

g a

ll m

ember

s of

the

team

; ro

tation o

f w

ork

; en

suring

equity;

avo

idin

g f

avouritism

; av

oid

ing s

idel

inin

g t

eam

mem

ber

s; u

sing

indiv

idual

s ca

pac

itie

s (s

kills

, kn

ow

ledge

and u

nder

stan

din

g);

cla

rity

in

dec

isio

n m

akin

g;

open

nes

s

Pear

son B

TEC L

evel

3 C

ertifica

te in M

anag

emen

t Pr

inci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.6

D

escr

ibe

how

to n

otify

tea

m

mem

ber

s w

hen

work

is

allo

cate

d t

o t

hem

How

to n

otify

tea

m m

ember

s w

hen

work

is

allo

cate

d t

o t

hem

:

□

notify

ing a

tea

m –

ver

bal

inst

ruct

ion;

writt

en inst

ruct

ion (

work

sp

ecific

atio

n,

work

pro

cedure

s, w

ork

sta

ndar

ds,

work

pla

n);

brief

ing t

he

team

; brief

ing indiv

idual

s

1.7

Exp

lain

how

to a

gre

e th

e re

quired

sta

ndar

d o

f w

ork

by

the

team

How

to a

gre

e w

ork

sta

ndar

ds:

□

agre

eing w

ork

sta

ndar

ds

– w

ork

spec

ific

atio

n;

work

pro

cedure

s; w

ork

pla

ns;

inst

ruct

ing t

he

team

; cl

arifyi

ng r

equirem

ents

; id

entify

ing

pote

ntial

pro

ble

ms;

res

olv

ing d

ifficu

ltie

s; r

espondin

g t

o q

uer

ies;

obta

inin

g c

onfirm

atio

n o

f ag

reem

ent

(ver

bal

ly,

in w

riting)

2.1

D

escr

ibe

met

hods

that

could

be

use

d t

o m

onitor

the

pro

gre

ss a

nd q

ual

ity

of

work

How

to m

onitor

the

pro

gre

ss a

nd q

ual

ity

of

work

:

□

qual

ity

of

work

– insp

ect

work

; te

st o

utp

ut;

qual

ity

contr

ol;

rep

ort

pro

ble

ms;

iden

tify

rea

sons

for

pro

ble

ms;

rep

ort

qual

ity

issu

es;

iden

tify

so

lutions

to q

ual

ity

issu

es

□

monitor

pro

gre

ss –

rev

iew

work

(re

gula

rly,

irr

egula

rly)

; ac

hie

vem

ent

agai

nst

mile

stones

and t

arget

s; r

epor

t pro

gre

ss;

iden

tify

solu

tions

to

pro

gre

ss p

roble

ms;

chec

k lis

t an

d v

isual

insp

ections

2

Under

stan

d t

he

pro

cess

es o

f m

onitoring t

he

pro

gre

ss a

nd

qual

ity

of

work

2.2

Exp

lain

how

to p

rovi

de

effe

ctiv

e an

d c

onst

ruct

ive

feed

bac

k on t

he

qual

ity

of

work

How

to p

rovi

de

effe

ctiv

e an

d c

onst

ruct

ive

feed

bac

k on t

he

qual

ity

of

work

:

□

feed

bac

k – f

eedbac

k sa

ndw

ich (

posi

tive

, neg

ativ

e, p

osi

tive

); c

onte

nt

(topic

, sp

ecific

iss

ues

, ev

iden

ce);

man

ner

(per

son t

o p

erso

n,

direc

tnes

s,

clar

ity,

avo

idin

g m

ixed

mes

sages

, av

oid

inte

rpre

tation,

since

rity

, ap

pre

ciat

ion,

conce

rn);

tim

ing;

freq

uen

cy

Pear

son B

TEC L

evel

3 C

ertifica

te in M

anag

emen

t Pr

inci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

36

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

the

poss

ible

cau

ses

of

conflic

t w

ithin

a t

eam

Po

ssib

le c

ause

s of

conflic

t w

ithin

a t

eam

:

□

cause

s of

conflic

t – d

issa

tisf

action w

ith w

ork

load

; per

ceiv

ed u

n-

fairnes

s’s;

poor

shar

ing o

f in

form

atio

n ;

lac

k of

appre

ciat

ion;

per

sonal

griev

ance

s; m

isunder

stan

din

gs;

dis

agre

emen

ts;

work

slip

pag

e; e

xter

nal

pro

ble

ms

to t

he

team

, m

iss-

com

munic

atio

n

3

Under

stan

d h

ow

to

han

dle

conflic

t w

ithin

a t

eam

3.2

Exp

lain

how

the

poss

ible

ca

use

s of

team

conflic

t ca

n

be

man

aged

effec

tive

ly

How

to m

anag

e poss

ible

cau

ses

of

conflic

t:

□

man

agin

g c

onflic

t – m

onitoring c

onflic

t; iden

tify

ing p

roble

ms;

iden

tify

ca

use

s of

pro

ble

ms;

know

ing w

hen

non

-inte

rven

tion o

r in

terv

ention is

required

; fa

cilit

atin

g;

imposi

ng;

neg

otiat

ing;

pre

vention;

reso

lution;

open

com

munic

atio

ns;

pro

fess

ional

beh

avio

ur;

cal

mnes

s; r

apport

; eq

ual

ity;

de-

per

sonal

isin

g iss

ues

; ag

reei

ng a

ctio

n;

imple

men

ting a

ctio

n;

limits

of

man

agem

ent

role

in d

ealin

g w

ith c

onflic

t; r

efer

ral to

lin

e m

anag

er

4.1

Exp

lain

the

diffe

rence

bet

wee

n lea

der

ship

and

man

agem

ent

The

diffe

rence

bet

wee

n lea

der

ship

and m

anag

emen

t:

□

lead

ersh

ip –

bas

ed o

n p

erso

nal

qual

itie

s; c

ulture

; cr

eating c

om

mitm

ent;

m

otiva

ting;

insp

irin

g;

gen

erat

ing c

han

ge

□

man

agem

ent

– b

ased

on p

osi

tion;

pla

nnin

g;

budget

ing;

org

anis

ing;

contr

olli

ng;

pro

ble

m s

olv

ing;

pro

duci

ng r

esults

4

Under

stan

d h

ow

to

man

age

team

per

form

ance

4.2

D

escr

ibe

met

hods

for

dea

ling w

ith p

oor

per

form

ance

of

team

m

ember

s

Met

hods

for

dea

ling w

ith p

oor

per

form

ance

of

team

mem

ber

s:

□

poor

per

form

ance

– iden

tify

ing p

oor

per

form

ance

(w

hole

tea

m;

sub-

gro

up;

team

mem

ber

s le

ader

); f

ailu

re t

o m

eet

work

req

uirem

ents

; dis

ruptive

beh

avio

ur;

evi

den

ce o

f poor

per

form

ance

(m

onitoring,

obse

rvat

ion,

report

s, f

eedbac

k fr

om

cust

om

ers

[inte

rnal

, ex

tern

al])

; re

asons

for

poor

per

form

ance

□

dea

ling w

ith p

oor

per

form

ance

; en

han

ce a

bili

ty t

o d

o w

ork

(re

sourc

es,

trai

nin

g,

revi

se t

he

work

allo

cate

d,

re-a

ssig

n,

rele

ase)

; im

pro

ve

motiva

tion (

set

per

form

ance

goal

s, p

rovi

de

per

form

ance

ass

ista

nce

[m

onitoring,

support

, tr

ainin

g,

reso

urc

es])

; fe

edbac

k

Pear

son B

TEC L

evel

3 C

ertifica

te in M

anag

emen

t Pr

inci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

37

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

D

escr

ibe

poss

ible

cau

ses

of

team

mem

ber

s not

mee

ting

agre

ed o

bje

ctiv

es

Poss

ible

cau

ses

of

team

mem

ber

s not

mee

ting a

gre

ed o

bje

ctiv

es:

□

faili

ng t

o m

eet

obje

ctiv

es –

obje

ctiv

es n

ot

under

stood;

obje

ctiv

es n

ot

ow

ned

; ta

sk d

ifficu

lty;

low

aptitu

de;

insu

ffic

ient

skill

; in

adeq

uat

e re

sourc

es;

inad

equat

e tim

e al

loca

tion;

poor

tim

e m

anag

emen

t;

inef

fect

ive

team

mee

tings;

lac

k of

role

cla

rity

; la

ck o

f su

per

visi

on;

poor

motiva

tion;

team

frict

ion;

faulty

anal

ysis

of

work

req

uirem

ents

4.4

D

escr

ibe

diffe

rent

way

s of

impro

ving t

eam

per

form

ance

Met

hods

of

impro

ving t

eam

per

form

ance

:

□

impro

ved c

om

munic

atio

n;

motiva

tion;

empow

erm

ent

4.5

Exp

lain

how

to im

ple

men

t id

entified

im

pro

vem

ents

in

team

per

form

ance

How

to im

ple

men

t id

entified

im

pro

vem

ents

in t

eam

per

form

ance

:

□

pla

nnin

g p

erfo

rman

ce im

pro

vem

ents

; goal

set

ting;

monitoring c

han

ged

per

form

ance

; re

view

ing c

han

ged

per

form

ance

; ev

aluat

ing c

han

ged

per

form

ance

; sh

arin

g info

rmat

ion;

bei

ng r

ealis

tic;

tal

king s

ituat

ions

thro

ugh;

explo

ring n

ew idea

s; a

gre

eing a

lter

nat

ive

cours

es o

f ac

tion;

acquirin

g a

dditio

nal

res

ourc

es

4.6

D

escr

ibe

the

diffe

rent

met

hods

for

enco

ura

gin

g,

motiva

ting a

nd s

upport

ing

team

mem

ber

s to

com

ple

te

allo

cate

d w

ork

Met

hods

of

enco

ura

gin

g,

motiva

ting a

nd s

upport

ing t

eam

mem

ber

s to

co

mple

te a

lloca

ted w

ork

:

□

support

– p

urp

ose

s (i

mpro

ve indiv

idual

per

form

ance

, im

pro

ve t

eam

per

form

ance

, m

eet

set

targ

ets

and o

bje

ctiv

es);

advi

ce;

guid

ance

; su

pport

; id

entify

ing t

eam

nee

ds;

iden

tify

ing indiv

idual

nee

ds

□

pro

vidin

g a

dvi

ce g

uid

ance

and s

uppor

t – m

atch

ing m

ethods

of

support

to

work

iss

ues

; m

atch

ing m

ethods

of

support

to indiv

idual

s; t

eam

brief

ings;

one-

to-o

ne

mee

tings;

men

toring;

buddyi

ng;

coac

hin

g;

counse

lling;

pro

fess

ional

dev

elopm

ent;

per

sonal

dev

elopm

ent;

tra

inin

g;

ensu

ring e

ngag

emen

t w

ith t

he

team

; m

odel

ling b

ehav

iour;

role

model

Pear

son B

TEC L

evel

3 C

ertifica

te in M

anag

emen

t Pr

inci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

38

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.7

D

escr

ibe

how

to r

ecord

the

ongoin

g p

erfo

rman

ce o

f te

am m

ember

s

How

to r

ecord

ongoin

g p

erfo

rman

ce o

f te

am m

ember

s:

□

reco

rdin

g p

erfo

rman

ce –

per

form

ance

crite

ria;

key

per

form

ance

in

dic

ators

; so

urc

es o

f in

form

atio

n (

inte

rnal

, ex

tern

al);

rec

ord

ing

mec

han

ism

s (e

.g.

job s

hee

ts,

chec

klis

ts,

tim

eshee

ts,

work

sig

n o

ff,

cust

om

er f

eedbac

k, c

olle

ague

feed

bac

k, s

uper

viso

ry r

eport

s, insp

ection

report

s, e

rror

report

s, w

asta

ge

rate

s; w

aiting t

imes

; th

roughput

rate

s;

com

plia

nce

rep

ort

s budget

var

iations;

evi

den

ce);

mat

ch d

ata

to c

rite

ria

and indic

ators

4.8

Exp

lain

how

an indiv

idual

per

form

ance

rec

ord

can

be

use

d in a

n a

ppra

isal

How

an indiv

idual

per

form

ance

rec

ord

can

be

use

d in a

n a

ppra

isal

:

□

appra

isal

crite

ria;

sel

ect

per

form

ance

evi

den

ce;

alig

nin

g p

erfo

rman

ce

evid

ence

to a

ppra

isal

crite

ria;

mak

e ju

dgem

ents

; fe

edbac

k an

d r

eport

on p

erfo

rman

ce;

agre

e fu

ture

per

form

ance

tar

get

s; r

ewar

d p

osi

tive

per

form

ance

; su

pport

poor

per

form

ance

; ap

ply

san

ctio

ns;

iden

tify

tr

ainin

g r

equirem

ents

, id

entify

job p

rogre

ssio

n r

oute

s


39


Delivery

The unit should be delivered so that it supports the vocational nature of the qualification and gives a balance of practical skill development and knowledge requirements. All the learning outcomes can be delivered flexibly. Formal teaching sessions should have input from the tutor to identify some of the theoretical material but learners can work individually and in a group researching and gathering information on the responsibilities of a manager. Research, case studies, business simulations and discussion all offer involving approaches to learning about the responsibilities of managers. Using an organisation’s own managers or a guest speaker provides a practical insight into the responsibilities of a manager. Up-to-date materials are available on the web and material is available from many sources on a range of topics about the responsibilities of a managers.

It is assumed that learners do not have previous knowledge of the responsibilities of managers but they are likely to have managed others or have been managed by others in the jobs and roles they have carried out. The teaching in the unit should be designed to ensure that by having a better understanding of the responsibilities of managers and by developing suitable relevant skills, learners will be able to function more effectively as managers.

Assessment

This unit is assessed through onscreen multiple choice testing. The test uses the individual assessment criteria and its associated unit amplification.

Suggested resources

Textbooks

Elearn – Positive Working Relationships (Pergamon Flexible Learning, 2005) ISBN 9780750666787

Elearn – Leading Teams (Pergamon Flexible Learning, 2008) ISBN 9780080554815

Johnson C and Keddy J – Managing Conflict at Work: Understanding and Resolving Conflict for Productive Working Relationships (Kogan Page, 2010) ISBN 9780749459529

Leigh A and Maynard M – Leading Your Team (Nicholas Brealey Publishing, 2002) ISBN 9781857883046

Leigh A and Maynard M – Perfect Leader (Random House Business, 2003) ISBN 9781844131471

Owen J – How to Lead, (Prentice Hall, 2009) ISBN 9780273721505

Journals and/or magazines

Management Today (Haymarket Business Publications)

People Management (Chartered Institute of Personnel and Development)

Professional Manager (Chartered Management Institute)


40

Websites

www.champsonline.org open learning material relating to communication and teams

www.cipd.co.uk The Chartered Institute of Personnel and Development

www.humanresources.about.com/od/ series of useful articles on human resource managementandleadership/u/ a management, including articles on team manage_ people.htm working

www.openlearn.open.ac.uk open learning material relating to communication and teams

http://www.humanresources.about.com/od/�


41

13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Pearson Edexcel: www.edexcel.com/contactus

Pearson BTEC: www.btec.co.uk/contactus

Pearson Work Based Learning: www.pearsonwbl.com/contactus

Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus

Other sources of information and publications available include:

Pearson Equality Policy

Edexcel Information Manual (updated annually)

Supplementary Guidance for Reasonable Adjustment and Special Considerations in Vocational Internally Assessed Units

Access Arrangements, Reasonable Adjustments and Special Consideration in General and Vocational qualifications

Recognition of Prior Learning Policy and Process

Quality Assurance Handbook (updated annually)

BTEC Centre Guide to Assessment

Publications on the quality assurance of Pearson BTEC qualifications are available on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources

http://www.edexcel.com/contactus�

http://www.edexcel.com/quals/BTEC/Pages/Contactus.aspx�

http://www.pearsonwbl.com/contactus�

http://www.pearsonschools.co.uk/contactus�

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

http://www.edexcel.com/resources/Pages/home.aspx�

http://www.edexcel.com/resources�


42

14 Professional development and training

Pearson supports UK and international customers with training related to Pearson BTEC qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Edexcel team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.

Your Pearson BTEC support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our Pearson BTEC support team to help you whenever – and however – you need:

Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert – at: www.edexcel.com/subjectadvisors

Ask Edexcel: submit your question online to our Ask Edexcel online service www.edexcel.com/ask and we will make sure your query is handled by a subject specialist.

http://www.edexcel.com/resources/training/Pages/home.aspx�

http://www.btec.co.uk/training�

http://www.edexcel.com/subjectadvisors�

http://www.edexcel.com/ask�

Pear

son B

TEC L

evel

3 C

ertifica

te in M

anag

emen

t Pr

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CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

43

An

nexe A

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g w

ith

Nati

on

al O

ccu

pati

on

al S

tan

dard

s

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grid b

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map

s th

e kn

ow

ledge

cove

red in t

he

Pea

rson B

TEC L

evel

3 S

pec

ialis

t qual

ific

atio

ns

in M

anag

emen

t Princi

ple

s ag

ainst

the

under

pin

nin

g k

now

ledge

of

the

Nat

ional

Occ

upat

ional

Sta

ndar

ds

in M

anag

emen

t an

d L

eader

ship

. Cen

tres

can

use

this

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pin

g w

hen

pla

nnin

g h

olis

tic

del

iver

y an

d a

sses

smen

t ac

tivi

ties

.

KEY

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indic

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par

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dic

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eci

ali

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Unit 1 H/505/1252

Unit 2 K/505/1253

Unit 3 D/505/1251

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#

#

CFA

M&

LAA1

Man

age

yours

elf

#

#

CFA

M&

LDB8

Man

age

conflic

t in

tea

ms

#

#

CFA

M&

LDB5

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age

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munic

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ns

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ms

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OC.1

–48/1

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Pearson BTEC Level 3 Certificate in Management Principles ... · BTEC Level 3 Certificate in Management Principles (QCF) ... This qualification relates to the National Occupational