Pearson Edexcel Level 4 NVQ Diploma in Business and ... · Pearson Edexcel Level 4 NVQ Diploma in Business and Administration (QCF) 6 Barred combinations* 9 4 Assessment 10 Assessment

Pearson Edexcel Level 4 NVQ Diploma in Business and Administration (QCF)

Specification

NVQ/Competence-based qualification First registration February 2014

Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information, please visit our qualification websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus.

Pearson: helping people progress, everywhere.

Pearson is the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries in 100 languages we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your learners at: www.pearson.com/uk

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 going to publication.

Authorised by Martin Stretton Prepared by Simon Quinn

ISBN 978 1 446 91089 4

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

Contents

Purpose of this specification 1

1 Introducing Pearson Edexcel NVQ/Competence-based qualifications 2

What are NVQ/Competence-based qualifications? 2

2 Qualification summary and key information 3

QCF qualification number and qualification title 4

Qualification objectives 4

Relationship with previous qualifications 4

Apprenticeships 4

Progression opportunities 5

Industry support and recognition 5

Relationship with National Occupational Standards 5

3 Qualification structure 6

Pearson Edexcel Level 4 NVQ Diploma in Business and Administration (QCF) 6

Barred combinations* 9

4 Assessment 10

Assessment strategies 11

Types of evidence 11

Credit transfer 11

5 Centre resource requirements 12

6 Centre recognition and approval 13

Centre recognition 13

Approvals agreement 13

7 Quality assurance of centres 14

8 Programme delivery 15

9 Access and recruitment 16

10 Access to qualifications for learners with disabilities or specific needs 17

11 Unit format 18

Unit title 18

Unit reference number 18

QCF level 18

Credit value 18

Guided learning hours 18

Unit aim 18

Unit assessment requirements/evidence requirements 18

Assessment methodology 18

Learning outcomes 19

Assessment criteria 19

Unit 1: Manage and be Accountable for own Performance in a Business Environment 20

Unit 2: Evaluate and Improve own Performance in a Business Environment 26

Unit 3: Support the Purpose and Values of an Organisation 31

Unit 4: Support Sustainability in a Business Environment 37

Unit 5: Assess, Manage and Monitor Risk in a Business Environment 43

Unit 6: Communicate in a Business Environment 47

Unit 7: Manage the Environmental Impact of Work Activities 56

Unit 8: Implement, Monitor and Maintain Administrative Services 59

Unit 9: Evaluate and Solve Business Problems 67

Unit 10: Manage and Evaluate an Information System 73

Unit 11: Plan Change for a Team 78

Unit 12: Assist in the Design of Business Continuity Management Procedures 83

Unit 13: Raise Awareness of Business Continuity Management within a Team 87

Unit 14: Chair Meetings 90

Unit 15: Assist with the Development of an Organisational Business Continuity Management Strategy 96

Unit 16: Contribute to Innovation in a Business Environment 100

Unit 17: Design and Develop an Information System 107

Unit 18: Prepare, Co-ordinate and Monitor Operational Plans 111

Unit 19: Propose and Design Administrative Services 117

Unit 20: Manage an Office Facility 124

Unit 21: Develop Working Relationships with Colleagues and Stakeholders 130

Unit 22: Support Learning and Development within Own Area of Responsibility 133

Unit 23: Plan, Allocate and Monitor Work in own Area of Responsibility 136

Unit 24: Negotiate in a Business Environment 139

Unit 25: Manage Budgets 145

Unit 26: Make Decisions in a Business Environment 150

Unit 27: Prepare Specifications for Contracts 155

Unit 28: Provide Leadership and Direction for own Area of Responsibility 159

Unit 29: Plan, Organise and Control Customer Service Operations 162

Unit 30: Manage Physical Resources 167

Unit 31: Drafting Financial Statements 170

Unit 32: Operating Credit Control Procedures 173

Unit 33: Gather Information for a Business Impact Analysis 177

Unit 34: Manage a Project 180

Unit 35: Implement, Monitor and Review Change 186

Unit 36: Organise Business Travel or Accommodation 191

Unit 37: Deliver, Monitor and Evaluate Customer Service to Internal Customers 198

Unit 38: Deliver, Monitor and Evaluate Customer Service to External Customers 203

Unit 39: Monitor Information Systems 208

Unit 40: Plan Change Across Teams 213

Unit 41: Ensure Responsibility for Actions to Reduce Risks to Health and Safety 218

Unit 42: Plan and Organise Meetings 221

Unit 43: Evaluate the Organisation of Business Travel or Accommodation 228

Unit 44: Develop a Presentation 231

Unit 45: Deliver a Presentation 235

Unit 46: Support the Design and Development of an Information System 241

Unit 47: Analyse and Report Data 245

Unit 48: Design Business Continuity Management Procedures 249

Unit 49: Invite Tenders and Select Contractors 254

Unit 50: Monitor and Evaluate Contracts 258

Unit 51: Contribute to Running a Project 262

Unit 52: Agree a Budget 270

Unit 53: Recruit Staff in own Area of Responsibility 274

Unit 54: Use Customer Service as a Competitive Tool 277

Unit 55: Monitor and Solve Customer Service Problems 282

Unit 56: Monitor and Review Business Processes 286

Unit 57: Plan and Organise an Event 288

Unit 58: Order Products and Services 293

Unit 59: Co-ordinate an Event 299

Unit 60: Support Individuals with Specific Communication Needs 305

12 Further information and useful publications 309

13 Professional development and training 310

14 Contact us 311

Annexe A: Assessment Strategy for the Business and Administration NVQs 312

Assessment Strategy for Customer Service Units 314

Assessment Strategy for Management and Leadership Units 328

Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014

1

Purpose of this specification

This specification sets out:

the objectives of the qualification

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

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

the combination of units that a learner must have completed before the qualification will be awarded and any pathways

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

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

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

assessment requirements and/or evidence requirements required as specified by the relevant Sector Skills Council/Standards Setting Body

assessment requirements/strategy as published by the relevant Sector Skills Council/Standards Setting Body

the Apprenticeship Framework in which the qualification is included, where appropriate.

Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014

2

1 Introducing Pearson Edexcel NVQ/Competence-based qualifications

What are NVQ/Competence-based qualifications?

National Vocational Qualifications (NVQs) or Competence-based qualifications reflect the skills and knowledge needed to do a job effectively. They are work-based qualifications that give learners the opportunity to demonstrate their competence in the area of work or job role to which the qualification relates.

NVQs/Competence-based qualifications are outcomes-based with no fixed learning programme, allowing flexibility in their delivery to meet the individual learner’s needs. The qualifications are based on the National Occupational Standards (NOS) for the sector, which define what employees, or potential employees, must be able to do and know, and how well they should undertake work tasks and work roles.

Most NVQ/Competence-based qualifications form the competence component of Apprenticeship Frameworks. They are suitable for those in employment or those who are studying at college and have a part-time job or access to a substantial work placement.

Most learners will work towards their qualification in the workplace or in settings that replicate the working environment as specified in the assessment requirements/strategy for the sector. Colleges, training centres and/or employers can offer these qualifications provided they have access to appropriate physical and human resources.

There are three sizes of NVQ/Competence-based 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 met the learning outcomes of the unit.

The credit value of a unit is based on:

one credit for those learning outcomes achievable in 10 hours of learning

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


3

2 Qualification summary and key information

Qualification title Pearson Edexcel Level 4 NVQ Diploma in Business and Administration (QCF)

QCF Qualification Number (QN) 601/2452/0

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 03/01/2014

Operational start date 01/02/2014

Approved age ranges 16-18

18+

19+

Please note that sector-specific requirements or regulations may prevent learners of a particular age from embarking on this qualification. Please refer to the assessment requirements/strategy.

Credit value 53

Assessment Portfolio of Evidence (internal assessment)

Guided learning hours 194-378

Grading information The qualification and units are graded pass/fail.

Entry requirements For details of entry requirements see below.

Learners taking this qualification should be employed in senior administrative positions, likely to be responsible for supervising staff, and for implementing and monitoring systems and services.

Centres must also follow the Pearson Access and Recruitment policy (see Section 9, Access and Recruitment)

Funding For details on funding availability, please check the Learning Aims Reference Service (LARS), which replaces the Learning Aim Reference Application (LARA).


4

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. Centres should tell learners this when recruiting them and registering them with Pearson. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com

Qualification objectives

The Pearson Edexcel Level 4 NVQ Diploma in Business and Administration (QCF) is for learners who work in, or want to work in senior administrative positions.

It gives learners the opportunity to:

demonstrate competence as a senior administrator

develop knowledge and skills related to the specified job roles in administration

have existing skills recognised

achieve a nationally-recognised Level 4 qualification

develop their own personal growth and engagement in learning.

Relationship with previous qualifications

This qualification replaces the Pearson Edexcel Level 4 NVQ in Business and Administration (QCF) 39 credit qualification.

Apprenticeships

Skills CFA include the Pearson Edexcel Level 4 NVQ Diploma in Business and Administration as the competence component for the Higher Apprenticeship in Business and Administration.

http://www.edexcel.com/�


5

Progression opportunities

Learners who have achieved the Pearson Edexcel Level 4 NVQ Diploma can progress to leadership and management roles through qualifications such as Pearson Edexcel Level 5 NVQ Diploma in Management (QCF) or Pearson BTEC Level 5 Award/ Certificate/Diploma in Management and Leadership (QCF).

Industry support and recognition

Skills CFA, the Skills Council for Business Skills, support this qualification.

Relationship with National Occupational Standards

This qualification is based on the National Occupational Standards (NOS) in Business and Administration, which were set and designed by Skills CFA, the Sector Skills Council for the sector.


6

3 Qualification structure

Pearson Edexcel Level 4 NVQ Diploma in Business and Administration (QCF)

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

Minimum number of credits that must be achieved 53

Minimum number of credits that must be achieved at level 4 or above 35

Number of mandatory credits that must be achieved 20

Number of optional credits that must be achieved 33

Unit Unit reference number

Mandatory units (20 Credits) Level Credit Guided learning hours

1 L/601/2553 Manage and be Accountable for own Performance in a Business Environment

4 3 18

2 R/601/2554 Evaluate and Improve own Performance in a Business Environment

4 4 14

3 Y/601/2555 Support the Purpose and Values of an Organisation

4 3 14

4 D/601/2556 Support Sustainability in a Business Environment

4 3 14

5 H/601/2557 Assess, Manage and Monitor Risk in a Business Environment

4 4 18

6 M/601/2562 Communicate in a Business Environment

4 3 25


Optional units (minimum 33 Credits) 15 must be achieved at Level 4 or above

Level Credit Guided learning hours

7 M/600/9712 Manage the Environmental Impact of Work Activities

4 5 10

8 Y/601/2572 Implement, Monitor and Maintain Administrative Services

4 7 15

9 K/601/2558 Evaluate and Solve Business Problems

4 6 16


7


Optional units Level Credit Guided learning hours

10 A/601/2564 Manage and Evaluate an Information System

4 6 20

11 M/601/2576 Plan Change for a Team 4 6 22

12 F/503/9237 Assist in the Design of Business Continuity Management Procedures*

4 4 15

13 H/503/9277 Raise Awareness of Business Continuity Management within a Team

4 4 15

14 J/601/2566 Chair Meetings 4 4 16

15 L/503/9242 Assist with the Development of an Organisational Business Continuity Management Strategy

4 5 20

16 K/601/2575 Contribute to Innovation in a Business Environment

4 6 25

17 T/601/2563 Design and Develop an Information System*

4 7 30

18 L/601/2570 Prepare, Co-ordinate and Monitor Operational Plans

4 6 26

19 Y/601/2569 Propose and Design Administrative Services

4 8 36

20 L/601/2567 Manage an Office Facility 4 6 30

21 K/600/9661 Develop Working Relationships with Colleagues and Stakeholders

4 4 20

22 M/600/9676 Support Learning and Development within own Area of Responsibility

4 5 25

23 H/600/9674 Plan, Allocate and Monitor Work in own Area of Responsibility

4 5 25

24 K/601/2561 Negotiate in a Business Environment

4 7 40

25 T/601/2580 Manage Budgets 4 5 29

26 H/601/2560 Make Decisions in a Business Environment

4 4 24

27 F/601/2565 Prepare Specifications for Contracts 4 5 30

28 T/600/9601 Provide Leadership and Direction for own Area of Responsibility

4 5 30

29 A/601/1236 Plan, Organise and Control Customer Service Operations

4 10 67


8



30 K/600/9711 Manage Physical Resources 4 3 25

31 R/600/4955 Drafting Financial Statements 4 6 55

32 Y/601/8324 Operating Credit control Procedures 3 4 10

33 J/503/9272 Gather Information for a Business Impact Analysis

3 3 8

34 A/601/2578 Manage a Project 5 10 33

35 K/601/2589 Implement, Monitor and Review Change

5 6 20

36 H/601/2543 Organise Business Travel or Accommodation

3 5 20

37 A/601/2550 Deliver, Monitor and Evaluate Customer Service to Internal Customers

3 3 12

38 F/601/2551 Deliver, Monitor and Evaluate Customer Service to External Customers

3 3 12

39 R/601/2537 Monitor Information Systems 3 7 30

40 D/601/2587 Plan Change Across Teams 5 6 26

41 T/602/1912 Ensure Responsibility for Actions to Reduce Risks to Health and Safety

3 4 18

42 D/601/2542 Plan and Organise Meetings 3 5 25

43 K/601/2544 Evaluate the Organisation of Business Travel or Accommodation

3 2 10

44 M/601/2528 Develop a Presentation 3 3 15

45 T/601/2529 Deliver a Presentation 3 3 15

46 L/601/2536 Support the Design and Development of an Information System*

3 7 35

47 Y/601/2538 Analyse and Report Data 3 6 30

48 M/503/9251 Design Business Continuity Management Procedures*

5 10 50


9



49 R/601/2585 Invite Tenders and Select Contractors

5 6 32

50 Y/601/2586 Monitor and Evaluate Contracts 5 6 35

51 J/601/2549 Contribute to Running a Project 3 5 30

52 J/601/2552 Agree a Budget 3 4 25

53 T/600/9663 Recruit Staff in own Area of Responsibility

5 4 25

54 D/601/1228 Use Customer Service as a Competitive Tool

3 8 53

55 J/601/1515 Monitor and Solve Customer Service Problems

3 6 40

56 A/600/9759 Monitor and Review Business Processes

5 3 20

57 R/601/2540 Plan and Organise an Event 3 4 28

58 D/601/2539 Order Products and Services 3 5 35

59 Y/601/2541 Co-ordinate an Event 3 4 30

60 T/601/8282 Support Individuals With Specific Communication Needs

3 5 35

Barred combinations*

The following units are barred combinations and therefore cannot be chosen as optional units together.

T/601/2563 (unit 17) – is barred against L/601/2536 (unit 46)

F/503/9237 (unit 12) – is barred against M/503/9251 (unit 48)


10

4 Assessment

This qualification is assessed through an externally verified Portfolio of Evidence that consists of evidence gathered during the course of the learner’s work.

To achieve a pass for the full qualification, the learner must achieve all the required units in the stated qualification structure. Each unit has specified learning outcomes and assessment criteria. To pass each unit the learner must:

achieve all the specified learning outcomes

satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

prove that the evidence is their own.

The learner must have an assessment record that identifies the assessment criteria that have been met, and it should be cross-referenced to the evidence provided. The assessment record should include details of the type of evidence and the date of assessment. The unit specification or suitable centre documentation can be used to form an assessment record.

It is important that the evidence provided to meet the assessment criteria of the unit and learning outcomes is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Learners can provide evidence of occupational competence from:

current practice where evidence is generated from a current job role

a programme of development where evidence comes from assessment opportunities built into a learning programme, whether at or away from the workplace. The evidence provided must meet the requirements of the Sector Skills Council’s assessment strategies.

the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of development. They must submit sufficient, reliable, authentic and valid evidence for assessment. Evidence submitted based on RPL should provide confidence that the same level of skill/understanding/knowledge exists at the time of claim as existed at the time the evidence was produced. RPL is acceptable for accrediting a unit, several units, or a whole qualification.

Further guidance is available in the policy document Recognition of Prior Learning Policy, available on the Edexcel website.

a combination of these.


11

Assessment strategies

The assessment strategies for this qualification have been included in Annexe A. They set out the overarching assessment principles and the framework for assessing the qualification to ensure that they remain valid and reliable. Skills CFA has developed them in partnership with employers, training providers, awarding organisations and the regulatory authorities.

Types of evidence

To achieve a unit, the learner must gather evidence that shows that they have met the required standard specified in the assessment criteria as well as the requirements of the Skills CFA assessment requirements/strategy. As stated in the assessment strategies, the evidence for this qualification can take a variety of forms as indicated below:

direct observation of the learner’s performance by their assessor (O)

outcomes from oral or written questioning (Q&A)

products of the learner’s work (P)

personal statements and/or reflective accounts (RA)

outcomes from simulation (S)

professional discussion (PD)

assignment, project/case studies (A)

authentic statements/witness testimony (WT)

expert witness testimony (EWT)

evidence of Recognition of Prior Learning (RPL).

Learners can use the abbreviations for cross-referencing purposes in their portfolios.

Learners can also use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed separately. They should be encouraged to reference evidence to the relevant assessment criteria. Evidence must be available to the assessor, internal verifier and Pearson standards verifier.

Any specific evidence requirements for individual units are stated in the unit introduction for the units in Section 11.

There is further guidance about assessment on our website. Please see Section 12 for details.

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 unit achievement.


12

5 Centre resource requirements

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

Centres must have the appropriate physical resources to support both the delivery and assessment of the qualification. For example, a workplace in line with industry standards, or a Realistic Working Environment (RWE), where permitted, as specified in the assessment strategies for the sector, equipment, IT, learning materials, teaching rooms.

Where permitted, RWE must offer the same conditions as the normal day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working.

Centres must meet any specific human and physical resource requirements outlined in the assessment strategies in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment strategies for the sector.

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

Centres must have appropriate health and safety policies, procedures and practices in place for the delivery of the qualification.

Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 9 Access and recruitment and Section 10 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�


13

6 Centre recognition and approval

Centre recognition

Centres that have not previously offered Pearson Edexcel accredited vocational qualifications need to apply for and be granted centre recognition and approval 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 Edexcel vocational qualifications is available at www.pearsonwbl.edexcel.com/qualifications-approval.

Approvals agreement

All centres are required to enter into an approval agreement, which 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.

http://pearsonwbl.edexcel.com/Our-support/Pages/qualifications-approval.aspx�


14

7 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. Centres will internally assess NVQs/Competence-based qualifications using internal quality assurance procedures to ensure standardisation of assessment across all learners. Pearson uses external quality assurance procedures 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 is as described below.

Centres offering Pearson Edexcel NVQs/Competence-based qualifications will usually receive two standards verification visits per year (a total of two days per year). The exact frequency and duration of standards verifier visits must reflect the centre’s performance, taking account of the number:

of assessment sites

and throughput of learners

and turnover of assessors

and turnover of internal verifiers.

For centres offering a full Pearson BTEC Apprenticeship (i.e. all elements of the Apprenticeship are delivered with Pearson through registration of learners on a Pearson BTEC Apprenticeship framework) a single standards verifier will be allocated to verify all elements of the Pearson BTEC Apprenticeship programme. If a centre is also offering stand-alone NVQs/Competence-based qualifications in the same sector as a full Pearson BTEC Apprenticeship, the same standards verifier will be allocated.

In order for certification to be released, confirmation is required that the National Occupational Standards (NOS) for assessment, verification and for the specific occupational sector are being consistently met.

Centres are required to declare their commitment to ensuring quality and to providing appropriate opportunities for learners that lead to valid and accurate assessment outcomes.

For further details, please go to the UK NVQ Quality Assurance Centre Handbook and the Edexcel NVQs, SVQs and competence-based qualifications – Delivery Requirements and Quality Assurance Guidance on our website, at www.pearsonwbl.edexcel.com/NVQ-competence-based.

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

http://pearsonwbl.edexcel.com/quals/NVQ-competence-based-qcf/Pages/default.aspx�


15

8 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 learners’ needs.

However, centres must make sure that learners have access to the resources identified in the specification and to the sector specialists delivering and assessing the units. Centres must have due regard to Pearson’s policies that may apply to different modes of delivery.

Those planning the programme should aim to address the occupational nature of the qualification by:

engaging with learners, initially, through planned induction, and subsequently through the involvement of learners in planning for assessment opportunities

using naturally occurring workplace activities and products to present evidence for assessment against the requirements of the qualification

developing a holistic approach to assessment by matching evidence to different assessment criteria, learning outcomes and units, as appropriate, thereby reducing the assessment burden on learners and assessors

taking advantage of suitable digital methods to capture evidence.


16

9 Access and recruitment

Pearson’s policy regarding access to its 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 wishing to access the qualifications.

Centres must ensure that their learner recruitment process is conducted with integrity. This includes ensuring that applicants have appropriate information and advice about the qualification to ensure that it will meet their needs.

Centres should review applicants’ 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 them during the delivery and assessment of the qualification. The review must take account of the information and guidance in Section 10 Access to qualifications for learners with disabilities or specific needs.


17

10 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are 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 can 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 Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ)). 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.

These documents are available on our website, at www.edexcel.com/Policies

http://www.edexcel.com/Policies/Pages/default.aspx�


18

11 Unit format

Each unit has 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

All units have a credit value. When a learner achieves a unit, they gain the specified number of credits. The minimum credit value is 1 and credits can be awarded in whole numbers only.

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 includes workplace guidance to support the development of practical job-related skills, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes the time spent by staff assessing learners’ achievements, for example in the assessment of competence for NVQs/Competence qualifications.

Unit aim

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

Unit assessment requirements/evidence requirements

The SSC/B set the assessment/evidence requirements. Learners must provide evidence according to each of the requirements stated in this section.

Assessment methodology

This provides a summary of the assessment methodology to be used for the unit.


19

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.

Assessment criteria

The assessment criteria specify the standard required by the learner to achieve the learning outcome.


20

Unit 1: Manage and be Accountable for own Performance in a Business Environment

Unit reference number: L/601/2553

QCF level: 4

Credit value: 3

Guided learning hours: 18

Unit aim

This unit is about taking responsibility for managing, prioritising and being accountable for your own work in a business environment alongside other people.


The following is a guide; the evidence suggested is neither mandatory nor exclusive.

Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 - 1.4

2 2.1 - 2.15

Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.

3.1 - 3.2

3.5

Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

letters

emails

memos

reports.

3

3.3

3.6 - 3.7

Evidence may be supplied via witness testimony and learner reports/reflective accounts.


21

Learning outcomes

Assessment criteria

Assessment guidance

3.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

letters

emails

memos

reports.

3.8 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

4.1 - 4.3

4.5 - 4.8

Evidence may be supplied via witness testimony, professional discussion and learner reports/reflective accounts.

4.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts, case studies and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

letters

emails

memos

reports

appraisals

performance reviews

self evaluation.


This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

and b

enef

its

of

neg

otiat

ing r

ealis

tic

targ

ets

and

reso

urc

es f

or

work

and w

ays

of

doin

g s

o

1.2

Anal

yse

diffe

rent

way

s of

work

ing e

ffec

tive

ly,

and t

he

purp

ose

and

ben

efits

of

usi

ng e

ffec

tive

work

ing m

ethods

1.3

Exp

lain

the

purp

ose

and b

enef

its

for

yours

elf

and o

rgan

isat

ions

of

reco

gnis

ing a

nd lea

rnin

g f

rom

mis

take

s

1

Under

stan

d h

ow

to

work

effec

tive

ly

and b

e ac

counta

ble

fo

r ow

n w

ork

1.4

Eva

luat

e org

anis

atio

nal

guid

elin

es,

pro

cedure

s an

d c

odes

of

pra

ctic

e fo

r th

eir

rele

vance

to o

wn w

ork

2.1

Eva

luat

e th

e purp

ose

and b

enef

its

of

sett

ing h

igh s

tandar

ds

for

ow

n

work

2.2

Eva

luat

e w

ays

of

sett

ing h

igh s

tandar

ds

for

work

2.3

Com

par

e an

d c

ontr

ast

way

s of

dea

ling w

ith p

ress

ure

arisi

ng f

rom

w

ork

tas

ks

2

Under

stan

d h

ow

to

beh

ave

in a

way

th

at s

upport

s ef

fect

ive

work

ing

2.4

Exp

lain

the

purp

ose

and b

enef

its

of

acce

pting s

etbac

ks a

nd d

ealin

g

with t

hem

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.5

Exp

lain

the

purp

ose

and b

enef

its

of bei

ng a

sser

tive

and its

mea

nin

g in

work

tas

ks

2.6

G

ive

exam

ple

s of

work

situat

ions

wher

e it is

nec

essa

ry t

o b

e as

sert

ive

2.7

Eva

luat

e th

e purp

ose

and b

enef

its

of

bei

ng r

eady

to t

ake

on n

ew

chal

lenges

and a

dap

t to

chan

ge

2.8

Eva

luat

e th

e purp

ose

and b

enef

its

of

trea

ting o

ther

s w

ith h

ones

ty,

resp

ect

and c

onsi

der

atio

n

2.9

Anal

yse

the

effe

cts

of

diffe

rent

types

of

beh

avio

ur

at w

ork

that

show

hones

ty,

resp

ect

and c

onsi

der

atio

n a

nd t

hose

that

do n

ot

2.1

0

Des

crib

e how

to r

ecognis

e w

hen

oth

ers

nee

d s

upport

2.1

1

Eva

luat

e diffe

rent

way

s of

hel

pin

g a

nd s

upport

ing o

ther

s in

work

ta

sks

2.1

2

Exp

lain

the

purp

ose

of

hel

pin

g a

nd s

upport

ing o

ther

s at

work

, an

d t

he

valu

e an

d b

enef

its

of

doin

g s

o

2.1

3

Eva

luat

e th

e re

asons

for

seek

ing o

ut

new

chal

lenges

2.1

4

Anal

yse

the

effe

cts

of

chan

ge

on a

n o

rgan

isat

ion

2.1

5

Exp

lain

why

and h

ow

oth

ers

should

be

support

ed d

uring a

per

iod o

f ch

ange

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

24

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

N

egotiat

e, a

gre

e an

d s

ign-o

ff r

ealis

tic

targ

ets

for

ow

n w

ork

3.2

N

egotiat

e an

d a

gre

e re

sourc

es n

eeded

for

ow

n w

ork

3.3

Sel

ect

effe

ctiv

e w

ork

ing m

ethods

to c

om

ple

te w

ork

tas

ks

3.4

Antici

pat

e an

d d

eal w

ith p

roble

ms

occ

urr

ing in o

wn w

ork

, re

ferr

ing if

required

3.5

M

eet

dea

dlin

es o

r re

-neg

otiat

e tim

esca

les

and p

lans

in g

ood t

ime

3.6

Tak

e re

sponsi

bili

ty f

or

ow

n w

ork

and a

ccep

t re

sponsi

bili

ty f

or

any

mis

take

s m

ade

3.7

Eva

luat

e re

sults

of

mis

take

s m

ade

and m

ake

chan

ges

to w

ork

and

met

hods,

as

required

3

Be

able

to p

lan,

neg

otiat

e an

d b

e ac

counta

ble

for

ow

n w

ork

3.8

Fo

llow

agre

ed w

ork

guid

elin

es,

pro

cedure

s an

d,

wher

e nee

ded

, co

des

of

pra

ctic

e

4.1

Set

hig

h s

tandar

ds

for

ow

n w

ork

and s

how

drive

and c

om

mitm

ent

in

achie

ving t

hes

e st

andar

ds

4.2

Adap

t w

ork

and w

ork

ing m

ethods

to d

eal w

ith p

ress

ure

, se

tbac

ks a

nd

difficu

ltie

s

4.3

Ass

ert

ow

n n

eeds

and r

ights

when

nec

essa

ry t

o a

chie

ve w

ork

tas

ks

and p

riorities

4

Beh

ave

in a

way

th

at s

upport

s ef

fect

ive

work

ing

4.4

Lo

ok

for

opport

unitie

s, a

nd a

gre

e to

tak

e on n

ew c

hal

lenges

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.5

Lo

ok

for

opport

unitie

s, a

nd c

han

ge

way

s of

work

ing,

to m

eet

new

re

quirem

ents

4.6

Support

oth

ers

during c

han

ge

4.7

Tre

at o

ther

peo

ple

with h

ones

ty,

resp

ect

and c

onsi

der

atio

n

4.8

H

elp a

nd s

upport

oth

er p

eople

in w

ork

tas

ks

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


26

Unit 2: Evaluate and Improve own Performance in a Business Environment

Unit reference number: R/601/2554

QCF level: 4

Credit value: 4


Unit aim

This unit is about taking responsibility for evaluating your own performance in work tasks, then taking responsibility for making and evaluating changes that make sure you will be able to work effectively and efficiently in a business environment alongside other people.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.8 Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.

2 2.1 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

appraisals

performance reviews.


27

Learning outcomes

Assessment criteria

Assessment guidance

2.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

appraisals

performance reviews

letters

memos

emails

reports.


completed tasks.


completed tasks.

2

2.5 Evidence may be supplied via learner reports/reflective accounts.

3.1 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

appraisals

performance reviews.

3

3.2 – 3.4 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

learning plans.

Evidence generated for this unit of assessment may contribute towards other units including Unit 1.


28



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

29

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Anal

yse

the

purp

ose

and b

enef

its

of co

ntinuousl

y im

pro

ving w

ork

1.2

Eva

luat

e th

e purp

ose

and b

enef

its

of

enco

ura

gin

g a

nd a

ccep

ting

feed

bac

k fr

om

oth

ers

1.3

Anal

yse

way

s of

eval

uat

ing o

wn w

ork

1.4

Eva

luat

e th

e purp

ose

and b

enef

its

of

tryi

ng o

ut

poss

ible

im

pro

vem

ents

to o

wn w

ork

1.5

Anal

yse

how

lea

rnin

g a

nd d

evel

opm

ent

can im

pro

ve o

wn w

ork

, ben

efit o

rgan

isat

ions,

and f

urt

her

ow

n c

aree

r

1.6

Eva

luat

e poss

ible

car

eer

pro

gre

ssio

n r

oute

s an

d t

he

opport

unitie

s th

ey o

ffer

1.7

Anal

yse

poss

ible

dev

elopm

ent

oppor

tunitie

s an

d t

he

ben

efits

they

offer

1

Under

stan

d h

ow

to

eval

uat

e an

d

impro

ve o

wn

per

form

ance

1.8

Eva

luat

e th

e ad

vanta

ges

and d

isad

vanta

ges

of

a le

arnin

g p

lan

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Enco

ura

ge

and a

ccep

t fe

edbac

k fr

om

oth

er p

eople

2.2

M

ake

reco

mm

endat

ions

to im

pro

ve w

ork

per

form

ance

2.3

Com

ple

te w

ork

tas

ks,

consi

sten

tly

usi

ng r

ecom

men

ded

new

way

s of

work

ing

2.4

Eva

luat

e w

ork

com

ple

ted f

or

impro

vem

ents

and e

ffec

tive

nes

s

2

Be

able

to e

valu

ate

and im

pro

ve o

wn

per

form

ance

usi

ng

feed

bac

k fr

om

oth

ers

2.5

Eva

luat

e ch

anges

mad

e fo

r im

pro

vem

ents

and e

ffec

tive

nes

s

3.1

Eva

luat

e ow

n p

erfo

rman

ce,

usi

ng fee

dbac

k fr

om

oth

ers,

and iden

tify

w

her

e fu

rther

lea

rnin

g a

nd d

evel

opm

ent

will

im

pro

ve o

wn w

ork

3.2

M

ake

reco

mm

endat

ions

and d

evel

op a

lea

rnin

g p

lan t

o im

pro

ve o

wn

work

per

form

ance

, th

at m

eets

ow

n n

eeds

3.3

Im

ple

men

t a

lear

nin

g p

lan f

or im

pro

vem

ent

to o

wn w

ork

3

Be

able

to u

se

eval

uat

ion a

nd

feed

bac

k to

dev

elop a

nd u

se a

le

arnin

g p

lan

3.4

Rev

iew

and e

valu

ate

pro

gre

ss a

gai

nst

lea

rnin

g p

lan a

nd m

ake

updat

es f

or

impro

ving o

wn w

ork

and f

urt

her

lea

rnin

g

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


31

Unit 3: Support the Purpose and Values of an Organisation

Unit reference number: Y/601/2555

QCF level: 4

Credit value: 3


Unit aim

This unit is about taking a leading role in establishing and maintaining work environment within own area of responsibility, in ways that consistently show respect and support for other people and which support the mission, purpose and values of an organisation as a whole.



Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.4

2 2.1 – 2.8

3 3.1 – 3.11

4 4.1 – 4.4


5.1 – 5.4 Evidence may be supplied via witness testimony and learner reports/reflective accounts.

5


letters

emails

memos

reports.


32

Learning outcomes

Assessment criteria

Assessment guidance

6.1 – 6.3

6.5

Evidence may be supplied via witness testimony, case studies and learner reports/reflective accounts.

6

6.4 Evidence may be supplied via witness testimony, professional discussion, case studies, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

letters

emails

memos

reports.


7


letters

emails

memos

reports.

Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

33

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

the

mai

n c

har

acte

rist

ics

of

the

sect

or

in w

hic

h a

n

org

anis

atio

n o

per

ates

1.2

Eva

luat

e th

e m

ain c

har

acte

rist

ics

of

an o

rgan

isat

ion

1.3

Eva

luat

e how

org

anis

atio

ns

com

par

e w

ith o

ne

anoth

er in o

wn s

ecto

r of

work

1

Under

stan

d t

he

pla

ce o

f org

anis

atio

ns

within

sec

tors

1.4

Anal

yse

why

org

anis

atio

ns

hav

e a

mis

sion a

nd p

urp

ose

2.1

Exp

lain

the

purp

ose

and b

enef

its

of w

ork

ing in w

ays

that

support

the

purp

ose

s an

d v

alues

of

an o

rgan

isat

ion

2.2

Eva

luat

e th

e purp

ose

and v

alues

of

ow

n o

rgan

isat

ion

2.3

Anal

yse

resp

onsi

bili

ties

for

work

in o

wn a

rea

of

resp

onsi

bili

ty

2.4

Exp

lain

how

res

ponsi

bili

ties

and w

ork

role

s in

ow

n a

rea

of

resp

onsi

bili

ty f

it t

he

stru

cture

of

an o

rgan

isat

ion

2.5

Anal

yse

how

res

ponsi

bili

ties

and w

ork

role

s in

ow

n a

rea

of

resp

onsi

bili

ty c

ontr

ibute

to t

he

oper

atio

n o

f an

org

anis

atio

n

2.6

Eva

luat

e th

e polic

ies,

pro

cedure

s, s

yste

ms

and v

alues

of

ow

n

org

anis

atio

n t

hat

are

rel

evan

t to

ow

n a

rea

of

resp

onsi

bili

ty

2.7

Eva

luat

e how

res

ponsi

bili

ties

and job r

ole

s in

ow

n a

rea

of

resp

onsi

bili

ty c

an s

upport

the

valu

es a

nd p

olic

ies

of

the

org

anis

atio

n

2

Under

stan

d h

ow

to

work

in w

ays

that

su

pport

org

anis

atio

nal

purp

ose

s an

d

valu

es

2.8

Anal

yse

how

res

ponsi

bili

ties

and job r

ole

s in

ow

n a

rea

of

resp

onsi

bili

ty

can b

e use

d t

o c

ontr

ibute

to d

evel

opin

g p

olic

ies,

obje

ctiv

es,

syst

ems

and v

alues

of

ow

n o

rgan

isat

ion

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

the

purp

ose

and b

enef

its

of

hel

pin

g t

o d

evel

op a

nd s

upport

oth

er p

eople

at

work

3.2

Exp

lain

the

purp

ose

and b

enef

its

of

hel

pin

g o

ther

peo

ple

to w

ork

ef

fect

ivel

y an

d e

ffic

iently

3.3

Exp

lain

how

hel

pin

g t

o d

evel

op a

nd s

upport

oth

er p

eople

can

ben

efit

an o

rgan

isat

ion in t

he

med

ium

and long t

erm

3.4

Eva

luat

e diffe

rent

pro

cedure

s th

at c

an b

e put

in p

lace

to m

ake

sure

oth

er p

eople

are

dev

eloped

and s

uppor

ted in t

hei

r cu

rren

t jo

b r

ole

an

d f

or

futu

re n

ew r

esponsi

bili

ties

3.5

Exp

lain

what

is

mea

nt

by

div

ersi

ty a

nd w

hy

it s

hould

be

valu

ed

3.6

Eva

luat

e th

e ad

vanta

ges

of

div

ersi

ty t

o a

n o

rgan

isat

ion

3.7

Eva

luat

e w

ays

in w

hic

h a

work

ing e

nvi

ronm

ent

can b

e dev

eloped

to

support

div

ersi

ty a

nd m

ake

the

bes

t use

of

ever

yone’

s bac

kgro

unds

and a

bili

ties

3.8

Anal

yse

how

to t

reat

oth

er p

eople

in a

way

that

is

sensi

tive

to t

hei

r nee

ds

3.9

Exp

lain

how

to t

reat

oth

er p

eople

in a

way

that

res

pec

ts t

hei

r ab

ilities

, bac

kgro

und,

valu

es,

cust

om

s an

d b

elie

fs

3.1

0

Exp

lain

how

the

rights

of

oth

ers

can b

e su

pport

ed a

nd m

ainta

ined

3

Under

stan

d t

he

purp

ose

and

ben

efits

of

resp

ecting,

hel

pin

g

and s

upport

ing

oth

er p

eople

at

work

3.1

1

Eva

luat

e w

ays

in w

hic

h it

is p

oss

ible

to lea

rn f

rom

oth

ers

at w

ork

and

the

ben

efits

of

doin

g s

o

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Exp

lain

the

purp

ose

and b

enef

its

of

mai

nta

inin

g s

ecurity

and

confiden

tial

ity

at w

ork

4.2

Anal

yse

the

requirem

ents

for

secu

rity

and c

onfiden

tial

ity

in a

n

org

anis

atio

n

4.3

Exp

lain

leg

al r

equirem

ents

for

secu

rity

and c

onfiden

tial

ity

and t

hei

r im

pac

t on a

n o

rgan

isat

ion

4

Under

stan

d h

ow

to

mai

nta

in s

ecurity

an

d c

onfiden

tial

ity

at w

ork

and d

eal

with c

once

rns

4.4

Anal

yse

pro

cedure

s fo

r dea

ling w

ith c

once

rns

about

secu

rity

and

confiden

tial

ity

in a

n o

rgan

isat

ion a

nd t

hei

r purp

ose

5.1

M

ake

sure

that

work

support

s an

org

anis

atio

n’s

ove

rall

mis

sion a

nd

valu

es in o

wn a

rea

of

resp

onsi

bili

ty

5.2

M

ake

sure

that

work

is

com

ple

ted in a

way

that

support

s te

am

obje

ctiv

es in o

wn a

rea

of

resp

onsi

bili

ty

5.3

M

ake

sure

that

work

support

s an

org

anis

atio

n’s

polic

ies,

sys

tem

s an

d

pro

cedure

s in

ow

n a

rea

of

resp

onsi

bili

ty

5.4

M

ake

sure

that

work

with o

uts

ide

org

anis

atio

ns

and indiv

idual

s is

co

mple

ted in a

way

that

pro

tect

s an

d im

pro

ves

imag

e of

ow

n

org

anis

atio

n

5

Be

able

to s

upport

th

e purp

ose

and

valu

es o

f an

org

anis

atio

n

5.5

M

ake

sugges

tions

to im

pro

ve s

yste

ms

and p

roce

dure

s, a

nd s

upport

obje

ctiv

es,

polic

ies

and v

alues

in a

way

that

is

consi

sten

t w

ith o

wn

job r

ole

and a

rea

of

resp

onsi

bili

ty

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

36

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Agr

ee a

nd

mai

nta

in a

wor

king

envi

ronm

ent

that

val

ues

div

ersi

ty a

nd

mak

es b

est

use

of th

e ab

ilities

of ev

eryo

ne,

in o

wn a

rea

of r

espo

nsi

bilit

y

6.2

W

ork

with o

ther

peo

ple

in a

way

that

is

sensi

tive

to t

hei

r in

div

idual

nee

ds,

and w

hic

h r

espec

ts t

hei

r bac

kgro

und,

abili

ties

, va

lues

, cu

stom

s an

d b

elie

fs,

in o

wn a

rea

of

resp

onsi

bili

ty

6.3

M

ake

sure

the

rights

of

oth

er p

eople

are

support

ed a

nd m

ainta

ined

in

ow

n a

rea

of

resp

onsi

bili

ty

6.4

Agre

e an

d m

ainta

in a

work

ing e

nvi

ronm

ent

wher

e fe

edbac

k fr

om

oth

er p

eople

with d

iffe

rent

bac

kgro

unds

and a

bili

ties

is

use

d t

o

dev

elop a

nd im

pro

ve w

ays

of

work

ing in o

wn a

rea

of

resp

onsi

bili

ty

6

Be

able

to h

elp,

resp

ect

and

support

oth

er

peo

ple

at

work

in

an o

rgan

isat

ion

6.5

M

ake

sure

org

anis

atio

nal

pro

cedure

s an

d leg

al r

equirem

ents

in

rela

tion t

o d

iscr

imin

atio

n leg

isla

tion a

re f

ollo

wed

in o

wn a

rea

of

resp

onsi

bili

ty

7.1

M

ainta

in t

he

secu

rity

of

pro

per

ty in a

way

that

is

consi

sten

t w

ith

org

anis

atio

nal

pro

cedure

s an

d leg

al r

equirem

ents

7.2

M

ainta

in t

he

confiden

tial

ity

of

info

rmat

ion in a

way

that

is

consi

sten

t w

ith o

rgan

isat

ional

pro

cedure

s an

d leg

al r

equirem

ents

7

Be

able

to m

ainta

in

secu

rity

and

confiden

tial

ity

in a

n

org

anis

atio

n

7.3

D

eal w

ith a

ny

conce

rns

about

the

secu

rity

of

pro

per

ty a

nd

confiden

tial

ity

of

info

rmat

ion

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


37

Unit 4: Support Sustainability in a Business Environment

Unit reference number: D/601/2556

QCF level: 4

Credit value: 3


Unit aim

This unit is about taking a leading role in supporting the minimisation of waste and the maximisation of efficiency within own area of responsibility in a business environment.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.8

2 2.1 – 2.2

3 3.1 – 3.4


4 4.1 – 4.3 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, case studies, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

procedures.


38

Learning outcomes

Assessment criteria

Assessment guidance

5 5.1 – 5.2 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

letters

emails

memos

reports.


letters

emails

memos

reports.

6.2 – 6.3

6.5


6


letters

emails

memos

reports

orders

tenders

quotes

estimates.

Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 3.


39



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

40

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

and b

enef

its

of

keep

ing w

ork

pla

ce w

aste

to a

m

inim

um

1.2

Eva

luat

e th

e m

ain c

ause

s of w

aste

that

may

occ

ur

in a

busi

nes

s en

viro

nm

ent

1.3

Eva

luat

e w

ays

of

min

imis

ing w

aste

, in

cludin

g u

sing t

echnolo

gy

and

oth

er p

roce

dure

s an

d t

hei

r ben

efits

1.4

Exp

lain

the

soci

al a

nd leg

al r

equirem

ents

for

recy

clin

g a

nd t

he

dis

posa

l of

was

te

1.5

Exp

lain

the

impac

t of so

cial

and leg

al r

equirem

ents

for

recy

clin

g a

nd

dis

posa

l of

was

te o

n a

n o

rgan

isat

ion

1.6

Exp

lain

pro

cedure

s fo

r re

cycl

ing m

ater

ials

and m

inim

isin

g w

aste

that

m

eet

soci

al a

nd leg

al r

equirem

ents

for

an o

rgan

isat

ion

1.7

D

escr

ibe

way

s in

whic

h w

aste

may

be

min

imis

ed b

y re

gula

rly

mai

nta

inin

g e

quip

men

t an

d t

he

ben

efits

of

doin

g s

o

1

Under

stan

d t

he

purp

ose

of

keep

ing

was

te t

o a

m

inim

um

in a

busi

nes

s en

viro

nm

ent,

and

the

pro

cedure

s to

fo

llow

1.8

Exp

lain

pro

cedure

s th

at c

an b

e use

d t

o m

ake

sure

reg

ula

r m

ainte

nan

ce o

f eq

uip

men

t m

inim

ises

was

te

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

the

purp

ose

and b

enef

its

of

pro

cedure

s fo

r th

e re

cycl

ing a

nd

dis

posa

l of

haz

ardous

mat

eria

ls

2

Under

stan

d

pro

cedure

s fo

r dis

posa

l of

haz

ardous

mat

eria

ls

2.2

Exp

lain

pro

cedure

s fo

r th

e re

cycl

ing a

nd d

isposa

l of

haz

ardous

mat

eria

ls f

or

an o

rgan

isat

ion

3.1

Exp

lain

the

ben

efits

to a

n o

rgan

isat

ion o

f w

ork

ing t

o c

ontinuousl

y im

pro

ve e

ffic

iency

and m

inim

ise

was

te o

ver

tim

e

3.2

Exp

lain

how

to invo

lve

all w

ork

colle

agues

in c

ontinuousl

y im

pro

ving

work

ing m

ethods

and u

se o

f te

chnolo

gy

to a

chie

ve m

axim

um

ef

fici

ency

and m

inim

um

was

te

3.3

Eva

luat

e w

ays

of

sele

ctin

g s

ourc

es o

f m

ater

ials

, eq

uip

men

t an

d

exper

tise

that

will

giv

e bes

t va

lue

for

money

and m

axim

um

eff

icie

ncy

ove

r tim

e

3

Under

stan

d w

ays

of

support

ing a

nd

mai

nta

inin

g

sust

ainab

ility

in a

n

org

anis

atio

n

3.4

Exp

lain

the

purp

ose

and b

enef

its

of

consi

der

ing iss

ues

of

soci

al

resp

onsi

bili

ty w

hen

sel

ecting s

upplie

rs

4.1

Est

ablis

h a

nd m

ainta

in p

roce

dure

s to

min

imis

e w

aste

in o

wn a

rea

of

resp

onsi

bili

ty

4.2

M

ake

sure

work

tas

ks a

re c

om

ple

ted k

eepin

g w

aste

to a

min

imum

4

Be

able

to s

upport

th

e m

inim

isat

ion o

f w

aste

in a

n

org

anis

atio

n

4.3

M

ake

sure

tec

hnolo

gy

is u

sed in w

ork

tas

ks in w

ays

that

min

imis

e w

aste

in o

wn a

rea

of

resp

onsi

bili

ty

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

42

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Confirm

and a

gre

e pro

cedure

s fo

r re

cycl

ing a

nd d

isposa

l of

haz

ardous

mat

eria

ls in o

wn a

rea

of

resp

onsi

bili

ty

5

Be

able

to s

upport

th

e m

ainte

nan

ce o

f pro

cedure

s fo

r th

e dis

posa

l of

haz

ardous

was

te in

an o

rgan

isat

ion

5.2

M

ake

sure

pro

cedure

s fo

r re

cycl

ing a

nd d

isposa

l of

haz

ardous

mat

eria

ls a

re f

ollo

wed

in o

wn a

rea

of

resp

onsi

bili

ty

6.1

Confirm

and m

ainta

in p

roce

dure

s fo

r th

e m

ainte

nan

ce o

f eq

uip

men

t so

it

support

s ef

fici

ency

and m

inim

ises

was

te in o

wn a

rea

of

resp

onsi

bili

ty

6.2

M

ake

sure

use

of

equip

men

t m

axim

ises

effic

iency

and m

inim

ises

w

aste

in o

wn a

rea

of

resp

onsi

bili

ty

6.3

M

ake

sure

way

s of

work

ing e

ffic

iently

and u

sing t

echnolo

gy

to

impro

ve e

ffic

iency

are

consi

sten

tly

follo

wed

and d

evel

oped

in o

wn

area

of

resp

onsi

bili

ty

6.4

M

ake

sure

sourc

es o

f eq

uip

men

t, m

ater

ials

and e

xper

tise

that

pro

vide

bes

t va

lue

for

money

and r

efle

ct s

oci

al r

esponsi

bili

ty a

re s

elec

ted a

nd

use

d in o

wn a

rea

of

resp

onsi

bili

ty

6

Be

able

to s

upport

an

d m

ainta

in

sust

ainab

ility

in a

n

org

anis

atio

n

6.5

Con

firm

and

mai

nta

in p

roce

dure

s w

ithin

ow

n a

rea

of r

espo

nsi

bilit

y th

at

will

hel

p to

dev

elop

and

supp

ort

other

peo

ple

in w

ays

that

max

imis

e th

eir

effic

iency

, an

d t

hei

r va

lue

to a

n o

rgan

isat

ion, ov

er t

ime

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


43

Unit 5: Assess, Manage and Monitor Risk in a Business Environment

Unit reference number: H/601/2557

QCF level: 4

Credit value: 4


Unit aim This unit is about taking a leading role in supporting the monitoring and managing of risk within own area of responsibility in a business environment so that an organisation’s aims and objectives for minimising risk and ensuring a safe work environment can be supported at all times.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance



risk assessments.

2

2.5 – 2.6 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

procedures.


44

Learning outcomes

Assessment criteria

Assessment guidance


letters

emails

memos

reports.

Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 9, 26.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

45

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

sourc

es o

f risk

in a

busi

nes

s en

viro

nm

ent,

incl

udin

g h

ealth

and s

afet

y

1.2

D

escr

ibe

way

s of

asse

ssin

g a

nd m

onitor

ing r

isks

in a

n o

rgan

isat

ion

1.3

Exp

lain

how

to judge

when

ris

ks a

re a

ccep

table

1.4

D

escr

ibe

way

s of

min

imis

ing r

isks

in a

n o

rgan

isat

ion

1

Under

stan

d h

ow

to

asse

ss,

man

age

and m

onitor

risk

in

a busi

nes

s en

viro

nm

ent

1.5

Exp

lain

the

import

ance

of

lear

nin

g f

rom

mis

take

s m

ade

when

dea

ling

with r

isk

2.1

Id

entify

poss

ible

sourc

es o

f risk

in o

wn a

rea

of

resp

onsi

bili

ty

2.2

Rec

ognis

e, iden

tify

and d

eal w

ith n

ew r

isks

, as

req

uired

2.3

Ass

ess

the

leve

l of

risk

s in

ow

n a

rea

of

resp

onsi

bili

ty

2.4

M

ake

judgem

ents

on a

ccep

table

ris

ks

2.5

Confirm

and m

ainta

in p

roce

dure

s fo

r m

inim

isin

g r

isk

in o

wn a

rea

of

resp

onsi

bili

ty

2.6

Confirm

and m

ainta

in p

roce

dure

s fo

r m

onitoring r

isk

in o

wn a

rea

of

resp

onsi

bili

ty

2

Be

able

to a

sses

s,

man

age

and

monitor

risk

in a

n

org

anis

atio

n

2.7

U

se o

utc

om

es o

f as

sess

ing a

nd d

ealin

g w

ith r

isk

to m

ake

reco

mm

endat

ions

for

impro

vem

ent

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

46

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


47

Unit 6: Communicate in a Business Environment

Unit reference number: M/601/2562

QCF level: 4

Credit value: 3


Unit aim

This unit is about being able to communicate with other people in a business environment clearly, convincingly, and persuasively, in writing and verbally, using language in a variety of formats, styles and tones.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.3

2 2.1 – 2.13

3 3.1 – 3.10

4 4.1 – 4.2

5 5.1 – 5.3



information selected.


48

Learning outcomes

Assessment criteria

Assessment guidance

6.4 – 6.8

6.10 – 6.11


letters

emails

memos

reports

information formatted.

6.9 Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.

7.1

7.3 – 7.4


presentation.

7

7.2

7.5 – 7.10


minutes of meetings.


feedback received.

8






49

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

50

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

ben

efits

of

know

ing t

he

purp

ose

of

com

munic

atio

ns

for

in

div

idual

s

org

anis

atio

ns

1.2

Exp

lain

the

purp

ose

of

know

ing t

he

inte

nded

outc

om

es o

f co

mm

unic

atio

ns

1

Under

stan

d t

he

purp

ose

of

pla

nnin

g

com

munic

atio

n

1.3

Exp

lain

the

adva

nta

ges

and d

isad

vanta

ges

of

usi

ng p

articu

lar

met

hods

of

com

munic

atio

n in d

iffe

ring s

ituat

ions

2.1

Id

entify

rel

evan

t so

urc

es o

f in

form

atio

n t

hat

may

be

use

d w

hen

pre

par

ing w

ritt

en c

om

munic

atio

n

2.2

D

escr

ibe

way

s of

findin

g a

nd e

xtra

ctin

g k

ey p

oin

ts f

rom

sourc

es o

f in

form

atio

n f

or

writt

en c

om

munic

atio

n

2.3

Exp

lain

the

purp

ose

of

writt

en c

om

munic

atio

n p

rinci

ple

s fo

r usi

ng

elec

tronic

form

s of

writt

en c

om

munic

atio

n in a

busi

nes

s en

viro

nm

ent

2.4

Exp

lain

diffe

rent

styl

es a

nd t

ones

of

languag

e an

d s

ituat

ions

when

th

ey m

ay b

e use

d

2

Under

stan

d h

ow

to

com

munic

ate

in

writing

2.5

Exp

lain

how

to s

elec

t th

e right

tone

and s

tyle

for

writt

en

com

munic

atio

n

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.6

Exp

lain

the

purp

ose

of

sele

ctin

g a

nd u

sing lan

guag

e th

at s

uits

the

purp

ose

of

writt

en c

om

munic

atio

n

2.7

D

escr

ibe

way

s of

org

anis

ing,

stru

cturing a

nd p

rese

nting w

ritt

en

info

rmat

ion s

o it

mee

ts t

he

nee

ds

of

diffe

rent

audie

nce

s

2.8

D

escr

ibe

way

s of

chec

king info

rmat

ion f

or

accu

racy

of

conte

nt

2.9

Exp

lain

the

purp

ose

of

accu

rate

use

of

gra

mm

ar,

punct

uat

ion a

nd

spel

ling

2.1

0

Exp

lain

what

is

mea

nt

by

pla

in E

nglis

h,

and w

hy

it is

use

d

2.1

1

Exp

lain

the

purp

ose

of

pro

ofr

eadin

g a

nd c

hec

king w

ritt

en

com

munic

atio

ns

2.1

2

Exp

lain

the

purp

ose

of

reco

gnis

ing w

ork

that

is

‘import

ant’ a

nd w

ork

th

at is

‘urg

ent’,

and w

ays

of

doin

g s

o

2.1

3

Des

crib

e org

anis

atio

nal

pro

cedure

s fo

r sa

ving a

nd f

iling w

ritt

en

com

munic

atio

ns

3.1

D

escr

ibe

way

s of

verb

ally

pre

senting info

rmat

ion a

nd idea

s in

a w

ay

that

is

clea

r, c

onvi

nci

ng o

r per

suas

ive

3.2

D

escr

ibe

way

s of

lead

ing d

iscu

ssio

ns

to a

chie

ve o

bje

ctiv

es

3.3

Exp

lain

way

s of

adap

ting v

erbal

contr

ibutions

to s

uit d

iffe

rent

audie

nce

s, p

urp

ose

s an

d s

ituat

ions

3

Under

stan

d h

ow

to

com

munic

ate

verb

ally

3.4

Exp

lain

how

to u

se a

nd inte

rpre

t bod

y la

nguag

e an

d t

one

of

voic

e

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

52

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.5

D

escr

ibe

met

hods

of

active

lis

tenin

g a

nd t

he

ben

efits

of

doin

g s

o

3.6

Exp

lain

how

to u

se lan

guag

e to

suit d

iffe

rent

audie

nce

s an

d s

ituat

ions

3.7

Exp

lain

the

purp

ose

of

seek

ing idea

s an

d o

pin

ions

from

oth

ers,

and

taki

ng t

hes

e in

to a

ccount

3.8

G

ive

reas

ons

why

bar

rier

s to

ver

bal

com

munic

atio

n m

ay o

ccur

3.9

D

escr

ibe

stra

tegie

s fo

r ove

rcom

ing b

arrier

s to

ver

bal

com

munic

atio

n

3.1

0

Exp

lain

the

purp

ose

of

sum

mar

isin

g v

erbal

com

munic

atio

n

4.1

Exp

lain

way

s of

get

ting f

eedbac

k on w

het

her

com

munic

atio

ns

hav

e ac

hie

ved t

hei

r purp

ose

4

Under

stan

d t

he

purp

ose

and v

alue

of

feed

bac

k in

dev

elopin

g

com

munic

atio

n

skill

s

4.2

Exp

lain

the

purp

ose

and b

enef

its

of usi

ng f

eedbac

k to

furt

her

dev

elop

com

munic

atio

n s

kills

5.1

Id

entify

the

purp

ose

of

com

munic

atio

ns,

the

audie

nce

(s)

and t

he

outc

om

es t

o b

e ac

hie

ved

5.2

D

ecid

e on t

he

leve

l of

form

ality/

info

rmal

ity

for

diffe

rent

types

of

situ

atio

ns

5

Be

able

to p

lan

com

munic

atio

n

5.3

D

ecid

e on t

he

styl

e an

d m

ethod o

f co

mm

unic

atio

n f

or

diffe

rent

types

of

situ

atio

ns

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

53

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Id

entify

sourc

es o

f in

form

atio

n t

hat

support

the

purp

ose

of

writt

en

com

munic

atio

ns

6.2

Eva

luat

e in

form

atio

n t

o e

xtra

ct p

oin

ts t

hat

support

the

purp

ose

of

writt

en c

om

munic

atio

ns

6.3

Sel

ect

the

styl

e an

d t

one

nee

ded

for

writt

en c

om

munic

atio

ns

to

support

thei

r purp

ose

6.4

Pr

esen

t in

form

atio

n u

sing a

form

at,

layo

ut,

sty

le a

nd h

ouse

sty

le

suited

to t

he

subje

ct m

atte

r, w

ork

situat

ion a

nd m

ethod o

f w

ritt

en

com

munic

atio

n

6.5

U

se lan

guag

e th

at m

eets

diffe

ring p

urp

ose

s an

d o

bje

ctiv

es o

f th

e w

ritt

en c

om

munic

atio

ns,

and t

he

nee

ds

of

diffe

rent

audie

nce

s

6.6

O

rgan

ise,

str

uct

ure

and p

rese

nt

info

rmat

ion s

o t

hat

it

is c

lear

and

accu

rate

, an

d m

eets

the

nee

ds

of

diffe

rent

audie

nce

s

6.7

U

se a

ccura

te g

ram

mar

, sp

ellin

g a

nd p

unct

uat

ion,

and p

lain

Englis

h,

to

mak

e su

re t

hat

mea

nin

g is

clea

r

6.8

Pr

oofr

ead a

nd c

hec

k w

ritt

en c

omm

unic

atio

ns

and m

ake

amen

dm

ents

, as

req

uired

6.9

Rec

ognis

e th

e diffe

rence

bet

wee

n w

hat

is

‘import

ant’ a

nd w

hat

is

‘urg

ent’

6.1

0

Produce

writt

en c

om

munic

atio

ns

to m

eet

dea

dlin

es

6

Be

able

to

com

munic

ate

in

writing

6.1

1

Kee

p a

file

copy

of

writt

en c

om

munic

atio

ns

sent

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

54

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Ver

bal

ly p

rese

nt

info

rmat

ion a

nd idea

s to

oth

ers

so t

hat

they

are

cl

ear,

acc

ura

te,

convi

nci

ng a

nd/o

r per

suas

ive

7.2

Le

ad d

iscu

ssio

n(s

) to

ach

ieve

obje

ctiv

es

7.3

Adap

t ve

rbal

contr

ibutions

to d

iscu

ssio

ns

to s

uit a

udie

nce

, purp

ose

an

d s

ituat

ion

7.4

U

se b

ody

languag

e an

d t

one

to m

eet

the

nee

ds

of

audie

nce

, purp

ose

an

d s

ituat

ion

7.5

Act

ivel

y lis

ten t

o info

rmat

ion g

iven

by

oth

er p

eople

7.6

Ask

rel

evan

t ques

tions

to c

larify

ow

n u

nder

stan

din

g,

as r

equired

7.7

M

ake

rele

vant,

wel

l-ar

gued

res

ponse

s usi

ng lan

guag

e to

suit

audie

nce

(s)

and s

ituat

ion(s

)

7.8

G

ive

oth

ers

opport

unitie

s to

ver

bal

ly c

ontr

ibute

idea

s an

d o

pin

ions

and t

ake

thes

e in

to a

ccount

7.9

O

verc

om

e bar

rier

s to

ver

bal

com

munic

atio

n,

wher

e re

quired

7

Be

able

to

com

munic

ate

verb

ally

7.1

0

Sum

mar

ise

verb

al c

omm

unic

atio

n(s

) an

d m

ake

sure

that

the

corr

ect

mea

nin

g h

as b

een u

nder

stood

8.1

G

et f

eedbac

k to

confirm

whet

her

com

munic

atio

ns

hav

e ac

hie

ved t

hei

r purp

ose

8

Be

able

to iden

tify

an

d a

gre

e w

ays

of

furt

her

dev

elopin

g

com

munic

atio

n

skill

s

8.2

U

se f

eedbac

k to

iden

tify

and a

gre

e w

ays

of

furt

her

dev

elopin

g o

wn

com

munic

atio

n s

kills

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

55

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


56

Unit 7: Manage the Environmental Impact of Work Activities


QCF level: 4

Credit value: 5


Unit aim

This unit will ensure that learners understand how to, and are able to, assess the environmental impact of their work and operate in such a way as to reduce the impact on the environment.

Assessment guidance

This unit was developed by the Management Standards Centre (MSC). No further assessment guidance or evidence requirements have been provided for this unit.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

57

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

legal

req

uirem

ents

that

im

pac

t on o

wn a

rea

of

resp

onsi

bili

ty.

1

Under

stan

d t

he

legal

req

uirem

ents

an

d e

nvi

ronm

enta

l polic

ies

that

im

pac

t on o

wn a

rea

of

resp

onsi

bili

ty.

1.2

Exp

lain

the

envi

ronm

enta

l polic

ies

that

im

pac

t on o

wn a

rea

of

resp

onsi

bili

ty.

2.1

Exp

lain

what

spec

ialis

t ad

vice

is

avai

lable

to m

anag

e th

e en

viro

nm

enta

l im

pac

t of

work

act

ivitie

s.

2.2

Exp

lain

how

to a

sses

s th

e im

pac

t of w

ork

act

ivitie

s an

d r

esourc

es o

n

the

envi

ronm

ent.

2

Under

stan

d h

ow

to

asse

ss t

he

impac

t of

work

act

ivitie

s on t

he

envi

ronm

ent

and

how

this

can

be

min

imis

ed

2.3

Exp

lain

how

to m

inim

ise

the

envi

ronm

enta

l im

pac

t of

work

act

ivitie

s.

3.1

Ass

ess

the

envi

ronm

enta

l im

pac

t of

wor

k ac

tivi

ties

and r

esourc

e use

.

3

Be

able

to a

sses

s an

d r

eport

on t

he

envi

ronm

enta

l im

pac

t of

work

ac

tivi

ties

in o

wn

area

of

resp

onsi

bili

ty.

3.2

Pr

oduce

a r

eport

on t

he

envi

ronm

enta

l im

pac

t of

work

act

ivitie

s an

d

reso

urc

e use

, w

ith r

ecom

men

dat

ions

for

impro

vem

ent.

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

58

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Adap

t th

e use

of

reso

urc

es in o

wn a

rea

of

resp

onsi

bili

ty t

o r

educe

en

viro

nm

enta

l im

pac

t.

4

Be

able

to o

rgan

ise

work

act

ivitie

s an

d

reso

urc

e use

to

min

imis

e en

viro

nm

enta

l im

pac

t.

4.2

O

rgan

ise

activi

ties

in o

wn a

rea

of

resp

onsi

bili

ty t

o r

educe

en

viro

nm

enta

l im

pac

t.

5.1

Est

ablis

h m

eans

by

whic

h indiv

idual

s ca

n iden

tify

and r

eport

opport

unitie

s fo

r im

pro

ving e

nvi

ronm

enta

l per

form

ance

.

5

Be

able

to p

rom

ote

ongoin

g

impro

vem

ent

in

envi

ronm

enta

l per

form

ance

5.2

Com

munic

ate

envi

ronm

enta

l ben

efits

resu

ltin

g f

rom

chan

ges

to w

ork

ac

tivi

ties

.

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


59

Unit 8: Implement, Monitor and Maintain Administrative Services


QCF level: 4

Credit value: 7


Unit aim

This unit is about implementing administrative services, monitoring these services to make sure they are being used correctly, informing and supporting users of the systems, and making adjustments to the services to improve their performance.

Assessment guidance

The following is a guide, the evidence suggested is neither mandatory nor exclusive.

Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.13

2 2.1 – 2.4

3 3.1 – 3.6


4 4.1 – 4.2

4.5

4.7 – 4.9


letters

emails

memos

reports

minutes of meetings

plan.


60

Learning outcomes

Assessment criteria

Assessment guidance


letters

emails

memos

reports

minutes of meetings

presentation.

4 4.6 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

plans.


monitoring records.

5


letters

emails

memos

reports

minutes of meetings

questionnaires

consultation documents.


61

Learning outcomes

Assessment criteria

Assessment guidance

6.1

6.6 – 6.7


letters

emails

memos

reports



information collected

feedback received.

6

6.4 – 6.5 Evidence may be supplied via learner reports/reflective accounts.




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

62

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

of

hav

ing lim

its

to o

wn a

uth

ority

in r

elat

ion t

o t

he

imple

men

tation a

nd m

onitoring o

f ad

min

istr

ativ

e se

rvic

es

1.2

Exp

lain

who m

ay b

e in

volv

ed in im

ple

men

ting o

r m

akin

g c

han

ges

to

adm

inis

trat

ive

serv

ices

in a

n o

rgan

isat

ion

1.3

Exp

lain

the

purp

ose

and b

enef

its

of hav

ing s

yste

ms

and p

roce

dure

s to

su

pport

adm

inis

trat

ive

serv

ices

1.4

Exp

lain

who m

ay b

e af

fect

ed b

y ch

anges

to e

xist

ing a

dm

inis

trat

ive

serv

ices

or

the

imple

men

tation o

f new

ser

vice

s in

an o

rgan

isat

ion

1.5

D

escr

ibe

way

s of

com

munic

atin

g im

ple

men

tation p

lans

and c

han

ges

to

adm

inis

trat

ive

serv

ices

1.6

Id

entify

leg

al a

nd r

egula

tory

req

uirem

ents

rel

evan

t to

adm

inis

trat

ive

serv

ices

1.7

Exp

lain

the

purp

ose

and b

enef

its

of in

volv

ing p

eople

in p

lannin

g h

ow

ad

min

istr

ativ

e se

rvic

es w

ill b

e im

ple

men

ted

1.8

D

escr

ibe

how

to invo

lve

peo

ple

in p

lannin

g h

ow

adm

inis

trat

ive

serv

ices

will

be

imple

men

ted

1.9

Exp

lain

how

to d

evel

op p

lans

for

imple

men

tation

1

Under

stan

d h

ow

to

imple

men

t ad

min

istr

ativ

e se

rvic

es

1.1

0

Exp

lain

how

to n

egotiat

e an

d a

gre

e pla

ns

and c

han

ges

with p

eople

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

63

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

1

Exp

lain

the

purp

ose

of

pro

vidin

g s

upport

to u

sers

1.1

2

Exp

lain

the

types

of

support

ava

ilable

and h

ow

to c

hoose

and p

rovi

de

diffe

rent

types

of

support

1.1

3

Exp

lain

how

to iden

tify

poss

ible

dis

ruptions

to w

ork

outp

ut

and t

he

work

ing e

nvi

ronm

ent,

and r

easo

ns

for

doin

g s

o

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

64

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

the

purp

ose

of

chec

king a

dm

inis

trat

ive

serv

ices

to m

ake

sure

th

ey a

re b

eing u

sed c

orr

ectly

2.2

D

escr

ibe

way

s of

chec

king a

dm

inis

trat

ive

serv

ices

, an

d w

hen

to u

se

them

2.3

D

escr

ibe

what

typ

es o

f ac

tion t

o t

ake

if s

ervi

ces

are

not

bei

ng u

sed

corr

ectly

2

Under

stan

d h

ow

to

monitor

adm

inis

trat

ive

serv

ices

2.4

Exp

lain

how

to d

ecid

e w

hat

act

ion t

o t

ake

3.1

D

escr

ibe

way

s of

enco

ura

gin

g u

sers

to c

om

men

t an

d m

ake

sugges

tions

3.2

Exp

lain

how

to s

elec

t w

ays

of

enco

ura

gin

g c

om

men

t an

d s

ugges

tions

3.3

Exp

lain

what

is

mea

nt

by

valid

and r

elia

ble

info

rmat

ion o

n

adm

inis

trat

ive

serv

ices

and w

ays

of

colle

ctin

g it

3.4

Exp

lain

how

to u

se info

rmat

ion t

o e

valu

ate

the

effe

ctiv

enes

s of

adm

inis

trat

ive

serv

ices

3.5

Exp

lain

the

purp

ose

of

hav

ing lim

its

on o

wn a

uth

ority

for

mak

ing

impro

vem

ents

3

Under

stan

d h

ow

to

mai

nta

in

adm

inis

trat

ive

serv

ices

3.6

Id

entify

peo

ple

in a

n o

rgan

isat

ion t

o w

hom

rec

om

men

dat

ions

for

impro

vem

ents

to a

dm

inis

trat

ive

serv

ices

should

be

mad

e, w

hen

outs

ide

limits

of

ow

n r

esponsi

bili

ty

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

65

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

M

ake

a pla

n w

ith u

sers

for

imple

men

ting a

dm

inis

trat

ive

serv

ices

4.2

N

egotiat

e an

d a

gre

e a

pla

n f

or

imple

men

ting o

f ad

min

istr

ativ

e se

rvic

es

4.3

Com

munic

ate

an a

gre

ed p

lan a

nd a

ny

chan

ges

to s

take

hold

ers

4.4

M

ake

chan

ges

to a

pla

n f

rom

fee

dbac

k giv

en,

as r

equired

4.5

M

ake

sure

all

those

invo

lved

in im

ple

men

ting a

pla

n u

nder

stan

d t

hei

r ro

les

and r

esponsi

bili

ties

4.6

M

ake

sure

a p

lan m

eets

leg

al a

nd r

egula

tory

req

uirem

ents

, as

nee

ded

4.7

Pr

ovi

de

support

to u

sers

so t

hey

can

use

the

adm

inis

trat

ive

serv

ices

an

d p

roce

dure

s

4.8

Pl

an a

nd t

ake

action,

as n

eeded

, to

min

imis

e dis

ruptions

to w

ork

ac

tivi

ties

and t

he

work

envi

ronm

ent

during im

ple

men

tation

4

Be

able

to

imple

men

t ad

min

istr

ativ

e se

rvic

es f

or

an

org

anis

atio

n

4.9

Fo

llow

a p

lan t

o im

ple

men

t ad

min

istr

ativ

e se

rvic

es

5.1

M

onitor

adm

inis

trat

ive

serv

ices

for

corr

ect

use

5

Be

able

to m

onitor

adm

inis

trat

ive

serv

ices

5.2

Tak

e ac

tion,

as n

eeded

, w

her

e ad

min

istr

ativ

e se

rvic

es a

re n

ot

bei

ng

use

d c

orr

ectly

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

66

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Enco

ura

ge

use

rs t

o c

om

men

t on a

dm

inis

trat

ive

serv

ices

and t

o m

ake

sugges

tions

for

impro

vem

ent

6.2

Colle

ct v

alid

and r

elia

ble

info

rmat

ion a

bout

the

use

of

adm

inis

trat

ive

serv

ices

6.3

U

se f

eedbac

k fr

om

use

rs a

nd info

rmat

ion c

olle

cted

to e

valu

ate

adm

inis

trat

ive

serv

ices

pro

vided

, an

d iden

tify

are

as f

or

impro

vem

ent

6.4

M

ake

impro

vem

ents

to a

dm

inis

trat

ive

serv

ices

within

lim

its

of

ow

n

auth

ority

6.5

M

ake

sure

im

pro

vem

ents

to a

dm

inis

trat

ive

serv

ices

follo

w leg

al a

nd

regula

tory

req

uirem

ents

, as

nec

essa

ry

6.6

Com

munic

ate

impro

vem

ents

to a

ll in

volv

ed

6

Be

able

to m

ainta

in

adm

inis

trat

ive

serv

ices

6.7

M

ake

reco

mm

endat

ions

for

impro

vem

ents

to a

dm

inis

trat

ive

serv

ices

w

hic

h a

re o

uts

ide

limits

of

ow

n a

uth

ority

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


67

Unit 9: Evaluate and Solve Business Problems

Unit reference number: K/601/2558

QCF level: 4

Credit value: 6


Unit aim

This unit is about recognising that there is a problem with the way work is being carried out in a business environment, analysing the problem for possible causes and evaluating the problem in terms of the risks it presents if not solved.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.4

2 2.1 – 2.6

3 3.1 – 3.2

4 4.1 – 4.3


5 5.1 – 5.6 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.


68

Learning outcomes

Assessment criteria

Assessment guidance

6.1

6.3

6.6

6.8

Evidence may be supplied via learner reports/reflective accounts.

6


plans.


plans.

6.5

6.7

6.10



feedback

reviews.

7 7.1 – 7.3 Evidence may be supplied via learner reports/reflective accounts.




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

69

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

way

s of

reco

gnis

ing w

hen

a b

usi

nes

s pro

ble

m e

xist

s

1.2

Exp

lain

how

to iden

tify

poss

ible

cau

ses

of

busi

nes

s pro

ble

ms

1.3

D

escr

ibe

how

to a

sses

s risk

s or

conse

quen

ces

of

busi

nes

s pro

ble

ms

1

Under

stan

d

busi

nes

s pro

ble

ms,

th

eir

cause

s an

d

impac

t

1.4

Exp

lain

how

to a

nal

yse

busi

nes

s pro

ble

ms

and e

valu

ate

the

rele

vance

an

d im

port

ance

of

fact

ors

contr

ibuting t

o t

hem

2.1

Exp

lain

diffe

rent

way

s of so

lvin

g b

usi

nes

s pro

ble

ms

2.2

Exp

lain

diffe

rent

way

s of

pla

nnin

g t

o s

olv

e busi

nes

s pro

ble

ms

2.3

D

escr

ibe

the

purp

ose

of

iden

tify

ing r

esourc

e re

quirem

ents

nee

ded

2.4

Exp

lain

the

purp

ose

and b

enef

it o

f hav

ing s

upport

and f

eedbac

k fr

om

oth

ers

when

solv

ing b

usi

nes

s pro

ble

ms

2.5

Exp

lain

the

purp

ose

and b

enef

it o

f re

gula

rly

revi

ewin

g p

rogre

ss a

nd

adju

stin

g p

lans

when

sol

ving b

usi

nes

s pro

ble

ms

2

Under

stan

d

tech

niq

ues

for

solv

ing b

usi

nes

s pro

ble

ms

2.6

Exp

lain

how

to r

ecognis

e w

hen

a b

usi

nes

s pro

ble

m h

as b

een s

olv

ed

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

70

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

escr

ibe

effe

cts

of

org

anis

atio

nal

polic

es a

nd p

roce

dure

s w

hen

solv

ing

busi

nes

s pro

ble

ms

3

Under

stan

d

org

anis

atio

nal

and

regula

tory

fac

tors

th

at influen

ce

solu

tions

to

busi

nes

s pro

ble

ms

3.2

D

escr

ibe

effe

cts

of

legal

or

regula

tory

req

uirem

ents

when

solv

ing

busi

nes

s pro

ble

ms

4.1

D

escr

ibe

way

s of

eval

uat

ing a

ppro

aches

to s

olv

ing b

usi

nes

s pro

ble

ms

4.2

D

escr

ibe

way

s of

eval

uat

ing s

olutions

to b

usi

nes

s pro

ble

ms

for

effe

ctiv

enes

s

4

Under

stan

d h

ow

to

eval

uat

e ap

pro

aches

to

solv

ing b

usi

nes

s pro

ble

ms

4.3

Exp

lain

the

purp

ose

of

eval

uat

ing a

ppro

aches

and s

olu

tions

to

busi

nes

s pro

ble

ms

5.1

Rec

ognis

e busi

nes

s pro

ble

ms

affe

ctin

g w

ork

5.2

Ass

ess

the

risk

s pre

sente

d b

y a

busi

nes

s pro

ble

m,

and t

he

poss

ible

im

pac

t of

not

reso

lvin

g it

5.3

Anal

yse

busi

nes

s pro

ble

ms,

get

ting a

dditio

nal

info

rmat

ion,

as r

equired

5.4

D

iscu

ss w

ith o

ther

s to

agre

e w

hat

the

busi

nes

s pro

ble

ms

are

5.5

Ass

ess

the

rele

vance

and im

port

ance

of

the

fact

ors

contr

ibuting t

o

busi

nes

s pro

ble

ms

5

Be

able

to

reco

gnis

e an

d

anal

yse

busi

nes

s pro

ble

ms

5.6

Pr

ioritise

busi

nes

s pro

ble

ms

acco

rdin

g t

o its

im

port

ance

, co

mple

xity

, im

pac

t an

d u

rgen

cy

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

71

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

D

evel

op a

nd just

ify

an a

ppro

ach f

or h

ow

to s

olv

e busi

nes

s pro

ble

ms

6.2

D

evel

op a

nd just

ify

ow

n p

lan t

o s

olv

e busi

nes

s pro

ble

ms

6.3

Id

entify

and c

onfirm

way

s of

dec

idin

g w

hen

the

busi

nes

s pro

ble

m h

as

bee

n s

olv

ed

6.4

Agre

e ow

n p

lan w

ith o

ther

s as

req

uired

6.5

Car

ry o

ut

ow

n p

lan t

o s

olv

e busi

nes

s pro

ble

ms,

invo

lvin

g o

ther

s as

re

quired

6.6

G

ather

and u

se r

esourc

es n

eeded

to s

olv

e busi

nes

s pro

ble

ms

6.7

U

se s

upport

and f

eedbac

k fr

om

oth

ers

to h

elp r

each

a s

olu

tion

6.8

Reg

ula

rly

chec

k pro

gre

ss t

ow

ards

solv

ing b

usi

nes

s pro

ble

ms

6.9

U

se f

eedbac

k an

d p

rogre

ss r

evie

ws

to a

dju

st t

he

pla

n,

as r

equired

6

Be

able

to p

lan a

nd

carr

y out

ow

n

solu

tion t

o

busi

nes

s pro

ble

ms

6.1

0

Confirm

that

busi

nes

s pro

ble

ms

hav

e bee

n s

olv

ed,

with o

ther

s as

re

quired

7.1

Eva

luat

e ow

n a

ppro

ach t

o s

olvi

ng b

usi

nes

s pro

ble

ms

for

its

effe

ctiv

enes

s

7.2

Eva

luat

e ow

n s

olu

tion t

o b

usi

nes

s pro

ble

ms

for

its

effe

ctiv

enes

s

7

Be

able

to e

valu

ate

ow

n s

olu

tion t

o a

busi

nes

s pro

ble

m

7.3

Eva

luat

e al

tern

ativ

e ap

pro

aches

and s

olu

tions

for

poss

ible

ef

fect

iven

ess

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

72

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


73

Unit 10: Manage and Evaluate an Information System

Unit reference number: A/601/2564

QCF level: 4

Credit value: 6


Unit aim

This unit is about managing and evaluating an information system that meets identified needs in a business environment. The learner will use knowledge of needs, to work in collaboration with others as required to manage and evaluate the system

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.9

2 2.1 – 2.4


3 3.1 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

training records.


74

Learning outcomes

Assessment criteria

Assessment guidance

3.2

3.6

Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

letters

emails

memos

reports

notes of meetings.



letters

emails

memos

reports

notes of meetings.




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

75

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Anal

yse

how

to p

lan a

nd a

gre

e im

ple

men

tation o

f th

e in

form

atio

n

syst

em

1.2

Anal

yse

the

purp

ose

and b

enef

its

of

man

agin

g info

rmat

ion t

o m

eet

requirem

ents

1.3

Exp

lain

the

purp

ose

and b

enef

its

of

pro

vidin

g t

rain

ing t

o u

sers

and

pro

vidin

g o

n-g

oin

g s

upport

1.4

Exp

lain

the

purp

ose

of

com

ply

ing w

ith leg

al a

nd o

rgan

isat

ion

requirem

ents

when

usi

ng a

n info

rmat

ion s

yste

m

1.5

Exp

lain

the

purp

ose

and b

enef

its

of

monitoring u

se o

f an

info

rmat

ion

syst

em

1.6

Anal

yse

way

s of

monitoring u

se o

f an

info

rmat

ion s

yste

m

1.7

Exp

lain

the

purp

ose

and b

enef

its

of

mai

nta

inin

g a

nd u

pdat

ing a

n

info

rmat

ion s

yste

m

1.8

Anal

yse

way

s of

mai

nta

inin

g a

nd u

pdat

ing a

n info

rmat

ion s

yste

m

1

Under

stan

d h

ow

to

man

age

an

info

rmat

ion s

yste

m

1.9

Anal

yse

the

types

of

pro

ble

ms

that

may

occ

ur

with a

n info

rmat

ion

syst

em a

nd h

ow

to d

eal w

ith t

hem

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

76

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

the

purp

ose

and b

enef

its

of

continuousl

y im

pro

ving a

n

info

rmat

ion s

yste

m

2.2

Anal

yse

way

s of

eval

uat

ing a

n info

rmat

ion s

yste

m

2.3

Exp

lain

how

to iden

tify

pro

ble

ms

in a

n info

rmat

ion s

yste

m a

nd

anal

yse

them

2

Under

stan

d h

ow

to

revi

ew a

nd f

urt

her

dev

elop a

n

info

rmat

ion s

yste

m

2.4

Anal

yse

way

s of

reso

lvin

g p

roble

ms

in a

n info

rmat

ion s

yste

m

3.1

Pr

ovi

de

trai

nin

g o

n t

he

use

of

an info

rmat

ion s

yste

m

3.2

Pr

ovi

de

on-g

oin

g s

upport

to u

sers

3.3

M

onitor

use

of,

acc

ura

cy a

nd p

roduct

ivity

of

an info

rmat

ion s

yste

m t

o

mee

t org

anis

atio

nal

req

uirem

ents

3.4

M

ake

sure

leg

al a

nd o

rgan

isat

ional

req

uirem

ents

for

han

dlin

g

info

rmat

ion a

re f

ollo

wed

3.5

M

ake

sure

an info

rmat

ion s

yste

m is

mai

nta

ined

and u

pdat

ed,

if

required

3

Be

able

to m

anag

e an

info

rmat

ion

syst

em

3.6

Id

entify

, an

alys

e an

d r

esolv

e pro

ble

ms

when

they

occ

ur

4.1

Colle

ct f

eedbac

k on p

erfo

rman

ce o

f an

info

rmat

ion s

yste

m

4.2

Eva

luat

e fe

edbac

k an

d p

rioritise

dev

elopm

ent

nee

ds

of

an info

rmat

ion

syst

em,

if r

equired

4

Be

able

to e

valu

ate

an info

rmat

ion

syst

em

4.3

Pro

vide

info

rmat

ion t

o e

nab

le f

urt

her

info

rmat

ion s

yste

m

dev

elopm

ent

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

77

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


78

Unit 11: Plan Change for a Team


QCF level: 4

Credit value: 6


Unit aim

This unit is about planning changes across teams in a department or part of an organisation at the level of a departmental manager or director

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1

2 2.1 – 2.3

3 3.1 – 3.2

4 4.1 – 4.5



5

5.4

6 6.1

6.3


letters

emails

memos

reports

presentations

minutes of meetings

initial plan.


79

Learning outcomes

Assessment criteria

Assessment guidance


plan

letters

emails

memos

reports





Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

80

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

purp

ose

and v

alue

of

pla

nnin

g c

han

ge

1.1

Exp

lain

the

purp

ose

and b

enef

its

of

pla

nnin

g c

han

ge

for

a te

am t

o

org

anis

atio

ns,

indiv

idual

s an

d a

tea

m

2.1

Exp

lain

the

purp

ose

and b

enef

its

of en

gag

ing t

he

team

and indiv

idual

s in

pla

nnin

g c

han

ge

2.2

Exp

lain

the

purp

ose

and b

enef

its

of

enco

ura

gin

g t

he

team

and

indiv

idual

s to

fee

l th

at t

hey

are

mak

ing c

ontr

ibutions

to p

lannin

g

chan

ge

2

Under

stan

d t

he

role

of

the

team

an

d indiv

idual

s in

pla

nnin

g c

han

ge

2.3

Exp

lain

the

purp

ose

and b

enef

its

of

usi

ng a

tea

m a

nd indiv

idual

s to

ch

alle

nge

way

s of

work

ing c

onst

ruct

ivel

y an

d c

reat

ivel

y w

hen

pla

nnin

g c

han

ge

3.1

Exp

lain

the

purp

ose

and b

enef

its

of

hav

ing g

oal

s fo

r ch

anges

in a

te

am a

nd c

om

munic

atin

g t

hem

to t

hose

invo

lved

3

Under

stan

d t

he

purp

ose

and v

alue

of

com

munic

atio

n

when

pla

nnin

g

chan

ge

3.2

Exp

lain

the

purp

ose

and b

enef

its

of

mak

ing s

ure

dec

isio

n-m

aker

s ar

e co

mm

itte

d t

o p

lanned

chan

ges

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Exp

lain

the

purp

ose

and b

enef

its

of

bei

ng a

dap

table

during c

han

ge

pla

nnin

g a

nd t

he

chan

ge

pro

cess

4.2

Exp

lain

the

purp

ose

and b

enef

its

of bei

ng a

ble

to r

eneg

otiat

e pla

ns

for

chan

ges

4.3

Anal

yse

the

types

of

pro

ble

ms

and r

isks

that

may

occ

ur

while

pla

nnin

g c

han

ge

4.4

Exp

lain

way

s of

resp

ondin

g t

o p

roble

ms

while

pla

nnin

g c

han

ge

4

Under

stan

d t

he

purp

ose

and v

alue

of

neg

otiat

ion a

nd

dea

ling w

ith

pro

ble

ms

when

pla

nnin

g c

han

ge

4.5

Exp

lain

the

purp

ose

and b

enef

its

of

dea

ling w

ith p

roble

ms

when

pla

nnin

g c

han

ge

5.1

Rec

ognis

e opport

unitie

s fo

r ch

ange

for

a te

am

5.2

Rev

iew

options

for

chan

ge

in t

erm

s of

the

const

rain

ts,

risk

s, b

enef

its,

co

sts

and im

plic

atio

ns

for

a te

am

5.3

Id

entify

the

risk

s an

d b

enef

its

for

a te

am a

ssoci

ated

with o

ptions

for

chan

ge

5

Be

able

to iden

tify

an

d d

evel

op

opport

unitie

s fo

r ch

ange

for

a te

am

5.4

Pe

rsuad

e th

e te

am t

o c

omm

it its

elf

to c

han

ge

6.1

Enco

ura

ge

indiv

idual

s an

d t

he

team

to c

hal

lenge

exis

ting w

ays

of

work

ing a

nd p

ut

forw

ard n

ew idea

s

6.2

Pl

an c

han

ge

for

a te

am iden

tify

ing v

isio

n,

goal

s, o

bje

ctiv

es,

tim

esca

les

and r

esourc

es

6

Be

able

to p

lan

chan

ge

for

a te

am

6.3

Agre

e pla

ns

for

chan

ge

with r

elev

ant

dec

isio

n-m

aker

s, a

s re

quired

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

82

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


83

Unit 12: Assist in the Design of Business Continuity Management Procedures

Unit reference number: F/503/9237

QCF level: 4

Credit value: 4


Unit aim

This unit is about assisting the design and testing of BCM procedures to meet organisational needs.


There are no specific assessment requirements for this unit. Please refer to the overall Skills CFA assessment strategy (Annexe A).

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

84

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

the

peo

ple

, pro

duct

s an

d p

roce

sses

req

uired

for

the

org

anis

atio

n t

o c

ontinue

to f

unct

ion

1.2

Id

entify

the

supply

chai

n o

n w

hic

h p

eople

, pro

duct

s an

d p

roce

sses

dep

end

1.3

Exp

lain

thei

r org

anis

atio

n’s

BCM

str

ateg

y

1.4

D

escr

ibe

thei

r org

anis

atio

n’s

exi

stin

g B

CM

pro

cedure

s, if

any

1.5

Id

entify

the

senio

r dec

isio

n-m

aker

s in

the

org

anis

atio

n f

or

BCM

pro

cedure

s

1

Under

stan

d f

acto

rs

that

will

influen

ce

the

dev

elopm

ent

of

Busi

nes

s Continuity

Man

agem

ent

(BCM

) pro

cedure

s

1.6

Exp

lain

who t

o c

onta

ct for

advi

ce w

hen

dev

elopin

g B

CM

pro

cedure

s

2.1

Exp

lain

the

conce

pt

of

BCM

2.2

Exp

lain

how

to t

ransl

ate

the

conce

pt

of

BCM

into

the

des

ign o

f BCM

pro

cedure

s

2.3

D

escr

ibe

met

hods

of

dev

elopin

g B

CM

sys

tem

s an

d p

roce

dure

s th

at

achie

ve r

equired

outc

om

es

2.4

Exp

lain

way

s in

whic

h r

easo

nab

le a

nd a

ppro

priat

e co

ntr

ibutions

to t

he

dev

elopm

ent

of

BCM

pro

cedure

s ca

n b

e m

ade

2

Under

stan

d h

ow

to

assi

st w

ith t

he

dev

elopm

ent

of

BCM

pro

cedure

s

2.5

Exp

lain

the

ben

efits

of dev

elopin

g a

ran

ge

of

options

for

the

des

ign o

f BCM

pro

cedure

s

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

85

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

the

purp

ose

and b

enef

its

of co

nsu

ltin

g o

n d

esig

n o

ptions

3.2

Exp

lain

who s

hould

be

consu

lted

and h

ow

to o

rgan

ise

this

co

nsu

ltat

ion

3.3

Exp

lain

the

types

of

info

rmat

ion a

nd a

dvi

ce t

hat

peo

ple

may

nee

d t

o

reac

h a

dec

isio

n o

n d

esig

n o

ptions

3

Under

stan

d h

ow

to

consu

lt o

n B

CM

pro

cedure

s

3.4

Exp

lain

the

pro

cedure

s fo

r si

gn-o

ff,

revi

ew a

nd u

pdat

ing o

f docu

men

ts

4.1

M

ake

contr

ibutions

to t

he

conte

nt

and s

cope

of

the

pro

cedure

that

are

re

asonab

le a

nd a

ppro

priat

e to

the

nee

ds

of

the

org

anis

atio

n a

nd its

su

pply

chai

n

4

Be

able

to

contr

ibute

to

pro

posa

ls f

or

BCM

pro

cedure

s 4.2

W

ork

with o

ther

s to

agre

e re

quirem

ents

for

the

pro

cedure

and t

he

syst

ems

nee

ded

to s

upport

it

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

86

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Pr

oduce

des

ign o

ptions

for

BCM

pro

cedure

s co

nsi

sten

t w

ith a

gre

ed

requirem

ents

5.2

Consu

lt w

ith r

elev

ant

peo

ple

when

dev

elopin

g d

iffe

rent

des

ign o

ptions

5.3

M

ake

sure

the

des

ign o

ptions

confo

rm w

ith b

est

pra

ctic

e, leg

al

requirem

ents

and w

ith a

ny

org

anis

atio

nal

Busi

nes

s Continuity

stra

tegy

and p

olic

y

5.4

M

ake

sure

des

ign o

ptions

will

pro

tect

pro

duct

s an

d s

ervi

ces

and a

re

pro

port

ionat

e to

the

org

anis

atio

n’s

nee

ds

5.5

M

ake

sure

des

ign o

ptions

take

acc

ount

of

the

org

anis

atio

n’s

supply

ch

ain,

wher

e nec

essa

ry

5.6

Pr

esen

t des

ign o

ptions

in a

for

m a

nd s

tyle

whic

h is

clea

r an

d

under

stan

dab

le b

y use

rs a

nd d

ecis

ion-m

aker

s

5.7

Pro

vide

suff

icie

nt

info

rmat

ion t

o e

nab

le a

gre

emen

t of

a final

pro

cedure

5.8

Rec

ord

the

final

pro

cedure

in s

uffic

ient

det

ail fo

r im

ple

men

tation

5

Be

able

to

contr

ibute

to t

he

des

ign o

f BCM

pro

cedure

s

5.9

U

se a

gre

ed c

onfigura

tion m

anag

emen

t pro

cedure

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


87

Unit 13: Raise Awareness of Business Continuity Management within a Team


QCF level: 4

Credit value: 4


Unit aim

This unit is about communicating the purpose for BCM to other members of the team, colleagues or across the organisation.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

88

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

conce

pts

of

BCM

1.2

Exp

lain

thei

r org

anis

atio

n’s

BCM

pro

cedure

s

1.3

Exp

lain

thei

r org

anis

atio

n’s

BCM

str

uct

ure

and t

hei

r ow

n r

ole

within

th

is

1.4

Exp

lain

the

role

s an

d r

esponsi

bili

ties

of

diffe

rent

team

mem

ber

s w

ithin

the

org

anis

atio

n’s

BCM

pro

cedure

s

1

Under

stan

d t

he

princi

ple

s an

d

pro

cedure

s of

Busi

nes

s Continuity

Man

agem

ent

(B

CM

)

1.5

D

istinguis

h b

etw

een B

usi

nes

s Continuity

Man

agem

ent

and a

Busi

nes

s Continuity

pla

n

2.1

Exp

lain

how

to c

om

munic

ate

BCM

thro

ughout

the

team

’s B

CM

st

ruct

ure

2

Under

stan

d h

ow

to

rais

e aw

aren

ess

of

BCM

within

a t

eam

2.2

Exp

lain

how

to s

elec

t an

d s

truct

ure

appro

priat

e in

form

atio

n t

o

contr

ibute

to a

war

enes

s-ra

isin

g e

vents

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

89

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

M

ake

sure

all

team

mem

ber

s kn

ow

what

Busi

nes

s Continuity

Man

agem

ent

is

3.2

Com

munic

ate

BCM

and o

wn r

ole

within

it

thro

ughout

the

team

’s B

CM

st

ruct

ure

3.3

M

ake

sure

all

staf

f kn

ow

what

thei

r ro

les

and r

esponsi

bili

ties

are

in

the

org

anis

atio

n’s

BCM

pro

cedure

s

3

Be

able

to r

aise

aw

aren

ess

of

BCM

w

ithin

a t

eam

3.4

Contr

ibute

to a

war

enes

s-ra

isin

g e

vents

within

the

team

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


90

Unit 14: Chair Meetings

Unit reference number: J/601/2566

QCF level: 4

Credit value: 4


Unit aim

This unit is about the role of the chairperson before, during and after business meetings.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance



agendas

briefing papers.

2


letters

emails

memos

reports.


91

Learning outcomes

Assessment criteria

Assessment guidance

3 3.1 – 3.11 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

• minutes of meetings.

4.1 – 4.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

letters

emails

memos

minutes of meetings

reports.

4

4.3 – 4.4 Evidence may be supplied via learner reports/reflective accounts and professional discussion.




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

92

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

role

of

the

chai

r bef

ore,

during a

nd a

fter

a m

eeting

1.2

Anal

yse

diffe

rent

types

of

mee

tings

and h

ow

to r

un t

hem

1.3

Exp

lain

the

purp

ose

of

pre

par

ing f

or

form

al m

eetings

1.4

Exp

lain

the

reas

ons

for

agre

eing t

he

purp

ose

of

mee

tings

1.5

Exp

lain

the

reas

ons

for

agre

eing t

he

tim

ing o

f th

e m

eeting t

o m

ake

sure

key

peo

ple

can

att

end o

r be

repre

sente

d

1.6

D

escr

ibe

how

to c

hai

r m

eetings

to k

eep t

o a

gre

ed t

imin

gs,

as

required

1.7

Exp

lain

the

reas

ons

for

giv

ing p

eople

info

rmat

ion a

bout

faci

litie

s an

d

arra

ngem

ents

, in

cludin

g h

ealth a

nd s

afet

y pro

cedure

s

1.8

Exp

lain

the

ben

efits

of

effe

ctiv

e co

mm

unic

atio

n s

kills

1.9

Exp

lain

how

eff

ective

inte

rper

sonal

ski

lls c

an im

pac

t on t

he

succ

ess

of

mee

tings

1.1

0

Exp

lain

how

to f

acili

tate

dis

cuss

ions

so t

hat

the

purp

ose

of

each

ag

enda

item

is

achie

ved

1

Under

stan

d t

he

role

of

the

chai

r in

m

eetings

1.1

1

Exp

lain

how

to s

um

mar

ise

dis

cuss

ions

and a

gre

e ac

tions

at

appro

priat

e poin

ts

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

93

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

2

Anal

yse

tech

niq

ues

for

keep

ing t

o m

eeting t

imin

gs,

agen

da,

and

purp

ose

1.1

3

Exp

lain

rea

sons

for

liais

ing w

ith m

eeting o

rgan

iser

if

not

the

chai

r

1.1

4

Des

crib

e th

e ty

pes

of

pro

ble

ms

that

may

occ

ur

when

chai

ring

mee

tings,

and h

ow

to r

esolv

e th

em

1.1

5

Des

crib

e th

e purp

ose

of

appro

ving r

ecord

s of

mee

tings

1.1

6

Exp

lain

the

purp

ose

of

follo

w u

p a

ctio

ns,

and e

valu

atio

n o

f m

eetings

1.1

7

Exp

lain

the

purp

ose

of

reflec

ting o

n w

het

her

the

mee

ting m

et its

purp

ose

and a

gre

eing lea

rnin

g p

oin

ts f

or

the

futu

re

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

94

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Agre

e th

e purp

ose

of

a m

eeting

2.2

Agre

e th

e sc

hed

ulin

g o

f a

mee

ting s

o t

hat

key

peo

ple

can

att

end

2.3

M

ake

sure

mee

ting f

acili

ties

mee

t re

quirem

ents

2.4

Agre

e ag

enda

item

s fo

r a

mee

ting,

incl

udin

g t

imin

g a

nd a

ny

pap

ers

required

to a

chie

ve p

urp

ose

2.5

Rea

d b

rief

ing p

aper

s an

d iden

tify

key

iss

ues

, co

nsu

ltin

g a

s re

quired

2

Be

able

to p

repar

e fo

r ch

airing a

m

eeting

2.6

Li

aise

with m

eeting o

rgan

iser

if

not

the

chai

r of

the

mee

ting

3.1

G

reet

peo

ple

att

endin

g t

he

mee

ting

3.2

Kee

p t

o t

imin

gs

as r

equired

3.3

G

ive

det

ails

of

faci

litie

s an

d a

rran

gem

ents

3.4

Fo

llow

an a

gen

da

3.5

M

ake

sure

those

pre

sent

hav

e an

opport

unity

to c

ontr

ibute

to t

he

mee

ting

3.6

Kee

p t

he

mee

ting o

n t

rack

to a

chie

ve its

purp

ose

3.7

Res

olv

e an

y pro

ble

ms

that

occ

ur

3.8

Sum

mar

ise

dis

cuss

ions

and a

gre

e ac

tions

3.9

O

bse

rve

form

al v

oting a

nd a

ppro

val pro

cedure

s, if

required

3.1

0

Agre

e dat

e, t

ime

and loca

tion o

f nex

t m

eeting,

if r

equired

3

Be

able

to c

hai

r a

mee

ting u

sing

inte

rper

sonal

and

org

anis

atio

nal

ski

lls

3.1

1

Clo

se t

he

mee

ting o

n t

ime

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

95

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Appro

ve a

mee

ting r

ecord

and lis

t of

actions

4.2

M

ake

sure

agre

ed a

ctio

ns

are

imple

men

ted

4.3

Eva

luat

e th

e outc

om

es o

f a

mee

ting in t

erm

s of

its

purp

ose

4

Be

able

to f

ollo

w

up a

nd e

valu

ate

a m

eeting t

hat

has

bee

n c

hai

red

4.4

Agre

e le

arnin

g p

oin

ts f

or

futu

re m

eetings,

if

required

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


96

Unit 15: Assist with the Development of an Organisational Business Continuity Management Strategy


QCF level: 4

Credit value: 5


Unit aim

This unit is about supporting your manager and team when developing an organisational BCM strategy



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

97

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

the

critic

al p

roduct

s an

d s

ervi

ces

that

form

the

core

of

the

org

anis

atio

n

1.2

Exp

lain

the

knock

-on e

ffec

t th

at d

isru

ptions

in o

ne

area

of

the

busi

nes

s m

ight

hav

e on o

ther

are

as

1.3

D

escr

ibe

the

supply

chai

n o

n w

hic

h t

he

org

anis

atio

n d

epen

ds

1.4

Exp

lain

the

stru

cture

of

the

org

anis

atio

n a

nd its

bra

nds

1.5

Exp

lain

the

hie

rarc

hy

of th

e org

anis

atio

n in t

erm

s of

dec

isio

n-m

akin

g

1.6

Exp

lain

the

culture

of

the

org

anis

atio

n

1.7

Exp

lain

the

org

anis

atio

n’s

att

itude

to r

isk

1.8

Exp

lain

the

syst

ems

pro

cess

es a

nd funct

ions

within

the

org

anis

atio

n

1.9

Exp

lain

the

boundar

ies

of

thei

r ro

le a

nd r

esponsi

bili

ties

1

Under

stan

d

org

anis

atio

nal

fa

ctors

that

will

in

fluen

ce a

n

org

anis

atio

nal

Busi

nes

s Continuity

Man

agem

ent

(B

CM

) st

rate

gy

1.1

0

Exp

lain

the

const

rain

ts w

ithin

whic

h t

hey

oper

ate

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

98

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

the

conce

pts

of

Busi

nes

s Continuity

Man

agem

ent

2.2

Exp

lain

the

inte

rfac

e bet

wee

n B

usi

nes

s Continuity

Man

agem

ent

and

oth

er a

reas

such

as

risk

man

agem

ent,

HR p

ract

ices

and L

aw,

Finan

ce

info

rmat

ion c

aptu

re,

Hea

lth &

Saf

ety,

Em

ergen

cy p

lannin

g,

Dis

aste

r Rec

ove

ry,

faci

litie

s an

d s

ecurity

2.3

Exp

lain

the

princi

ple

s of

writing a

Busi

nes

s Im

pac

t Anal

ysis

2.4

Exp

lain

the

met

hods

of

writing a

Busi

nes

s Im

pac

t Anal

ysis

2.5

Exp

lain

the

met

hods

of

anal

ysin

g a

nd e

valu

atin

g info

rmat

ion

2.6

Exp

lain

way

s of

sele

ctin

g a

nd e

ngag

ing a

ppro

priat

e peo

ple

when

co

nduct

ing a

Busi

nes

s Im

pac

t Anal

ysis

2.7

Exp

lain

way

s of

pre

senting info

rmat

ion t

o p

rom

ote

deb

ate

and info

rm

dec

isio

ns

2

Under

stan

d h

ow

to

assi

st w

ith t

he

dev

elopm

ent

of

an

org

anis

atio

nal

Busi

nes

s Continuity

Man

agem

ent

stra

tegy

2.8

Exp

lain

how

to u

se info

rmat

ion f

rom

the

Busi

nes

s Im

pac

t Anal

ysis

to

write

a B

usi

nes

s Continuity

pla

n

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

99

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Conduct

a B

usi

nes

s Im

pac

t Anal

ysis

, co

nsu

ltin

g a

nd invo

lvin

g o

ther

s as

appro

priat

e

3.2

Id

entify

the

critic

al c

om

ponen

ts o

f th

e org

anis

atio

n’s

act

ivitie

s an

d

single

poin

ts o

f fa

ilure

and a

nal

yse

thei

r vu

lner

abili

ty

3.3

Contr

ibute

to t

he

dev

elopm

ent

of

a BCM

str

ateg

y ta

king a

ccount

of

the

Busi

nes

s Im

pac

t Anal

ysis

and t

he

Busi

nes

s Continuity

polic

y

3.4

Cre

ate

a co

mm

on u

nder

stan

din

g o

f Busi

nes

s Continuity

and d

isas

ter

reco

very

am

ongst

colle

agues

3.5

Pr

ovi

de

feed

bac

k fr

om

work

col

leag

ues

to info

rm t

he

final

BCM

st

rate

gy

3

Be

able

to a

ssis

t w

ith t

he

dev

elopm

ent

of

a Busi

nes

s Continuity

Man

agem

ent

stra

tegy

3.6

D

raft

a B

usi

nes

s Continuity

Plan

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


100

Unit 16: Contribute to Innovation in a Business Environment


QCF level: 4

Credit value: 6


Unit aim

This unit is about identifying and evaluating new ideas for innovation in the business environment.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.2

2 2.1 – 2.11

3 3.1 – 3.6


4 4.1 – 4.2

4.5


letters

emails

memos

reports



101

Learning outcomes

Assessment criteria

Assessment guidance


information collected.


risk assessment.

5 5.1 – 5.2

6.1 – 6.5

6.7


letters

emails

memos

reports

minutes of meetings

formal proposal.

6


letters

emails

memos

feedback received.

Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 3, 9, 26.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

2

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Eva

luat

e th

e purp

ose

of

innova

tion a

s a

way

of

stay

ing c

om

pet

itiv

e an

d o

ffer

ing n

ew s

olu

tions

1

Under

stan

d t

he

purp

ose

and

ben

efits

of

innova

tion in a

busi

nes

s en

viro

nm

ent

1.2

Exp

lain

the

purp

ose

of

ques

tionin

g e

xist

ing w

ays

of

work

ing a

nd

assu

mptions

about

them

2.1

Exp

lain

the

purp

ose

of

revi

ewin

g e

xist

ing p

roduct

s an

d s

ervi

ces,

and

way

s of

doin

g s

o

2.2

Eva

luat

e w

ays

of

revi

ewin

g e

xist

ing p

roduct

s an

d s

ervi

ces

2.3

Id

entify

sourc

es o

f in

form

atio

n f

or n

ew a

ppro

aches

and s

olu

tions

2.4

D

escr

ibe

way

s of

colle

ctin

g info

rmat

ion o

n p

oss

ible

im

pro

vem

ents

2.5

Exp

lain

the

purp

ose

of

work

ing w

ith o

ther

s w

hen

dev

elopin

g n

ew

appro

aches

and s

olu

tions

2.6

Exp

lain

the

purp

ose

and b

enef

its

of

work

ing w

ith o

ther

s w

hen

ag

reei

ng h

ow

to p

rese

nt

idea

s to

dec

isio

n-m

aker

s

2.7

Eva

luat

e how

to w

ork

with o

ther

s to

dev

elop a

nd a

gre

e an

idea

2.8

Exp

lain

the

purp

ose

and b

enef

its

of

ackn

ow

ledgin

g c

ontr

ibutions

mad

e by

oth

ers

2

Under

stan

d h

ow

to

rese

arch

, dev

elop

and r

evie

w idea

s fo

r new

ap

pro

aches

and

solu

tions

2.9

Exp

lain

how

to e

valu

ate

idea

s, incl

udin

g c

ost

/ben

efit a

nd im

pac

t an

alys

is

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

0

Exp

lain

how

to q

ues

tion a

ssum

ptions

to d

evel

op c

once

pts

and

pro

posi

tions

2.1

1

Exp

lain

the

purp

ose

of

revi

ewin

g a

nd lea

rnin

g f

rom

mis

take

s

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

the

purp

ose

of

selli

ng idea

s to

dec

isio

n-m

aker

s

3.2

Anal

yse

how

to p

rese

nt

and s

ell su

gges

tions

for

new

appro

aches

and

solu

tions

to d

ecis

ion-m

aker

s to

ach

ieve

a p

osi

tive

outc

om

e

3.3

Exp

lain

the

purp

ose

of

risk

anal

ysis

3.4

Exp

lain

when

it

is a

ppro

priat

e to

tak

e ‘a

ccep

table

’ risk

s

3.5

Eva

luat

e th

e purp

ose

and b

enef

its

of

acce

pting f

eedbac

k

3

Under

stan

d h

ow

to

pre

sent

sugges

tions

for

new

appro

aches

an

d s

olu

tions

3.6

Exp

lain

how

to d

evel

op a

nd d

ocu

men

t pro

posa

ls f

or

chan

ge

4.1

Q

ues

tion c

onst

ruct

ivel

y ex

isting w

ays

of

work

ing in o

wn a

rea

of

resp

onsi

bili

ty

4.2

Res

earc

h a

nd iden

tify

poss

ible

im

pro

vem

ents

to w

ork

ing m

ethods,

se

rvic

es o

r pro

duct

s in

ow

n a

rea

of

resp

onsi

bili

ty

4.3

Colle

ct info

rmat

ion t

hat

can

be

use

d t

o d

evel

op idea

s fo

r new

ap

pro

aches

and s

olu

tions

4.4

Car

ry o

ut

a risk

anal

ysis

4

Be

able

to r

esea

rch

and d

evel

op idea

s fo

r new

ap

pro

aches

and

solu

tions

4.5

Agre

e cr

iter

ia f

or

eval

uat

ing idea

s in

cludin

g f

it w

ith o

rgan

isat

ional

ai

ms

and o

bje

ctiv

es

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Pu

t fo

rwar

d a

form

al p

roposa

l of new

appro

aches

and /

or

solu

tions

5

Be

able

to p

rese

nt

sugges

tions

for

new

appro

aches

an

d s

olu

tions

5.2

Com

munic

ate

risk

s to

oth

ers

in a

suitab

le f

orm

at

6.1

Id

entify

the

cost

and b

enef

its

of

new

idea

s to

incl

ude

re

sourc

es r

equired

as

sess

men

t of

impac

t on o

ther

s

6.2

Eva

luat

e id

eas

for

new

appro

aches

and s

olu

tions

usi

ng

fit

with o

rgan

isat

ional

aim

s an

d o

bje

ctiv

es

oth

er a

gre

ed c

rite

ria

6.3

Eva

luat

e id

eas

to c

hal

lenge

ow

n a

ssum

ptions

and t

hin

king a

bout

way

s of

work

ing

6.4

Pu

t fo

rwar

d a

form

al p

roposa

l to

per

suad

e dec

isio

n-m

aker

s of

the

ben

efits

of

your

idea

(s)

6.5

Com

munic

ate

and s

ell id

eas

to o

ther

s

6.6

See

k fe

edbac

k on idea

s, a

nal

yse

feed

bac

k, a

nd s

how

a w

illin

gnes

s to

ad

apt

6

Be

able

to

eval

uat

e, r

evie

w

and m

ake

sugges

tions

for

new

appro

aches

an

d s

olu

tions

6.7

Ass

ess

idea

(s)

and d

ecid

e w

het

her

a s

ugges

tion f

or

a new

ap

pro

ach/s

olu

tion is

poss

ible

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

6

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


107

Unit 17: Design and Develop an Information System

Unit reference number: T/601/2563

QCF level: 4

Credit value: 7


Unit aim

This unit is about designing and developing an information system that will meet identified needs in a business environment.

This unit must not be taken with Unit L/601/2536 – Support the Design and Development of an Information System.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.2

2 2.1 – 2.5



information identified

3


resources identified


108

Learning outcomes

Assessment criteria

Assessment guidance


specification

budgets


information system

specification


test results

feedback


letters

emails

memos

reports



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

9

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Eva

luat

e th

e ty

pes

of

info

rmat

ion t

hat

nee

d t

o b

e m

anag

ed in a

busi

nes

s en

viro

nm

ent

1

Under

stan

d t

he

purp

ose

of

info

rmat

ion

syst

ems

in a

busi

nes

s en

viro

nm

ent

1.2

Anal

yse

the

types

of

info

rmat

ion s

yste

ms

avai

lable

and t

hei

r m

ain

feat

ure

s

2.1

Anal

yse

the

purp

ose

and b

enef

its

of

iden

tify

ing a

nd a

gre

eing u

ser

nee

ds

for

an info

rmat

ion s

yste

m

2.2

Exp

lain

the

purp

ose

and b

enef

its

of dev

elopin

g a

sys

tem

spec

ific

atio

n

bas

ed o

n a

gre

ed n

eeds

2.3

Anal

yse

way

s of

dev

elopin

g a

spec

ific

atio

n f

or

an info

rmat

ion s

yste

m

2.4

Anal

yse

way

s of

crea

ting a

nd d

evel

opin

g a

n info

rmat

ion s

yste

m b

ased

on a

gre

ed n

eeds

2

Under

stan

d h

ow

to

des

ign a

nd d

evel

op

an info

rmat

ion

syst

em

2.5

Exp

lain

the

purp

ose

and b

enef

its

of

test

ing a

n info

rmat

ion s

yste

m

during d

evel

opm

ent

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Id

entify

and a

nal

yse

the

info

rmat

ion t

o b

e m

anag

ed

3.2

Id

entify

the

reso

urc

es a

vaila

ble

3.3

D

evel

op a

sys

tem

spec

ific

atio

n w

ithin

agre

ed b

udget

, as

req

uired

3.4

D

evel

op a

n info

rmat

ion s

yste

m t

hat

mee

ts t

he

spec

ific

atio

n

3.5

Tes

t th

e sy

stem

3

Be

able

to d

esig

n

and d

evel

op a

n

info

rmat

ion s

yste

m

3.6

Id

entify

, re

port

and r

emed

y fa

ults

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


111

Unit 18: Prepare, Co-ordinate and Monitor Operational Plans


QCF level: 4

Credit value: 6


Unit aim

This unit is about preparing and co-ordinating delivery of operational plans across one or more work activities or areas of responsibility.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.2

2 2.1 – 2.8


3.1

3.3

3.5 – 3.6

Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

plans

3

3.2

3.4


letters

emails

memos

reports


112

Learning outcomes

Assessment criteria

Assessment guidance

4.1

4.4


plans.

4.2 – 4.3

4.5 – 4.11


letters

emails

memos

reports

presentations

4

4.12 Evidence may be supplied via learner reports/reflective accounts



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

3

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

of

hav

ing lim

its

of

auth

ority

when

pre

par

ing a

nd

co-o

rdin

atin

g o

per

atio

nal

pla

ns

1.2

Exp

lain

the

purp

ose

and b

enef

its

of co

-ord

inat

ing o

per

atio

nal

pla

ns

1.3

Exp

lain

the

effe

cts

of

org

anis

atio

nal

prior

itie

s, o

bje

ctiv

es a

nd

const

rain

ts o

n o

per

atio

nal

pla

ns

1.4

Exp

lain

how

to iden

tify

ris

ks a

nd c

ontingen

cies

1.5

The

ben

efits

of

clea

r co

mm

unic

atio

n w

hen

pla

nnin

g a

nd c

o-o

rdin

atin

g

oper

atio

ns

1.6

Exp

lain

the

purp

ose

of

neg

otiat

ing a

nd a

gre

eing o

per

atio

nal

pla

ns,

an

d h

ow

to d

o s

o

1.7

D

escr

ibe

the

poss

ible

effec

ts o

f le

gal

and r

egula

tory

req

uirem

ents

on

oper

atio

nal

pla

ns

1.8

Exp

lain

the

effe

cts

on o

per

atio

nal

pla

ns

of

org

anis

atio

nal

polic

ies

and

pro

cedure

s re

late

d t

o w

ork

met

hods

and a

ctiv

itie

s

1.9

Exp

lain

how

to g

et v

alid

and r

elev

ant

info

rmat

ion t

o m

onitor

oper

atio

nal

pla

ns

accu

rate

ly

1

Under

stan

d f

acto

rs

affe

ctin

g t

he

pre

par

atio

n,

co-

ord

inat

ion a

nd

monitoring o

f oper

atio

nal

pla

ns

1.1

0

Exp

lain

the

purp

ose

and b

enef

its

of

continuousl

y lo

oki

ng f

or

opport

unitie

s to

im

pro

ve p

erfo

rman

ce a

gai

nst

oper

atio

nal

pla

ns

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

a r

ange

of

pla

nnin

g t

echniq

ues

and t

ools

that

can

be

use

d t

o

pre

par

e oper

atio

nal

pla

ns

2.2

Exp

lain

how

to iden

tify

and p

rioritise

outc

om

es f

or

oper

atio

nal

pla

ns

2.3

D

escr

ibe

way

s of

iden

tify

ing t

he

activi

ties

and r

esourc

es n

eeded

to

achie

ve a

gre

ed o

utc

om

es

2.4

Exp

lain

the

purp

ose

and b

enef

its

of

hav

ing r

ealis

tic

sched

ule

s fo

r oper

atio

nal

pla

ns

2.5

Exp

lain

the

purp

ose

and b

enef

its

of

revi

ewin

g o

per

atio

nal

pla

ns

as

they

are

dev

eloped

2.6

D

escr

ibe

met

hods

for

iden

tify

ing a

nd n

egotiat

ing r

ole

s an

d

resp

onsi

bili

ties

for

oper

atio

nal

pla

ns

2.7

Exp

lain

the

purp

ose

of

under

stan

din

g t

he

range

of

work

met

hods

and

activi

ties

that

can

be

use

d t

o d

eliv

er o

per

atio

nal

outc

om

es

2

Under

stan

d h

ow

to

pre

par

e oper

atio

nal

pla

ns

2.8

Exp

lain

the

purp

ose

and b

enef

its

of m

akin

g b

est

use

of

reso

urc

es

3.1

Pr

epar

e oper

atio

nal

pla

ns

to c

o-o

rdin

ate

rele

vant

oper

atio

ns

3.2

Pr

ioritise

and a

gre

e re

quired

outc

om

es f

rom

oper

atio

nal

pla

ns

3.3

Id

entify

ris

ks w

ithin

oper

atio

nal

pla

ns

and c

ontingen

cies

to d

eal w

ith

them

3.4

Spec

ify

actions

and r

esourc

es n

eeded

to a

chie

ve o

utc

om

es o

f oper

atio

nal

pla

ns

3.5

M

ake

sure

oper

atio

nal

pla

ns

mee

t le

gal

and r

egula

tory

req

uirem

ents

, if r

equired

3

Be

able

to p

repar

e oper

atio

nal

pla

ns

3.6

M

ake

sure

oper

atio

nal

pla

ns

mee

t org

anis

atio

nal

polic

ies

and

pro

cedure

s re

late

d t

o w

ork

met

hods

and a

ctiv

itie

s

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

M

ake

sure

oper

atio

nal

pla

ns

are

in lin

e w

ith o

rgan

isat

ional

priorities

, obje

ctiv

es a

nd c

onst

rain

ts

4.2

Pro

vide

clea

r an

d r

elev

ant

info

rmat

ion t

o a

ll w

ho n

eed it

4.3

N

egotiat

e an

d a

gre

e ch

anges

to o

per

atio

nal

pla

ns

4.4

Rev

iew

and u

pdat

e oper

atio

nal

pla

ns

to s

how

chan

ges

in t

he

work

ing

envi

ronm

ent

or

obje

ctiv

es

4.5

N

egotiat

e ro

les

and r

esponsi

bili

ties

for

imple

men

ting o

per

atio

nal

pla

ns

4.6

Chec

k th

at r

elev

ant

peo

ple

under

stan

d t

hei

r ro

les

and r

esponsi

bili

ties

fo

r oper

atio

nal

pla

ns

4.7

N

egotiat

e w

ork

met

hods

and a

ctiv

itie

s to

del

iver

oper

atio

nal

pla

ns

4.8

N

egotiat

e re

sourc

es n

eeded

for

oper

atio

nal

pla

ns

and m

ake

sure

bes

t use

is

mad

e of

them

4.9

N

egotiat

e pro

mpt

and c

orr

ective

act

ions

if o

per

atio

ns

are

not

in lin

e w

ith o

per

atio

nal

pla

ns

4.1

0

Obta

in s

uff

icie

nt,

val

id a

nd r

elev

ant

info

rmat

ion t

o m

onitor

oper

atio

ns

agai

nst

oper

atio

nal

pla

ns

4.1

1

Com

munic

ate

chan

ges

in o

per

atio

nal

pla

ns

whic

h a

ffec

t w

ork

met

hods

and a

ctiv

itie

s pro

mptly

and a

ccura

tely

4

Be

able

to

co-o

rdin

ate

and

monitor

oper

atio

nal

pla

ns

4.1

2

Iden

tify

opport

unitie

s to

im

pro

ve o

per

atio

ns

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

6

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


117

Unit 19: Propose and Design Administrative Services


QCF level: 4

Credit value: 8


Unit aim

This unit is about researching and using the information gathered to propose and design administrative services for an organisation that will meet the needs of all users, and which will meet legal and organisational requirements.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.4

2 2.1 – 2.7

3 3.1 – 3.9

4 4.1 – 4.3


5 5.1

5.3 – 5.4


letters

emails

memos

minutes of meetings

questionnaires

Service Level Agreements


118

Learning outcomes

Assessment criteria

Assessment guidance


5.5

5.7


specifications


specifications

budgets


specifications

budgets

designs

consultation documents

minutes of meetings

6.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role

6


designs


119

Learning outcomes

Assessment criteria

Assessment guidance

7.1

7.3


letters

memos

emails

minutes of meetings

designs

presentations

reports


7


design

specification




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

12

0

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

and b

enef

its

of re

view

ing a

dm

inis

trat

ive

serv

ices

an

d m

akin

g a

ppro

priat

e im

pro

vem

ents

1.2

D

escr

ibe

org

anis

atio

nal

polic

ies

and p

roce

dure

s th

at m

ay a

ffec

t ad

min

istr

ativ

e se

rvic

es a

nd t

hei

r dev

elopm

ent

1.3

Id

entify

leg

al a

nd r

egula

tory

req

uirem

ents

that

aff

ect

the

des

ign o

f an

org

anis

atio

n’s

adm

inis

trat

ive

serv

ices

1

Under

stan

d f

acto

rs

affe

ctin

g t

he

des

ign o

f ad

min

istr

ativ

e se

rvic

es

1.4

Exp

lain

the

purp

ose

and b

enef

its

of

pro

duci

ng d

esig

ns

whic

h r

efle

ct

real

istic

tim

esca

les

and c

ost

s, a

nd w

ays

of

doin

g s

o

2.1

Id

entify

the

limits

of

ow

n job r

ole

in r

elat

ion t

o t

he

dev

elopm

ent

of

adm

inis

trat

ive

serv

ices

for

an o

rgan

isat

ion

2.2

Exp

lain

how

to d

evel

op s

yste

ms

and p

roce

dure

s th

at m

ake

sure

ad

min

istr

ativ

e se

rvic

es a

chie

ve r

equired

outc

om

es

2.3

Exp

lain

the

purp

ose

of

dev

elop

ing d

etai

led s

pec

ific

atio

ns

for

adm

inis

trat

ive

serv

ices

2.4

D

escr

ibe

how

to d

evel

op d

etai

led s

pec

ific

atio

ns

and b

udget

s fo

r ad

min

istr

ativ

e se

rvic

es

2.5

Exp

lain

the

purp

ose

of

keep

ing f

ull

and a

ccura

te r

ecord

s w

hen

dev

elopin

g s

pec

ific

atio

ns

for

adm

inis

trat

ive

serv

ices

2.6

Exp

lain

the

purp

ose

and b

enef

its

of dev

elopin

g a

ran

ge

of

options

for

the

des

ign o

f ad

min

istr

ativ

e se

rvic

es

2

Under

stan

d h

ow

to

dev

elop d

esig

ns

for

adm

inis

trat

ive

serv

ices

2.7

D

escr

ibe

how

to d

evel

op d

iffe

rent

des

ign o

ptions

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

12

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Id

entify

the

use

rs o

f ad

min

istr

ativ

e se

rvic

es in o

rgan

isat

ions

3.2

Id

entify

the

dec

isio

n m

aker

s fo

r ad

min

istr

ativ

e se

rvic

es in

org

anis

atio

ns

3.3

D

escr

ibe

way

s of

enco

ura

gin

g u

sers

to c

om

men

t on t

he

effe

ctiv

enes

s of

adm

inis

trat

ive

serv

ices

3.4

D

escr

ibe

how

to u

se info

rmat

ion t

o e

valu

ate

adm

inis

trat

ive

serv

ices

3.5

Exp

lain

how

to iden

tify

poss

ible

im

pro

vem

ents

in a

dm

inis

trat

ive

serv

ices

and t

hei

r ben

efits

3.6

Id

entify

who t

o c

onta

ct in o

rgan

isat

ions

for

advi

ce w

hen

dev

elopin

g

spec

ific

atio

ns

for

and d

esig

nin

g a

dm

inis

trat

ive

serv

ices

3.7

Exp

lain

the

purp

ose

and b

enef

its

of co

nsu

ltin

g o

n d

esig

n o

ptions

3.8

Id

entify

who s

hould

be

consu

lted

within

org

anis

atio

ns

on t

he

des

ign

of

adm

inis

trat

ive

serv

ices

3

Under

stan

d h

ow

to

consu

lt o

n d

esig

ns

for

adm

inis

trat

ive

serv

ices

3.9

D

escr

ibe

how

to o

rgan

ise

consu

ltat

ion o

n t

he

des

ign o

f ad

min

istr

ativ

e se

rvic

es

4.1

Id

entify

the

types

of

info

rmat

ion a

nd a

dvi

ce t

hat

peo

ple

may

nee

d t

o

mak

e a

dec

isio

n o

n d

esig

n o

ptions

4.2

Exp

lain

the

purp

ose

of

neg

otiat

ing d

esig

ns

and s

pec

ific

atio

ns

for

adm

inis

trat

ive

serv

ices

4

Under

stan

d h

ow

to

support

the

agre

emen

t of

des

igns

for

adm

inis

trat

ive

serv

ices

4.3

D

escr

ibe

way

s of

neg

otiat

ing d

esig

ns

and s

pec

ific

atio

ns

with u

sers

an

d d

ecis

ion m

aker

s

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

12

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Enco

ura

ge

use

rs t

o c

om

men

t on t

he

effe

ctiv

enes

s of

adm

inis

trat

ive

serv

ices

5.2

Id

entify

adm

inis

trat

ive

serv

ices

that

could

be

dev

eloped

and t

he

ben

efits

that

could

follo

w

5.3

Sugges

t poss

ible

dev

elopm

ents

and t

ake

acco

unt

of

feed

bac

k giv

en

5.4

W

ork

with u

sers

to a

gre

e re

quirem

ents

for

adm

inis

trat

ive

serv

ices

and

the

syst

ems

and p

roce

dure

s nee

ded

to s

upport

them

5.5

D

evel

op s

pec

ific

atio

ns

consi

sten

t w

ith a

gre

ed r

equirem

ents

5.6

Agre

e sp

ecific

atio

ns

and b

udget

5

Be

able

to p

ropose

ad

min

istr

ativ

e se

rvic

es

5.7

Rec

ord

agre

ed s

pec

ific

atio

ns

in s

uff

icie

nt

det

ail fo

r th

e ad

min

istr

ativ

e se

rvic

es t

o b

e des

igned

6.1

Pr

oduce

des

ign o

ptions

for

adm

inis

trat

ive

serv

ices

consi

sten

t w

ith

agre

ed s

pec

ific

atio

ns

and b

udget

6.2

Consu

lt w

ith u

sers

and d

ecis

ion m

aker

s w

hen

dev

elopin

g d

esig

n

options

6.3

M

ake

sure

des

ign o

ptions

mee

t le

gal

and o

rgan

isat

ional

req

uirem

ents

6

Be

able

to d

esig

n

adm

inis

trat

ive

serv

ices

fro

m

spec

ific

atio

ns

6.4

M

ake

sure

des

ign o

ptions

support

org

anis

atio

nal

polic

ies

and

obje

ctiv

es

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

12

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Pr

esen

t des

ign o

ptions

in a

form

and s

tyle

to h

elp u

sers

and d

ecis

ion

mak

ers

under

stan

d d

esig

n o

ptions

7.2

Ass

ess

the

stre

ngth

s an

d w

eakn

esse

s of

des

ign o

ptions

7.3

Pro

vide

the

info

rmat

ion a

nd a

dvi

ce n

eeded

to e

nab

le a

gre

emen

t of

a final

des

ign

7

Be

able

to a

gre

e a

des

ign f

or

adm

inis

trat

ive

serv

ices

7.4

Rec

ord

fin

al d

esig

n in s

uff

icie

nt

det

ail fo

r im

ple

men

tation

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


124

Unit 20: Manage an Office Facility


QCF level: 4

Credit value: 6


Unit aim

This unit is about managing an office facility, making sure that the systems and procedures, facilities and equipment needed to meet the expectations of all users for the smooth running of the office are in place, and evaluating use for possible changes and new needs.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.4

2 2.1 – 2.4

3 3.1 – 3.3



budgets

financial records and reports

4


equipment logs


125

Learning outcomes

Assessment criteria

Assessment guidance

4.3

4.7 – 4.8

4.14


reports

records

logs

4.4 – 4.5

4.10 – 4.13


letters

emails

memos

minutes of meetings

reports

records

logs

4.6 Evidence may be supplied via witness testimony and learner reports/reflective accounts


letters

emails

memos



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

12

6

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

and b

enef

its

of

pro

vidin

g a

nd m

ainta

inin

g a

n

off

ice

faci

lity

that

mee

ts t

he

nee

ds

of

its

use

rs in lin

e w

ith a

gre

ed

budget

s

1.2

Eva

luat

e a

range

of

faci

litie

s, e

quip

men

t an

d r

esourc

es f

or

an o

ffic

e,

and e

xpla

in w

hat

they

can

be

use

d f

or

1.3

Exp

lain

the

purp

ose

and b

enef

its

of

iden

tify

ing a

nd r

egula

rly

revi

ewin

g t

he

nee

ds

of

offic

e use

rs a

nd w

ays

of

doin

g s

o

1.4

Exp

lain

the

purp

ose

of

hav

ing o

ffic

e sy

stem

s an

d p

roce

dure

s

1.5

D

escr

ibe

and e

valu

ate

syst

ems

and p

roce

dure

s su

itab

le f

or

an o

ffic

e w

ithin

ow

n a

rea

of

resp

onsi

bili

ty

1.6

Exp

lain

how

to d

evel

op o

ffic

e sy

stem

s an

d p

roce

dure

s w

ithin

ow

n

area

of

resp

onsi

bili

ty

1.7

Exp

lain

the

purp

ose

and b

enef

its

of build

ing r

elat

ionsh

ips

with inte

rnal

an

d e

xter

nal

supplie

rs a

nd w

ays

of

doin

g s

o

1.8

Exp

lain

the

purp

ose

and b

enef

its

of

giv

ing u

sers

info

rmat

ion,

guid

ance

and s

upport

for

follo

win

g o

ffic

e sy

stem

s an

d p

roce

dure

s,

and f

or

usi

ng f

acili

ties

and e

quip

men

t

1.9

Exp

lain

the

purp

ose

and b

enef

its

of

contr

olli

ng o

ffic

e fa

cilit

ies

1

Under

stan

d h

ow

to

pro

vide,

mai

nta

in

and m

anag

e an

off

ice

faci

lity

that

m

eets

the

expec

tations

of

its

use

rs

1.1

0

Exp

lain

the

purp

ose

and b

enef

its

of

monitoring,

revi

ewin

g a

nd

eval

uat

ing d

iffe

rent

types

of

activi

ties

to m

ake

sure

an o

ffic

e fa

cilit

y m

eets

the

nee

ds

of

its

use

rs

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

12

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

how

to iden

tify

and o

rgan

ise

repai

rs n

eeded

to t

he

faci

litie

s an

d e

quip

men

t of

an o

ffic

e

2.2

D

escr

ibe

pro

cedure

s fo

r dea

ling w

ith r

epai

rs n

eeded

2.3

Exp

lain

the

types

of

pro

ble

ms

that

arise

when

man

agin

g a

n o

ffic

e fa

cilit

y

2

Under

stan

d h

ow

to

dea

l w

ith p

roble

ms

when

man

agin

g

off

ice

faci

litie

s an

d

equip

men

t

2.4

Exp

lain

the

purp

ose

and b

enef

its

of hav

ing a

str

ateg

y to

dea

l w

ith

pro

ble

ms,

and h

ow

to d

evel

op a

str

ateg

y fo

r dea

ling w

ith p

roble

ms

3.1

Exp

lain

why

hea

lth,

safe

ty,

acce

ss a

nd s

ecurity

are

im

port

ant

in a

n

off

ice

envi

ronm

ent

3.2

D

escr

ibe

the

mai

n h

ealth,

safe

ty,

acce

ss a

nd s

ecurity

req

uirem

ents

th

at a

re im

port

ant

in a

n o

ffic

e en

viro

nm

ent

3

Under

stan

d t

he

purp

ose

of

hea

lth,

safe

ty,

acce

ss a

nd

secu

rity

re

quirem

ents

in a

n

off

ice

3.3

Id

entify

hea

lth,

safe

ty,

acce

ss a

nd s

ecurity

req

uirem

ents

for

an o

ffic

e in

ow

n a

rea

of

resp

onsi

bili

ty,

incl

udin

g its

fac

ilities

and e

quip

men

t

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

12

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Pro

vide

off

ice

faci

litie

s an

d e

quip

men

t to

mee

t th

e nee

ds

of

use

rs,

in

line

with a

gre

ed b

udget

s

4.2

M

ainta

in o

ffic

e fa

cilit

ies

and e

quip

men

t to

mee

t th

e nee

ds

of

use

rs

4.3

Co-o

rdin

ate

the

use

of

faci

litie

s an

d e

quip

men

t fo

r an

off

ice

4.4

Set

up,

expla

in,

revi

ew a

nd e

valu

ate

syst

ems

and p

roce

dure

s fo

r an

offic

e, iden

tify

ing c

han

ges

in r

equirem

ents

, as

nee

ded

4.5

M

onitor,

rev

iew

and e

valu

ate

offic

e sy

stem

s an

d p

roce

dure

s, t

akin

g

acco

unt

of

feed

bac

k fr

om

use

rs

4.6

M

ake

sure

the

equip

men

t in

an o

ffic

e is

work

ing c

orr

ectly

and m

eets

ex

pec

tations

of

the

use

rs

4.7

Id

entify

and o

rgan

ise

repai

rs n

eeded

to t

he

faci

litie

s an

d e

quip

men

t in

an

off

ice

4.8

M

ake

sure

the

envi

ronm

ent

of

an o

ffic

e su

pport

s pro

duct

ive

work

ing

4.9

M

ainta

in r

elat

ionsh

ips

with inte

rnal

and e

xter

nal

supplie

rs a

nd look

for

opport

unitie

s to

dev

elop r

elat

ionsh

ips

4.1

0

Monitor

use

and t

ake

action a

s nee

ded

to m

ainta

in t

he

hea

lth,

safe

ty

and s

ecurity

of

offic

e use

rs

4.1

1

Iden

tify

, an

alys

e an

d r

esolv

e pro

ble

ms

with f

acili

ties

and e

quip

men

t in

an o

ffic

e

4.1

2

Pro

vide

info

rmat

ion a

nd g

uid

ance

to u

sers

on t

he

faci

litie

s an

d

equip

men

t in

an o

ffic

e

4.1

3

Agre

e priorities

for

the

supply

, m

ainte

nan

ce a

nd u

se o

f off

ice

faci

litie

s an

d e

quip

men

t w

ith u

sers

4

Be

able

to m

anag

e an

off

ice

faci

lity

4.1

4

Contr

ol use

of

off

ice

faci

litie

s in

ow

n a

rea

of

resp

onsi

bili

ty

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

12

9

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


130

Unit 21: Develop Working Relationships with Colleagues and Stakeholders


QCF level: 4

Credit value: 4


Unit aim

This unit will help learners to develop effective working relationships with colleagues and stakeholders.

Assessment guidance

The Management Standards Centre (MSC) developed this unit. No further assessment guidance or evidence requirements have been provided for this unit.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

13

1

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

an o

rgan

isat

ion’s

sta

kehold

ers

1.2

Eva

luat

e th

e ro

les,

res

ponsi

bili

ties

, in

tere

sts

and c

once

rns

of

stak

ehold

ers

1

Know

how

to

iden

tify

st

akeh

old

ers

and

thei

r re

leva

nce

to

an o

rgan

isat

ion

1.3

Ass

ess

the

import

ance

of

iden

tified

sta

kehold

ers

2.1

Cla

rify

how

to a

gre

e a

com

mon s

ense

of

purp

ose

with c

olle

agues

and

stak

ehold

ers

2

Under

stan

d h

ow

to

esta

blis

h w

ork

ing

rela

tionsh

ips

with

colle

agues

and

stak

ehold

ers

2.2

Sum

mar

ise

how

to c

reat

e an

envi

ronm

ent

of

trust

and m

utu

al r

espec

t w

ith c

olle

agues

and s

take

hold

ers

3.1

Rev

iew

and r

evis

e th

e nee

ds

and m

otiva

tions

of

colle

agues

and

stak

ehold

ers

3

Be

able

to c

reat

e an

envi

ronm

ent

of

trust

and m

utu

al

resp

ect

with

colle

agues

and

stak

ehold

ers

3.2

D

emonst

rate

inte

ract

ion w

ith c

olle

agues

and s

take

hold

ers

that

allo

ws

resp

ect

for

the

view

s an

d a

ctio

ns

of

oth

ers

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

13

2

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


133

Unit 22: Support Learning and Development within Own Area of Responsibility


QCF level: 4

Credit value: 5


Unit aim

This unit helps learners to understand the importance of learning and to develop a learning environment within own area of responsibility.

Assessment guidance

No further assessment guidance or evidence requirements have been provided by the SSC for this unit.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

13

4

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

gap

s bet

wee

n r

equirem

ents

of

colle

agues

’ cu

rren

t or

futu

re

work

role

s an

d t

hei

r ex

isting k

now

ledge,

under

stan

din

g a

nd s

kills

1.2

Pr

ioritise

lea

rnin

g n

eeds

of

colle

agues

1

Be

able

to iden

tify

th

e le

arnin

g n

eeds

of

colle

agues

in

ow

n a

rea

of

resp

onsi

bili

ty

1.3

Pr

oduce

per

sonal

dev

elopm

ent

pla

ns

for

colle

agues

in o

wn a

rea

of

resp

onsi

bili

ty

2.1

Exp

lain

the

ben

efits

of

continual

lea

rnin

g a

nd d

evel

opm

ent

2

Under

stan

d h

ow

to

dev

elop a

lea

rnin

g

envi

ronm

ent

in

ow

n a

rea

of

resp

onsi

bili

ty

2.2

Exp

lain

how

lea

rnin

g o

pport

unitie

s ca

n b

e pro

vided

for

ow

n a

rea

of

resp

onsi

bili

ty

3.1

Id

entify

info

rmat

ion,

advi

ce a

nd g

uid

ance

to s

upport

lea

rnin

g.

3.2

Com

munic

ate

to c

olle

agues

to t

ake

resp

onsi

bili

ty f

or

thei

r ow

n

lear

nin

g

3.3

Exp

lain

to c

olle

agues

how

to g

ain a

cces

s to

lea

rnin

g r

esourc

es

3

Be

able

to s

upport

co

lleag

ues

in

lear

nin

g a

nd its

ap

plic

atio

n

3.4

Support

colle

agues

to p

ract

ise

and r

efle

ct o

n w

hat

they

hav

e le

arned

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

13

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Exa

min

e w

ith e

ach c

olle

ague

whet

her

the

lear

nin

g a

ctiv

itie

s under

take

n h

ave

achie

ved t

he

des

ired

outc

om

es

4

Be

able

to e

valu

ate

lear

nin

g o

utc

om

es

and f

utu

re lea

rnin

g

and d

evel

opm

ent

of

colle

agues

4.2

Support

colle

agues

when

updat

ing t

hei

r per

sonal

dev

elopm

ent

pla

n

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


136

Unit 23: Plan, Allocate and Monitor Work in own Area of Responsibility


QCF level: 4

Credit value: 5


Unit aim

This unit will develop learner’s skills to plan, allocate and monitor work in own area of responsibility, and make any necessary changes to original work plans.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

13

7

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

conte

xt in w

hic

h w

ork

is

to b

e under

take

n

1.2

Id

entify

the

skill

s bas

e an

d t

he

reso

urc

es a

vaila

ble

1.3

Exa

min

e priorities

and s

ucc

ess

criter

ia n

eeded

for

the

team

1

Be

able

to p

roduce

a

work

pla

n f

or

ow

n a

rea

of

resp

onsi

bili

ty

1.4

Pro

duce

a w

ork

pla

n f

or

ow

n a

rea

of

resp

onsi

bili

ty

2.1

Id

entify

tea

m m

ember

s’ r

esponsi

bili

ties

for

iden

tified

work

act

ivitie

s

2

Be

able

to a

lloca

te

and a

gre

e re

sponsi

bili

ties

with

team

mem

ber

s

2.2

Agre

e re

sponsi

bili

ties

and S

MART (

Spec

ific

, M

easu

rable

, Ach

ieva

ble

, Rea

listic

and T

ime-

bound)

obje

ctiv

es w

ith t

eam

mem

ber

s

3.1

Id

entify

way

s to

monitor

pro

gre

ss a

nd q

ual

ity

of

work

3

Be

able

to m

onitor

the

pro

gre

ss a

nd

qual

ity

of

work

in

ow

n a

rea

of

resp

onsi

bili

ty a

nd

pro

vide

feed

bac

k

3.2

M

onitor

and e

valu

ate

pro

gre

ss a

gai

nst

agre

ed s

tandar

ds

and p

rovi

de

feed

bac

k to

tea

m m

ember

s

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

13

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Rev

iew

and a

men

d w

ork

pla

n w

her

e ch

anges

are

nee

ded

4

Be

able

to r

evie

w

and a

men

d p

lans

of

work

for

ow

n

area

of

resp

onsi

bili

ty a

nd

com

munic

ate

chan

ges

4.2

Com

munic

ate

chan

ges

to t

eam

mem

ber

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


139

Unit 24: Negotiate in a Business Environment


QCF level: 4

Credit value: 7


Unit aim

This unit is about preparing for and carrying out negotiations with other parties in a business environment.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.11

2 2.1 – 2.5

3 3.1 – 3.3



negotiating brief

4.2 – 4.3

4.5

Evidence may be supplied via learner reports/reflective accounts

4


research carried out


140

Learning outcomes

Assessment criteria

Assessment guidance


letters

emails

memos

presentation

reports


proposals

5

5.5 – 5.8

6.1 – 6.2

6.4


letters

emails

memos

reports

6


Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 3, 9, 26.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

14

1

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

mai

n p

rinci

ple

s of

neg

otiat

ion

1.2

Exp

lain

the

pro

cess

of

neg

otiat

ion a

nd h

ow

it

is u

sed in b

usi

nes

s

1.3

O

utlin

e co

mm

erci

al a

nd e

thic

al f

ram

ework

s th

at a

re im

port

ant

in

neg

otiat

ions

1.4

Anal

yse

the

purp

ose

and b

enef

its

of

diffe

rent

neg

otiat

ion s

trat

egie

s an

d t

echniq

ues

1.5

Exp

lain

the

valu

e of

under

stan

din

g t

he

role

s an

d lev

els

of

resp

onsi

bili

ty o

f oth

er n

egotiat

ors

1.6

Exp

lain

the

purp

ose

and b

enef

its

of

under

stan

din

g t

he

obje

ctiv

es o

f th

e oth

er n

egotiat

ors

1.7

Exp

lain

the

purp

ose

of

under

stan

din

g o

wn lev

el o

f re

sponsi

bili

ty a

nd

auth

ority

in n

egotiat

ions

1.8

Exp

lain

the

purp

ose

and b

enef

its

of

rese

arch

and p

repar

atio

n b

efore

neg

otiat

ions

1.9

Anal

yse

how

diffe

rence

s in

culture

may

im

pac

t on n

egotiat

ions

1.1

0

Exp

lain

the

purp

ose

and b

enef

its

of

hav

ing c

lear

and r

ealis

tic

obje

ctiv

es f

or

neg

otiat

ions

1

Under

stan

d h

ow

to

pre

par

e fo

r neg

otiat

ions

1.1

1

Exp

lain

the

purp

ose

and b

enef

its

of hav

ing c

om

pro

mis

e posi

tions

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

14

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

the

purp

ose

and b

enef

its

of bei

ng f

lexi

ble

during n

egotiat

ions

while

see

king t

o a

chie

ve t

he

mai

n o

bje

ctiv

es

2.2

Exp

lain

the

purp

ose

of

keep

ing t

o t

he

brief

during n

egotiat

ions

2.3

Exp

lain

the

purp

ose

of

keep

ing t

o o

wn lev

el o

f au

thority

during

neg

otiat

ions

2.4

Exp

lain

the

purp

ose

of

refe

rrin

g iss

ues

to o

ther

s, w

her

e re

quired

2

Under

stan

d h

ow

to

conduct

neg

otiat

ions

2.5

Exp

lain

the

purp

ose

and b

enef

its

of

keep

ing g

oodw

ill d

uring

neg

otiat

ions,

and w

ays

of

doin

g s

o

3.1

Exp

lain

the

purp

ose

and b

enef

its

of ac

hie

ving a

‘w

in-w

in’ outc

om

e

3.2

Exp

lain

the

purp

ose

of

keep

ing a

n a

ccura

te r

ecord

of

neg

otiat

ions,

an

d a

gre

eing t

he

reco

rd

3

Under

stan

d h

ow

to

com

ple

te

neg

otiat

ions

3.3

Exp

lain

the

purp

ose

of

withdra

wal

fro

m n

egotiat

ions,

wher

e nee

ded

4.1

Pr

epar

e a

neg

otiat

ing b

rief

4.2

Id

entify

and p

rioritise

obje

ctiv

es a

nd c

om

pro

mis

e posi

tions

4.3

Id

entify

obje

ctiv

es o

ther

neg

otiat

ors

may

hav

e

4.4

Res

earc

h a

nd a

sses

s th

e st

rength

of

the

oth

er n

egotiat

ors

4.5

Id

entify

pote

ntial

pro

ble

ms

in n

egotiat

ions

and s

ugges

t so

lutions

to

ove

rcom

e th

em

4

Be

able

to p

repar

e fo

r neg

otiat

ion

4.6

M

ake

sure

all

invo

lved

in t

he

neg

otiat

ions

are

fully

brief

ed a

nd

pre

par

ed

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

14

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Car

ry o

ut

neg

otiat

ions

in lin

e w

ith t

he

com

mer

cial

and e

thic

al

fram

ework

s of

an o

rgan

isat

ion

5.2

Car

ry o

ut

neg

otiat

ions

within

lim

its

of

ow

n a

uth

ority

5.3

M

ake

pro

posa

ls w

hic

h m

eet

per

sonal

/org

anis

atio

nal

obje

ctiv

es,

and

those

of

the

peo

ple

bei

ng n

egot

iate

d w

ith (

wher

e poss

ible

)

5.4

Adap

t neg

otiat

ion s

trat

egy

to o

bta

in r

esults

that

mee

t m

inim

um

or

agre

ed o

utc

om

es

5.5

Cla

rify

oth

er p

eople

’s u

nder

stan

din

g,

and r

espond t

o t

hei

r quer

ies

and

obje

ctio

ns

5.6

Sugges

t so

lutions

to d

eal w

ith p

roble

ms

5.7

Ref

er t

he

neg

otiat

ions

when

mat

ters

arise

whic

h r

equire

auth

orisa

tion

5

Be

able

to c

onduct

neg

otiat

ions

5.8

Car

ry o

ut

neg

otiat

ions

in a

way

that

cre

ates

goodw

ill a

nd p

rom

ote

s a

posi

tive

im

age

of an

org

anis

atio

n

6.1

Rea

ch a

n a

gre

emen

t to

the

satisf

action o

f al

l th

ose

invo

lved

in t

he

neg

otiat

ions,

wher

e poss

ible

6.2

M

ainta

in c

lear

and c

orr

ect

reco

rds

of

the

neg

otiat

ions

and a

gre

e th

em

with a

ll in

volv

ed

6.3

W

ithdra

w f

rom

neg

otiat

ions

to r

e-co

nsi

der

curr

ent

posi

tion,

if

nec

essa

ry

6

Be

able

to

com

ple

te

neg

otiat

ions

6.4

Com

ple

te n

egotiat

ions

in a

way

that

cre

ates

goodw

ill a

nd p

rom

ote

s a

posi

tive

im

age

of an

org

anis

atio

n

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

14

4

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


145

Unit 25: Manage Budgets


QCF level: 4

Credit value: 5


Unit aim

This unit is about managing and monitoring a budget for a department or section within an organisation.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.3

2 2.1 – 2.4

3 3.1 – 3.3



budgets

financial records

4


letters

emails

memos

reports

budgets


146

Learning outcomes

Assessment criteria

Assessment guidance

• financial records


147

Learning outcomes

Assessment criteria

Assessment guidance


records

budgets


information produced

budgets


calculations

budgets

5


information produced

budgets

Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 3, 9, 24, 26.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

14

8

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

and b

enef

its

of

man

agin

g f

inan

cial

res

ourc

es

effe

ctiv

ely

and e

ffic

iently

1.2

Id

entify

leg

al,

regula

tory

and o

rgan

isat

ional

req

uirem

ents

for

man

agin

g a

budget

1

Under

stan

d t

he

purp

ose

of

budget

s

1.3

D

escr

ibe

diffe

rent

types

of

budget

ary

syst

ems

and t

hei

r fe

ature

s

2.1

D

escr

ibe

met

hods

for

monitoring,

contr

olli

ng a

nd r

ecord

ing inco

me

and e

xpen

diture

2.2

D

escr

ibe

way

s in

whic

h c

ost

s m

ay b

e m

inim

ised

in o

wn a

rea

of

resp

onsi

bili

ty

2.3

Id

entify

situat

ions

in w

hic

h c

orre

ctiv

e ac

tion m

ay b

e nee

ded

2

Under

stan

d h

ow

to

man

age

budget

s

2.4

D

escr

ibe

the

scope

of

ow

n a

uth

ority

for

man

agin

g a

budget

and

auth

orisi

ng e

xpen

diture

3.1

Exp

lain

the

purp

ose

and b

enef

its

of

report

ing info

rmat

ion o

n

per

form

ance

agai

nst

budget

3.2

Exp

lain

how

to c

hec

k th

e ac

cura

cy o

f budget

cal

cula

tions

3

Under

stan

d h

ow

to

report

per

form

ance

ag

ainst

budget

s

3.3

Exp

lain

the

purp

ose

and b

enef

its

of

reco

rdin

g info

rmat

ion t

hat

will

hel

p w

ith t

he

futu

re p

repar

atio

n o

f budget

s

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

14

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Contr

ol budget

per

form

ance

within

lim

its

and d

eadlin

es

4.2

Anal

yse

and t

ake

action t

o m

inim

ise

cost

s w

her

e poss

ible

4.3

Tak

e co

rrec

tive

act

ion t

o m

ake

sure

of

bes

t va

lue

for

money

4

Be

able

to m

anag

e budget

s

4.4

Auth

orise

exp

enditure

within

the

scope

of

ow

n a

uth

ority

5.1

Rec

ord

tra

nsa

ctio

ns,

as

required

5.2

Pr

oduce

info

rmat

ion o

n p

erfo

rman

ce a

gai

nst

budget

, w

hen

req

uired

5.3

M

ake

sure

all

calc

ula

tions

are

accu

rate

5

Be

able

to m

onitor

budget

s

5.4

Rec

ord

info

rmat

ion t

hat

will

hel

p w

ith t

he

pre

par

atio

n o

f fu

ture

budget

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


150

Unit 26: Make Decisions in a Business Environment


QCF level: 4

Credit value: 4


Unit aim

This unit is about making decisions in a business environment at the level where there is no requirement for formal legal or organisational procedures to be followed.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.2

2 2.1 – 2.4

3 3.1 – 3.6

4 4.1 – 4.2



information collected

research carried out

5

5.2

6 6.1 – 6.3



151

Learning outcomes

Assessment criteria

Assessment guidance

6.4 – 6.6

6.8 – 6.10


letters

emails

memos

reports

presentations


7 7.1 – 7.2 Evidence may be supplied via learner reports/reflective accounts




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

15

2

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Eva

luat

e si

tuat

ions

wher

e dec

isio

n-m

akin

g is

required

1

Under

stan

d t

he

purp

ose

and

pro

cess

of

dec

isio

n-m

akin

g

1.2

Exp

lain

key

sta

ges

in t

he

dec

isio

n-m

akin

g p

roce

ss

2.1

Exp

lain

the

purp

ose

of

know

ing t

he

conte

xt in w

hic

h a

dec

isio

n is

bei

ng m

ade

2.2

Ju

stify

poss

ible

lim

itat

ions

on a

per

son m

akin

g d

ecis

ions

2.3

Exp

lain

how

to r

esea

rch info

rmat

ion t

o b

e use

d t

o info

rm a

nd

influen

ce d

ecis

ion-m

akin

g

2

Under

stan

d h

ow

to

pre

par

e to

mak

e dec

isio

ns

2.4

Eva

luat

e so

urc

es o

f in

form

atio

n t

hat

can

be

use

d t

o info

rm a

nd

influen

ce d

ecis

ion-m

akin

g

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

15

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

the

purp

ose

of

mee

tings

and o

ther

dis

cuss

ions

wher

e dec

isio

ns

are

bei

ng m

ade

3.2

Exp

lain

how

to s

truct

ure

ow

n idea

s, info

rmat

ion a

nd

reco

mm

endat

ions

to m

axim

ise

thei

r ef

fect

iven

ess

3.3

Exp

lain

the

purp

ose

and b

enef

its

of

resp

ecting o

ther

peo

ple

’s

contr

ibutions

to t

he

dec

isio

n-m

akin

g p

roce

ss

3.4

Exp

lain

how

to b

e pro

active

and e

ngag

e w

ith c

olle

agues

during t

he

dec

isio

n-m

akin

g p

roce

ss

3.5

Ju

stify

the

use

of

evid

ence

, ar

gum

ent,

ques

tionin

g a

nd a

sser

tive

nes

s to

influen

ce o

utc

om

es

3

Under

stan

d h

ow

to

mak

e dec

isio

ns

3.6

Exp

lain

the

purp

ose

of

colle

ctiv

e re

sponsi

bili

ty

4.1

Eva

luat

e w

ays

to m

onitor

the

effe

ct o

f dec

isio

ns

and iden

tify

lea

rnin

g

poin

ts

4

Under

stan

d h

ow

to

asse

ss d

ecis

ions

and t

hei

r ef

fect

s 4.2

Exp

lain

how

to r

evie

w t

he

dec

isio

n-m

akin

g p

roce

ss

5.1

Res

earc

h a

nd c

olle

ct info

rmat

ion t

o a

dd v

alue

to t

he

dec

isio

n-m

akin

g

pro

cess

5

Be

able

to p

repar

e bac

kgro

und

info

rmat

ion t

o

mak

e dec

isio

ns

5.2

Eva

luat

e so

urc

es o

f in

form

atio

n n

eeded

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

15

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Id

entify

and a

gre

e cr

iter

ia f

or

mak

ing a

dec

isio

n

6.2

Rev

iew

info

rmat

ion p

rovi

ded

in o

rder

to m

ake

a dec

isio

n

6.3

Str

uct

ure

idea

s, info

rmat

ion a

nd r

ecom

men

dat

ions

in a

logic

al a

nd

mea

nin

gfu

l w

ay

6.4

Pr

esen

t ra

tional

e an

d c

oncl

usi

ons

to o

ther

s usi

ng a

ccura

te a

nd

curr

ent

info

rmat

ion

6.5

Pro

vide

additio

nal

info

rmat

ion t

o s

upport

concl

usi

ons

6.6

Res

pond a

s re

quired

when

ask

ed t

o s

upply

info

rmat

ion t

o h

elp w

ith

dec

isio

n-m

akin

g

6.7

Res

pec

t oth

er p

eople

’s c

ontr

ibutions

to t

he

dec

isio

n-m

akin

g p

roce

ss

6.8

U

se e

viden

ce,

argum

ent,

ques

tionin

g a

nd a

sser

tive

nes

s to

just

ify

dec

isio

n(s

)

6.9

Li

sten

to o

ther

peo

ple

’s f

eedbac

k an

d r

ecord

for

futu

re e

valu

atio

n

6

Be

able

to m

ake

dec

isio

ns

6.1

0

Confirm

support

for

the

dec

isio

n(s

)

7.1

Ass

ess

contr

ibutions

mad

e to

the

dec

isio

n-m

akin

g p

roce

ss

7

Be

able

to a

sses

s co

ntr

ibutions

to

dec

isio

n-m

akin

g

7.2

Id

entify

lea

rnin

g p

oin

ts t

o im

pro

ve f

utu

re d

ecis

ion-m

akin

g

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


155

Unit 27: Prepare Specifications for Contracts


QCF level: 4

Credit value: 5


Unit aim

This unit is about understanding and preparing the information that is needed to award a contract for work.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.6

2 2.1 – 2.2



letters

emails

memos

reports


156

Learning outcomes

Assessment criteria

Assessment guidance

4 4.1 Evidence may be supplied via learner reports/reflective accounts, professional discussion and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

list of criteria


list of criteria

letters

emails

memos

reports

Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 3, 9, 24, 26, 25.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

15

7

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

and b

enef

its

of

contr

acts

and o

ther

form

s of

agre

emen

t

1.2

D

escr

ibe

diffe

rent

types

of co

ntr

acts

and a

gre

emen

ts

1.3

Eva

luat

e diffe

rent

types

of

contr

act

and a

gre

emen

t fo

r th

eir

inte

nded

purp

ose

1.4

Exp

lain

the

purp

ose

of

legal

, re

gula

tory

and o

rgan

isat

ional

re

quirem

ents

that

may

gove

rn c

ontr

acts

1.5

Id

entify

a r

ange

of

term

inolo

gy

use

d in c

ontr

acts

and e

xpla

in its

purp

ose

1

Under

stan

d w

ork

co

ntr

acts

1.6

Exp

lain

the

purp

ose

and b

enef

its

of re

quirem

ents

and s

pec

ific

atio

ns

in

contr

acts

2.1

Exp

lain

the

purp

ose

and b

enef

its

of

prioritisi

ng r

equirem

ents

2

Under

stan

d h

ow

to

pre

par

e fo

r se

lect

ion

2.2

Exp

lain

the

purp

ose

and v

alue

of

dev

elopin

g o

bje

ctiv

e se

lect

ion

criter

ia

3.1

Id

entify

req

uirem

ents

for

contr

acto

r(s)

, co

nsu

ltin

g w

ith o

ther

s w

her

e re

quired

3

Be

able

to p

repar

e sp

ecific

atio

ns

for

work

3.2

Pr

ioritise

req

uirem

ents

and p

repar

e sp

ecific

atio

ns

for

the

pro

duct

s an

d

serv

ices

to b

e pro

vided

, co

nsu

ltin

g w

ith o

ther

s w

her

e re

quired

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

15

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Pre

par

e se

lect

ion c

rite

ria

4

Be

able

to a

gre

e se

lect

ion c

rite

ria

4.2

Agre

e se

lect

ion c

rite

ria,

wher

e re

quired

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


159

Unit 28: Provide Leadership and Direction for own Area of Responsibility


QCF level: 4

Credit value: 5


Unit aim

This unit helps learners to provide leadership and direction for their area of responsibility.

Assessment guidance




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

16

0

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

ow

n s

tren

gth

s an

d a

bili

ty t

o lea

d in a

lea

der

ship

role

1

Be

able

to lea

d in

ow

n a

rea

of

resp

onsi

bili

ty

1.2

Eva

luat

e st

rength

s w

ithin

ow

n a

rea

of

resp

onsi

bili

ty

2.1

O

utlin

e direc

tion f

or

ow

n a

rea

of

resp

onsi

bili

ty

2

Be

able

to p

rovi

de

direc

tion a

nd s

et

obje

ctiv

es in o

wn

area

of

resp

onsi

bili

ty

2.2

Im

ple

men

t obje

ctiv

es w

ith c

olle

agues

that

alig

n w

ith t

hose

of

the

org

anis

atio

n

3.1

Com

munic

ate

the

agre

ed d

irec

tion t

o indiv

idual

s w

ithin

ow

n a

rea

of

resp

onsi

bili

ty

3

Be

able

to

com

munic

ate

the

direc

tion f

or

ow

n

area

of

resp

onsi

bili

ty a

nd

colle

ct f

eedbac

k to

in

form

im

pro

vem

ent

3.2

Colle

ct f

eedbac

k to

info

rm im

pro

vem

ent

4.1

Ass

ess

feed

bac

k on o

wn lea

der

ship

per

form

ance

4

Be

able

to a

sses

s ow

n lea

der

ship

per

form

ance

4.2

Eva

luat

e ow

n lea

der

ship

per

form

ance

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

16

1

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


162

Unit 29: Plan, Organise and Control Customer Service Operations


QCF level: 4

Credit value: 10


Unit aim

Delivering effective customer service is key to winning and maintaining customer loyalty. This requires careful planning and organisation, followed by close monitoring and control of customer service operations. When problems occur, the learner must be able to deal with these problems in a way that leaves their customer with a positive impression of the organisation. This unit is about managing the delivery of services to the customer.

Evidence requirements

This unit and accompanying evidence requirements were developed by the Institute of Customer Service (ICS). Learners must produce evidence for each of the requirements stated.

1 The evidence should be collected when carrying out a real job, whether paid or voluntary, and when dealing with real customers, whether internal or external to the organisation. Evidence collected in a realistic working environment or a work placement is not permissible for this unit. Simulation is not allowed for any performance evidence within this unit.

2 Learners may collect the evidence for the unit through work in a private sector organisation, a not-for-profit organisation or a public services organisation.

3 Learners must provide evidence that shows they have done this over a sufficient period for the assessor to be confident that they are competent.

4 Learners’ plans must provide evidence that they have taken into account:

a the aims, objectives and targets for their area of responsibility

b the organisation’s customer service strategy

c the customers’ needs and expectations.


163

5 Learners’ evidence must show that their plans include consideration of:

a time

b physical resources

c human resources

d financial resources.

6 Learners must show that they have negotiated with:

a front-line staff

b supervisors or team leaders

c senior managers.

7 Learners must provide evidence that they have collected and analysed:

a qualitative information

b quantitative information.


This unit is assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

16

4

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Anal

yse

cust

om

er e

xpec

tations

and d

efin

e th

e se

rvic

e offer

des

igned

to

mee

t th

ose

exp

ecta

tions

1.2

D

evel

op s

pec

ific

pla

ns

that

will

ensu

re s

ust

ainab

le a

nd c

onsi

sten

t del

iver

y of

cust

om

er s

ervi

ce

1.3

Id

entify

any

contingen

cies

that

may

occ

ur,

ass

ess

thei

r risk

s an

d

dev

elop e

ffec

tive

pla

ns

to d

eal w

ith t

hem

1

Plan

cust

om

er

serv

ice

oper

atio

ns

1.4

Pla

n h

ow

they

will

monitor

and e

valu

ate

cust

om

er s

ervi

ce o

per

atio

ns

2.1

N

egotiat

e th

e av

aila

bili

ty o

f peo

ple

and o

ther

res

ourc

es t

hat

they

nee

d t

o im

ple

men

t th

eir

cust

om

er s

ervi

ce d

eliv

ery

pla

ns

2.2

D

evel

op s

pec

ific

, m

easu

rable

and r

ealis

tic

targ

ets

for

the

staf

f w

ho

del

iver

cust

om

er s

ervi

ce

2.3

Ensu

re t

hat

pla

nned

res

ourc

es a

re a

vaila

ble

when

req

uired

2.4

Brief

sta

ff o

n t

hei

r obje

ctiv

es a

nd t

arget

s

2.5

Enco

ura

ge

feed

bac

k fr

om

sta

ff a

nd c

ust

om

ers

and u

se t

hei

r fe

edbac

k to

modify

obje

ctiv

es a

nd t

arget

s

2.6

Colle

ct a

nd a

nal

yse

feed

bac

k fr

om

cust

om

ers

and s

taff o

n c

ust

om

er

serv

ice

oper

atio

ns

2.7

Eva

luat

e how

effec

tive

ly a

gre

ed o

utc

om

es a

nd p

roce

sses

are

bei

ng

achie

ved

2

Super

vise

cu

stom

er s

ervi

ce

oper

atio

ns

2.8

M

odify

thei

r pla

ns

for

cust

om

er s

ervi

ce o

per

atio

ns

in t

he

light

of

thei

r ev

aluat

ion

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

16

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Colle

ct info

rmat

ion o

n t

he

nat

ure

of

the

pro

ble

m a

nd a

sses

s th

e lik

ely

impac

t on t

he

cust

om

er

3.2

Id

entify

the

cause

s of

the

pro

ble

m a

nd p

oss

ible

solu

tions

3.3

Eva

luat

e poss

ible

sol

utions

agai

nst

cust

om

er e

xpec

tations

and

org

anis

atio

nal

nee

ds

3.4

Sel

ect

and im

ple

men

t an

acc

epta

ble

solu

tion w

ith t

he

min

imum

poss

ible

dis

ruption t

o c

ust

om

ers

3

Dea

l w

ith p

roble

ms

rela

ting t

o

cust

om

er s

ervi

ce

oper

atio

ns

3.5

M

onitor

the

imple

men

tation o

f th

e so

lution a

nd,

wher

e nec

essa

ry,

mak

e ad

just

men

ts

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

16

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Exp

lain

how

to d

evel

op p

lans

for

cust

om

er s

ervi

ce o

per

atio

ns

and

what

thes

e pla

ns

should

conta

in

4.2

Exp

lain

how

to iden

tify

and w

ork

within

allo

cate

d b

udget

s an

d t

ime

targ

ets

for

cust

om

er s

ervi

ce o

per

atio

ns

4.3

D

escr

ibe

the

types

of

contingen

cies

that

may

occ

ur

during c

ust

om

er

serv

ice

oper

atio

ns,

how

to a

sses

s th

eir

risk

s an

d p

lan h

ow

to d

eal

with t

hem

4.4

D

escr

ibe

the

types

of

monitoring m

ethods

that

can

be

use

d a

nd t

he

criter

ia t

hey

should

sel

ect

to e

valu

ate

the

effe

ctiv

enes

s of

cust

om

er

serv

ice

oper

atio

ns

4.5

Exp

lain

how

to d

evel

op o

bje

ctiv

es a

nd t

arget

s fo

r st

aff

4.6

Exp

lain

the

import

ance

of brief

ing s

taff

and h

ow

to d

o s

o e

ffec

tive

ly

4.7

Exp

lain

the

import

ance

of

monitor

ing t

he

qual

ity

of

thei

r cu

stom

er

serv

ice

oper

atio

ns

4.8

In

vest

igat

e th

e ty

pes

of

pro

ble

ms

that

are

lik

ely

to o

ccur

in t

hei

r cu

stom

er s

ervi

ce o

per

atio

ns

and h

ow t

o p

lan f

or

dea

ling w

ith t

hes

e

4.9

Exp

lain

the

import

ance

of

liais

ing w

ith c

ust

om

ers

and c

olle

agues

ab

out

pro

ble

ms

and p

oss

ible

solu

tions

4

Under

stan

d h

ow

to

pla

n,

org

anis

e an

d

contr

ol cu

stom

er

serv

ice

oper

atio

ns

4.1

0

Exp

lain

how

to iden

tify

and e

valu

ate

poss

ible

solu

tions

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


167

Unit 30: Manage Physical Resources


QCF level: 4

Credit value: 3


Unit aim

This unit will ensure that learners are able to identify, obtain, manage and review the use of physical resources. The unit also ensures learners are able to take the environmental impact of resource use into consideration.

Assessment guidance




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

16

8

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

import

ance

of

usi

ng s

ust

ainab

le r

esourc

es

1.2

Exp

lain

the

pote

ntial

im

pac

t of

reso

urc

e use

on t

he

envi

ronm

ent

1.3

Exp

lain

how

to u

se r

esourc

es e

ffec

tive

ly a

nd e

ffic

iently

1

Under

stan

d t

he

import

ance

of

sust

ainab

ility

when

usi

ng p

hys

ical

re

sourc

es

1.4

D

escr

ibe

actions

one

can t

ake

to m

inim

ise

any

adve

rse

envi

ronm

enta

l im

pac

t of

usi

ng p

hys

ical

res

ourc

es

2.1

Consu

lt w

ith c

olle

agues

to iden

tify

thei

r pla

nned

act

ivitie

s an

d

corr

espondin

g r

esourc

e nee

ds

2.2

Eva

luat

e pas

t re

sourc

e use

to info

rm e

xpec

ted f

utu

re d

eman

d

2

Be

able

to iden

tify

re

sourc

e re

quirem

ents

for

ow

n a

rea

of

resp

onsi

bili

ty

2.3

Id

entify

res

ourc

e re

quirem

ents

for

ow

n a

rea

of

resp

onsi

bili

ty

3.1

Subm

it a

busi

nes

s ca

se t

o p

rocu

re r

equired

res

ourc

es

3.2

Rev

iew

and a

gre

e re

quired

res

ourc

es w

ith r

elev

ant

indiv

idual

s

3

Be

able

to o

bta

in

required

res

ourc

es

for

ow

n a

rea

of

resp

onsi

bili

ty

3.3

Exp

lain

an o

rgan

isat

ion’s

pro

cess

es f

or

pro

curing a

gre

ed r

esourc

es

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

16

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

M

onitor

the

qual

ity

of

reso

urc

es a

gai

nst

req

uired

spec

ific

atio

ns

4.2

Id

entify

diffe

rence

s bet

wee

n a

ctual

and p

lanned

use

of

reso

urc

es a

nd

take

corr

ective

act

ion

4.3

Anal

yse

the

effe

ctiv

enes

s an

d e

ffic

iency

of

reso

urc

e use

in o

wn a

rea

of

resp

onsi

bili

ty

4

Be

able

to m

onitor

and r

evie

w t

he

qual

ity

and u

sage

of

reso

urc

es in o

wn

area

of

resp

onsi

bili

ty

4.4

M

ake

reco

mm

endat

ions

to im

pro

ve t

he

effe

ctiv

enes

s an

d e

ffic

iency

of

reso

urc

e use

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


170

Unit 31: Drafting Financial Statements


QCF level: 4

Credit value: 6


Unit aim

This unit is designed to develop learner’s knowledge and skills of international financial reporting standards and relevant legislation in the drafting of financial statements of limited companies and consolidated financial statements.


For competency qualifications, this unit must be delivered and assessed with unit ‘Principles of Drafting Financial Statements’.

Skills based assessment under controlled conditions or work based assessment

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

17

1

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Apply

acc

ounting s

tandar

ds

and r

elev

ant

legis

lation t

o c

orr

ectly

iden

tify

, an

d a

ccura

tely

adju

st,

acco

unting info

rmat

ion

1.2

U

se a

ppro

priat

e in

form

atio

n t

o a

ccura

tely

dra

ft a

sta

tem

ent

of

com

pre

hen

sive

inco

me

1.3

U

se a

ppro

priat

e in

form

atio

n t

o a

ccura

tely

dra

ft a

sta

tem

ent

of

finan

cial

posi

tion (

bal

ance

shee

t)

1.4

Pr

epar

e note

s to

the

acco

unts

whic

h s

atis

fy s

tatu

tory

curr

ent

dis

closu

re r

equirem

ents

, in

res

pec

t of

acco

unting p

olic

ies,

fix

ed

asse

ts,

curr

ent

and long t

erm

lia

bili

ties

, eq

uity

1

Dra

ft s

tatu

tory

finan

cial

st

atem

ents

for

a lim

ited

com

pan

y

1.5

D

raft

an a

ccura

te s

tate

men

t of

cash

flo

ws

(cas

h f

low

sta

tem

ent)

2.1

D

raft

a c

onso

lidat

ed inco

me

stat

emen

t fo

r a

par

ent

com

pan

y w

ith o

ne

par

tly

ow

ned

subsi

dia

ry

2.2

D

raft

a c

onso

lidat

ed s

tate

men

t of finan

cial

posi

tion (

bal

ance

shee

t)

for

a par

ent

com

pan

y w

ith o

ne

par

tly

ow

ned

subsi

dia

ry

2

Dra

ft s

imple

co

nso

lidat

ed

finan

cial

st

atem

ents

.

2.3

Apply

curr

ent

stan

dar

ds

to a

ccura

tely

cal

cula

te a

nd a

ppro

priat

ely

dea

l w

ith t

he

acco

unting t

reat

men

t of

goodw

ill,

non-c

ontr

olli

ng inte

rest

(m

inority

inte

rest

) an

d p

ost

acq

uis

itio

n p

rofits

, in

the

gro

up f

inan

cial

st

atem

ents

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

17

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Cal

cula

te a

nd inte

rpre

t th

e re

lationsh

ip b

etw

een t

he

elem

ents

of

the

finan

cial

sta

tem

ents

with r

egar

d t

o p

rofita

bili

ty,

liquid

ity,

eff

icie

nt

use

of

reso

urc

es a

nd f

inan

cial

posi

tion

3.2

D

raw

val

id c

oncl

usi

ons

from

the

info

rmat

ion c

onta

ined

within

the

finan

cial

sta

tem

ents

3

Inte

rpre

t finan

cial

st

atem

ents

usi

ng

ratio a

nal

ysis

3.3

Pr

esen

t cl

early

and c

onci

sely

iss

ues

, an

alys

is a

nd c

oncl

usi

ons

to t

he

appro

priat

e peo

ple

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


173

Unit 32: Operating Credit Control Procedures


QCF level: 3

Credit value: 4


Unit aim

This unit may be suitable for learners who identify instances of non-payment and take appropriate action to recover moneys due. They will operate credit control procedures, identifying and understanding the reason(s) for non-payment, identifying opportunities for the collection of money and recognising when outstanding debts should be referred to others in the organisation.


Assessment must be carried out in a way that is consistent with the requirements outlined in Annexe A: Assessment Strategy.

To pass the unit, learners must meet all of the assessment criteria.

Wherever possible, assessment should be carried out holistically. Items of evidence may contribute to the assessment of more than one criterion, both within this unit and across other units, and, wherever possible, centres are recommended to use evidence in this way.

Assessment criteria: performance

All of the assessment criteria except for 1.1, 2.1, 2.3, 2.8, 2.9 and 3.5 relate to performance. Evidence for all performance-related assessment criteria must come from learners’ performance in the workplace. ‘What-if’ questioning may only be used in assessment criterion 3.2 to supplement evidence of learners working within limits of their authority – here if there is no naturally occurring evidence of learners needing to refer to others, they can instead explain when they would refer to others and how they would do this


174

Simulation

Simulation is permitted for assessment criterion 2.7. The reason for this is that learners may not actually have the opportunity at their workplace of dealing with more than one account holder and their circumstances (to take into account when deciding what action to take). The learner’s ability to perform competently in this criterion may, therefore, be evidenced through scenario-based assessment, asking them to show how they would deal with an account holder with a different set of circumstances.

Assessment criteria: knowledge and understanding

Assessment criteria 1.1, 2.1, 2.3, 2.8, 2.9 and 3.5 relate to knowledge and understanding. These must be assessed in addition to assessment of performance. They can be assessed inside or outside the workplace but the evidence the learners produce must relate to their own work environment and should preferably be assessed using question and answers, case studies or by professional discussion.

Recording of evidence

The type of evidence, portfolio reference and date should be entered against each assessment criterion in the table. Alternatively, centre documentation could be used to record this information. Evidence such as documents and materials from the learner’s workplace must be left in situ in the workplace and not included in a portfolio. The nature and location of the evidence must be recorded in the assessment documents. Centres must ensure that access to the evidence will be permitted for examination by internal and external verifiers.

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

17

5

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

the

diffe

rent

met

hods

of re

ceiv

ing f

inan

cial

info

rmat

ion

1.2

Id

entify

inst

ance

s of

non-p

aym

ent

1.3

Id

entify

bad

and p

ote

ntial

ly b

ad d

ebts

acc

ura

tely

1

Be

able

to iden

tify

non p

aym

ent

1.4

Est

ablis

h t

he

reas

ons

for

non-p

aym

ent

2.1

Exp

lain

the

org

anis

atio

n’s

polic

y an

d p

roce

dure

for

com

munic

atin

g

with c

ust

om

ers

2.2

Tak

e ac

tion t

o r

ecove

r m

onie

s due

by

clar

ifyi

ng d

iscr

epan

cies

and

reques

ting a

ny

outs

tandin

g a

mounts

2.3

Exp

lain

why

and h

ow

res

pec

t sh

ould

be

show

n t

o c

ust

om

ers

2.4

O

bta

in t

he

cust

om

er’s

agre

emen

t to

pay

the

amount

ow

ed

2.5

Agre

e ap

pro

priat

e m

ethods

of pay

men

t w

ith t

he

cust

om

er a

nd

monitor

thei

r co

mplia

nce

with t

hes

e

2.6

Id

entify

continued

non-p

aym

ent

and t

ake

appro

priat

e ac

tion

2.7

Tak

e th

e nat

ure

and c

ircu

mst

ance

s of

the

acco

unt

hold

er into

acc

ount

when

dec

idin

g w

hat

act

ion t

o t

ake

2.8

Exp

lain

the

org

anis

atio

n’s

cust

om

er s

ervi

ce a

nd c

om

pla

ints

pro

cedure

2

Be

able

to t

ake

appro

priat

e ac

tion

with n

on p

aym

ent

2.9

Exp

lain

the

sourc

es o

f in

form

atio

n a

nd a

dvi

ce w

ithin

the

org

anis

atio

n

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

17

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Fo

llow

the

org

anis

atio

n’s

sys

tem

s, p

roce

dure

s an

d t

ime

limits

for

dea

ling w

ith lat

e pay

men

ts

3.2

Act

within

the

per

sonal

auth

ority

lim

its

reco

gnis

ing w

hen

to r

efer

to

oth

er

3.3

Kee

p a

ccura

te a

nd u

p-t

o-d

ate

reco

rds

of

all ac

tions

take

n

3.4

Com

ply

with leg

al r

equirem

ents

, in

dust

ry r

egula

tions,

org

anis

atio

nal

polic

ies

and p

rofe

ssio

nal

codes

3

Be

able

to c

om

ply

w

ith a

ll co

des

, la

ws

and r

egula

tory

re

quirem

ents

3.5

Exp

lain

the

org

anis

atio

n’s

req

uirem

ents

rel

atin

g t

o t

he

applic

atio

n o

f co

des

, la

ws

and r

egula

tory

req

uirem

ents

and t

hei

r im

pac

t on t

he

job

role

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


177

Unit 33: Gather Information for a Business Impact Analysis


QCF level: 3

Credit value: 3


Unit aim

This unit is for those responsible for gathering information for a Business Impact Analysis (BIA), but who would not themselves carry out the analytical work to produce a BIA.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

17

8

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

thei

r org

anis

atio

n’s

Busi

nes

s Continuity

Man

agem

ent

(BCM

) Polic

y

1.2

D

escr

ibe

thei

r org

anis

atio

n’s

pro

duct

s an

d s

ervi

ces

1.3

Exp

lain

the

supply

chai

n o

n w

hic

h t

hei

r org

anis

atio

n’s

pro

duct

s an

d

serv

ices

dep

end

1.4

Exp

lain

met

hods

use

d t

o c

onduct

a B

usi

nes

s Im

pac

t Anal

ysis

1.5

D

escr

ibe

spec

ific

sourc

es o

f in

form

atio

n f

or

the

Busi

nes

s Im

pac

t Anal

ysis

1.6

Exp

lain

inte

rvie

w t

echniq

ues

and h

ow

to a

pply

them

to o

bta

in

rele

vant

info

rmat

ion f

or

the

Busi

nes

s Im

pac

t Anal

ysis

1

Under

stan

d h

ow

to

gat

her

info

rmat

ion

for

a Busi

nes

s Im

pac

t Anal

ysis

1.7

Exp

lain

the

purp

ose

of

mai

nta

inin

g a

rec

ord

of

inte

rvie

wee

s

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

17

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Agre

e obje

ctiv

es a

nd d

eadlin

es f

or

the

Busi

nes

s Im

pac

t Anal

ysis

2.2

Id

entify

prim

ary

candid

ates

for

inte

rvie

w t

o p

rovi

de

info

rmat

ion

required

for

the

Busi

nes

s Im

pac

t Anal

ysis

2.3

Car

ry o

ut

inte

rvie

ws

with a

gre

ed s

ubje

cts

and r

ecord

info

rmat

ion

gat

her

ed

2.4

Chec

k th

at info

rmat

ion is

com

ple

te a

nd in lin

e w

ith B

CM

polic

y

2.5

M

eet

dea

dlin

es f

or

the

Busi

nes

s Im

pac

t Anal

ysis

2.6

Rep

ort

info

rmat

ion in t

he

agre

ed f

orm

at

2.7

M

ake

a re

cord

of

inte

rvie

wee

s

2.8

G

et f

eedbac

k on info

rmat

ion p

rovi

ded

2

Be

able

to g

ather

in

form

atio

n f

or

a Busi

nes

s Im

pac

t Anal

ysis

2.9

Pro

vide

clar

ific

atio

n o

r ad

ditio

nal

info

rmat

ion w

her

e nec

essa

ry

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


180

Unit 34: Manage a Project


QCF level: 5

Credit value: 10


Unit aim

This unit is about managing the setting up and running of a project, by monitoring and reviewing the work of other people who are running the project, to achieve agreed aims and objectives.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.2

2 2.1 – 2.9

3 3.1 – 3.8

4 4.1 – 4.2

Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.


letters

emails

memos

reports

minutes of meetings

specification

budget

critical path analysis

GANTT chart

• contingency plan

• team list


181

Learning outcomes

Assessment criteria

Assessment guidance


letters

emails

memos

minutes of meetings

adapted plans

feedback

reports


letters

emails

memos

reports

minutes of meetings



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

18

2

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Com

par

e an

d c

ontr

ast

the

diffe

rence

bet

wee

n m

anag

ing o

per

atio

ns

and m

anag

ing p

roje

cts

1

Under

stan

d t

he

nat

ure

and p

urp

ose

of

pro

ject

s 1.2

Anal

yse

the

adva

nta

ges

and d

isad

vanta

ges

of

usi

ng p

roje

cts,

and

when

pro

ject

s ar

e ap

pro

priat

e

2.1

Exp

lain

the

purp

ose

and b

enef

its

of es

tablis

hin

g s

take

hold

ers

invo

lved

in

a p

roje

ct

2.2

Exp

lain

the

purp

ose

and b

enef

its

of

def

inin

g a

pro

ject

’s p

urp

ose

, sc

ope,

tim

esca

le,

cost

s, a

ims

and o

bje

ctiv

es

2.3

Exp

lain

the

purp

ose

of

agre

eing a

budget

for

a pro

ject

2.4

Anal

yse

how

to e

stim

ate

types

and q

uan

tity

of

reso

urc

es n

eeded

to

run a

pro

ject

2.5

Exp

lain

the

purp

ose

and b

enef

its

of

iden

tify

ing p

roje

ct r

isks

and

dev

elopin

g c

ontingen

cy p

lans

2.6

Anal

yse

how

to d

efin

e pro

ject

lim

its

2.7

Anal

yse

the

adva

nta

ges

and d

isad

vanta

ges

of

diffe

rent

pro

ject

pla

nnin

g m

ethods

for

diffe

rent

types

of

pro

ject

2.8

Anal

yse

the

feat

ure

s of

diffe

rent

tools

that

can

be

use

d t

o h

elp w

ith

pro

ject

pla

nnin

g a

nd c

ontr

ol

2

Under

stan

d h

ow

to

pre

par

e an

d p

lan a

pro

ject

2.9

Exp

lain

how

to e

stab

lish t

he

pro

ject

tea

m

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

18

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Anal

yse

how

to m

onitor

pro

ject

s an

d t

he

diffe

rent

met

hods

that

can

be

use

d

3.2

Exp

lain

the

purp

ose

and b

enef

its

of

monitoring p

roje

cts

3.3

Anal

yse

how

to e

stab

lish a

com

munic

atio

n p

lan f

or

a pro

ject

3.4

Exp

lain

the

purp

ose

and b

enef

its

of

diffe

rent

met

hods

of

com

munic

atio

n n

eeded

for

man

agin

g a

pro

ject

3.5

Anal

yse

the

feat

ure

s of

diffe

rent

com

munic

atio

n m

ethods

use

d t

o

mak

e su

re a

pro

ject

runs

smooth

ly

3.6

Exp

lain

the

purp

ose

and b

enef

its

of

estim

atin

g a

nd c

ontr

olli

ng

reso

urc

es d

uring a

pro

ject

3.7

Anal

yse

the

purp

ose

of

monitoring p

rogre

ss r

eport

ing d

uring a

pro

ject

3

Under

stan

d h

ow

to

run a

pro

ject

3.8

Exp

lain

the

purp

ose

and b

enef

its

of ac

hie

ving p

roje

cts

within

agre

ed

tim

esca

les

4.1

Anal

yse

the

purp

ose

and b

enef

its

of

eval

uat

ing p

roje

cts

4

Under

stan

d

purp

ose

and

ben

efits

of

eval

uat

ing a

pro

ject

and w

ays

of

eval

uat

ing

pro

ject

s

4.2

Anal

yse

diffe

rent

way

s of

eval

uat

ing p

roje

cts

to m

ake

sure

les

sons

are

lear

ned

for

the

futu

re

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

18

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Agre

e al

l st

akeh

old

ers

invo

lved

in a

pro

ject

5.2

Confirm

that

the

purp

ose

of

the

pro

ject

has

bee

n a

gre

ed w

ith a

ll re

leva

nt

stak

ehold

ers

5.3

Confirm

pro

ject

sco

pe,

tim

esca

le,

aim

s an

d o

bje

ctiv

es

5.4

Agre

e th

e pre

par

atio

n o

f a

pro

ject

spec

ific

atio

n

5.5

Confirm

a b

udget

for

the

pro

ject

5.6

Confirm

all

types

of

reso

urc

es f

or

a pro

ject

5.7

Agre

e th

e pro

ject

pla

n a

nd t

imed

use

of

all ty

pes

of

reso

urc

es

5.8

Agre

e id

entified

ris

ks a

nd c

ontingen

cy p

lans

dev

eloped

5.9

Sig

n o

ff a

pro

ject

pla

n

5.1

0

Prep

are

a co

mm

unic

atio

n p

lan

5

Be

able

to m

anag

e th

e pre

par

atio

n

and p

lannin

g o

f a

pro

ject

5.1

1

Est

ablis

h a

nd s

elec

t th

e pro

ject

tea

m

6.1

M

onitor

a pro

ject

6.2

G

ive

feed

bac

k to

all

those

invo

lved

with o

r af

fect

ed b

y a

pro

ject

6.3

M

ake

sure

pro

ject

pla

ns

are

adap

ted t

o r

espond t

o u

nex

pec

ted e

vents

an

d r

isks

6.4

G

ive

feed

bac

k on inte

rim

rep

ort

s on p

roje

ct p

rogre

ss

6

Be

able

to m

anag

e a

pro

ject

6.5

M

ake

sure

a p

roje

ct a

chie

ves

required

outc

om

es o

n t

ime

and t

o

budget

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

18

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Eva

luat

e al

l pro

ject

are

as

7.2

Confirm

the

deg

ree

to w

hic

h a

pro

ject

met

its

aim

s an

d o

bje

ctiv

es

7

Be

able

to e

valu

ate

the

outc

om

es o

f a

pro

ject

7.3

G

ive

feed

bac

k on p

roje

ct s

tren

gth

s an

d a

reas

for

impro

vem

ent

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


186

Unit 35: Implement, Monitor and Review Change


QCF level: 5

Credit value: 6


Unit aim

This unit is about implementing change and evaluating the effects of change with all those involved in the change process

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1

2 2.1 – 2.4

3 3.1 – 3.4

4 4.1 – 4.2

5 5.1 – 5.4

6 6.1 – 6.4


7 7.1 – 7.5

8 8.1 – 8.2


letters

emails

memos

reports

presentation



187

Learning outcomes

Assessment criteria

Assessment guidance


letters

emails

memos

reports

feedback given.




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

18

8

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

purp

ose

and

ben

efits

of

imple

men

ting

chan

ge

1.1

Exp

lain

the

purp

ose

and b

enef

its

of

imple

men

ting c

han

ge

for

org

anis

atio

ns,

indiv

idual

s an

d a

tea

m

2.1

Exp

lain

the

purp

ose

and b

enef

its

of en

gag

ing t

eam

s an

d indiv

idual

s in

im

ple

men

ting c

han

ge

2.2

Exp

lain

the

purp

ose

and b

enef

its

of

enco

ura

gin

g t

eam

s an

d

indiv

idual

s to

fee

l th

at t

hey

are

mak

ing c

ontr

ibutions

to im

ple

men

ting

chan

ge

2.3

Eva

luat

e th

e im

pac

t of

imple

men

ting c

han

ge

on a

n o

rgan

isat

ion,

the

team

and indiv

idual

s

2

Under

stan

d t

he

role

of

the

team

an

d indiv

idual

s in

im

ple

men

ting

chan

ge

2.4

Exp

lain

how

to m

anag

e th

e im

pac

t of

imple

men

ting c

han

ge

to a

chie

ve

a posi

tive

outc

om

e

3.1

Exp

lain

how

to e

valu

ate

options

for

imple

men

ting c

han

ge

3.2

Exp

lain

and e

valu

ate

the

const

rain

ts o

n im

ple

men

ting c

han

ge

3.3

Anal

yse

the

implic

atio

ns

of

chan

ge

on t

he

org

anis

atio

n

3

Under

stan

d t

he

implic

atio

ns

of

imple

men

ting

chan

ge

3.4

Exp

lain

how

to a

sses

s risk

s an

d b

enef

its

with t

hose

invo

lved

during

the

chan

ge

pro

cess

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

18

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Exp

lain

the

purp

ose

and b

enef

its

of

com

munic

atio

n w

ith a

ll in

volv

ed

when

im

ple

men

ting c

han

ge

4

Under

stan

d t

he

purp

ose

and

ben

efits

of

com

munic

atio

n

when

im

ple

men

ting

chan

ge

4.2

Exp

lain

the

purp

ose

and b

enef

its

of

mak

ing s

ure

all

those

invo

lved

in

chan

ge

rem

ain c

om

mitte

d w

hen

im

ple

men

ting c

han

ge

5.1

Exp

lain

the

purp

ose

and b

enef

its

of

bei

ng a

dap

table

during a

chan

ge

pro

cess

5.2

Anal

yse

the

types

of

pro

ble

ms

that

may

occ

ur

during t

he

imple

men

tation o

f ch

ange

5.3

Exp

lain

way

s of

resp

ondin

g t

o p

roble

ms

during t

he

imple

men

tation o

f ch

ange

5

Under

stan

d t

he

purp

ose

and

ben

efits

of

neg

otiat

ion a

nd

dea

ling w

ith

pro

ble

ms

when

im

ple

men

ting

chan

ge

5.4

Exp

lain

the

purp

ose

and b

enef

its

of dea

ling w

ith p

roble

ms

during t

he

imple

men

tation o

f ch

ange

6.1

Exp

lain

way

s of

monitoring a

nd r

evie

win

g c

han

ge

6.2

Exp

lain

the

purp

ose

and b

enef

its

of m

onitoring a

nd r

evie

win

g c

han

ge

6.3

Anal

yse

way

s of

mak

ing u

se o

f th

e outc

om

es o

f re

view

ing

6

Know

how

to

monitor

and r

evie

w

chan

ge

and

under

stan

d t

he

purp

ose

and

ben

efits

of

doin

g

so

6.4

Exp

lain

the

purp

ose

and b

enef

its

of

giv

ing f

eedbac

k to

those

who

hav

e bee

n invo

lved

in t

he

chan

ge

pro

cess

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

19

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Com

munic

ate

pla

ns

for

chan

ge

clea

rly

and logic

ally

7.2

Enco

ura

ge

team

mem

ber

s to

contr

ibute

to p

lans

for

chan

ge

7.3

Im

ple

men

t ch

ange

with t

hose

invo

lved

in t

he

chan

ge,

pro

vidin

g

info

rmat

ion,

support

and m

otiva

tion t

o t

hose

affec

ted

7.4

Adap

t an

d n

egotiat

e am

endm

ents

to p

lans

for

chan

ge

7

Be

able

to

imple

men

t ch

ange

for

a te

am

7.5

Id

entify

and s

olv

e or

refe

r pro

ble

ms,

as

required

8.1

M

onitor

the

effe

cts

of ch

ange

with t

hose

invo

lved

in t

he

chan

ge

8.2

Rev

iew

the

effe

cts

of

chan

ge

with t

hose

invo

lved

in t

he

chan

ge

8.3

Pr

ovi

de

feed

bac

k to

those

invo

lved

in c

han

ge

8

Be

able

to m

onitor

and r

evie

w c

han

ge

8.4

U

se f

eedbac

k to

agre

e fu

rther

chan

ges

if

required

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


191

Unit 36: Organise Business Travel or Accommodation


QCF level: 3

Credit value: 5


Unit aim

This unit is about organising the delivery of travel or accommodation arrangements to meet the traveller’s brief within budget.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.8

2 2.1 – 2.2

Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning


letters

emails

memos

briefs

budgets


192

Learning outcomes

Assessment criteria

Assessment guidance

3.2 – 3.8

3.10 – 3.12


letters

emails

memos

travel and accommodation documents




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

19

3

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

and b

enef

its

of

agre

eing t

he

brief

and b

udget

of

trav

el o

r ac

com

modat

ion a

rran

gem

ents

with t

rave

ller(

s)

1.2

Exp

lain

how

to o

rgan

ise

busi

nes

s tr

avel

or

acco

mm

odat

ion t

o m

eet

expec

tations

1.3

The

sourc

es o

f in

form

atio

n a

nd f

acili

ties

that

are

use

d t

o m

ake

trav

el

or

acco

mm

odat

ion a

rran

gem

ents

1.4

D

escr

ibe

the

mai

n t

ypes

of

busi

nes

s tr

avel

or

acco

mm

odat

ion

arra

ngem

ents

that

can

be

mad

e, incl

udin

g t

hose

req

uirin

g a

dditio

nal

sp

ecia

list

docu

men

ts a

nd f

acili

ties

1.5

H

ow

to o

bta

in b

est

valu

e fo

r m

oney

when

mak

ing t

rave

l or

acco

mm

odat

ion a

rran

gem

ents

1

Under

stan

d t

he

range

of

info

rmat

ion,

requirem

ents

and

pro

cedure

s th

at

may

be

nee

ded

for

all ty

pes

of

busi

nes

s tr

avel

or

acco

mm

odat

ion

arra

ngem

ents

1.6

Exp

lain

pro

cedure

s fo

r obta

inin

g s

pec

ific

info

rmat

ion,

faci

litie

s or

docu

men

ts f

or:

pay

men

t fa

cilit

ies

and f

ore

ign c

urr

ency

, if r

equired

in

sura

nce

and h

ealth p

reca

utions,

if

required

vi

sas

and p

assp

ort

req

uirem

ents

, if r

equired

se

curity

and e

mer

gen

cies

, if r

equired

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

19

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.7

H

ow

to k

eep r

ecord

s of

trav

el o

r ac

com

modat

ion a

rran

gem

ents

, in

cludin

g f

inan

cial

rec

ord

s

1.8

The

types

of

info

rmat

ion t

hat

are

confiden

tial

and h

ow

to s

tore

them

in

lin

e w

ith c

urr

ent

legis

lation

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

19

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

D

escr

ibe

pro

ble

ms

that

may

occ

ur

when

mak

ing a

rran

gem

ents

for

busi

nes

s tr

avel

or

acco

mm

odat

ion

2

Under

stan

d t

he

types

of

pro

ble

ms

that

may

occ

ur

with b

usi

nes

s tr

avel

or

acco

mm

odat

ion

arra

ngem

ents

and

how

to d

eal w

ith

them

2.2

Exp

lain

way

s of

reso

lvin

g p

roble

ms

that

may

arise

3.1

Agre

e th

e busi

nes

s tr

avel

or

acco

mm

odat

ion b

rief

and b

udget

with

trav

elle

r(s)

3.2

Chec

k dra

ft itiner

ary

and s

ched

ule

with a

tra

velle

r(s)

3.3

Res

earc

h s

uitab

le b

usi

nes

s tr

avel

or

acco

mm

odat

ion o

ptions

3.4

M

ake

busi

nes

s tr

avel

arr

angem

ents

or

book

acco

mm

odat

ion,

to b

rief

an

d b

udget

, obta

inin

g b

est

valu

e fo

r m

oney

3.5

M

ake

nec

essa

ry p

aym

ents

or

arra

nge

pay

men

t fa

cilit

ies

3.6

M

ake

additio

nal

arr

angem

ents

for

inte

rnat

ional

tra

vel an

d

acco

mm

odat

ion,

if r

equired

3.7

O

bta

in c

onfirm

atio

ns

and r

ecord

all

det

ails

of

arra

ngem

ents

3.8

Colla

te a

ll docu

men

ts a

nd o

ther

ite

ms

3.9

Kee

p b

usi

nes

s tr

avel

item

s (if re

quired

) sa

fe a

nd s

ecure

until h

anded

ov

er

3.1

0

Pro

vide

trav

elle

r(s)

with itiner

ary

and a

ll re

quired

info

rmat

ion a

nd

docu

men

ts,

in g

ood t

ime

3

Be

able

to o

rgan

ise

diffe

rent

types

of

busi

nes

s tr

avel

or

acco

mm

odat

ion

arra

ngem

ents

3.1

1

Confirm

with t

rave

ller(

s) t

hat

all

item

s pro

vided

mee

t re

quirem

ents

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

19

6

3.1

2

Res

olv

e pro

ble

ms

that

may

arise

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

19

7

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


198

Unit 37: Deliver, Monitor and Evaluate Customer Service to Internal Customers


QCF level: 3

Credit value: 3


Unit aim

This unit is about providing and continuously improving services to internal customers.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1

2 2.1

3 3.1 – 3.4

4 4.1 – 4.3

5 5.1 – 5.4

6 6.1 – 6.3



199

Learning outcomes

Assessment criteria

Assessment guidance

7.1 – 7.4 Evidence may be supplied via observation of workplace activities, witness testimony and learner reports/reflective accounts

7

7.2 - 7.4

8 8.1 - 8.3


letters

emails

memos

9 9.1 Evidence may be supplied via witness testimony, professional discussion, case studies and learner reports/reflective accounts


letters

emails

memos

feedback received



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

20

0

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

mea

nin

g o

f in

tern

al

cust

om

er

1.1

D

escr

ibe

what

is

mea

nt

by

inte

rnal

cust

om

ers

2

Know

the

types

of

pro

duct

s an

d

serv

ices

rel

evan

t to

in

tern

al c

ust

om

ers

2.1

D

escr

ibe

the

pro

duct

s an

d s

ervi

ces

off

ered

by

ow

n o

rgan

isat

ion t

o

inte

rnal

cust

om

ers

3.1

Exp

lain

the

purp

ose

and v

alue

of id

entify

ing inte

rnal

cust

om

er n

eeds

and e

xpec

tations

3.2

Exp

lain

why

cust

om

er s

ervi

ce m

ust

mee

t or

exce

ed inte

rnal

cust

om

er

expec

tations

3.3

Exp

lain

the

valu

e of

mee

ting o

r ex

ceed

ing inte

rnal

cust

om

er

expec

tations

3

Under

stan

d h

ow

to

del

iver

cust

om

er

serv

ice

that

mee

ts

or

exce

eds

inte

rnal

cu

stom

er

expec

tations

3.4

Exp

lain

the

purp

ose

and v

alue

of

build

ing p

osi

tive

work

ing

rela

tionsh

ips

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

20

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Id

entify

qual

ity

stan

dar

ds

for

ow

n o

rgan

isat

ion a

nd w

ork

4.2

Exp

lain

the

valu

e of

agre

eing q

ual

ity

stan

dar

ds

and t

imes

cale

s

4

Under

stan

d t

he

purp

ose

of

qual

ity

stan

dar

ds

and

tim

esca

les

for

del

iver

ing

cust

om

er s

ervi

ce

4.3

Exp

lain

how

to s

et a

nd m

eet

qual

ity

stan

dar

ds

and t

imes

cale

s w

ith

inte

rnal

cust

om

ers

5.1

D

escr

ibe

the

types

of

pro

ble

ms

that

inte

rnal

cust

om

ers

may

hav

e

5.2

Exp

lain

way

s of

dea

ling w

ith p

roble

ms

5

Under

stan

d h

ow

to

dea

l w

ith inte

rnal

cu

stom

er s

ervi

ce

pro

ble

ms

5.3

Exp

lain

the

purp

ose

and v

alue

of

a co

mpla

ints

pro

cedure

, if a

pplic

able

6.1

Exp

lain

the

purp

ose

and b

enef

its

of

monitoring inte

rnal

cust

om

er

satisf

action a

nd h

ow

to d

o s

o

6.2

D

escr

ibe

tech

niq

ues

for

colle

ctin

g a

nd e

valu

atin

g c

ust

om

er f

eedbac

k

6

Under

stan

d h

ow

to

monitor

and

eval

uat

e in

tern

al

cust

om

er s

ervi

ce

and t

he

ben

efits

of

this

6.3

Exp

lain

the

ben

efits

of

continuous

impro

vem

ent

7.1

Id

entify

inte

rnal

cust

om

ers

7.2

Confirm

inte

rnal

cust

om

er n

eeds

in t

erm

s of

pro

duct

s an

d s

ervi

ces

7.3

Confirm

inte

rnal

cust

om

er n

eeds

in t

erm

s of

qual

ity

stan

dar

ds

and

tim

esca

les

7

Be

able

to b

uild

posi

tive

work

ing

rela

tionsh

ips

with

inte

rnal

cust

om

ers

7.4

Agre

e pro

cedure

s to

be

follo

wed

if

inte

rnal

cust

om

er n

eeds

are

not

met

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

20

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8.1

Pr

ovi

de

cust

om

er s

ervi

ce(s

) to

agre

ed q

ual

ity

stan

dar

ds

8.2

Pr

ovi

de

cust

om

er s

ervi

ce(s

) to

agre

ed t

imes

cale

s

8

Be

able

to d

eliv

er

cust

om

er s

ervi

ces

to a

gre

ed q

ual

ity

stan

dar

ds

and

tim

esca

les

8.3

Chec

k in

tern

al c

ust

om

er n

eeds

and e

xpec

tations

hav

e bee

n m

et

9

Be

able

to d

eal

with inte

rnal

cu

stom

er s

ervi

ce

pro

ble

ms

and

com

pla

ints

9.1

Fo

llow

pro

cedure

s, w

ithin

agre

ed t

imes

cale

, to

pro

cess

pro

ble

ms

and c

om

pla

ints

re

solv

e pro

ble

ms

and c

om

pla

ints

re

fer

pro

ble

ms

and c

om

pla

ints

, w

her

e nec

essa

ry

10.1

O

bta

in a

nd r

ecord

inte

rnal

cust

om

er f

eedbac

k

10.2

Anal

yse

and e

valu

ate

inte

rnal

cust

om

er f

eedbac

k

10

Be

able

to m

onitor

and e

valu

ate

cust

om

er s

ervi

ces

to inte

rnal

cu

stom

ers

10.3

Tak

e ac

tion t

hat

will

lea

d t

o im

pro

vem

ent

in c

ust

om

er s

ervi

ce(s

) to

in

tern

al c

ust

om

ers

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


203

Unit 38: Deliver, Monitor and Evaluate Customer Service to External Customers


QCF level: 3

Credit value: 3


Unit aim

This unit is about providing and continuously improving customer services to external customers.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1

2 2.1

3 3.1 – 3.4

4 4.1 – 4.3

5 5.1 – 5.4

6 6.1 – 6.3



204

Learning outcomes

Assessment criteria

Assessment guidance

7.1 – 7.4 Evidence may be supplied via observation of workplace activities, witness testimony and learner reports/reflective accounts

7

7.2 - 7.4

8 8.1 - 8.3


letters

emails

memos

9 9.1 Evidence may be supplied via witness testimony, professional discussion, case studies and learner reports/reflective accounts


letters

emails

memos

feedback received



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

20

5

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

mea

nin

g o

f ex

tern

al c

ust

om

ers

1.1

D

escr

ibe

what

is

mea

nt

by

exte

rnal

cust

om

ers

2

Know

the

types

of

pro

duct

s an

d

serv

ices

rel

evan

t to

ex

tern

al c

ust

om

ers

2.1

D

escr

ibe

the

pro

duct

s an

d s

ervi

ces

offer

ed b

y th

e org

anis

atio

n t

o

exte

rnal

cust

om

ers

3.1

Exp

lain

the

purp

ose

and v

alue

of

iden

tify

ing c

ust

om

er n

eeds

and

expec

tations

3.2

Exp

lain

why

cust

om

er s

ervi

ce m

ust

mee

t or

exce

ed c

ust

om

er

expec

tations

3.3

Exp

lain

the

valu

e of

mee

ting o

r ex

ceed

ing c

ust

om

er e

xpec

tations

3

Under

stan

d h

ow

to

del

iver

cust

om

er

serv

ice

that

mee

ts

or

exce

eds

exte

rnal

cu

stom

er

expec

tations

3.4

Exp

lain

the

purp

ose

and v

alue

of

build

ing p

osi

tive

work

ing

rela

tionsh

ips

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

20

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Id

entify

qual

ity

stan

dar

ds

for

ow

n o

rgan

isat

ion a

nd w

ork

4.2

Exp

lain

the

valu

e of

agre

eing q

ual

ity

stan

dar

ds

and t

imes

cale

s

4

Under

stan

d t

he

purp

ose

of

qual

ity

stan

dar

ds

and

tim

esca

les

for

cust

om

er s

ervi

ce

to e

xter

nal

cu

stom

ers

4.3

Exp

lain

how

to s

et a

nd m

eet

qual

ity

stan

dar

ds

and t

imes

cale

s w

ith

exte

rnal

cust

om

ers

5.1

D

escr

ibe

the

types

of

pro

ble

ms

that

ext

ernal

cust

om

ers

may

hav

e

5.2

Exp

lain

the

conse

quen

ces

of

not

mee

ting e

xter

nal

cust

om

er n

eeds

and e

xpec

tations

5.3

Exp

lain

way

s of

dea

ling w

ith e

xter

nal

cust

om

er s

ervi

ces

pro

ble

ms

5

Under

stan

d h

ow

to

dea

l w

ith c

ust

om

er

serv

ice

pro

ble

ms

for

exte

rnal

cu

stom

ers

5.4

Exp

lain

the

purp

ose

and v

alue

of

a co

mpla

ints

pro

cedure

6.1

Exp

lain

the

purp

ose

and b

enef

its

of

monitoring e

xter

nal

cust

om

er

satisf

action a

nd h

ow

to d

o s

o

6.2

D

escr

ibe

tech

niq

ues

for

colle

ctin

g a

nd e

valu

atin

g e

xter

nal

cust

om

er

feed

bac

k

6

Under

stan

d h

ow

to

monitor

and

eval

uat

e ex

tern

al

cust

om

er s

ervi

ce

and t

he

ben

efits

of

this

6.3

Exp

lain

the

ben

efits

of

continuous

impro

vem

ent

7.1

Id

entify

ext

ernal

cust

om

ers

7.2

Confirm

ext

ernal

cust

om

er n

eeds

in t

erm

s of

pro

duct

s an

d s

ervi

ces

7.3

Confirm

ext

ernal

cust

om

er n

eeds

in t

erm

s of

qual

ity

stan

dar

ds

and

tim

esca

les

7

Be

able

to b

uild

posi

tive

work

ing

rela

tionsh

ips

with

exte

rnal

cust

om

ers

7.4

Agre

e pro

cedure

s to

be

follo

wed

if

exte

rnal

cust

om

er n

eeds

are

not

met

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

20

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8.1

Pr

ovi

de

exte

rnal

cust

om

er s

ervi

ce(s

) to

agre

ed q

ual

ity

stan

dar

ds

8.2

Pr

ovi

de

exte

rnal

cust

om

er s

ervi

ce(s

) to

agre

ed t

imes

cale

s

8

Be

able

to d

eliv

er

exte

rnal

cust

om

er

serv

ices

to a

gre

ed

qual

ity

stan

dar

ds

and t

imes

cale

s 8.3

Chec

k ex

tern

al c

ust

om

er n

eeds

and e

xpec

tations

hav

e bee

n m

et

9

Be

able

to d

eal

with c

ust

om

er

serv

ice

pro

ble

ms

and c

om

pla

ints

for

exte

rnal

cust

om

ers

9.1

Fo

llow

pro

cedure

s, w

ithin

agre

ed t

imes

cale

, to

pro

cess

pro

ble

ms

and c

om

pla

ints

re

solv

e pro

ble

ms

and c

om

pla

ints

re

fer

pro

ble

ms

and c

om

pla

ints

, w

her

e nec

essa

ry

10.1

O

bta

in a

nd r

ecord

ext

ernal

cust

om

er f

eedbac

k

10.2

Anal

yse

and e

valu

ate

exte

rnal

cust

om

er f

eedbac

k

10

Be

able

to m

onitor

and e

valu

ate

serv

ices

to e

xter

nal

cu

stom

ers

10.3

Tak

e ac

tions

that

will

lea

d t

o im

pro

vem

ent

in s

ervi

ce(s

) to

ext

ernal

cu

stom

ers

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


208

Unit 39: Monitor Information Systems


QCF level: 3

Credit value: 7


Unit aim

This unit is about monitoring and evaluating an information system to meet identified needs in a business environment.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.8

2 2.1 – 2.3


3.1 – 3.2

3.4 – 3.8


letters

emails

memos

3


training records


209

Learning outcomes

Assessment criteria

Assessment guidance


letters

emails

memos

feedback

notes of meetings



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

21

0

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

and b

enef

its

of

man

agin

g info

rmat

ion t

o m

eet

requirem

ents

1.2

Exp

lain

the

purp

ose

and b

enef

its

of

pro

vidin

g t

rain

ing a

nd o

n-g

oin

g

support

to u

sers

1.3

Exp

lain

the

purp

ose

of

com

ply

ing w

ith leg

al a

nd o

rgan

isat

ional

re

quirem

ents

when

usi

ng a

n info

rmat

ion s

yste

m

1.4

Exp

lain

the

purp

ose

and b

enef

its

of

monitoring u

se o

f an

info

rmat

ion

syst

em

1.5

D

escr

ibe

way

s of

monitoring u

se o

f an

info

rmat

ion s

yste

m

1.6

Exp

lain

the

purp

ose

and b

enef

its

of

mai

nta

inin

g a

nd u

pdat

ing a

n

info

rmat

ion s

yste

m

1.7

D

escr

ibe

way

s of

mai

nta

inin

g a

nd u

pdat

ing a

n info

rmat

ion s

yste

m

1

Under

stan

d h

ow

to

monitor

an

info

rmat

ion s

yste

m

1.8

D

escr

ibe

the

types

of

pro

ble

ms

that

may

occ

ur

with a

n info

rmat

ion

syst

em a

nd h

ow

to d

eal w

ith t

hem

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

21

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

the

purp

ose

and b

enef

its

of

continuousl

y im

pro

ving a

n

info

rmat

ion s

yste

m

2.2

Exp

lain

how

to iden

tify

pro

ble

ms

in a

n info

rmat

ion s

yste

m a

nd

anal

yse

them

2

Under

stan

d h

ow

to

revi

ew a

nd f

urt

her

dev

elop a

n

info

rmat

ion s

yste

m

2.3

D

escr

ibe

way

s of

reso

lvin

g p

roble

ms

in a

n info

rmat

ion s

yste

m

3.1

Id

entify

the

info

rmat

ion t

o b

e m

onitore

d a

nd t

he

reso

urc

es a

vaila

ble

to

do s

o

3.2

Contr

ibute

to d

esig

nin

g a

sys

tem

spec

ific

atio

n

3.3

Pr

ovi

de

trai

nin

g o

n t

he

use

of

an info

rmat

ion s

yste

m

3.4

Pr

ovi

de

on-g

oin

g s

upport

to u

sers

3.5

M

onitor

use

of

an info

rmat

ion s

yste

m

3.6

M

ake

sure

leg

al a

nd o

rgan

isat

ional

req

uirem

ents

for

han

dlin

g

info

rmat

ion a

re f

ollo

wed

3.7

M

ake

sure

a s

yste

m is

mai

nta

ined

and u

pdat

ed,

if r

equired

3.8

Id

entify

, an

alys

e an

d r

esolv

e pro

ble

ms

when

they

occ

ur

3.9

Colle

ct f

eedbac

k on p

erfo

rman

ce o

f an

info

rmat

ion s

yste

m

3

Be

able

to m

onitor

an info

rmat

ion

syst

em

3.1

0

Pro

vide

info

rmat

ion t

o e

nab

le f

urt

her

sys

tem

dev

elopm

ent

to m

eet

agre

ed s

pec

ific

atio

ns

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

21

2

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


213

Unit 40: Plan Change Across Teams


QCF level: 5

Credit value: 6


Unit aim

This unit is about planning changes across a department or teams within a department, at the level of a department manager or director.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1

2 2.1 – 2.3

3 3.1 – 3.2

4 4.1 – 4.5


5.1 – 5.3 Evidence may be supplied via learner reports/reflective accounts.

5

5.4

6 6.1

6.3


letters

emails

memos

minutes of meetings

presentations

initial plan


214

Learning outcomes

Assessment criteria

Assessment guidance


plans




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

21

5

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

purp

ose

and

ben

efits

of

pla

nnin

g c

han

ge

acro

ss t

eam

s

1.1

Exp

lain

the

purp

ose

and b

enef

its

of

pla

nnin

g c

han

ge

acro

ss t

eam

s fo

r org

anis

atio

ns,

indiv

idual

s an

d t

eam

s

2.1

Exp

lain

the

purp

ose

and b

enef

its

of en

gag

ing t

eam

s an

d indiv

idual

s in

pla

nnin

g c

han

ge

acro

ss t

eam

s

2.2

Eva

luat

e th

e purp

ose

and b

enef

its

of

enco

ura

gin

g t

eam

s an

d

indiv

idual

s to

fee

l th

at t

hey

are

mak

ing c

ontr

ibutions

to p

lannin

g

chan

ge

2

Under

stan

d t

he

role

of

team

s an

d

indiv

idual

s in

pla

nnin

g c

han

ge

acro

ss t

eam

s

2.3

Anal

yse

the

purp

ose

and b

enef

its

of

usi

ng t

eam

s an

d indiv

idual

s to

ch

alle

nge

way

s of

work

ing c

onst

ruct

ivel

y an

d c

reat

ivel

y w

hen

pla

nnin

g c

han

ge

3.1

Exp

lain

the

purp

ose

and b

enef

its

of

hav

ing a

vis

ion a

nd g

oal

s fo

r ch

anges

acr

oss

tea

ms

and c

om

munic

atin

g t

hem

to t

hose

invo

lved

3

Under

stan

d t

he

purp

ose

and

ben

efits

of

com

munic

atio

n

when

pla

nnin

g

chan

ge

acro

ss

team

s

3.2

Anal

yse

the

purp

ose

and b

enef

its

of

mak

ing s

ure

tea

m m

ember

s an

d

dec

isio

n-m

aker

s ar

e co

mm

itte

d t

o p

lanned

chan

ges

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

21

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Exp

lain

the

purp

ose

and b

enef

its

of

bei

ng a

dap

table

during c

han

ge

pla

nnin

g a

cross

tea

ms

4.2

Exp

lain

the

purp

ose

and b

enef

its

of bei

ng a

ble

to r

eneg

otiat

e pla

ns

for

chan

ges

acr

oss

tea

ms

4.3

Exp

lain

the

types

of

pro

ble

ms

and r

isks

that

may

occ

ur

while

pla

nnin

g

chan

ge

acro

ss t

eam

s

4.4

Exp

lain

way

s of

resp

ondin

g t

o p

roble

ms

while

pla

nnin

g c

han

ge

acro

ss

team

s

4

Under

stan

d t

he

purp

ose

and

ben

efits

of

neg

otiat

ion a

nd

dea

ling w

ith

pro

ble

ms

when

pla

nnin

g c

han

ge

acro

ss t

eam

s

4.5

Exp

lain

the

purp

ose

and b

enef

its

of

dea

ling w

ith p

roble

ms

when

pla

nnin

g c

han

ge

acro

ss t

eam

s

5.1

Rec

ognis

e opport

unitie

s fo

r ch

ange

acro

ss t

eam

s

5.2

Eva

luat

e options

for

chan

ge

in t

erm

s of

the

const

rain

ts,

risk

s,

ben

efits,

cost

s an

d im

plic

atio

ns

acro

ss t

he

team

s in

volv

ed

5.3

Eva

luat

e th

e risk

s an

d b

enef

its

for

the

team

s an

d t

he

org

anis

atio

n

asso

ciat

ed w

ith t

hes

e options

5

Be

able

to iden

tify

an

d d

evel

op

opport

unitie

s fo

r ch

ange

acro

ss

team

s

5.4

Pe

rsuad

e te

ams

and d

ecis

ion-m

aker

s to

com

mit t

hem

selv

es t

o

chan

ge

6.1

Enco

ura

ge

indiv

idual

s an

d t

eam

s to

chal

lenge

exis

ting w

ays

of

work

ing a

nd p

ut

forw

ard n

ew idea

s

6.2

Pl

an c

han

ge

acro

ss t

eam

s id

entify

ing v

isio

n,

goal

s, o

bje

ctiv

es,

tim

esca

les

and r

esourc

es

6

Be

able

to p

lan f

or

chan

ge

acro

ss

team

s

6.3

Agre

e pla

ns

for

chan

ge

with t

eam

s an

d d

ecis

ion-m

aker

s

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

21

7

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


218

Unit 41: Ensure Responsibility for Actions to Reduce Risks to Health and Safety


QCF level: 3

Credit value: 4


Unit aim

This unit is about the health and safety responsibilities for everyone in own workplace including an appreciation of significant risks in own workplace and knowing how to identify and deal with them

Fundamental to this unit is an understanding of the terms ‘hazard’, ‘risk’ and ‘control’.



Learners should have a reasonable degree of authority and autonomy and may be responsible for others. They should have access to higher levels of management and may be in a position to influence others.

The learner will probably have defined responsibilities for health and safety in their job role. They will also need the opportunity to research workplace instructions and legislation to enable them to identify anything harmful in the workplace including those not normally visible.

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

21

9

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

work

pla

ce inst

ruct

ions

that

are

rel

evan

t to

them

and t

hei

r jo

b

role

1.2

Id

entify

work

ing p

ract

ices

and h

azar

ds

in t

he

work

pla

ce t

hat

could

be

har

mfu

l

1.3

Eva

luat

e th

e haz

ards

and p

rioritise

in r

isk

ord

er

1

Be

able

to iden

tify

th

e haz

ards

and

eval

uat

e th

e risk

s in

the

work

pla

ce

1.4

Rep

ort

haz

ards

to t

he

resp

onsi

ble

per

son

2.1

Pe

rform

work

act

ivitie

s at

ow

n lev

el o

f co

mpet

ence

in a

ccord

ance

with

iden

tified

hea

lth a

nd s

afet

y:

w

ork

pla

ce p

olic

ies

in

stru

ctio

ns

and p

roce

dure

s

su

pplie

rs a

nd m

anufa

cture

rs’ in

form

atio

n a

nd

re

leva

nt

legal

req

uirem

ents

2.2

M

anag

e haz

ards

in a

ccord

ance

with w

ork

pla

ce inst

ruct

ions

and leg

al

requirem

ents

2

Be

able

to r

educe

th

e risk

s to

hea

lth

and s

afet

y in

the

work

pla

ce

2.3

Rep

ort

any

diffe

rence

s bet

wee

n w

ork

pla

ce inst

ruct

ions

and

supplie

r/m

anufa

cture

r in

stru

ctio

ns

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

thei

r re

sponsi

bili

ty in r

emai

nin

g a

lert

to h

azar

ds

and r

isks

3.2

D

escr

ibe

ow

n r

esponsi

bili

ties

and s

cope

for

action in c

ontr

olli

ng r

isk

3.3

Exp

lain

the

import

ance

of

adher

ing t

o h

ealth a

nd s

afet

y polic

ies

and

pra

ctic

es

3.4

D

escr

ibe

wher

e an

d w

hen

to g

et a

dditio

nal

hea

lth a

nd s

afet

y as

sist

ance

3

Know

how

to

reduce

ris

ks t

o

hea

lth a

nd s

afet

y in

the

work

pla

ce

3.5

D

escr

ibe

the

import

ance

of

per

sonal

pre

senta

tion a

nd b

ehav

iour

in

mai

nta

inin

g h

ealth a

nd s

afet

y in

the

work

pla

ce

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


221

Unit 42: Plan and Organise Meetings


QCF level: 3

Credit value: 5


Unit aim

This unit is about planning and organising meetings to meet the agreed purpose of the meeting.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.17 Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning

2.1

2.4 – 2.6

2.8


letters

emails

memos

2


letters

emails

memos

budget


222

Learning outcomes

Assessment criteria

Assessment guidance


letters

emails

memos

agenda

meeting papers

2

2.7

3.1

Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role

3


letters

emails

memos

meeting papers


records

4


letters

emails

memos


223

Learning outcomes

Assessment criteria

Assessment guidance


evaluations



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

4

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

role

of

the

per

son p

lannin

g a

nd o

rgan

isin

g a

mee

ting

1.2

D

escr

ibe

the

diffe

rent

types

of

mee

tings

and t

hei

r m

ain f

eatu

res

1.3

Exp

lain

how

to p

lan m

eetings

that

mee

t ag

reed

aim

s an

d o

bje

ctiv

es

1.4

Exp

lain

the

purp

ose

of

agre

eing a

brief

for

the

mee

ting

1.5

Exp

lain

how

to iden

tify

suitab

le v

enues

for

diffe

rent

types

of

mee

tings

1.6

D

escr

ibe

the

types

of

reso

urc

es n

eeded

for

diffe

rent

types

of

mee

tings

1.7

O

utlin

e th

e m

ain p

oin

ts t

hat

should

be

cove

red b

y an

agen

da

and

mee

ting p

aper

s

1.8

Exp

lain

the

purp

ose

of

mee

ting a

tten

dee

s’ n

eeds

and s

pec

ial

requirem

ents

, an

d p

rovi

din

g t

hem

with info

rmat

ion r

equired

for

mee

tings

1.9

D

escr

ibe

the

hea

lth,

safe

ty a

nd s

ecurity

req

uirem

ents

that

nee

d t

o b

e co

nsi

der

ed w

hen

org

anis

ing m

eetings

1.1

0

Exp

lain

the

purp

ose

and b

enef

its

of

brief

ing t

he

chai

r bef

ore

a

mee

ting

1

Under

stan

d t

he

arra

ngem

ents

and

actions

required

for

pla

nnin

g a

nd

org

anis

ing

mee

tings

1.1

1

Exp

lain

the

purp

ose

of

wel

com

ing a

nd p

rovi

din

g s

uitab

le r

efre

shm

ents

to

att

endee

s, if

required

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

2

Des

crib

e th

e ty

pes

of

info

rmat

ion,

advi

ce a

nd s

upport

that

may

nee

d

to b

e pro

vided

during a

mee

ting

1.1

3

Des

crib

e th

e ty

pes

of

pro

ble

ms

that

may

occ

ur

during a

mee

ting a

nd

how

to s

olv

e th

em

1.1

4

Exp

lain

what

should

be

incl

uded

in a

rec

ord

of

a m

eeting,

and t

he

purp

ose

of

ensu

ring t

he

reco

rd is

accu

rate

and a

ppro

ved

1.1

5

Exp

lain

how

to r

ecord

act

ions

and f

ollo

w u

p,

if r

equired

1.1

6

Exp

lain

the

purp

ose

of

colle

ctin

g a

nd e

valu

atin

g p

artici

pan

t fe

edbac

k fr

om

the

mee

ting

1.1

7

Des

crib

e how

to a

gre

e le

arnin

g p

oin

ts t

o im

pro

ve t

he

org

anis

atio

n o

f fu

ture

mee

tings

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Agre

e an

d p

repar

e th

e m

eeting b

rief

, ch

ecki

ng w

ith o

ther

s if r

equired

2.2

Agre

e a

budget

for

the

mee

ting,

if r

equired

2.3

Pr

epar

e an

d a

gre

e an

agen

da

and m

eeting p

aper

s

2.4

O

rgan

ise

and c

onfirm

ven

ue,

equip

men

t an

d c

ater

ing r

equirem

ents

, w

hen

nec

essa

ry

2.5

In

vite

att

endee

s, c

onfirm

att

endan

ce a

nd iden

tify

any

spec

ial

requirem

ents

2.6

Arr

ange

cate

ring,

if r

equired

2.7

Arr

ange

the

equip

men

t an

d lay

out

of

the

room

, if r

equired

2

Be

able

to p

repar

e fo

r a

mee

ting

2.8

M

ake

sure

the

chai

r re

ceiv

es a

ppro

priat

e brief

ing

3.1

W

elco

me

atte

ndee

s an

d o

ffer

suitab

le r

efre

shm

ents

(if r

equired

)

3.2

M

ake

sure

att

endee

s hav

e a

full

set

of

pap

ers

3.3

M

ake

sure

a p

erso

n h

as b

een n

om

inat

ed t

o t

ake

min

ute

s, if

required

3

Be

able

to s

upport

ru

nnin

g a

mee

ting

3.4

Pro

vide

info

rmat

ion,

advi

ce a

nd s

upport

when

req

uired

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Pr

oduce

a r

ecord

of

the

mee

ting

4.2

See

k ap

pro

val fo

r th

e m

eeting r

ecord

and a

men

d a

s re

quired

4.3

Res

pond t

o r

eques

ts f

or

amen

dm

ents

and a

rran

ge

reci

rcula

tion o

f a

revi

sed m

eeting r

ecord

4.4

Fo

llow

up a

ctio

n p

oin

ts,

if r

equired

4.5

Eva

luat

e m

eeting a

rran

gem

ents

, an

d e

xter

nal

ser

vice

s w

her

e use

d

4.6

Eva

luat

e par

tici

pan

t fe

edbac

k fr

om

the

mee

ting a

nd s

har

e re

sults

with

rele

vant

peo

ple

, w

her

e use

d

4

How

to f

ollo

w u

p a

m

eeting

4.7

Sum

mar

ise

lear

nin

g p

oin

ts a

nd u

se t

hes

e to

iden

tify

im

pro

vem

ents

th

at c

an b

e m

ade

to f

utu

re m

eeting a

rran

gem

ents

and s

upport

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


228

Unit 43: Evaluate the Organisation of Business Travel or Accommodation


QCF level: 3

Credit value: 2


Unit aim

This unit is about evaluating the effectiveness of processes, services, etc involved in the delivery of business travel or accommodation arrangements.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1

1.1 – 1.2 Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning

2 2.1 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

letters

emails

memos

records

questionnaires


229

Learning outcomes

Assessment criteria

Assessment guidance


feedback received

questionnaires


records


letters

emails

memos

reports



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

23

0

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

diffe

rent

criter

ia t

hat

may

be

use

d t

o e

valu

ate

arra

ngem

ents

fo

r busi

nes

s tr

avel

or

acco

mm

odat

ion

1

Under

stan

d t

he

purp

ose

and

pro

cess

es o

f ev

aluat

ing

busi

nes

s tr

avel

or

acco

mm

odat

ion

arra

ngem

ents

1.2

Exp

lain

the

ben

efits

of

eval

uat

ing b

usi

nes

s tr

avel

or

acco

mm

odat

ion

arra

ngem

ents

for

indiv

idual

s an

d o

rgan

isat

ions

2.1

U

se r

ecord

s of

busi

nes

s tr

avel

and a

ccom

modat

ion a

rran

gem

ents

m

ade

and s

ervi

ces

use

d a

nd a

sses

s th

eir

effe

ctiv

enes

s

2.2

U

se fee

dbac

k fr

om a

tra

velle

r(s)

to

asse

ss t

he

effe

ctiv

enes

s of

busi

nes

s tr

avel

and a

ccom

mod

atio

n a

rran

gem

ents

mad

e an

d s

ervi

ces

use

d

2.3

Rec

ord

outc

om

es o

f ev

aluat

ions

to info

rm f

utu

re s

ervi

ce e

xpec

tations

2

Be

able

to e

valu

ate

busi

nes

s tr

avel

or

acco

mm

odat

ion

arra

ngem

ents

2.4

M

ake

reco

mm

endat

ions

to t

he

appro

priat

e peo

ple

to u

pdat

e busi

nes

s tr

avel

or

acco

mm

odat

ion p

olic

ies

and p

roce

dure

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


231

Unit 44: Develop a Presentation


QCF level: 3

Credit value: 3


Unit aim

This unit is about developing a presentation.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance



letters

emails

memos


plans

2

2.3 – 2.4

2.8 – 2.9



232

Learning outcomes

Assessment criteria

Assessment guidance

2.5

2.7


feedback received


handouts



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

23

3

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

of

usi

ng d

iffe

rent

types

of

pre

senta

tion a

nd

equip

men

t to

pro

vide

info

rmat

ion

1.2

Exp

lain

the

pro

cedure

s to

be

follo

wed

when

pre

par

ing a

pre

senta

tion,

incl

udin

g p

lannin

g,

pre

par

atio

n o

f co

nte

nt,

mat

eria

ls,

and

contingen

cies

1.3

Exp

lain

the

ben

efits

of

pre

par

ing f

or

giv

ing a

pre

senta

tion

1.4

Exp

lain

and illu

stra

te h

ow

pre

senta

tions

may

be

enhan

ced b

y m

ater

ials

and e

quip

men

t

1

Under

stan

d t

he

purp

ose

of

pre

par

ing f

or

and

eval

uat

ing a

pre

senta

tion

1.5

Exp

lain

the

purp

ose

and b

enef

its

of

reflec

ting o

n t

he

feed

bac

k obta

ined

on t

he

writt

en p

rese

nta

tion

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

23

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Agre

e an

d c

onfirm

audie

nce

, purp

ose

, co

nte

nt,

sty

le a

nd t

imin

g o

f a

pre

senta

tion

2.2

Res

earc

h a

nd p

lan a

pre

senta

tion

2.3

Sel

ect

any

equip

men

t nee

ded

for

the

pre

senta

tion

2.4

Pr

epar

e co

nte

nt,

shap

e an

d s

truct

ure

of

a pre

senta

tion t

o a

chie

ve its

purp

ose

and s

uit n

eeds

of

audie

nce

2.5

O

bta

in f

eedbac

k on p

lanned

pre

senta

tion a

nd m

ake

adju

stm

ents

, if

required

2.6

Pr

oduce

pre

senta

tion h

andouts

2.7

Colle

ct f

eedbac

k on t

he

writt

en p

rese

nta

tion

2.8

Ref

lect

on t

he

feed

bac

k obta

ined

of

the

writt

en p

rese

nta

tion a

nd

iden

tify

lea

rnin

g p

oin

ts

2

Be

able

to d

evel

op

a pre

senta

tion

2.9

Id

entify

chan

ges

that

will

im

pro

ve f

utu

re w

ritt

en p

rese

nta

tions

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


235

Unit 45: Deliver a Presentation


QCF level: 3

Credit value: 3


Unit aim

This unit covers the skills, knowledge and understanding learners need to prepare for, deliver and evaluate a presentation for an audience.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.8

2 2.1 – 2.5

3.1 – 3.3


3


letters

emails

memos


4


presentation materials


236

Learning outcomes

Assessment criteria

Assessment guidance


presentation notes

handouts

slides


feedback

evaluation sheets

5

5.2 – 5.3 Evidence may be supplied via learner reports/reflective accounts



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

23

7

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

of

usi

ng d

iffe

rent

types

of

pre

senta

tion a

nd

equip

men

t

1.2

Exp

lain

diffe

rent

way

s of

del

iver

ing p

rese

nta

tions

and t

hei

r fe

ature

s

1.3

Exp

lain

the

pro

cedure

s to

be

follo

wed

when

pre

par

ing a

pre

senta

tion

1.4

Exp

lain

the

ben

efits

of

pre

par

ing f

or

giv

ing a

pre

senta

tion

1.5

D

escr

ibe

the

types

of

pro

ble

ms

that

may

occ

ur

with e

quip

men

t an

d

how

to d

eal w

ith t

hem

1.6

Exp

lain

the

purp

ose

and b

enef

its

of

contingen

cy p

lannin

g

1.7

Exp

lain

the

purp

ose

and b

enef

its

of

colle

ctin

g f

eedbac

k fr

om

the

audie

nce

on t

he

pre

senta

tion

1

Under

stan

d t

he

purp

ose

of

pre

par

ing f

or

and

eval

uat

ing a

pre

senta

tion

1.8

Exp

lain

the

purp

ose

and b

enef

its

of

eval

uat

ing p

rese

nta

tions

and o

wn

per

form

ance

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

23

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

and illu

stra

te h

ow

pre

senta

tions

may

be

enhan

ced b

y m

ater

ials

and e

quip

men

t

2.2

Exp

lain

and illu

stra

te h

ow

pre

senta

tions

may

be

enhan

ced b

y use

of

com

munic

atio

n a

nd inte

rper

sonal

ski

lls

2.3

D

escr

ibe

how

to g

auge

audie

nce

rea

ctio

n t

o t

he

pre

senta

tion

2.4

Exp

lain

the

purp

ose

and b

enef

its

of

sum

mar

isin

g im

port

ant

feat

ure

s of

the

pre

senta

tion

2

Under

stan

d t

he

tech

niq

ues

use

d in

enhan

cing a

pre

senta

tion

2.5

D

escr

ibe

the

purp

ose

and b

enef

its

of

giv

ing t

he

audie

nce

opport

unitie

s to

ask

ques

tions

3.1

Sel

ect

any

equip

men

t nee

ded

and p

lan h

ow

to u

se it

to b

est

effe

ct

3.2

M

ake

contingen

cy p

lans

in c

ase

of

equip

men

t fa

ilure

or

oth

er

pro

ble

ms,

if

required

3.3

Pr

actise

the

pre

senta

tion a

nd its

tim

ing

3

Be

able

to p

repar

e fo

r del

iver

y of

a pre

senta

tion

3.4

O

bta

in f

eedbac

k on p

lanned

pre

senta

tion a

nd m

ake

adju

stm

ents

, if

required

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

23

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Chec

k eq

uip

men

t an

d r

esourc

es

4.2

Circu

late

pre

senta

tion m

ater

ials

4.3

In

troduce

sel

f to

audie

nce

and s

tate

aim

s of

the

pre

senta

tion

4.4

Addre

ss t

he

audie

nce

, sp

eaki

ng c

lear

ly a

nd c

onfiden

tly,

usi

ng

languag

e to

suit t

he

topic

and a

udie

nce

4.5

Var

y to

ne,

pac

e an

d v

olu

me

to e

mphas

ise

key

poin

ts

4.6

G

auge

audie

nce

rea

ctio

n d

uring t

he

pre

senta

tion a

nd a

dap

t if r

equired

4.7

Sum

mar

ise

thro

ughout

the

pre

senta

tion t

o e

mphas

ise

key

poin

ts a

nd

hel

p t

o m

ainta

in a

udie

nce

inte

rest

4.8

U

se b

ody

languag

e in

a w

ay t

hat

rei

nfo

rces

pre

sente

d info

rmat

ion

4.9

U

se e

quip

men

t, w

her

e ap

pro

priat

e, t

o e

nhan

ce t

he

pre

senta

tion,

and

dea

l w

ith a

ny

pro

ble

ms

that

may

occ

ur

4.1

0

Provi

de

the

audie

nce

with o

ppor

tunitie

s to

ask

ques

tions

4

Be

able

to d

eliv

er a

pre

senta

tion

4.1

1

List

en c

aref

ully

to q

ues

tions

and r

espond in a

way

that

mee

ts t

he

audie

nce

’s n

eeds

5.1

Colle

ct f

eedbac

k on t

he

pre

senta

tion

5.2

Ref

lect

on o

wn p

erfo

rman

ce a

nd iden

tify

lea

rnin

g p

oin

ts

5

Be

able

to e

valu

ate

a pre

senta

tion

5.3

Eva

luat

e th

e pre

senta

tion a

nd o

wn p

erfo

rman

ce a

nd iden

tify

chan

ges

th

at w

ill im

pro

ve f

utu

re p

rese

nta

tions

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

24

0

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


241

Unit 46: Support the Design and Development of an Information System


QCF level: 3

Credit value: 7


Unit aim

This unit is about contributing to the design and development of an information system that will meet identified needs in a business environment.

This unit must not be taken with unit T/601/2563 – Design and Develop an Information System.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.2

2 2.1 – 2.4


3 3.1

3.3 – 3.5


letters

emails

memos

reports

notes of meetings


242

Learning outcomes

Assessment criteria

Assessment guidance


specification



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

24

3

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

and v

alue

of

contr

ibuting t

o t

he

des

ign a

nd

dev

elopm

ent

of

an info

rmat

ion s

yste

m

1

Under

stan

d t

he

purp

ose

of

support

ing t

he

des

ign

and d

evel

opm

ent

of

an

info

rmat

ion s

yste

m

1.2

D

escr

ibe

way

s of

contr

ibuting t

o t

he

des

ign a

nd d

evel

opm

ent

of

an info

rmat

ion s

yste

m

2.1

Exp

lain

the

purp

ose

and v

alue

of

contr

ibuting o

wn u

ser

nee

ds

for

an info

rmat

ion s

yste

m

2.2

Exp

lain

the

ben

efits

of

dev

elopin

g a

sys

tem

spec

ific

atio

n b

ased

on

use

r nee

ds

2.3

D

escr

ibe

way

s of

contr

ibuting t

o t

he

crea

tion,

des

ign a

nd

dev

elopm

ent

of

an info

rmat

ion s

yste

m

2

Under

stan

d h

ow

to

contr

ibute

to t

he

des

ign

and d

evel

opm

ent

of

an

info

rmat

ion s

yste

m

2.4

Exp

lain

the

purp

ose

and v

alue

of co

ntr

ibuting t

o t

he

test

ing o

f an

in

form

atio

n s

yste

m d

uring d

esig

n a

nd d

evel

opm

ent

3.1

Id

entify

and a

gre

e th

e in

form

atio

n t

o b

e m

anag

ed

3.2

Contr

ibute

to t

he

des

ign a

nd d

evel

opm

ent

of

an info

rmat

ion

syst

em t

o m

eet

agre

ed s

pec

ific

atio

n r

equirem

ents

3.3

Support

sys

tem

tes

ting

3.4

Id

entify

and r

eport

fau

lts

3

Be

able

to c

ontr

ibute

to

the

des

ign a

nd

dev

elopm

ent

of

an

info

rmat

ion s

yste

m

3.5

Rem

edy

faults,

within

lim

its

of

ow

n a

uth

ority

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

24

4

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


245

Unit 47: Analyse and Report Data


QCF level: 3

Credit value: 6


Unit aim

This unit is about analysing and reporting data that meets the aims and objectives of the research.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.6

2 2.1


3.1 – 3.5 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role

3


feedback obtained


246

Learning outcomes

Assessment criteria

Assessment guidance

4 4.1 – 4.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

letters

emails

• memos

• data reported



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

24

7

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

purp

ose

and b

enef

its

of

org

anis

ing d

ata

so t

hat

it

can b

e an

alys

ed

1.2

Exp

lain

how

to e

valu

ate

the

rele

vance

, va

lidity

and r

elia

bili

ty o

f dat

a

1.3

Exp

lain

how

to a

nal

yse

and p

repar

e re

sear

ched

dat

a so

res

ults

will

be

accu

rate

and f

ree

from

bia

s

1.4

Exp

lain

the

diffe

rence

s bet

wee

n p

rim

ary

and s

econdar

y re

sear

ch

met

hods

1.5

Exp

lain

the

diffe

rence

s bet

wee

n q

uan

tita

tive

and q

ual

itat

ive

rese

arch

m

ethods

1

Under

stan

d h

ow

to

org

anis

e an

d

eval

uat

e dat

a th

at

has

bee

n

rese

arch

ed

1.6

D

escr

ibe

how

to s

earc

h f

or

rele

vant

dat

a so

urc

es

2

Under

stan

d h

ow

to

report

dat

a th

at

has

bee

n

rese

arch

ed

2.1

D

escr

ibe

way

s of

report

ing d

ata

so t

hat

it

m

eets

agre

ed a

ims

and o

bje

ctiv

es

is

acc

ura

te a

nd f

ree

from

bia

s

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

24

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

O

rgan

ise

dat

a so

that

it

can b

e an

alys

ed a

nd r

eport

ed

3.2

Sel

ect

rele

vant,

val

id a

nd r

elia

ble

dat

a to

anal

yse

3.3

Apply

anal

ysis

and e

valu

atio

n t

echniq

ues

, as

req

uired

3.4

Rev

iew

dat

a to

pro

duce

acc

ura

te, unbia

sed r

esults

and c

oncl

usi

ons

3.5

Chec

k th

e ac

cura

cy o

f th

e an

alys

is,

and m

ake

adju

stm

ents

, if

required

3

Be

able

to a

nal

yse

and e

valu

ate

dat

a

3.6

O

bta

in f

eedbac

k on d

ata

anal

ysis

, if r

equired

4.1

Pr

esen

t dat

a in

agre

ed f

orm

at

4

Be

able

to r

eport

dat

a 4.2

Pr

esen

t dat

a to

agre

ed t

imes

cale

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


249

Unit 48: Design Business Continuity Management Procedures


QCF level: 5

Credit value: 10


Unit aim

This unit is about proposing, designing and testing BCM procedures to meet organisational needs.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

25

0

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

the

peo

ple

, pro

duct

s, p

roce

sses

and d

epen

den

cies

req

uired

fo

r th

e org

anis

atio

n t

o c

ontinue

to f

unct

ion

1.2

Id

entify

the

supply

chai

n o

n w

hic

h p

eople

, pro

duct

s, p

roce

sses

and

dep

enden

cies

dep

end

1.3

Id

entify

the

senio

r dec

isio

n-m

aker

s in

the

org

anis

atio

n f

or

BCM

pro

cedure

s

1.4

D

eter

min

e w

ho t

o c

onta

ct f

or a

dvi

ce w

hen

dev

elopin

g B

CM

pro

cedure

s

1

Under

stan

d f

acto

rs

that

will

influen

ce

the

dev

elopm

ent

of

Busi

nes

s Continuity

Man

agem

ent

(BCM

) pro

cedure

s

1.5

Exp

lain

how

to d

evel

op a

budget

for

BCM

pro

cedure

s

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

25

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

the

conce

pt

of

BCM

2.2

Exp

lain

how

to t

ransl

ate

the

conce

pt

of

BCM

into

the

des

ign o

f BCM

pro

cedure

s

2.3

Exp

lain

the

princi

ple

s of

gat

her

ing d

ata

for

the

purp

ose

of

Busi

nes

s Im

pac

t Anal

ysis

2.4

D

escr

ibe

met

hods

of

dev

elopin

g B

CM

sys

tem

s an

d p

roce

dure

s th

at

achie

ve r

equired

outc

om

es,

busi

nes

s co

ntinuity

and o

rgan

isat

ional

obje

ctiv

es

2.5

Exp

lain

the

ben

efits

of dev

elopin

g a

ran

ge

of

options

for

the

des

ign o

f BCM

pro

cedure

s

2.6

Exp

lain

met

hods

of

dev

elop

ing d

esig

n o

ptions

2.7

Exp

lain

the

purp

ose

and b

enef

its

of

pro

duci

ng d

esig

ns

whic

h r

efle

ct

real

istic

tim

esca

les

and c

ost

s

2

Under

stan

d h

ow

to

dev

elop B

CM

pro

cedure

s

2.8

Exp

lain

way

s of

pro

duci

ng d

esig

ns

whic

h r

efle

ct r

ealis

tic

tim

esca

les

and c

ost

s

3.1

Exp

lain

the

purp

ose

and b

enef

its

of co

nsu

ltin

g o

n d

esig

n o

ptions

3.2

Exp

lain

who s

hould

be

consu

lted

and h

ow

to o

rgan

ise

this

co

nsu

ltat

ion

3.3

Exp

lain

the

types

of

info

rmat

ion a

nd a

dvi

ce t

hat

peo

ple

may

nee

d t

o

reac

h a

dec

isio

n o

n d

esig

n o

ptions

3.4

Exp

lain

met

hods

of

pre

senta

tion,

usi

ng t

echniq

ues

of

per

suas

ion

3

Under

stan

d h

ow

to

consu

lt o

n a

nd

agre

e BCM

pro

cedure

s

3.5

Exp

lain

tec

hniq

ues

of

neg

otiat

ing d

esig

ns

with u

sers

and d

ecis

ion

mak

ers

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

25

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Id

entify

the

conte

nt

and s

cope

of th

e pro

cedure

appro

priat

e to

the

nee

ds

of

the

org

anis

atio

n a

nd its

supply

chai

n

4.2

W

ork

with o

ther

s to

agre

e re

quirem

ents

for

the

pro

cedure

and t

he

syst

ems

nee

ded

to s

upport

it

4.3

G

ain a

gre

emen

t an

d s

upport

of se

nio

r dec

isio

n-m

aker

s

4

Be

able

to m

ake

pro

posa

ls f

or

BCM

pro

cedure

s

4.4

Agre

e a

budget

for

BCM

pro

cedure

s

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

25

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Pr

oduce

des

ign o

ptions

for

BCM

pro

cedure

s co

nsi

sten

t w

ith a

gre

ed

requirem

ents

and b

udget

s

5.2

Consu

lt w

ith r

elev

ant

peo

ple

when

dev

elopin

g d

iffe

rent

des

ign o

ptions

5.3

M

ake

sure

the

des

ign o

ptions

confo

rm w

ith leg

al r

equirem

ents

and

with a

ny

org

anis

atio

nal

Busi

nes

s Continuity

stra

tegy

and p

olic

y

5.4

M

ake

sure

des

ign o

ptions

will

pro

tect

pro

duct

s an

d s

ervi

ces

and a

re

pro

port

ionat

e to

the

org

anis

atio

n’s

nee

ds

5.5

M

ake

sure

des

ign o

ptions

take

acc

ount

of

the

org

anis

atio

n’s

supply

ch

ain

5.6

Pr

esen

t des

ign o

ptions

in a

form

and s

tyle

to h

elp u

sers

and d

ecis

ion-

mak

ers

under

stan

d

5.7

Ass

ess

des

ign o

ptions’

str

ength

s an

d w

eakn

esse

s

5.8

Pro

vide

suff

icie

nt

info

rmat

ion a

nd a

dvi

ce t

o e

nab

le a

gre

emen

t of

a final

pro

cedure

5

Be

able

to d

esig

n

BCM

pro

cedure

s

5.9

Rec

ord

the

final

pro

cedure

in s

uffic

ient

det

ail fo

r im

ple

men

tation

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


254

Unit 49: Invite Tenders and Select Contractors


QCF level: 5

Credit value: 6


Unit aim

This unit is about handling the tendering process, identifying appropriate selection criteria to award the tender and agree a contractor.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.2

2 2.1 -2.3

3 3.1



information given

4

4.2 Evidence may be supplied via learner reports/reflective accounts, professional discussion and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

invitation to tender


255

Learning outcomes

Assessment criteria

Assessment guidance


letters

emails

memos

reports

4.4 Evidence may be supplied via witness testimony and learner reports/reflective accounts


evaluations.


5

5.4 – 5.5

6.1 – 6.2


letters

emails

memos

reports

6




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

25

6

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

and b

enef

its

of

invi

ting a

ran

ge

of

pote

ntial

co

ntr

acto

rs t

o b

id f

or

a te

nder

1

Under

stan

d t

ender

ing

pro

cedure

s

1.2

D

escr

ibe

the

pro

cedure

s to

be

follo

wed

when

invi

ting a

nd r

ecei

ving

tender

s

2.1

D

escr

ibe

poin

ts t

o c

onsi

der

when

eva

luat

ing t

ender

s, t

hei

r purp

ose

an

d b

enef

its

2.2

D

escr

ibe

purp

ose

and b

enef

its

of

iden

tify

ing f

inan

cial

res

ourc

es

required

2

Under

stan

d h

ow

to

eval

uat

e te

nder

s

2.3

D

escr

ibe

the

purp

ose

and b

enef

its

of

hav

ing o

bje

ctiv

e se

lect

ion

criter

ia

3

Under

stan

d p

rinci

ple

s fo

r neg

otiat

ing a

co

ntr

act

3.1

D

escr

ibe

the

purp

ose

and b

enef

its

of

agre

eing a

contr

act

that

is

fit

for

purp

ose

4.1

G

ive

info

rmat

ion a

bout

the

tender

ing p

roce

ss t

hat

is

fit

for

purp

ose

4.2

Is

sue

invi

tation t

o t

ender

to p

ote

ntial

suitab

ly q

ual

ifie

d c

ontr

acto

rs

4.3

Answ

er p

re-t

ender

quer

ies

to m

ake

sure

all

pro

spec

tive

supplie

rs

hav

e th

e sa

me

info

rmat

ion

4

Be

able

to f

ollo

w

pro

cedure

s fo

r han

dlin

g t

ender

s

4.4

Fo

llow

pro

cedure

s to

rec

eive

, re

cord

and o

pen

ten

der

s

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

25

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Eva

luat

e te

nder

s ag

ainst

crite

ria

5.2

Id

entify

fin

anci

al r

esourc

es n

eeded

to a

chie

ve a

ims

and o

bje

ctiv

es o

f th

e sp

ecific

atio

n

5.3

M

ake

sele

ctio

n in lin

e w

ith s

elec

tion c

rite

ria

5.4

In

form

unsu

cces

sful te

nder

ers

of

the

outc

om

e

5

Be

able

to iden

tify

and

sele

ct c

ontr

acto

r(s)

5.5

G

ive

feed

bac

k to

unsu

cces

sful te

nder

ers,

if

required

6.1

N

egotiat

e w

ith c

ontr

acto

rs t

o r

each

an a

gre

emen

t th

at

co

vers

the

requirem

ents

and s

pec

ific

atio

ns

offer

s good v

alue

for

money

is

acc

epta

ble

to b

oth

par

ties

6.2

N

egotiat

e w

ith c

ontr

acto

r(s)

to m

ake

sure

ther

e is

com

plia

nce

with

rele

vant

org

anis

atio

nal

req

uirem

ents

, le

gis

lation a

nd r

egula

tions

6

Be

able

to n

egotiat

e an

d a

gre

e a

contr

act

6.3

M

ake

sure

that

spec

ific

atio

ns

and c

ontr

act

are

fit

for

purp

ose

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


258

Unit 50: Monitor and Evaluate Contracts


QCF level: 5

Credit value: 6


Unit aim

This unit is about monitoring and evaluating a contractor’s performance and compliance against the requirements of a contract.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.8

2 2.1 – 2.2


3.1 – 3.3

3.6 – 3.7

Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, case studies, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:

letters

emails

memos

reports

3


contracts

legal and organisational requirements


259

Learning outcomes

Assessment criteria

Assessment guidance

3.5

4.1 – 4.2

Evidence may be supplied via witness testimony, professional discussion and learner reports/reflective accounts


information gathered

4


reports



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

26

0

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

way

s of

build

ing r

elat

ionsh

ips

with c

ontr

acto

r(s)

1.2

Exp

lain

the

purp

ose

and b

enef

its

of

build

ing r

elat

ionsh

ips

with

contr

acto

r(s)

1.3

D

escr

ibe

diffe

rent

way

s of

monitoring c

om

plia

nce

with a

contr

act

1.4

Id

entify

and e

valu

ate

diffe

rent

met

hods

of

monitoring c

ontr

acts

that

m

eet

all nee

ds

1.5

D

escr

ibe

way

s of

trac

king a

chie

vem

ent

of

contr

act

obje

ctiv

es

1.6

G

ive

exam

ple

s of

what

const

itute

s a

bre

ach o

f co

ntr

act

1.7

Id

entify

way

s of

dea

ling w

ith a

bre

ach o

f co

ntr

act

1

Under

stan

d

monitoring

pro

cedure

s

1.8

D

escr

ibe

the

legal

, re

gula

tory

and o

rgan

isat

ional

req

uirem

ents

gove

rnin

g c

ontr

acts

2.1

Id

entify

and e

valu

ate

the

sourc

es a

nd t

ypes

of

info

rmat

ion t

hat

can

be

use

d t

o m

onitor

contr

acts

2

Under

stan

d h

ow

to

eval

uat

e co

ntr

acto

r(s)

per

form

ance

2.2

D

escr

ibe

the

purp

ose

and b

enef

its

of

eval

uat

ing a

nd r

eport

ing o

n

contr

acto

r(s)

str

ength

s an

d a

reas

for

impro

vem

ent

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

26

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Agre

e pro

cedure

s fo

r co

mm

unic

atin

g w

ith c

ontr

acto

r(s)

3.2

Agre

e pro

cedure

s fo

r co

mm

unic

atin

g w

ith o

ther

s in

volv

ed

3.3

Agre

e pro

cedure

s w

ith c

ontr

acto

rs f

or

monitoring p

erfo

rman

ce

3.4

Chec

k co

ntr

acto

r’s

com

plia

nce

with t

he

contr

act

incl

udin

g,

as r

equired

le

gal

and r

egula

tory

req

uirem

ents

org

anis

atio

nal

req

uirem

ents

3.5

M

ake

sure

contr

act

obje

ctiv

es a

re b

eing m

et

3.6

Agre

e ac

tion w

ith c

ontr

acto

r(s)

to d

eal w

ith n

on-c

om

plia

nce

3

Be

able

to m

onitor

the

per

form

ance

of

contr

acto

rs

3.7

D

eal w

ith b

reac

hes

of

contr

act(

s) w

ithin

agre

ed t

imes

cale

s, if

required

4.1

Agre

e pro

cedure

s fo

r ev

aluat

ion

4.2

Agre

e so

urc

es o

f in

form

atio

n f

or

eval

uat

ion

4.3

G

ather

and a

nal

yse

info

rmat

ion

4.4

Id

entify

and r

eport

on s

tren

gth

s of

contr

acto

r(s)

4

Be

able

to e

valu

ate

the

per

form

ance

of

contr

acto

r(s)

4.5

Id

entify

and r

eport

on a

reas

for

im

pro

vem

ent

for

contr

acto

r(s)

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


262

Unit 51: Contribute to Running a Project


QCF level: 3

Credit value: 5


Unit aim

This unit is about contributing to achieving a project’s agreed aims and objectives as it impacts on stakeholders.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.8

2 2.1 – 2.7

3 3.1 – 3.3


4 4.1 – 4.2

4.4


letters

emails

memos

minutes of meetings


263

Learning outcomes

Assessment criteria

Assessment guidance


letters

emails

memos

specifications


letters

emails

memos

Critical path analysis

GANTT charts


letters

emails

memos

risks identified

contingency plans

5 5.1

5.5

Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role


264

Learning outcomes

Assessment criteria

Assessment guidance

5.2

5.6


letters

emails

memos

minutes of meetings


letters

emails

memos

minutes of meetings

adapted plans

5.4

5.7


letters

emails

memos

minutes of meetings

reports


letters

emails

memos

minutes of meetings


265

Learning outcomes

Assessment criteria

Assessment guidance


letters

emails

memos

minutes of meetings

reports



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

26

6

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

the

diffe

rence

bet

wee

n r

outine

work

and t

akin

g p

art

in a

pro

ject

1.2

Exp

lain

the

adva

nta

ges

and d

isad

vanta

ges

of

usi

ng p

roje

cts

and w

hen

pro

ject

s ar

e ap

pro

priat

e

1.3

Exp

lain

the

pro

ject

-pla

nnin

g m

ethodolo

gie

s ap

pro

priat

e to

the

types

of

pro

ject

s ru

n a

nd t

he

tools

that

can

be

use

d t

o a

ssis

t pro

ject

pla

nnin

g a

nd c

ontr

ol

1.4

Exp

lain

the

purp

ose

and b

enef

its

of id

entify

ing s

take

hold

ers

invo

lved

in

the

pro

ject

1.5

Exp

lain

the

purp

ose

of

contr

ibuting t

o a

gre

eing a

pro

ject

’s p

urp

ose

, sc

ope,

tim

esca

le,

cost

s, a

ims

and o

bje

ctiv

es

1.6

Exp

lain

the

purp

ose

of

agre

eing a

budget

for

a pro

ject

1.7

D

escr

ibe

how

to e

stim

ate

types

and q

uan

tity

of

reso

urc

es n

eeded

to

run a

pro

ject

1

Under

stan

d h

ow

to

contr

ibute

to a

gre

e to

a p

roje

ct b

rief

1.8

D

escr

ibe

how

to iden

tify

pro

ject

ris

ks a

nd d

evel

op c

ontingen

cy p

lans,

if r

equired

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

26

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

D

escr

ibe

the

types

of

info

rmat

ion n

eeded

to m

onitor

pro

ject

s an

d t

he

met

hods

that

can

be

use

d t

o g

ive

info

rmat

ion

2.2

D

escr

ibe

how

to e

stim

ate

and c

ontr

ol re

sourc

es in a

n a

rea

of

work

during a

pro

ject

2.3

Exp

lain

the

purp

ose

of

report

ing o

wn p

rogre

ss d

uring a

pro

ject

2.4

O

utlin

e re

asons

for

seek

ing a

dvi

ce in r

esponse

to u

nex

pec

ted e

vents

2.5

Exp

lain

the

purp

ose

and b

enef

its

of

contr

ibuting t

ow

ards

achie

ving

pro

ject

s w

ithin

agre

ed t

imes

cale

s

2.6

Exp

lain

the

purp

ose

and b

enef

its

of

keep

ing r

ecord

s of

all pro

ject

ac

tivi

ty w

ithin

the

scope

of

ow

n w

ork

2

Under

stan

d h

ow

to

contr

ibute

to a

pro

ject

2.7

D

escr

ibe

diffe

rent

way

s of

com

munic

atin

g w

ith t

hose

invo

lved

in o

r af

fect

ed b

y a

pro

ject

to m

ake

sure

it

runs

smooth

ly

3.1

D

escr

ibe

diffe

rent

types

of

met

hods

avai

lable

to m

onitor

pro

ject

s

3.2

Exp

lain

the

purp

ose

of

mak

ing o

wn c

ontr

ibutions

when

eva

luat

ing

pro

ject

s

3

Under

stan

d t

he

purp

ose

of

contr

ibuting t

o t

he

eval

uat

ion o

f a

pro

ject

3.3

D

escr

ibe

how

to lea

rn les

sons

for

the

futu

re f

or

ow

n w

ork

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

26

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Confirm

the

purp

ose

of

the

pro

ject

with a

ll st

akeh

old

ers

4.2

Confirm

pro

ject

sco

pe,

tim

esca

le,

aim

s an

d o

bje

ctiv

es

4.3

Contr

ibute

to t

he

pre

par

atio

n o

f a

pro

ject

spec

ific

atio

n

4.4

Confirm

all

types

of

reso

urc

es f

or

all st

akeh

old

ers

4.5

Confirm

with a

ll st

akeh

old

ers,

the

pro

ject

pla

n a

nd t

imed

use

of

all

types

of

reso

urc

es f

or

an a

rea

of

work

4

Be

able

to

contr

ibute

to

pre

par

ing a

nd

pla

nnin

g a

pro

ject

4.6

Contr

ibute

to iden

tify

ing r

isks

and d

evel

op c

ontingen

cy p

lans

for

an

area

of

work

5.1

Im

ple

men

t a

pro

ject

5.2

Com

munic

ate

with a

ll st

akeh

old

ers

invo

lved

with o

r af

fect

ed b

y a

pro

ject

5.3

Adap

t pro

ject

pla

ns

for

stak

ehold

ers

to r

espond t

o u

nex

pec

ted e

vents

an

d r

isks

5.4

Pr

ovi

de

inte

rim

rep

ort

s on p

roje

ct p

rogre

ss t

o r

elev

ant

stak

ehold

ers

5.5

Ach

ieve

req

uired

outc

om

es f

or

rele

vant

stak

ehold

ers

on t

ime

and t

o

budget

5.6

See

k ad

vice

in r

esponse

to u

nex

pec

ted e

vents

, if r

equired

5

Be

able

to

contr

ibute

to

runnin

g a

pro

ject

5.7

Kee

p r

ecord

s of

pro

ject

act

ivity

6.1

Eva

luat

e pro

ject

for

all st

akeh

old

ers

6.2

Rep

ort

on t

he

deg

ree

to w

hic

h a

pro

ject

met

its

aim

s an

d o

bje

ctiv

es

for

all st

akeh

old

ers

6

Be

able

to

contr

ibute

to

eval

uat

ing t

he

outc

om

es o

f a

pro

ject

6.3

Rep

ort

on p

roje

ct s

tren

gth

s an

d a

reas

for

impro

vem

ent

for

all

stak

ehold

ers

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

26

9

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

D

ate:

_____________________________


270

Unit 52: Agree a Budget


QCF level: 3

Credit value: 4


Unit aim

This unit is about developing and agreeing a budget for a department or section within a business.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance




draft budget

2


budget


271



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

27

2

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

how

to u

se e

stim

atio

ns

when

dev

elopin

g a

dra

ft b

udget

1.2

Exp

lain

how

to iden

tify

priorities

and f

inan

cial

res

ourc

es n

eeded

when

pre

par

ing a

budget

1.3

Exp

lain

the

purp

ose

and b

enef

its

of

iden

tify

ing p

riorities

when

pre

par

ing a

budget

1.4

Exp

lain

the

purp

ose

and b

enef

its

of

eval

uat

ing a

nd just

ifyi

ng

estim

ated

cost

s an

d inco

me

1.5

D

escr

ibe

pro

cedure

s fo

r neg

otiat

ing s

uper

seded

budget

s

1

Under

stan

d h

ow

to

dev

elop b

udget

s

1.6

D

escr

ibe

skill

s nee

ded

for

agre

eing b

udget

s

2.1

Id

entify

fin

anci

al r

esourc

es n

eeded

to a

chie

ve g

oal

s an

d o

bje

ctiv

es f

or

agre

eing a

budget

2.2

Eva

luat

e an

d just

ify

cost

s an

d r

isks

2.3

Pr

epar

e a

dra

ft b

udget

2

Be

able

to a

gre

e a

budget

2.4

N

egotiat

e an

d a

gre

e a

budget

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

27

3

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


274

Unit 53: Recruit Staff in own Area of Responsibility


QCF level: 5

Credit value: 4


Unit aim

This unit helps learners to contribute to the recruitment, selection and induction of staff and evaluate the processes used.

Assessment guidance




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

27

5

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exa

min

e th

e hum

an r

esourc

es r

equired

to m

eet

obje

ctiv

es in o

wn

area

of

resp

onsi

bili

ty

1.2

Id

entify

gap

s bet

wee

n c

urr

ent

and r

equired

hum

an r

esourc

es t

o m

eet

obje

ctiv

es

1

Be

able

to r

evie

w

hum

an r

esourc

e re

quirem

ents

to

mee

t busi

nes

s obje

ctiv

es in o

wn

area

of

resp

onsi

bili

ty

1.3

Ass

ess

the

options

for

hum

an r

esourc

e re

quirem

ents

to m

eet

obje

ctiv

es

2.1

Exp

lain

how

to e

nsu

re r

ecru

itm

ent

and s

elec

tion p

roce

sses

are

fai

r

2.2

Exp

lain

how

to e

nsu

re t

hat

leg

al r

equirem

ents

, in

dust

ry r

egula

tions,

org

anis

atio

nal

polic

ies

and p

rofe

ssio

nal

codes

are

met

2

Under

stan

d t

he

import

ance

of

ensu

ring t

hat

re

cruitm

ent

and

sele

ctio

n p

roce

sses

m

eet

legal

, re

gula

tory

, et

hic

al

and s

oci

al

requirem

ents

2.3

Exp

lain

when

to s

eek

spec

ialis

t ex

per

tise

thro

ughout

the

recr

uitm

ent

pro

cess

3.1

Consu

lt w

ith r

elev

ant

oth

ers

to p

roduce

or

updat

e jo

b d

escr

iptions

3.2

Agre

e w

ith c

olle

agues

the

stag

es in t

he

recr

uitm

ent

and s

elec

tion

pro

cess

for

iden

tified

vac

anci

es

3

Be

able

to

par

tici

pat

e in

the

recr

uitm

ent

and

sele

ctio

n p

roce

ss

3.3

Id

entify

the

met

hods

and c

rite

ria

that

will

be

use

d in t

he

recr

uitm

ent

and s

elec

tion p

roce

ss

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

27

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Ass

ess

and s

elec

t le

arner

s usi

ng a

gre

ed m

ethods

and c

rite

ria

4.2

Eva

luat

e th

e re

cruitm

ent

and s

elec

tion m

ethods

and c

rite

ria

use

d in

ow

n a

rea

of

resp

onsi

bili

ty

4

Be

able

to e

valu

ate

the

recr

uitm

ent

and s

elec

tion

pro

cess

and

iden

tify

im

pro

vem

ents

for

the

futu

re

4.3

Id

entify

way

s of

impro

ving f

utu

re r

ecru

itm

ent

and s

elec

tion

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


277

Unit 54: Use Customer Service as a Competitive Tool


QCF level: 3

Credit value: 8


Unit aim

Customer service contributes to an organisation’s competitive position. Customers of many organisations have choice about the services or products they use and who supplies them. Often the technical features and cost of the service or product are almost identical. If this is the case, the quality of the customer service offered makes all the difference about which supplier the customer chooses. This unit is about how the learner can play their part in ensuring that their organisation makes the best possible use of the competitive advantage that can be gained from offering superior customer service. It covers how the learner can use customer service as a tool to compete effectively with other providers of similar services and products. The unit is not for a learner whose organisation does not compete actively with others.


The Institute of Customer Service (ICS) developed this unit and accompanying evidence requirements. Learners must produce evidence for each of the requirements stated.

1 Learners’ evidence should be collected when carrying out a real job, whether paid or voluntary, and when dealing with real customers, whether internal or external to the organisation. Evidence collected in a realistic working environment or a work placement is not permissible for this unit. Simulation is not allowed for any performance evidence within this unit.


3 Learners must provide evidence that shows they have done this over a sufficient period of time with different customers on different occasions for the assessor to be confident that they are competent.


278

4 Learners must provide examples of when the benefits of using customer service as a competitive tool enjoyed by customers are:

a tangible in that they can be measured

b intangible in that they are represented solely by feelings and perceptions of the customer experience.

5 Learners’ evidence must include examples of competitive analysis involving:

a direct competitors

b competitors offering substitute services or products.

6 Learners’ evidence must include examples of when they have used customer service actions as a competitive tool to attract or maintain:

a loyal customers

b customers returning from competitors

c new customers.


This unit is assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

27

9

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

evel

op t

hei

r ow

n a

nd c

olle

agues

’ under

stan

din

g o

f th

e se

rvic

es a

nd

pro

duct

s offer

ed b

y th

eir

org

anis

atio

n

1.2

D

efin

e th

eir

org

anis

atio

n’s

ser

vice

offer

and t

he

way

s in

whic

h it

com

par

es w

ith t

hose

of

thei

r co

mpet

itors

1.3

Set

an e

xam

ple

for

colle

agues

and p

rese

nt

an im

age

to t

hei

r cu

stom

ers

that

rei

nfo

rces

thei

r org

anis

atio

n’s

ser

vice

offer

1

Org

anis

e cu

stom

er

serv

ice

to g

ain a

co

mpet

itiv

e ad

vanta

ge

1.4

Enco

ura

ge

cust

om

er s

ervi

ce a

ctio

ns

that

cre

ate

and d

evel

op c

ust

om

er

loya

lty

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

28

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Tak

e posi

tive

act

ions

and e

nco

ura

ge

colle

agues

to t

ake

actions

that

pro

vide

indiv

idual

cust

om

ers

with a

dded

val

ue

within

thei

r org

anis

atio

n’s

ser

vice

offer

2.2

Rem

ind c

ust

om

ers

about

thei

r se

rvic

e offer

and t

he

extr

a ben

efit it

pro

vides

ove

r th

ose

of

thei

r co

mpet

itors

2.3

O

ffer

additio

nal

tec

hnic

al a

dvi

ce t

o c

ust

om

ers

within

thei

r org

anis

atio

n’s

ser

vice

offer

2.4

Show

aw

aren

ess

of

the

finan

cial

im

plic

atio

ns

of

any

added

val

ue

actions

that

they

or

thei

r co

lleag

ues

mig

ht

offer

2.5

M

eet

cust

om

er s

ervi

ce t

arget

s to

ensu

re t

hat

cust

om

ers

see

the

ben

efit o

f dea

ling w

ith t

hem

rat

her

than

with a

com

pet

itor

2.6

Re-

direc

t cu

stom

ers

to o

ther

ser

vice

pro

vider

s w

ithout

offen

ce w

hen

th

eir

expec

tations

cannot

be

met

by

the

org

anis

atio

n’s

ser

vice

offer

2.7

Ensu

re t

hat

cust

om

ers

who h

ave

show

n a

pre

vious

inte

rest

in r

epea

t an

d a

dditio

nal

ser

vice

s ar

e re

min

ded

of

this

2

Del

iver

a

com

pet

itiv

e se

rvic

e

2.8

Enco

ura

ge

colle

agues

to o

ffer

com

ple

men

tary

ser

vice

s an

d p

roduct

s w

hen

cust

om

er s

atis

fact

ion indic

ates

that

cust

om

ers

would

be

inte

rest

ed in t

hem

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

28

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Id

entify

the

fact

ors

that

lea

d t

o c

ust

om

ers’

bel

ief

that

they

are

en

joyi

ng v

alue

for

money

3.2

D

escr

ibe

the

serv

ices

and p

roduct

s offer

ed b

y th

eir

org

anis

atio

n

3.3

D

escr

ibe

the

serv

ices

and p

roduct

s offer

ed b

y co

mpet

itors

3.4

Id

entify

the

feat

ure

s an

d b

enef

its

of

serv

ices

and p

roduct

s th

at a

re

seen

by

cust

om

ers

as a

dded

val

ue

3.5

Exp

lain

the

purp

ose

of

addin

g n

on-c

har

gea

ble

ite

ms

to t

he

serv

ice

offer

in o

rder

to im

pre

ss c

ust

om

ers

and d

evel

op c

ust

om

er loya

lty

3.6

Exp

lain

how

to p

ort

ray

a posi

tive

im

age

that

rei

nfo

rces

thei

r org

anis

atio

n’s

com

pet

itiv

e posi

tion

3.7

Exp

lain

thei

r org

anis

atio

n’s

cust

om

er s

ervi

ce t

arget

s an

d c

ost

im

plic

atio

ns

of

added

val

ue

actions

to im

pro

ve t

he

org

anis

atio

n’s

co

mpet

itiv

e posi

tion

3

Under

stan

d h

ow

to

use

cust

om

er

serv

ice

as a

co

mpet

itiv

e to

ol

3.8

D

escr

ibe

com

ple

men

tary

ser

vice

s an

d p

roduct

s th

at m

ay b

e of

inte

rest

to t

hei

r cu

stom

ers

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


282

Unit 55: Monitor and Solve Customer Service Problems


QCF level: 3

Credit value: 6


Unit aim

The learner’s job involves delivering and organising excellent customer service. However good the service provided, some of their customers will experience problems and the learner will spot and solve other problems before their customers even know about them. This unit is about the part of their job that involves solving immediate customer service problems. It is also about changing systems to avoid repeated customer service problems. Remember that some customers judge the quality of their customer service by the way that the learner solves customer service problems. The learner can impress customers and build customer loyalty by sorting out those problems efficiently and effectively. Sometimes a customer service problem presents an opportunity to impress a customer in a way that would not have been possible if everything had gone smoothly.


The Institute of Customer Service (ICS) developed this unit and accompanying evidence requirements. Learners must produce evidence for each of the requirements stated.

1 The evidence should be collected when carrying out a real job, whether paid or voluntary, and when dealing with real customers, whether internal or external to the organisation. Evidence collected in a realistic working environment or a work placement is not permissible for this unit. Simulation is not allowed for any performance evidence within this unit.


3 Learners must provide evidence that shows they have done this over a sufficient period of time with different customers on different occasions for the assessor to be confident that they are competent.

4 The evidence must include examples of problems which are:

a brought to learners’ attention by customers

b are identified first by the learner and/or by a colleague.


283

5 The problems included in the evidence must include examples of a:

a difference between customer expectations and what is offered by the organisation

b problem resulting from a system or procedure failure

c problem resulting from a shortage of resources or human error.

6 Learners must show that they have considered the options for solving problems from the point of view of:

a the customer

b the potential benefits to the organisation

c the potential risks to the organisation.

7 Learners must provide evidence that they have made use of options that:

a follow organisational procedures or guidelines

b make agreed and authorised exceptions to usual practice.



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

28

4

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Res

pond p

osi

tive

ly t

o c

ust

om

er s

ervi

ce p

roble

ms

follo

win

g

org

anis

atio

nal

guid

elin

es

1.2

Solv

e cu

stom

er s

ervi

ce p

roble

ms

when

they

hav

e su

ffic

ient

auth

ority

1.3

W

ork

with o

ther

s to

solv

e cu

stom

er s

ervi

ce p

roble

ms

1.4

Kee

p c

ust

om

ers

info

rmed

of th

e ac

tions

bei

ng t

aken

1.5

Chec

k w

ith c

ust

om

ers

that

they

are

com

fort

able

with t

he

actions

bei

ng t

aken

1.6

Solv

e pro

ble

ms

with s

ervi

ce s

yste

ms

and p

roce

dure

s th

at m

ight

affe

ct

cust

om

ers

bef

ore

cust

om

ers

bec

om

e aw

are

of

them

1

Solv

e im

med

iate

cu

stom

er s

ervi

ce

pro

ble

ms

1.7

In

form

man

ager

s an

d c

olle

agues

of th

e st

eps

take

n t

o s

olv

e sp

ecific

pro

ble

ms

2.1

Id

entify

rep

eate

d c

ust

om

er s

ervi

ce p

roble

ms

2.2

Id

entify

the

options

for

dea

ling w

ith a

rep

eate

d c

ust

om

er s

ervi

ce

pro

ble

m a

nd c

onsi

der

the

adva

nta

ges

and d

isad

vanta

ges

of

each

option

2

Iden

tify

rep

eate

d

cust

om

er s

ervi

ce

pro

ble

ms

and

options

for

solv

ing

them

2.3

W

ork

with o

ther

s to

sel

ect

the

bes

t option f

or

solv

ing a

rep

eate

d

cust

om

er s

ervi

ce p

roble

m,

bal

anci

ng c

ust

om

er e

xpec

tations

with t

he

nee

ds

of

the

org

anis

atio

n

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

28

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

O

bta

in t

he

appro

val of

som

ebody

with s

uff

icie

nt

auth

ority

to c

han

ge

org

anis

atio

nal

guid

elin

es in o

rder

to r

educe

the

chan

ce o

f a

pro

ble

m

bei

ng r

epea

ted

3.2

Act

ion t

hei

r ag

reed

solu

tion

3.3

Kee

p t

hei

r cu

stom

ers

info

rmed

in a

posi

tive

and c

lear

man

ner

of

step

s bei

ng t

aken

to s

olv

e an

y se

rvic

e pro

ble

ms

3

Tak

e ac

tion t

o

avoid

the

repet

itio

n

of

cust

om

er s

ervi

ce

pro

ble

ms

3.4

M

onitor

the

chan

ges

they

hav

e m

ade

and a

dju

st t

hem

if

appro

priat

e

4.1

D

escr

ibe

org

anis

atio

nal

pro

cedure

s an

d s

yste

ms

for

dea

ling w

ith

cust

om

er s

ervi

ce p

roble

ms

4.2

D

escr

ibe

the

org

anis

atio

nal

pro

cedure

s an

d s

yste

ms

for

iden

tify

ing

repea

ted c

ust

om

er s

ervi

ce p

roble

ms

4.3

Exp

lain

how

the

succ

essf

ul re

solu

tion o

f cu

stom

er s

ervi

ce p

roble

ms

contr

ibute

s to

cust

om

er loya

lty

with t

he

exte

rnal

cust

om

er a

nd

impro

ved w

ork

ing r

elat

ionsh

ips

with s

ervi

ce p

artn

ers

or

inte

rnal

cu

stom

ers

4

Under

stan

d h

ow

to

monitor

and s

olv

e cu

stom

er s

ervi

ce

pro

ble

ms

4.4

Exp

lain

how

to n

egotiat

e w

ith a

nd r

eass

ure

cust

om

ers

while

thei

r pro

ble

ms

are

bei

ng s

olv

ed

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


286

Unit 56: Monitor and Review Business Processes


QCF level: 5

Credit value: 3


Unit aim

This unit enables learners to monitor, implement and review business processes in their own area of responsibility.

Assessment guidance




Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

28

7

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

evel

op m

easu

res

that

are

appro

priat

e an

d p

rovi

de

suitab

le

info

rmat

ion t

o a

sses

s busi

nes

s pro

cess

es

1

Be

able

to m

onitor

busi

nes

s pro

cess

es

in o

wn a

rea

of

resp

onsi

bili

ty.

1.2

M

onitor

the

qual

ity

of

work

agai

nst

key

succ

ess

criter

ia w

ork

ing w

ith

rele

vant

stak

ehold

ers

2.1

Rev

iew

busi

nes

s pro

cess

es

2.2

Tak

e co

rrec

tive

act

ion a

nd r

evis

e pla

ns

wher

e nec

essa

ry

2.3

Im

ple

men

t re

vise

d b

usi

nes

s pro

cess

es t

o a

ll re

leva

nt

stak

ehold

ers

2

Be

able

to r

evie

w

and im

pro

ve

busi

nes

s pro

cess

es

in o

wn a

rea

of

resp

onsi

bili

ty.

2.4

M

easu

re t

he

effe

cts

of

chan

ge

in b

usi

nes

s pro

cess

es in o

wn a

rea

of

resp

onsi

bili

ty

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


288

Unit 57: Plan and Organise an Event


QCF level: 3

Credit value: 4


Unit aim

This unit is about planning and organising an event.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.6

2 2.1

3 3.1 – 3.3



letters

emails

memos

briefs

budgets


289

Learning outcomes

Assessment criteria

Assessment guidance


letters

emails

memos

plans


letters

emails

memos

event packs

training schedules



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

29

0

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

purp

ose

and b

enef

its

of

pla

nnin

g a

n e

vent

1.2

Exp

lain

the

role

of

the

even

t org

anis

er in:

a m

eeting t

he

obje

ctiv

es o

f th

e ev

ent

b

agre

eing a

brief

and b

udget

for

the

even

t

1.3

Id

entify

and e

valu

ate

the

types

of risk

s as

soci

ated

with e

vents

and

expla

in h

ow

to m

inim

ise

thes

e

1.4

Exp

lain

the

purp

ose

and b

enef

its

of a

contingen

cy p

lan f

or

an e

vent

1.5

D

escr

ibe

the

types

of

pro

ble

ms

that

may

occ

ur

when

org

anis

ing a

n

even

t an

d h

ow

to s

olv

e th

em

1

Under

stan

d t

he

role

of

an e

vent

org

anis

er in

pla

nnin

g a

n e

vent

1.6

Cat

egorise

diffe

rent

types

of

even

ts a

nd t

hei

r m

ain f

eatu

res

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

29

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2

Under

stan

d t

he

arra

ngem

ents

to

be

mad

e w

hen

pla

nnin

g a

nd

org

anis

ing a

n

even

t

2.1

Exp

lain

the

role

of

the

even

t org

anis

er f

or:

an

tici

pat

ing a

nd p

lannin

g f

or

all del

egat

e pro

visi

on a

nd n

eeds

bef

ore

and d

uring t

he

even

t, incl

udin

g inve

stig

atin

g a

nd p

rovi

din

g

for

any

spec

ial re

quirem

ents

m

eeting r

elev

ant

hea

lth,

safe

ty a

nd s

ecurity

arr

angem

ents

m

eeting leg

al a

nd o

rgan

isat

ional

req

uirem

ents

for

contr

acts

org

anis

ing r

esourc

es a

nd t

he

pro

duct

ion o

f ev

ent

mat

eria

ls

th

e ty

pes

of

activi

ties

and r

esourc

es t

hat

may

be

nee

ded

during

an e

vent

lia

ison w

ith t

he

venue

and t

he

support

ing t

eam

to m

ake

sure

all

requirem

ents

are

met

and r

ole

s ar

e under

stood

3.1

Id

entify

and e

valu

ate

diffe

rent

types

of

venue

in t

erm

s of

suitab

ility

fo

r ev

ents

and c

ost

s

3.2

D

escr

ibe

a ra

nge

of

reso

urc

es t

hat

may

be

nee

ded

for

even

ts a

nd

illust

rate

how

they

may

be

use

d

3

Under

stan

d t

he

diffe

rent

types

of

venues

and

reso

urc

es n

eeded

fo

r diffe

rent

types

of

even

ts

3.3

Id

entify

exa

mple

s an

d e

xpla

in t

he

purp

ose

and b

enef

its

of

sele

ctio

n

criter

ia w

hen

choosi

ng a

ven

ue

and r

esourc

es f

or

an e

vent

4.1

Agre

e an

eve

nt

brief

and b

udget

4.2

Agre

e a

pla

n f

or

an e

vent,

whic

h w

ill m

eet

agre

ed o

bje

ctiv

es a

nd

addre

ss a

ny

iden

tified

ris

ks a

nd c

ontingen

cies

4.3

Id

entify

and a

gre

e re

sourc

es a

nd s

upport

nee

ded

for

org

anis

ing a

n

even

t

4

Be

able

to p

lan a

nd

org

anis

e an

eve

nt

4.4

Agre

e re

quirem

ents

for

venue(

s)

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

29

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.5

Id

entify

ven

ue

and a

gre

e co

stin

gs

4.6

Li

aise

with t

he

venue

to c

onfirm

eve

nt

requirem

ents

and/o

r an

y sp

ecia

l del

egat

e re

quirem

ents

4.7

Agre

e re

quirem

ents

for

reso

urc

es

4.8

Co-o

rdin

ate

reso

urc

es a

nd p

roduct

ion o

f ev

ent

mat

eria

ls

4.9

M

ake

sure

arr

angem

ents

are

in p

lace

for

the

even

t to

mee

t re

leva

nt

hea

lth,

safe

ty a

nd s

ecurity

req

uirem

ents

4.1

0

Mak

e su

re leg

al a

nd o

rgan

isat

ional

req

uirem

ents

for

contr

acts

are

met

4.1

1

Mak

e su

re t

hat

all

those

invo

lved

are

brief

ed a

nd t

rain

ed t

o f

ulfil

thei

r ro

les

4.1

2

Del

egat

e fu

nct

ions

to t

he

even

t te

am a

s re

quired

4.1

3

Mak

e ar

rangem

ents

for

rehea

rsal

s to

mak

e su

re t

he

even

t ru

ns

smooth

ly,

if r

equired

4.1

4

Mak

e su

re invi

tations

are

sent

out

to d

eleg

ates

4.1

5

Man

age

del

egat

e re

sponse

s

4.1

6

Prep

are

join

ing

inst

ruct

ions

and e

vent

mat

eria

ls t

o be

sent

to d

eleg

ates

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


293

Unit 58: Order Products and Services


QCF level: 3

Credit value: 5


Unit aim

This unit is about the ordering and supply of products and services for an organisation, ensuring that the products and services supplied meet the needs of the organisation and represent the best value for money.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.8

2 2.1 – 2.3

3 3.1 – 3.3


4.1

4.3 – 4.4


information used

4


budgets


294

Learning outcomes

Assessment criteria

Assessment guidance


orders

delivery notes


letters

emails

memos


contract

5.1 Evidence may be supplied via learner reports/reflective accounts and professional discussion


records of monitoring.

5


letters

emails

memos


295

Learning outcomes

Assessment criteria

Assessment guidance


records of monitoring

6.2 Evidence may be supplied via learner reports/reflective accounts and professional discussion

6


letters

emails

memos

appraisals

performance review



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

29

6

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

diffe

rent

sourc

es o

f in

form

atio

n o

n p

roduct

s an

d s

ervi

ces

for

an o

rgan

isat

ion

1.2

Exp

lain

how

to u

se d

iffe

rent

sourc

es o

f in

form

atio

n o

n p

roduct

s an

d

serv

ices

1.3

D

escr

ibe

how

to w

rite

a s

pec

ific

atio

n f

or

a pro

duct

or

serv

ice

1.4

Id

entify

sourc

es o

f pro

duct

s an

d s

ervi

ces

that

mee

t th

e qual

ity

expec

tations

of

an o

rgan

isat

ion

1.5

Exp

lain

the

purp

ose

of

sele

ctin

g p

roduct

s an

d s

ervi

ces

that

rep

rese

nt

bes

t va

lue

for

money

1.6

D

escr

ibe

how

to n

egotiat

e bes

t va

lue

for

money

1.7

Exp

lain

the

purp

ose

of

dev

elopin

g a

nd m

ainta

inin

g g

ood r

elat

ionsh

ips

with s

upplie

rs,

and w

ays

of

doin

g s

o

1

Under

stan

d h

ow

to

iden

tify

, se

lect

and

neg

otiat

e th

e su

pply

of

pro

duct

s an

d s

ervi

ces

1.8

D

escr

ibe

a su

pply

chai

n a

nd h

ow

it

work

s

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

29

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

D

escr

ibe

the

pro

cedure

s fo

r th

e ord

erin

g a

nd s

upply

of

pro

duct

s an

d

serv

ices

for

an o

rgan

isat

ion

2.2

D

escr

ibe

the

nee

ds

and p

riorities

for

the

ord

erin

g a

nd s

upply

of

pro

duct

s an

d s

ervi

ces

for

an o

rgan

isat

ion

2

Under

stan

d

org

anis

atio

nal

re

quirem

ents

and

polic

ies

for

the

ord

erin

g a

nd

supply

of

pro

duct

s an

d s

ervi

ces

2.3

Exp

lain

the

purp

ose

of

hav

ing o

rgan

isat

ional

polic

ies

for

the

acce

pta

nce

of

gifts

and h

osp

ital

ity

3.1

Exp

lain

the

purp

ose

of

monitoring a

nd e

valu

atin

g p

roce

dure

s fo

r th

e ord

erin

g a

nd s

upply

of

pro

duct

s an

d s

ervi

ces,

and w

ays

of

doin

g s

o

3.2

D

escr

ibe

actions

that

may

be

take

n t

o im

pro

ve e

ffic

iency

in t

he

ord

erin

g a

nd s

upply

of

pro

duct

s an

d s

ervi

ces

3

Under

stan

d h

ow

to

monitor,

eva

luat

e an

d im

pro

ve

pro

cedure

s fo

r th

e ord

erin

g a

nd

supply

of

pro

duct

s an

d s

ervi

ces

3.3

D

escr

ibe

way

s of

get

ting b

ette

r va

lue

for

money

for

pro

duct

s an

d

serv

ices

pro

vided

4.1

U

se a

vaila

ble

info

rmat

ion t

o k

eep u

p t

o d

ate

with p

roduct

s an

d

serv

ices

in o

wn a

rea

of

work

4.2

Agre

e a

budget

and s

pec

ific

atio

n f

or

pro

duct

s or

serv

ices

to b

e ord

ered

4.3

Id

entify

sourc

es o

f pro

duct

s an

d s

ervi

ces

that

mee

t th

e qual

ity

spec

ific

atio

n(s

) of

the

org

anis

atio

n

4.4

Sel

ect

the

pro

duct

or

serv

ice

whic

h r

epre

sents

bes

t va

lue

for

money

4.5

Pr

ocu

re p

roduct

(s)

or

serv

ice(

s) f

ollo

win

g o

rgan

isat

ional

pro

cedure

s

4.6

N

egotiat

e w

ith s

elec

ted s

upplie

r(s)

to r

each

an a

gre

emen

t w

hic

h

offer

s good v

alue

for

money

and w

hic

h is

acce

pta

ble

to b

oth

par

ties

, w

ithin

lim

its

of

ow

n a

uth

ority

4

Be

able

to f

ollo

w

org

anis

atio

nal

pro

cedure

s fo

r th

e ord

erin

g a

nd

supply

of

pro

duct

s an

d s

ervi

ces

4.7

Agre

e a

contr

act

for

the

supply

of pro

duct

(s)

or

serv

ice(

s),

within

lim

its

of

ow

n a

uth

ority

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

29

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Tak

e ac

tions

to c

reat

e an

d m

ainta

in p

artn

ersh

ips

with s

upplie

rs t

o

impro

ve q

ual

ity

and c

ut

cost

s, w

ithin

lim

its

of

ow

n a

uth

ority

5.2

M

onitor

the

per

form

ance

of

supplie

rs in lin

e w

ith t

he

term

s of

the

contr

act

5

Be

able

to m

ainta

in

rela

tionsh

ips

with

supplie

rs o

f pro

duct

s an

d

serv

ices

and d

eal

with p

roble

ms

5.3

D

eal w

ith p

roble

ms

as t

hey

occ

ur,

see

king s

upport

fro

m o

ther

s w

her

e nec

essa

ry

6.1

M

onitor

the

ord

erin

g a

nd s

upply

of

pro

duct

s an

d s

ervi

ces

for

effe

ctiv

enes

s an

d e

ffic

iency

6.2

Eva

luat

e th

e ord

erin

g a

nd s

upply

of

pro

duct

s an

d s

ervi

ces

and

iden

tify

are

as f

or

impro

vem

ent

6

Be

able

to m

onitor,

ev

aluat

e an

d m

ake

reco

mm

endat

ions

to im

pro

ve t

he

ord

erin

g a

nd

supply

of

pro

duct

s an

d s

ervi

ces

6.3

Sugges

t w

ays

to im

pro

ve e

ffec

tive

nes

s an

d e

ffic

iency

and o

bta

in

bet

ter

valu

e fo

r m

oney

for

the

supply

of

pro

duct

s an

d s

ervi

ces

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


299

Unit 59: Co-ordinate an Event


QCF level: 3

Credit value: 4


Unit aim

This unit is about co-ordinating the delivery of an event.

Assessment guidance


Learning outcomes

Assessment criteria

Assessment guidance

1 1.1 – 1.2

2 2.1 – 2.2


3.2 – 3.7 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role

3

3.8 – 3.10

3.12 – 3.13


letters

emails

memos

event records


300

Learning outcomes

Assessment criteria

Assessment guidance


letters

emails

memos

budget

reconciliations



Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

30

1

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

resp

onsi

bili

ties

of

an e

vent

co-o

rdin

ator

1

Under

stan

d t

he

role

of

an e

vent

co-o

rdin

ator

in

man

agin

g a

n e

vent

to m

eet

the

obje

ctiv

es o

f th

e brief

1.2

D

escr

ibe

the

purp

ose

of

agre

eing a

pla

n t

hat

mee

ts t

he

obje

ctiv

es o

f th

e ev

ent

brief

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

30

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

the

role

of

the

even

t co

-ord

inat

or

during t

he

even

t fo

r:

al

l del

egat

e pro

visi

on a

nd n

eeds

m

eeting r

elev

ant

hea

lth,

safe

ty a

nd s

ecurity

req

uirem

ents

obse

rvin

g leg

al a

nd o

rgan

isat

ional

req

uirem

ents

for

contr

acts

co

-ord

inat

ing r

esourc

es a

nd t

he

use

of

even

t m

ater

ials

lia

isin

g w

ith t

he

venue

and s

upport

ing t

eam

during a

n e

vent

to

mak

e su

re a

ll re

quirem

ents

are

met

and r

ole

s ar

e ca

rrie

d o

ut

re

solv

ing p

roble

ms

ove

rsee

ing t

he

work

of

key

staf

f

2

Under

stan

d t

he

activi

ties

req

uired

w

hen

co-o

rdin

atin

g

an e

vent

2.2

Exp

lain

the

role

of

an e

vent

co-o

rdin

ator

afte

r an

eve

nt

for:

cl

earing a

nd v

acat

ing t

he

venue

org

anis

ing f

ollo

w u

p p

aper

s an

d a

ctiv

itie

s, if

required

re

conci

ling a

ccounts

to b

udget

ev

aluat

ing a

n e

vent

and t

he

met

hods

that

can

be

use

d t

o d

o t

his

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

30

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Pr

epar

e th

e ve

nue

and m

ake

sure

all

nec

essa

ry r

esourc

es a

re in p

lace

3.2

Co-o

rdin

ate

activi

ties

during a

n e

vent,

in lin

e w

ith a

gre

ed p

lans

3.3

H

elp d

eleg

ates

to f

eel w

elco

me

3.4

Res

pond t

o d

eleg

ates

’ nee

ds

thro

ughout

an e

vent

3.5

Res

olv

e pro

ble

ms,

as

required

3.6

O

vers

ee t

he

work

of

key

staf

f during t

he

even

t

3.7

M

onitor

com

plia

nce

with r

elev

ant

hea

lth,

safe

ty a

nd s

ecurity

re

quirem

ents

3.8

Li

aise

with t

he

man

agem

ent

of

the

venue

to m

ake

sure

fac

ility

re

sourc

es a

re in p

lace

3.9

Arr

ange

clea

ring a

nd v

acat

ing t

he

venue

acco

rdin

g t

o t

he

term

s of

the

contr

act

3.1

0

Prep

are

and c

ircu

late

pap

ers,

or

com

ple

te o

ther

follo

w u

p a

ctio

ns

follo

win

g t

he

even

t, if

required

3.1

1

Rec

onci

le a

ccounts

to b

udget

, if r

equired

3.1

2

Eva

luat

e an

eve

nt

iden

tify

ing r

ecom

men

dat

ions

and p

assi

ng t

hes

e on

to r

elev

ant

colle

agues

, w

her

e re

leva

nt

3

Be

able

to c

o-

ord

inat

e an

eve

nt

3.1

3

Agre

e ke

y le

arnin

g p

oin

ts a

nd u

se t

hes

e to

im

pro

ve t

he

runnin

g o

f fu

ture

eve

nts

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

30

4

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


305

Unit 60: Support Individuals with Specific Communication Needs


QCF level: 3

Credit value: 5


Unit aim

This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication.


This unit must be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles. Learning outcomes 2, 3, 4 and 6 must be assessed in a real work environment.

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

30

6

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

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

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

import

ance

of

mee

ting a

n indiv

idual

’s c

om

munic

atio

n

nee

ds

1.2

Exp

lain

how

ow

n r

ole

and p

ract

ice

can im

pac

t on c

omm

unic

atio

n w

ith

an indiv

idual

who h

as s

pec

ific

com

munic

atio

n n

eeds

1.3

Anal

yse

feat

ure

s of

the

envi

ronm

ent

that

may

hel

p o

r hin

der

co

mm

unic

atio

n

1.4

Anal

yse

reas

ons

why

an indiv

idual

may

use

a f

orm

of

com

munic

atio

n

that

is

not

bas

ed o

n a

form

al lan

guag

e sy

stem

1.5

Id

entify

a r

ange

of

com

munic

atio

n m

ethods

and a

ids

to s

upport

in

div

idual

s to

com

munic

ate

1

Under

stan

d s

pec

ific

co

mm

unic

atio

n

nee

ds

and f

acto

rs

affe

ctin

g t

hem

1.6

D

escr

ibe

the

pote

ntial

effec

ts o

n a

n indiv

idual

of

hav

ing u

nm

et

com

munic

atio

n n

eeds

2.1

W

ork

in p

artn

ersh

ip w

ith t

he

indiv

idual

and o

ther

s to

iden

tify

the

indiv

idual

’s s

pec

ific

com

munic

atio

n n

eeds

2.2

Contr

ibute

to iden

tify

ing t

he

com

munic

atio

n m

ethods

or

aids

that

will

bes

t su

it t

he

indiv

idual

2

Be

able

to

contr

ibute

to

esta

blis

hin

g t

he

nat

ure

of

spec

ific

co

mm

unic

atio

n

nee

ds

of

indiv

idual

s an

d

way

s to

addre

ss

them

2.3

Exp

lain

how

and w

hen

to a

cces

s in

form

atio

n a

nd s

upport

about

iden

tify

ing a

nd a

ddre

ssin

g s

pec

ific

com

munic

atio

n n

eeds

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

30

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Pre

par

e th

e en

viro

nm

ent

to f

acili

tate

com

munic

atio

n

3.2

U

se a

gre

ed m

ethods

of

com

munic

atio

n t

o inte

ract

with t

he

indiv

idual

3.3

M

onitor

the

indiv

idual

’s r

esponse

s during a

nd a

fter

the

inte

ract

ion t

o

chec

k th

e ef

fect

iven

ess

of

com

munic

atio

n

3

Be

able

to inte

ract

w

ith indiv

idual

s usi

ng t

hei

r pre

ferr

ed

com

munic

atio

n

3.4

Adap

t ow

n p

ract

ice

to im

pro

ve c

om

munic

atio

n w

ith t

he

indiv

idual

4.1

Support

the

indiv

idual

to d

evel

op c

om

munic

atio

n m

ethods

that

will

hel

p t

hem

to u

nder

stan

d o

ther

s an

d b

e under

stood b

y th

em

4.2

Pr

ovi

de

opport

unitie

s fo

r th

e in

div

idual

to c

om

munic

ate

with o

ther

s

4.3

Support

oth

ers

to u

nder

stan

d a

nd inte

rpre

t th

e in

div

idual

’s

com

munic

atio

n

4

Be

able

to p

rom

ote

co

mm

unic

atio

n

bet

wee

n

indiv

idual

s an

d

oth

ers

4.4

Support

oth

ers

to b

e under

stood b

y th

e in

div

idual

by

use

of

agre

ed

com

munic

atio

n m

ethods

5.1

Id

entify

spec

ialis

t se

rvic

es r

elat

ing t

o c

om

munic

atio

n t

echnolo

gy

and

aids

5.2

D

escr

ibe

types

of

support

that

an indiv

idual

may

nee

d in o

rder

to u

se

com

munic

atio

n t

echnolo

gy

and a

ids

5

Know

how

to

support

the

use

of

com

munic

atio

n

tech

nolo

gy

and

aids

5.3

Exp

lain

the

import

ance

of

ensu

ring t

hat

com

munic

atio

n e

quip

men

t is

co

rrec

tly

set

up a

nd w

ork

ing p

roper

ly

Pear

son E

dex

cel Le

vel 4 C

ertifica

te/D

iplo

ma

in B

usi

nes

s an

d A

dm

inis

trat

ion

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

30

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Colla

te info

rmat

ion a

bout

an indiv

idual

’s c

om

munic

atio

n a

nd t

he

support

pro

vided

6.2

Contr

ibute

to e

valu

atin

g t

he

effe

ctiv

enes

s of

agre

ed m

ethods

of

com

munic

atio

n a

nd s

upport

pro

vided

6

Be

able

to r

evie

w

an indiv

idual

’s

com

munic

atio

n

nee

ds

and t

he

support

pro

vided

to

addre

ss t

hem

6.3

W

ork

with o

ther

s to

iden

tify

way

s to

support

the

continued

dev

elopm

ent

of

com

munic

atio

n

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


309

12 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

Key publications:

Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))

Equality Policy (Pearson)

Recognition of Prior Learning Policy and Process (Pearson)

UK Information Manual – (Pearson)

UK Quality Vocational Assurance Handbook (Pearson).

All of these publications are available on our website.

Further information and publications on the delivery and quality assurance of NVQ/Competence-based qualifications is available on our website, at www.pearsonwbl.edexcel.com/NVQ-competence-based.

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/publications.

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://pearsonwbl.edexcel.com/quals/NVQ-competence-based-qcf/delivering-NVQs/Pages/default.aspx�

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


310

13 Professional development and training

Pearson supports UK and international customers with training related to our qualifications. This support is available through a choice of training options and sector events, 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

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.

For more information on training options and upcoming events, please visit our website, www.pearsonwbl.edexcel.com//training-events. You can request customised training by completing the enquiry form on our website and we will contact you to discuss your training needs.

Support services

Face-to-face support: our team of Regional Quality Managers, based around the country, are responsible for providing quality assurance support and guidance to anyone managing and delivering NVQs/Competence-based qualifications. The Regional Quality Managers can support you at all stages of the standard verification process as well as in finding resolutions of actions and recommendations as required. A UK map showing the Regional Quality Managers’ contact details can be found at www.btec.co.uk/support.

Online support: find the answers to your questions by browsing over 100 FAQs on our website or by submitting a query using our Work Based Learning Ask the Expert Service. You can search the database of commonly asked questions relating to all aspects of our qualifications in the work-based learning market. If you are unable to find the information you need, send us your query and our qualification or administrative experts will get back to you. The Ask the Expert service is available at www.pearsonwbl.edexcel.com/Our-support.

Online forum

Pearson Work Based Learning Communities is an online forum where employers, further education colleges and workplace training providers are able to seek advice and clarification about any aspect of our qualifications and services, as well as share knowledge and information with others. The forums are sector specific and cover Business Administration, Customer Service, Health and Social Care, Hospitality and Catering and Retail. The online forum is available at www.pearsonwbl.edexcel.com/Our-support.

http://pearsonwbl.edexcel.com/Our-support/training-events/Pages/default.aspx�

http://pearsonwbl.edexcel.com/Our-support/Pages/default.aspx�

http://pearsonwbl.edexcel.com/Our-support/Pages/default.aspx�


311

14 Contact us

We have a dedicated Account Support team, based throughout the UK, to give you more personalised support and advice. To contact your Account Specialist you can use any of the following methods:

Email: [email protected] Telephone: 0844 576 0045

If you are new to Pearson and would like to become an approved centre, please contact us at:

Email: [email protected] Telephone: 0844 576 0045

Complaints and feedback

We are working hard to provide you with excellent service. However, if any element of our service falls below your expectations, we want to understand why, so that we can prevent it from happening again. We will do all that we can to put things right.

If you would like to register a complaint with us, please email [email protected].

We will formally acknowledge your complaint within two working days of receipt and provide a full response within seven working days.

mailto:[email protected]�




312

Annexe A: Assessment Strategy for the Business and Administration NVQs

1 Introduction

1.1 The Business and Administration Assessment Strategy is designed to provide awarding organisations with a robust and flexible approach to deliver assessment for Business and Administration NVQs and competence-based qualifications.

2 External quality control

2.1 Awarding organisations will provide qualifications and quality assurance that support their delivery to all Business and Administration NVQs and competence-based qualification assessment centres in line with regulatory requirements in England, Scotland, Wales and Northern Ireland.

2.2 Awarding organisations must use independent assessment for competence-based qualifications.

2.3 Awarding organisations will supply the Council for Administration (CfA) with reports:

Quarterly: provide registration and achievement data at unit and qualification levels.

3 Assessing performance

3.1 Assessment of all units at any level of Business and Administration NVQs and competence-based qualifications may be based on either learner performance at work or through simulation, as necessary (see Section 4 below).

4 Simulation of NVQ/SVQ units

4.1 If a unit or part of a unit at any level is simulated, it must be undertaken in a ‘realistic working environment’ (RWE).

4.2 Awarding organisations will provide guidance for centres on RWEs. Awarding organisations will make sure RWEs, ‘provide an environment which replicates the key characteristics of the workplace in which the skill to be assessed is normally employed’.

4.3 Units which have been imported by the CfA in their Business and Administration NVQs and competence-based qualifications will be assessed in compliance with their relevant assessment strategies.


313

5 Occupational expertise to assess performance, and moderate and verify assessments

5.1 Learners can be assessed, moderated or verified at work either by:

a Assessors, moderators or verifiers who have achieved or are working towards achievement of the appropriate regulatory body approved unit qualifications for assessment, moderation or verification;

OR

b A trainer, supervisor or manager, employed by an organisation, who must either:

1 Have achieved or be in the process of achieving the appropriate regulatory body approved unit qualifications for assessment, moderation or verification; or,

2 Seek guidance and approval from an awarding organisation to demonstrate that the:

Organisation has appropriate processes in place to facilitate assessment, moderation or verification functions

Trainer, supervisor or manager is able to map their assessment, moderation or verification skills and knowledge 100% to the NOS upon which the qualifications above are based.

5.2 Assessors must be occupationally competent to make Business and Administration assessment judgements about the level and scope of individual learner performance at work or in RWEs; and occupationally competent to make assessment judgements about the quality of assessment and the assessment process.

5.3 External Moderators/Verifiers or Internal Moderators/Verifiers must be occupationally competent to make Business and Administration moderation and verification judgements about the quality of assessment and the assessment process.

5.4 Awarding organisations will supply full information on the requirements for internal and external moderation/verification activities to Business and Administration assessment centres.

5.5 The sector requires all assessors, moderators and verifiers to maintain current Business and Administration competence to deliver these functions. The CfA recognises this can be achieved in many ways but must be recorded in individual continual professional development (CPD) records that are maintained in Business and Administration assessment centres.


314

Assessment Strategy for Customer Service Units

This assessment strategy relates to the following units:

D/601/1228 – Use Customer Service as a Competitive Tool

J/601/1515 – Monitor and Solve Customer Service Problems

A/601/1236 – Plan, Organise and Control Customer Service Problems

This document gives details of the Assessment Strategy for the Customer Service S/NVQs at Levels 1, 2, 3 and 4. It gives the key requirements for Customer Service Awarding Organisations/Bodies, External and Internal Verifiers, Assessors and S/NVQ Centres regarding:

1 External Quality Control

2 Assessor and Verifier Occupational Competence

3 Workplace Performance and Simulation

4 Employer Direct Model

1 External Quality Control

1a Monitoring Centre Performance

Awarding Organisations/Bodies should:

carry out thorough risk assessments of organisations applying to become Approved Centres for the Customer Service Level 1, 2, 3 and 4 S/NVQs

apply quality control management measures appropriate to assess each centre’s risk.

1b External Verification

Awarding Organisations/Bodies will appoint External Verifiers and will monitor all External Verifier practices.

In particular the AO/B will:

seek centre feedback regarding the performance of External Verifiers and act on this feedback

ensure that centres have requested feedback from their employers in the feedback process

ensure that External Verifiers follow the relevant regulatory code of practice for EVs and if no code of practice is developed Awarding Organisations/Bodies will develop their own and apply it

ensure that where a Realistic Working Environment is used IVs and EVs carry out a full examination of the working practices and the assessment process.1

1 Additional Requirements for Qualifications using the title NVQ within the QCF: Version 2 August 2009


315

2 Assessor, Internal and External Verifier Occupational Competence

2a Customer Service Awarding Organisations/Bodies will facilitate Assessment, Internal and External Verification by ensuring that EVs have:

a thorough knowledge of the Level 1, 2, 3 or 4 National Occupational Standards for Customer Service, appropriate to the Level the EV is working at, and the ability to interpret them across a wide variety of Customer Service environments;

experience and working knowledge of the operational and assessment processes of the Customer Service S/NVQ at the Level the EV is working at;

relevant and credible Customer Service experience across the level and breadth of the National Occupational Standards and S/NVQs at the Level the EV is working at;

knowledge of current Customer Service practice and emerging issues in the Customer Service arena;

high levels of communication and interpersonal skills.

Level 1 – the table at Appendix A shows the ICS requirements for the Occupational Competence of Assessors, Internal and External Verifiers at Level 1.

Level 2 – the table at Appendix B shows the ICS requirements for the Occupational Competence of Assessors, Internal and External Verifiers at Level 2.

Level 3 – the table at Appendix C shows the ICS requirements for the Occupational Competence of Assessors, Internal and External Verifiers at Level 3.

Level 4 – the table at Appendix D shows the ICS requirements for the Occupational Competence of Assessors, Internal and External Verifiers at Level 4.

In these tables the ICS has suggested some ways in which Awarding Organisations/Bodies can gain evidence to meet these requirements – these are not compulsory, just a guide. The tick boxes on the right show whether the evidence applies to Assessors (A), Internal Verifiers (IV) or External Verifiers (EV).


316

2b Awarding Organisations/Bodies and the ICS will work together to:

circulate and disseminate information appropriate to the job role, from the ICS, to all EVs when this supports the Awarding Organisations’/Bodies’ communication strategy/schedule

advise EVs of the availability of the ICS web pages

hold briefings for External Verifiers about the revised Customer Service Standards and S/NVQs

encourage EVs to take part in ICS events regarding the Customer Service Standards and S/NVQs whenever this is felt appropriate.

3 Workplace Performance and Simulation

Wherever possible, assessment of the Customer Service National S/NVQ Units should be carried out in a real job (either paid or voluntary). Where this is not possible this Assessment Strategy does allow for:

3a The use of simulation for the following Level 1 S/NVQ Units only:

C1 Recognise and deal with customer queries, requests and problems

C2 Take details of customer service problems

To undertake assessment of simulated activities for the units above the Guidelines for Simulation shown at Appendix E must be met.

3b The use of a Realistic Working Environment including work experience and work placement is allowed for all units in the Level 1 and Level 2 S/NVQ

To undertake assessment in a Realistic Working Environment the Guidelines shown at Appendix F must be met.

All other units must be achieved in a real working situation (either paid or voluntary)

4 The Employer Direct Model

The ICS feels that the Employer Direct Model of in-house assessment will encourage more employers to offer the Customer Service SVQs and NVQs, particularly when they often have highly trained and experienced assessors, managers and trainers already in situ who meet or exceed the requirements of the A1 and V1 qualifications. Wherever possible, the ICS works with employers to encourage assessment to be carried out by colleagues, supervisors and/or managers in a workplace environment. However, many employers see gaining the A1 and V1 units as an obstacle and unnecessary given the experience and quality of their own internal assessors and trainers.

The Employer Direct Model has been developed to meet the needs of specific employers based on their knowledge of the Customer Service NOS and qualifications and their history of internal assessor/internal verifier expertise.

The ICS supports this model with several provisos:

The organisation must:

liaise with an Awarding Organisation/Body who will be offering the qualification prior to beginning the process

prepare, validate and review the assessment/verification roles


317

carry out 100% mapping of the employer’s training to the National Occupational Standards for the A and V units which the qualifications are based on

agree the mapping process with the awarding organisation/body involved

demonstrate an equivalent level of rigour and robustness as the achievement of the unit qualification.

The Awarding Organisation/Body must:

offer this model to employers only

inform the ICS of employers who are using this model

supply the ICS with statistical data including take-up, sector, size of organisation etc. when requested

keep the ICS informed of any problems/issues incurred in the delivery of this model.


318

Appendix A to Assessment Strategy for Customer Service NVQs

The Assessor, IV and EV working at Level 1 must have:

This can be evidenced by: A IV EV

gathering feedback from a variety of centres

1 A thorough understanding of

the National Occupational Standards in Customer Service at Level 1 with the ability to interpret them within the environments and sectors they are working in

explaining and putting the National Occupational Standards into the contexts they are working in

taking active participation in consultations and briefings with Awarding Organisations/Bodies, UKCES, Accreditation Bodies and the ICS

2 Knowledge of current practice and emerging issues and changes in the VQ area across the UK

explaining the differences between the 4 UK countries

gathering feedback from a variety of employers and centres

attending conferences or workshops where trends and developments in Customer Service are on the agenda

reading Customer Service publications and articles

regularly looking at the ICS website for new developments

keeping up to date with media news regarding Customer Service

3 Knowledge of current practice and emerging issues and changes in Customer Service across organisations and industries

joining the ICS

having a successful track record of assessing or verifying the current Standards across a variety of organisations

4 Experience and working knowledge of the operational, assessment and verification processes specifically for Customer Service S/NVQ Level 1

achieving or working towards the Level 2, 3 or 4 Customer Service S/NVQ


319




5 Sufficient, relevant and

credible Customer Service experience across the level and breadth of the Standards and S/NVQs at Level 1

curriculum vitae and references/testimonies

6 Appropriate A and V Units according to their role – within 18 months of working with the Standards for Assessors and IVs and within 12 months for EVs.

In Scotland all Assessors and Verifiers should provide evidence of CPD to show that they are working to the A and/or V unit standards where appropriate; those not yet qualified

should show that they are working towards achieving the appropriate units.

producing certificates or evidence of working towards these units or by taking part in an Employer Direct Model in partnership with an Awarding Organisation/Body

7 Demonstrated high levels of communication and interpersonal skills

gathering feedback from candidates, employers or peers


320

Appendix B to Assessment Strategy for Customer Service NVQs
















joining the ICS


321

















322

Appendix C to Assessment Strategy for Customer Service NVQs
















joining the ICS


323

















324

Appendix D to Assessment Strategy for Customer Service NVQs
















joining the ICS


325







5 Sufficient relevant and



6 Appropriate A and V Units according to their role – within 18 months of working with the Standards for Assessors and IVS and within 12 months for EVs.





gathering feedback from learners, employers or peers


326

Appendix E to the Customer Service Assessment Strategy

Simulated Activities Guidelines for Customer Service National Occupational Standards

Simulation can only be applied to the Level 1 S/NVQ Units listed below:

C1 Recognise and deal with customer queries, requests and problems

C2 Take details of customer service problems

Simulation is defined by the ICS as any activities where dealing with customers and work activities are carried out through using individuals acting the part of the customer or scenarios which are not ‘real’ customer transactions.

To undertake the assessment of simulated activities for these two units the following guidelines must be met:

a when role playing, candidates and anybody taking part as a customer must have a brief that gives sufficient information for them to recognise the equivalent real situation and decide what they would do and say;

b the simulated situation should represent normal and routine experience wherever possible and not exceptional or unusually difficult circumstances that might be faced;

c the person taking part in the simulation as a customer must be credible for the situation that is being simulated;

d any resources or equipment that would normally be in real work should be available and in working order for the simulation;

e candidates should complete the required tasks to the National Occupational Standards and in the timescales that would normally be expected in real work;

f candidates should complete the required tasks taking account of legislation and regulation that would apply in real work;

g candidates must carry out the simulated activity in a professional manner taking into account establishment requirements such as appearance and dress code, personal conduct, hygiene, reliability and punctuality;

h whilst the primary purpose of the simulation is for assessment, feedback must be given in a way that builds confidence.


327

Appendix F to the Customer Service Assessment Strategy

Realistic Working Environment Guidelines for Customer Service National Occupational Standards

RWE can be applied to all units in the Level 1 and 2 NVQs.

It is essential that organisations wishing to operate a Realistic Working Environment (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:

a assessments must be carried out under realistic business pressures, using real customers and within a defined service offer;

b all services that are carried out should be completed in a way, and to a timescale, that is acceptable in business organisations;

c candidates must be expected to achieve a volume of work comparable to normal business practices;

d the range of services, products, tools, materials and equipment that the candidates use must be up to date and available. They must enable candidates to meet the requirements of the National Occupational Standards;

e account must be taken of any legislation or regulations in relation to the type of work that is being carried out;

f candidates must be given workplace responsibilities to enable them to meet the requirements of the Customer Service National Occupational Standards at Level 2;

g candidates must show that their productivity reflects that found in the work situation being represented.


328

Assessment Strategy for Management and Leadership Units

This Assessment Strategy relates to the following units:

K/600/9711 – Manage Physical Resources

M/600/9712 – Manage the Environmental Impact of Work Activities

K/600/9661 – Develop Working Relationships with Colleagues and Stakeholders

T/600/9601 – Provide Leadership and Direction for Own Area of Responsibility

M/600/9676 – Support Learning and Development within Own Area of Responsibility

A/600/9759 – Monitor and Review Business Processes

T/600/9663 – Recruit Staff in Own Area of Responsibility

The Management Standards Centre (MSC) is the Government-recognised standards setting body for management and leadership. This document sets out the overarching assessment strategy for National Vocational Qualifications QCF and related units and Scottish Vocational Qualifications (SVQs) in management and leadership based on the National Occupational Standards (NOS) for management and leadership.

1 Achieving External Quality Control of Assessment

The following measures are proposed in terms of achieving external quality control of assessment:

Application of risk management. The MSC will expect awarding bodies to apply risk management systems to the awarding of NVQs and SVQs in management and leadership and deploy resources accordingly to tackle identified risks.

The existing Management and Leadership Qualifications Forum (M&LQF) will take on a more active role in relation to the ongoing assessment and quality assurance of NVQs and SVQs in management and leadership.

The MSC encourages Standardisation activities/exercises across centres (Assessors and Internal Verifiers) and External Verifiers where appropriate.

2 Assessment through Performance in the Workplace

The NVQs and SVQs in management and leadership are to be assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc.

3 Assessment by Simulation

Simulation is not allowed.

4 Requirements for Assessors and Verifiers

Assessors and Verifiers must demonstrate that they:

have credible expertise in management and leadership relevant to the level(s)/units they are assessing or verifying.

keep themselves up-to-date with developments in management and leadership practice;


329

have a thorough understanding of the NOS for management and leadership at the unit(s)/level(s) they are assessing or verifying.

In addition Assessors and Verifiers must have:

An accredited assessor and/or verifier qualification, or

A related qualification in assessment and/or verification that has been mapped to the National Occupational Standards for assessment and/or verifications, or

Evidence of undertaking an employer assessment programme that has been mapped to the National Occupational Standards for assessment and/or verifications. MSC will work with Awarding Bodies through the Awarding Body forum to ensure that there is effective development and management through the QCF process.

ma100214G:\WORDPROC\LT\PD\NVQ COMPETENCE\9781446910894_NVQ_COMP_L45_BUSADMIN\ 9781446910894_NVQ_COMP_L45_BUSADMIN.DOC.1–336/1

February 2014 For more information on Edexcel and BTEC qualifications please visit our websites: www.edexcel.com and www.btec.co.uk Edexcel is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121

http://www.edexcel.com/�

Documents

Pearson Edexcel Level 4 NVQ Diploma in Business and ... · Pearson Edexcel Level 4 NVQ Diploma in Business and Administration (QCF) 6 Barred combinations* 9 4 Assessment 10 Assessment