Pearson Edexcel Level 5 NVQ Diploma in … Edexcel Level 5 NVQ Diploma in Management (QCF) 6 4 Assessment 9 Assessment strategy 10 Types of evidence 10 Credit transfer 10 5 Centre

Pearson Edexcel Level 5 NVQ Diploma in Management (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.

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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 91091 7

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 5 NVQ Diploma in Management (QCF) 6

4 Assessment 9

Assessment strategy 10

Types of evidence 10

Credit transfer 10

5 Centre resource requirements 11

6 Centre recognition and approval 12

Centre recognition 12

Approvals agreement 12

7 Quality assurance of centres 13

8 Programme delivery 14

9 Access and recruitment 15

10 Access to qualifications for learners with disabilities or specific needs 16

11 Unit format 17

Unit title 17

Unit reference number 17

QCF level 17

Credit value 17

Guided learning hours 17

Unit aim 17

Unit assessment requirements/evidence requirements 17

Learning outcomes 18

Assessment criteria 18

Unit 1: Develop and Evaluate Operational Plans for own Area of Responsibility 19

Unit 2: Provide Leadership and Direction for own Area of Responsibility 21

Unit 3: Plan Change in own Area of Responsibility 25 Unit 4: Work Productively with Colleagues and Stakeholders 29 Unit 5: Establish Risk Management Processes for an Organisation 33 Unit 6: Promote Equality of Opportunity, Diversity and Inclusion

Across an Organisation 37 Unit 7: Examine Staff Turnover Issues in own Area of Responsibility 41 Unit 8: Developing Collaborative Relationships with Other

Organisations 43 Unit 9: Promote the Use of Technology within an Organisation 47 Unit 10: Manage Health and Safety Across an Organisation 51 Unit 11: Monitor and Review Business Processes 55 Unit 12: Develop a Customer-Focused Organisation 57 Unit 13: Conduct a Quality Audit 61 Unit 14: Manage Product Development and Marketing 65 Unit 15: Develop, Maintain and Review Personal Networks 69 Unit 16: Ensure Compliance with Legal, Regulatory, Ethical and Social

Requirements 71 Unit 17: Manage Risk in own Area of Responsibility 73 Unit 18: Review Risk Management Processes in own Area of

Responsibility 75 Unit 19: Implement Change in own Area of Responsibility 77 Unit 20: Develop Working Relationships with Colleagues and

Stakeholders 79 Unit 21: Recruit Staff in own Area of Responsibility 81 Unit 22: Plan, Allocate and Monitor Work in own Area of

Responsibility 85 Unit 23: Support Learning and Development within own Area of

Responsibility 89 Unit 24: Address Performance Problems Affecting Team Members 93 Unit 25: Build, Support and Manage a Team 97 Unit 26: Support Individuals to Develop and Take Responsibility for

their Performance 101 Unit 27: Know how to Follow Disciplinary Procedures 105 Unit 28: Managing Grievance Procedures 109 Unit 29: Support the Management of Redundancies in own Area of

Responsibility 111 Unit 30: Develop and Implement a Risk Assessment Plan in own Area

of Responsibility 113 Unit 31: Manage Physical Resources 117 Unit 32: Manage the Environmental Impact of Work Activities 121

Unit 33: Manage a Tendering Process 125 Unit 34: Plan and Manage a Project 129 Unit 35: Develop and Implement Marketing Plans 133 Unit 36: Analyse the Market in which your Organisation Operates 137 Unit 37: Manage the Achievement of Customer Satisfaction 141 Unit 38: Prepare for and Support Quality Audits 145 Unit 39: Inform Strategic Decision Making 149 Unit 40: Support the Culture of an Organisation 151 Unit 41: Lead Innovation within an Organisation 153 Unit 42: Manage a Budget for own Area or Activity of Work 157 Unit 43: Outsource Organisational Processes 161 Unit 44: Manage a Programme of Complementary Projects 165

12 Further information and useful publications 168

13 Professional development and training 169

14 Contact us 170

Annexe A: Assessment strategy for Management and Leadership 171

Pearson Edexcel Level 5 Diploma in Management – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014

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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 5 Diploma in Management Specification – Issue1 – February 2014 © Pearson Education Limited 2014

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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.


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2 Qualification summary and key information

Qualification title Pearson Edexcel Level 5 NVQ Diploma in Management (QCF)

QCF Qualification Number (QN) 601/2454/4

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 225-315

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

Entry requirements For details of entry requirements see below.

This qualification is suitable for job roles in any sector that involve management and leadership responsibilities. At Level 5, the learner can expect to be a middle manager and thus hold a more central management role in an organisation. 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).


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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 5 NVQ Diploma in Management (QCF) is for learners who work in, or want to work in Management and Leadership.

It gives learners the opportunity to:

demonstrate competence in a central management role in an organisation.

develop knowledge and skills related to the specified job roles in management and leadership.

have existing management and leadership skills recognised

achieve a nationally-recognised Level 5 qualification

develop their own personal growth and engagement in learning

Relationship with previous qualifications

This qualification is a direct replacement for the Pearson Edexcel Level 5 NVQ Diploma in Management 38 credit qualification.

Apprenticeships

Skills CFA include the Pearson Edexcel Level 5 NVQ Diploma in Management as the competence component for the Higher Apprenticeship in Management.


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Progression opportunities

Learners who have achieved the Pearson Edexcel Level 5 NVQ Diploma can progress to the Pearson Edexcel 7 NVQ Diploma in Management (QCF) and the Edexcel BTEC Level 7 Award/Certificate/ Diploma/Extended Diploma in Strategic Management and Leadership (QCF).

Industry support and recognition

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

Relationship with National Occupational Standards

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


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3 Qualification structure

Pearson Edexcel Level 5 NVQ Diploma in Management (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 5 or above 30

Number of mandatory credits that must be achieved 23

Number of optional credits that must be achieved 30

Unit Unit reference number

Mandatory units – Group A Level Credit Guided learning hours

1 Y/600/9588

Develop and Evaluate Operational Plans for own Area of Responsibility

5 6 25

2 T/600/9601

Provide Leadership and Direction for own Area of Responsibility

4 5 30

3 R/600/9654

Plan Change in own Area of Responsibility

5 6 30

4 M/600/9662

Work Productively with Colleagues and Stakeholders

5 6 30


Optional units – Group B Level Credit Guided learning hours

5 A/600/9616

Establish Risk Management Processes for an Organisation

5 6 30

6 T/600/9632

Promote Equality of Opportunity, Diversity and Inclusion Across an Organisation

5 6 30

7 A/600/9664

Examine Staff Turnover Issues in own Area of Responsibility

5 4 25

8 T/600/9694

Developing Collaborative Relationships with Other Organisations

5 7 30

9 J/600/9702

Promote the Use of Technology Within an Organisation

5 6 30

10 H/600/9707

Manage Health and Safety Across an Organisation

5 6 25


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11 A/600/9759

Monitor and Review Business Processes

5 3 20

12 T/600/9792

Develop a Customer-Focused Organisation

5 5 25

13 J/600/9800

Conduct a Quality Audit 6 6 30

14 R/600/9802

Manage Product Development and Marketing

5 7 30

15 R/600/9587

Develop, Maintain and Review Personal Networks

4 4 25

16 H/600/9609

Ensure Compliance with Legal, Regulatory, Ethical and Social Requirements

4 5 25

17 L/600/9619

Manage Risk in own Area of Responsibility

4 4 25

18 L/600/9622

Review Risk Management Processes in own Area of Responsibility

4 3 20

19 M/600/9659

Implement Change in own Area of Responsibility

4 6 25

20 K/600/9661

Develop Working Relationships with Colleagues and Stakeholders

4 4 20

21 T/600/9663

Recruit Staff in own Area of Responsibility

5 4 25

22 H/600/9674

Plan, Allocate and Monitor Work in own Area of Responsibility

4 5 25

23 M/600/9676

Support Learning and Development within own Area of Responsibility

4 5 25

24 F/600/9679

Address Performance Problems Affecting Team Members

4 3 20

25 F/600/9682

Build, Support and Manage a Team 4 4 20

26 D/600/9690

Support Individuals to Develop and Take Responsibility for their Performance

4 4 20

27 H/600/9691

Know how to Follow Disciplinary Procedures

4 4 20

28 K/600/9692

Managing Grievance Procedures 4 3 10


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29 M/600/9693

Support the Management of Redundancies in own Area of Responsibility

4 3 15

30 L/600/9703

Develop and Implement a Risk Assessment Plan in own Area of Responsibility

4 6 20

31 K/600/9711

Manage Physical Resources 4 3 25

32 M/600/9712

Manage the Environmental Impact of Work Activities

4 5 10

33 H/600/9738

Manage a Tendering Process 4 4 20

34 J/600/9750

Plan and Manage a Project 4 8 30

35 K/600/9790

Develop and Implement Marketing Plans

4 6 25

36 M/600/9791

Analyse the Market in which your Organisation Operates

4 5 25

37 A/600/9793

Manage the Achievement of Customer Satisfaction

4 5 25

38 Y/600/9798

Prepare for and Support Quality Audits

4 4 20

39 D/600/9592

Inform Strategic Decision Making 6 7 40

40 M/600/9614

Support the Culture of an Organisation

6 5 30

41 D/600/9642

Lead Innovation within an Organisation

6 10 40

42 A/600/9695

Manage a Budget for own Area or Activity of Work

5 7 30

43 T/600/9744

Outsource Organisational Processes 6 8 40

44 K/600/9756

Manage a Programme of Complementary Projects

6 8 30


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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 requirements/strategy.

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.


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Assessment strategy

The assessment strategy for this qualification has been included in Annexe A. It sets out the overarching assessment principles and the framework for assessing the qualification to ensure that they remain valid and reliable. Skills CFA (MSC) 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 (MSC) assessment requirements/strategy. As stated in the assessment requirements/strategy, 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.


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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 strategy 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 strategy in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment strategy for the sector.

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

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


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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.


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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.


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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.


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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.


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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 the 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


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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.


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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.


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Unit 1: Develop and Evaluate Operational Plans for own Area of Responsibility

Unit reference number: Y/600/9588

QCF level: 5

Credit value: 6

Guided learning hours: 25

Unit aim This unit helps learners to develop, implement, monitor and review operational plans for own area of responsibility.

Unit assessment requirements/evidence requirements Assessment must be carried out in 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.

Assessment methodology This unit is 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.

Simulation is not allowed.

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and e

valu

ate

oper

atio

nal

pla

ns

in o

wn a

rea

of

resp

onsi

bili

ty

3.2

Eva

luat

e oper

atio

nal

pla

ns

and im

ple

men

t an

y nec

essa

ry a

ctio

ns.

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

tern

al v

erifie

r si

gnat

ure

:_______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


21

Unit 2: Provide Leadership and Direction for own Area of Responsibility

Unit reference number: T/600/9601

QCF level: 4

Credit value: 5


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





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

hos

e 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 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

23

Lear

ner

nam

e:_______________________________________________

Dat

e:_____________________________

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:_____________________________


24


25

Unit 3: Plan Change in own Area of Responsibility

Unit reference number: R/600/9654

QCF level: 5

Credit value: 6


Unit aim This unit helps learners to develop a communications strategy and plan for change within their area of responsibility.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

26

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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 h

ow

to

pla

n c

han

ge

1.1

Anal

yse,

com

par

e an

d e

valu

ate

tools

and t

echniq

ues

for

pla

nnin

g

chan

ge.

2.1

Id

entify

and e

xpla

in t

he

chan

ge

required

.

2.2

D

evel

op a

pla

n t

o e

ffec

t th

e re

quired

chan

ge.

2.3

Ass

ess

dev

elopm

ent

requirem

ents

nee

ded

to e

nsu

re t

he

succ

ess

of

the

pla

nned

chan

ge.

2

Be

able

to d

evel

op

pla

ns

for

chan

ge

in

ow

n a

rea

of

resp

onsi

bili

ty

2.4

Eva

luat

e th

e risk

s an

d b

enef

its

asso

ciat

ed w

ith t

he

pla

n a

nd c

onsi

der

co

ntingen

cy a

rran

gem

ents

bas

ed o

n iden

tified

ris

ks.

3

Be

able

to d

evel

op

syst

ems

for

monitoring a

nd

asse

ssin

g p

rogre

ss

3.1

D

eter

min

e ap

pro

priat

e sy

stem

s to

monitor

and a

sses

s th

e pro

gre

ss o

f ch

ange.

4.1

Eva

luat

e bar

rier

s th

at m

ay h

inder

the

pla

nned

chan

ge.

4

Be

able

to e

valu

ate

bar

rier

s an

d

det

erm

ine

way

s to

ove

rcom

e re

sist

ance

to

pla

nned

chan

ge

4.2

D

eter

min

e w

ays

to o

verc

om

e re

sist

ance

to

pla

nned

chan

ge.

5.1

Eva

luat

e a

range

of co

mm

unic

atio

n m

ethods

to s

upport

the

pro

cess

of

chan

ge.

5

Be

able

to d

evel

op

a co

mm

unic

atio

n

stra

tegy

to

faci

litat

e th

e pro

cess

for

chan

ge

5.2

D

evel

op a

com

munic

atio

n s

trat

egy

to f

acili

tate

the

pro

cess

for

chan

ge

and r

evie

w w

ith fee

dbac

k to

con

tinue

the

pro

cess

for

chan

ge.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

27

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:_____________________________


28


29

Unit 4: Work Productively with Colleagues and Stakeholders

Unit reference number: M/600/9662

QCF level: 5

Credit value: 6


Unit aim This unit will help learners to maintain, monitor, review and improve working relationships with colleagues and stakeholders.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

30

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

info

rmat

ion t

o b

e co

mm

unic

ated

to s

elec

ted c

olle

agues

and

stak

ehold

ers.

1

Be

able

to p

rovi

de

colle

agues

and

stak

ehold

ers

with

info

rmat

ion

1.2

Adap

t an

d p

rese

nt

appro

priat

e in

form

atio

n in w

ays

that

pro

mot

e under

stan

din

g t

o co

lleag

ues

or

stak

ehold

ers.

2

Be

able

to c

onsu

lt

with c

olle

agues

an

d s

take

hold

ers

in

rela

tion t

o

dec

isio

ns

or

activi

ties

2.1

Com

munic

ate

with c

olle

agues

and s

take

hold

ers

regar

din

g a

ny

dec

isio

ns

or

activi

ties

.

3.1

Exa

min

e th

e ben

efits

of e

nsu

ring a

gre

emen

ts m

ade

with c

olle

agues

an

d s

take

hold

ers

are

fulfill

ed.

3

Under

stan

d t

he

import

ance

of

fulfill

ing

agre

emen

ts a

nd

honouring

com

mitm

ents

m

ade

to c

olle

agues

an

d s

take

hold

ers

3.2

Exa

min

e th

e neg

ativ

e im

pac

t on indiv

idual

s an

d o

rgan

isat

ions

of

not

fulfill

ing a

gre

emen

ts m

ade

with c

olle

agues

and s

take

hold

ers.

4

Under

stan

d h

ow

to

man

age

pote

ntial

co

nflic

ts o

f in

tere

st

4.1

Exp

lain

how

to iden

tify

and m

anag

e pote

ntial

conflic

ts o

f in

tere

st.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

31

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

Exp

lain

the

import

ance

of

mon

itoring c

han

ges

in t

he

work

ing

envi

ronm

ent

in r

elat

ion t

o c

olle

agues

and s

take

hold

ers.

5

Under

stan

d h

ow

to

be

able

to m

onitor

work

ing

rela

tionsh

ips

5.2

Exp

lain

how

to m

onitor

chan

ge

in t

he

work

ing e

nvi

ronm

ent.

6.1

Anal

yse

feed

bac

k on

work

ing r

elat

ionsh

ips

from

colle

agues

and

stak

ehold

ers.

6.2

Eva

luat

e w

orki

ng r

elat

ionsh

ips

with c

olle

agues

and s

take

hold

ers

in

term

s of

continued

use

and e

ffec

tive

nes

s.

6

Be

able

to r

evie

w

and im

pro

ve t

he

effe

ctiv

enes

s of

work

ing

rela

tionsh

ips

6.3

Id

entify

and im

ple

men

t im

pro

vem

ents

to w

ork

ing r

elat

ionsh

ips.

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:_____________________________


32


33

Unit 5: Establish Risk Management Processes for an Organisation

Unit reference number: A/600/9616

QCF level: 5

Credit value: 6


Unit aim This unit will ensure that learners can establish and communicate a risk management process within an organisation.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

34

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

types

of risk

that

can

im

pac

t on a

n o

rgan

isat

ion.

1

Under

stan

d r

isk

man

agem

ent

within

ow

n a

rea

of

resp

onsi

bili

ty

1.2

Rev

iew

the

know

ledge

and a

war

enes

s of

risk

s w

ithin

an o

rgan

isat

ion.

2.1

Id

entify

the

risk

s th

at im

pac

t on a

n o

rgan

isat

ion.

2.2

Id

entify

crite

ria

to e

nab

le e

valu

atio

n o

f th

e im

pac

t of

iden

tified

ris

ks.

2

Be

able

to e

stab

lish a

risk

man

agem

ent

pro

cess

for

an

org

anis

atio

n

2.3

Est

ablis

h p

roce

sses

to m

anag

e risk

within

an o

rgan

isat

ion.

3

Be

able

to a

lloca

te

reso

urc

es t

o e

nab

le

risk

man

agem

ent

activi

ties

to t

ake

pla

ce

3.1

Pl

an r

esourc

es a

cross

an o

rgan

isat

ion f

or

risk

man

agem

ent

activi

ty.

4

Be

able

to

com

munic

ate

risk

m

anag

emen

t pro

cess

es

acro

ss a

n o

rgan

isat

ion

4.1

Com

munic

ate

risk

man

agem

ent

pro

cess

es a

nd p

olic

y ac

ross

an

org

anis

atio

n.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

35

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:_____________________________


36


37

Unit 6: Promote Equality of Opportunity, Diversity and Inclusion Across an Organisation


QCF level: 5

Credit value: 6


Unit aim This unit helps learners to promote and implement any change to equality, diversity and inclusion policies and procedures in own organisation.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

38

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

Be

able

to u

nder

stan

d

the

ben

efits

of

an

incl

usi

ve a

nd d

iver

se

work

forc

e

1.1

Exa

min

e th

e ben

efits

of a

n incl

usi

ve a

nd d

iver

se w

ork

forc

e.

2

Be

able

to u

nder

stan

d

org

anis

atio

n’s

re

sponsi

bili

ties

under

eq

ual

ity

legis

lation a

nd

rele

vant

codes

of

pra

ctic

e

2.1

Exp

lain

how

leg

isla

tion,

equal

ity,

div

ersi

ty,

incl

usi

on a

nd r

elev

ant

codes

of

pra

ctic

e ap

ply

to o

wn o

rgan

isat

ion.

3

Be

able

to b

ench

mar

k eq

ual

ity,

div

ersi

ty a

nd

incl

usi

on

3.1

Exp

lain

how

to b

ench

mar

k to

equal

ity,

div

ersi

ty a

nd incl

usi

on in

ow

n o

rgan

isat

ion.

4

Be

able

to

com

munic

ate

equal

ity,

div

ersi

ty a

nd incl

usi

on

polic

y an

d p

roce

dure

s

4.1

Com

munic

ate

writt

en e

qual

ity,

div

ersi

ty a

nd incl

usi

on p

olic

y an

d

pro

cedure

s al

l re

leva

nt

stak

ehold

ers.

5.1

Anal

yse

effe

ctiv

enes

s of

polic

y an

d p

roce

dure

s fo

r eq

ual

ity,

div

ersi

ty a

nd incl

usi

on iss

ues

.

5

Be

able

to r

evie

w

effe

ctiv

enes

s of

equal

ity,

div

ersi

ty a

nd

incl

usi

on iss

ues

5.2

Im

ple

men

t an

y ch

ange

to t

he

polic

y an

d p

roce

dure

s.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

39

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:_____________________________


40


41

Unit 7: Examine Staff Turnover Issues in own Area of Responsibility


QCF level: 5

Credit value: 4


Unit aim This unit helps learners who are facing high staff turnover to examine the reasons and potential solutions to this.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

42

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

info

rmat

ion a

bout

staf

f tu

rnove

r.

1.2

Exa

min

e th

e re

asons

for

staf

f tu

rnove

r in

ow

n a

rea

of

resp

onsi

bili

ty.

1

Be

able

to e

xam

ine

the

reas

ons

for,

and

impac

t of,

sta

ff

turn

ove

r w

hils

t m

ainta

inin

g

confiden

tial

ity

in o

wn

area

of

resp

onsi

bili

ty

1.3

Anal

yse

the

impac

t of

staf

f tu

rnove

r on b

usi

nes

s obje

ctiv

es in o

wn

area

of

resp

onsi

bili

ty m

ainta

inin

g c

onfiden

tial

ity.

2.1

Exa

min

e st

aff

turn

over

rat

e w

ith s

imila

r org

anis

atio

ns.

2

Be

able

to c

om

par

e st

aff tu

rnove

r ra

tes

acro

ss o

rgan

isat

ions

2.2

Ass

ess

staf

f tu

rnove

r in

ow

n o

rgan

isat

ion a

gai

nst

oth

er

org

anis

atio

ns.

3

Under

stan

d h

ow

to

turn

unex

pec

ted

staf

fing t

urn

ove

r in

to

opport

unitie

s ra

ther

th

an t

hre

ats.

3.1

Anal

yse

unex

pec

ted s

taffin

g t

urn

over

and u

se r

esea

rch t

ools

or

tech

niq

ues

as

appro

priat

e.

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 8: Developing Collaborative Relationships with Other Organisations


QCF level: 5

Credit value: 7


Unit aim This unit will ensure that learners are able to identify, set up, maintain, review and evaluate collaborative relationships between their own and other organisations.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

44

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

org

anis

atio

ns

that

shar

e co

mm

on o

r co

mple

men

tary

obje

ctiv

es t

o o

wn o

rgan

isat

ion.

1.2

Eva

luat

e th

e fe

asib

ility

of

colla

bora

tion w

ith iden

tified

org

anis

atio

ns.

1.3

Eva

luat

e th

e pote

ntial

ben

efits

of co

llabora

tion.

1

Be

able

to iden

tify

pote

ntial

co

llabora

tive

opport

unitie

s w

ith

oth

er o

rgan

isat

ions

1.4

D

evel

op a

busi

nes

s ca

se f

or

colla

bora

tion w

ith iden

tified

org

anis

atio

ns.

2.1

Agre

e th

e st

rate

gic

aim

s an

d o

bje

ctiv

es o

f co

llabora

tion inte

rnal

ly a

nd

with o

ther

org

anis

atio

ns.

2

Be

able

to a

gre

e th

e st

rate

gic

aim

s an

d o

bje

ctiv

es o

f co

llabora

tion

2.2

Agre

e th

e ben

efits

each

org

anis

atio

n e

xpec

ts t

o r

ecei

ve f

rom

co

llabora

tion.

3.1

Agre

e th

e ac

tions

each

org

anis

atio

n w

ill t

ake

and w

hen

.

3.2

Agre

e th

e ex

pec

ted o

utc

om

es o

f co

llabora

tion.

3.3

Agre

e ar

rangem

ents

for

com

munic

atio

n.

3

Be

able

to a

gre

e m

ethods

and

expec

ted o

utc

om

es

of

colla

bora

tion

3.4

Agre

e pro

cess

of co

llabora

tion r

evie

w.

4.1

Im

ple

men

t ag

reed

act

ions

at a

gre

ed t

imes

.

4

Be

able

to inst

igat

e an

d s

ust

ain a

co

llabora

tive

re

lationsh

ip w

ith

anoth

er

org

anis

atio

n

4.2

M

ainta

in c

om

munic

atio

n a

nd p

rovi

de

support

to o

ther

org

anis

atio

ns.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

45

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

Rev

iew

and e

valu

ate

the

exte

nt

to w

hic

h t

he

aim

s an

d o

bje

ctiv

es o

f co

llabora

tion h

ave

bee

n a

chie

ved.

5.2

M

ake

a dec

isio

n o

n w

het

her

to c

ontinue

with t

he

colla

bora

tion in t

he

futu

re.

5

Be

able

to r

evie

w

and e

valu

ate

the

colla

bora

tion w

ith

anoth

er

org

anis

atio

n

5.3

D

eter

min

e an

y ch

anges

to b

e m

ade

to t

he

colla

bora

tion if

it w

ere

to

continue.

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:_____________________________


46


47

Unit 9: Promote the Use of Technology within an Organisation

Unit reference number: J/600/9702

QCF level: 5

Credit value: 6


Unit aim This unit will ensure that learners are able to develop, implement, monitor and review a technology strategy for an organisation.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

48

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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 cu

rren

t use

of te

chnolo

gy

in m

eeting c

ust

om

er n

eeds

within

an

org

anis

atio

n.

1.2

Id

entify

good

pra

ctic

e in

the

use

of te

chnolo

gy

thro

ugh b

ench

mar

king

activi

ties

.

1.3

Ass

ess

opport

unitie

s to

incr

ease

pro

duct

ivity

thro

ugh t

he

use

of

tech

nolo

gy.

1.4

D

evel

op a

tec

hnolo

gy

stra

tegy

to incr

ease

pro

duct

ivity

thro

ugh t

he

pro

motion o

f te

chnolo

gy

in lin

e w

ith o

rgan

isat

ional

val

ues

and

cust

om

er n

eeds.

1

Be

able

to d

evel

op

a st

rate

gy

to

pro

mote

the

use

of

tech

nolo

gy,

in lin

e w

ith o

rgan

isat

ional

va

lues

and

cust

om

er n

eeds

1.5

D

evel

op c

rite

ria

to e

valu

ate

the

succ

ess

of th

e te

chnolo

gy

stra

tegy.

2.1

Com

munic

ate

a te

chnolo

gic

al s

trat

egy

acro

ss a

n o

rgan

isat

ion.

2

Be

able

to

imple

men

t a

stra

tegy

for

pro

moting

tech

nolo

gy

acro

ss

an o

rgan

isat

ion

2.2

Ensu

re r

esourc

es a

nd s

upport

are

pro

vided

acr

oss

an o

rgan

isat

ion t

o

imple

men

t th

e st

rate

gy.

3.1

M

onitor

the

imple

men

tation o

f a

tech

nolo

gy

stra

tegy

acro

ss a

n

org

anis

atio

n.

3

Be

able

to m

onitor

and r

evie

w t

he

impac

t of

an

org

anis

atio

n’s

te

chnolo

gy

stra

tegy,

in lin

e w

ith b

est

pra

ctic

e

3.2

Eva

luat

e th

e su

cces

s of a

tech

nolo

gy

stra

tegy

agai

nst

succ

ess

criter

ia.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

49

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:_____________________________


50


51

Unit 10: Manage Health and Safety Across an Organisation

Unit reference number: H/600/9707

QCF level: 5

Credit value: 6


Unit aim This unit will ensure that learners understand their organisation’s responsibilities and liabilities under health and safety legislation. It also ensures learners are able to implement and monitor health and safety policy across an organisation.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

52

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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 an

org

anis

atio

n’s

res

pon

sibili

ties

and lia

bili

ties

under

hea

lth

and s

afet

y le

gis

lation.

1

Under

stan

d a

n

org

anis

atio

n’s

re

sponsi

bili

ties

and

liabili

ties

in r

elat

ion

to h

ealth a

nd

safe

ty

1.2

Consu

lt w

ith s

pec

ialis

t ad

viso

r(s)

on h

ealth a

nd s

afet

y re

sponsi

bili

ties

an

d r

equirem

ents

.

2.1

Com

munic

ate

an o

rgan

isat

ion’s

writt

en h

ealth a

nd s

afet

y polic

y ac

ross

an

org

anis

atio

n.

2

Be

able

to p

rom

ote

hea

lth a

nd s

afet

y ac

ross

an

org

anis

atio

n

2.2

Allo

cate

suffic

ient

reso

urc

es t

o d

eal w

ith h

ealth a

nd s

afet

y is

sues

ac

ross

an o

rgan

isat

ion.

3.1

Allo

cate

res

ponsi

bili

ty f

or

hea

lth a

nd s

afet

y to

rep

rese

nta

tive

s ac

ross

an

org

anis

atio

n.

3

Be

able

to e

nsu

re

that

hea

lth a

nd

safe

ty

requirem

ents

are

m

et a

cross

an

org

anis

atio

n

3.2

Est

ablis

h p

roce

dure

s to

gat

her

dat

a an

d info

rmat

ion o

n h

ealth a

nd

safe

ty p

erfo

rman

ce a

cross

an o

rgan

isat

ion.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

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

4.1

Anal

yse

hea

lth a

nd s

afet

y dat

a an

d info

rmat

ion.

4.2

Rev

iew

hea

lth a

nd s

afet

y polic

y an

d m

ake

revi

sions

as r

equired

.

4.3

Id

entify

and e

valu

ate

non-c

om

plia

nce

with h

ealth a

nd s

afet

y polic

y an

d p

ract

ices

.

4.4

Consu

lt w

ith s

pec

ialis

ts o

n p

ropose

d a

ctio

ns.

4

Be

able

to m

onitor,

re

view

and r

eport

on h

ealth a

nd

safe

ty p

olic

y an

d

pra

ctic

es

4.5

Colla

te d

ata

and info

rmat

ion a

nd r

eport

on o

wn o

rgan

isat

ion’s

hea

lth

and s

afet

y per

form

ance

.

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:_____________________________


54


55

Unit 11: 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.




Simulation is not allowed

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

56

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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 w

ork

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 c

han

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:_____________________________


57

Unit 12: Develop a Customer-Focused Organisation


QCF level: 5

Credit value: 5


Unit aim This unit will ensure that learners are able to develop and maintain a vision for customer service.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

58

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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 ow

n o

rgan

isat

ion’s

vis

ion in m

eeting c

ust

om

er n

eeds.

1.2

Anal

yse

how

em

plo

yees

com

munic

ate

with c

ust

om

ers

in o

wn

org

anis

atio

n.

1.3

Id

entify

are

as f

or

impro

vem

ent

usi

ng t

ools

and t

echniq

ues

.

1.4

Pr

oduce

a m

issi

on s

tate

men

t th

at s

ets

out

cust

om

er-b

ased

val

ues

and

bel

iefs

.

1

Be

able

to d

evel

op

and c

om

munic

ate

a vi

sion f

or

cust

om

er-b

ased

va

lues

in o

wn

org

anis

atio

n

1.5

Com

munic

ate

shar

ed v

isio

n o

n c

ust

om

er f

ocu

s in

ow

n o

rgan

isat

ion.

2.1

D

evel

op a

set

of new

or

revi

sed c

ust

om

er s

ervi

ce s

tandar

ds.

2.2

D

eter

min

e su

cces

s cr

iter

ia in m

eeting r

evis

ed c

ust

om

er s

ervi

ce

stan

dar

ds.

2

Be

able

to d

evel

op

succ

ess

criter

ia

and m

ainta

in a

cu

stom

er f

ocus

acro

ss a

n

org

anis

atio

n

2.3

D

evel

op s

chem

es a

cross

ow

n o

rgan

isat

ion t

hat

pro

mote

a

com

mitm

ent

to c

ust

om

er s

ervi

ce.

3.1

Eva

luat

e re

vise

d s

tandar

ds

agai

nst

succ

ess

criter

ia.

3.2

Anal

yse

cust

om

er s

ervi

ce lev

els

usi

ng b

ench

mar

king t

ools

and

tech

niq

ues

.

3

Be

able

to m

onitor

cust

om

er f

ocus

and

iden

tify

are

as f

or

impro

vem

ent

acro

ss o

wn

org

anis

atio

n

3.3

M

ake

reco

mm

endat

ions

for

impro

ving c

ust

om

er f

ocu

s in

ow

n

org

anis

atio

n.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

59

Lear

ner

nam

e:_______________________________________________

Dat

e:_____________________________

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:_____________________________


60


61

Unit 13: Conduct a Quality Audit


QCF level: 6

Credit value: 6


Unit aim This unit will ensure that learners understand the principles and process of quality auditing. Learners will be able to report on, evaluate and monitor a quality audit.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

efin

e th

e princi

ple

s, t

ools

and t

echniq

ues

use

d w

hen

under

taki

ng

qual

ity

audits.

1.2

Eva

luat

e th

e m

ost

appro

priat

e m

ethod f

or

carr

ying o

ut

a qual

ity

audit.

1

Under

stan

d q

ual

ity

man

agem

ent

1.3

D

escr

ibe

the

per

sonal

char

acte

rist

ics

nee

ded

to a

chie

ve t

he

obje

ctiv

es

of

the

audit.

2.1

Pr

ovi

de

the

required

per

iod o

f notice

to t

he

auditee

, prior

to c

arry

ing

out

a qual

ity

audit.

2.2

Est

ablis

h t

he

scope

and o

bje

ctiv

es o

f th

e au

dit,

and a

ny

pre

vious

audit h

isto

ry.

2.3

Pr

epar

e a

contingen

cy p

lan f

or

the

qual

ity

audit p

roce

ss.

2

Be

able

to p

repar

e to

car

ry o

ut

a qual

ity

audit

2.4

Com

munic

ate

the

audit p

roce

sses

to

the

auditee

, in

cludin

g t

hei

r ro

le

and r

esponsi

bili

ties

.

3.1

Id

entify

the

audit p

roce

dure

s an

d h

ighlig

ht

the

qual

ity

pro

cess

es.

3

Be

able

to c

arry

out

a qual

ity

audit

3.2

Pr

epar

e a

report

on t

he

findin

gs

of t

he

qual

ity

audit.

4.1

Com

munic

ate

the

resu

lts

of th

e au

dit t

o s

take

hold

ers.

4.2

Agre

e co

rrec

tive

act

ion.

4

Be

able

to

com

munic

ate

resu

lts

of

a qual

ity

audit

4.3

Id

entify

any

imm

edia

te r

isk

to s

take

hold

ers

and c

onsu

lt w

ith

spec

ialis

ts if

nec

essa

ry.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

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

5.1

M

onitor

the

imple

men

tation o

f th

e co

rrec

tive

act

ion a

gre

ed.

5

Be

able

to m

onitor

corr

ective

act

ion

and m

ainta

in

reco

rds

5.2

M

ainta

in r

ecord

s of th

e qual

ity

audit t

rail.

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:_____________________________


64


65

Unit 14: Manage Product Development and Marketing


QCF level: 5

Credit value: 7


Unit aim This unit will ensure that learners are able to determine customer requirements by developing and evaluating products and/or services.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

66

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

pro

duct

s an

d/o

r se

rvic

es r

equired

by

cust

om

ers.

1.2

Anal

yse

cust

om

er n

eeds

by

usi

ng r

esea

rch t

ools

and t

echniq

ues

.

1.3

Eva

luat

e cu

stom

er s

atis

fact

ion lev

els.

1

Be

able

to a

sses

s w

het

her

pro

duct

s or

serv

ices

mee

t th

e nee

ds

of

exis

ting a

nd

pote

ntial

cu

stom

ers

in o

wn

org

anis

atio

n

1.4

Exa

min

e how

the

com

pet

itiv

e en

viro

nm

ent

impac

ts o

n o

rgan

isat

ion.

2.1

Rev

iew

pro

duct

s an

d/o

r se

rvic

es t

hat

can

ben

efit f

rom

am

endm

ents

or

additio

ns.

2.2

Conduct

a fea

sibili

ty s

tudy.

2

Be

able

to iden

tify

an

d im

ple

men

t pote

ntial

opport

unitie

s to

m

eet

cust

omer

re

quirem

ents

in

ow

n o

rgan

isat

ion

2.3

D

evel

op a

pla

n t

o im

ple

men

t id

entified

am

endm

ents

or

additio

ns.

3.1

Pr

epar

e a

pla

n b

ased

on p

rioritisi

ng g

oods

or

serv

ices

that

offer

the

bes

t re

turn

on inve

stm

ent.

3

Be

able

to

coord

inat

e th

e m

arke

ting a

nd

dev

elopm

ent

of

ow

n p

roduct

s or

serv

ices

3.2

Coord

inat

e th

e dev

elopm

ent

of hig

h-p

riority

goods

in lin

e w

ith

mar

keting o

bje

ctiv

es.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

67

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

Eva

luat

e an

d m

onitor

dem

and a

nd o

bta

in c

ust

om

er f

eedbac

k.

4

Be

able

to m

onitor

dem

and f

or

ow

n

pro

duct

s or

serv

ices

and a

dju

st

mar

keting

acco

rdin

gly

4.2

Im

ple

men

t ch

ange

to t

he

mar

keting s

trat

egy

as r

equired

.

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:_____________________________


68


69

Unit 15: Develop, Maintain and Review Personal Networks


QCF level: 4

Credit value: 4


Unit aim This unit helps learners to develop, maintain and review networking relationships based on personal contacts.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

70

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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 ben

efits

of n

etw

ork

ing w

ith indiv

idual

s an

d

org

anis

atio

ns.

1.2

Id

entify

indiv

idual

s an

d o

rgan

isat

ions

that

wou

ld p

rovi

de

ben

efits

to

ow

n o

rgan

isat

ion a

nd n

etw

ork

s.

1

Under

stan

d t

he

ben

efits

of

net

work

ing a

nd t

he

nee

d f

or

dat

a priva

cy

1.3

Exp

lain

the

nee

d f

or

confiden

tial

ity

with n

etw

orki

ng c

onta

cts.

2.1

D

evel

op n

etw

ork

s th

at w

ill p

rovi

de

per

sonal

and o

rgan

isat

ional

ben

efit.

2

Be

able

to d

evel

op

a per

sonal

net

work

of

conta

cts

2.2

D

evel

op g

uid

elin

es f

or

work

ing w

ith n

etw

ork

s in

lin

e w

ith

org

anis

atio

nal

pro

cedure

s.

3.1

Ass

ess

the

valu

e of

ow

n c

urr

ent

per

sonal

net

work

.

3

Be

able

to r

evie

w

net

work

ing

rela

tionsh

ips

3.2

Eva

luat

e ow

n e

xper

ience

with e

xist

ing c

onta

cts

and u

se t

hes

e to

in

form

futu

re a

ctio

ns.

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:_____________________________


71

Unit 16: Ensure Compliance with Legal, Regulatory, Ethical and Social Requirements


QCF level: 4

Credit value: 5


Unit aim This unit helps learners to identify and correct failures in compliance with legal, regulatory, ethical and social requirements relating to their own areas of responsibility.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

72

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

Be

able

to m

onitor

the

oper

atio

nal

com

plia

nce

of

pro

cedure

s in

m

eeting leg

al,

regula

tory

, et

hic

al a

nd

soci

al r

equirem

ents

1.1

M

onitor

the

oper

atio

nal

com

plia

nce

of

pro

cedure

s in

mee

ting leg

al,

regula

tory

, et

hic

al a

nd s

oci

al r

equirem

ents

.

2.1

Id

entify

are

as o

f non-c

om

plia

nce

with leg

al,

regula

tory

, et

hic

al a

nd

soci

al p

roce

dure

s.

2.2

Exa

min

e re

asons

for

non-c

om

plia

nce

with p

roce

dure

s.

2

Be

able

to iden

tify

and

mak

e re

com

men

dat

ions

on

area

s of

non

-co

mplia

nce

with

pro

cedure

s fo

r le

gal

, re

gula

tory

, et

hic

al a

nd

soci

al r

equirem

ents

re

lating t

o o

wn a

rea

of

resp

onsi

bili

ty

2.3

M

ake

reco

mm

endat

ions

for

corr

ections

to e

nsu

re c

om

plia

nce

with

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:_____________________________


73

Unit 17: Manage Risk in own Area of Responsibility

Unit reference number: L/600/9619

QCF level: 4

Credit value: 4


Unit aim This unit will ensure that learners can evaluate and manage risk in own area of responsibility, and communicate information on risks to relevant stakeholders.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

74

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

pote

ntial

ris

ks in c

urr

ent

and p

lanned

act

ivitie

s w

ithin

ow

n

area

of

resp

onsi

bili

ty.

1.2

Ass

ess

the

nat

ure

of

iden

tified

ris

ks a

nd p

ote

ntial

conse

quen

ces.

1

Be

able

to u

nder

take

a

risk

eva

luat

ion f

or

curr

ent

and p

lanned

ac

tivi

ties

within

ow

n

area

of

resp

onsi

bili

ty

1.3

Eva

luat

e th

e pro

bab

ility

of

iden

tified

ris

ks o

ccurr

ing.

2.1

Id

entify

way

s an

d m

eans

of m

inim

isin

g t

he

impac

t an

d lik

elih

ood o

f pote

ntial

ris

ks.

2

Be

able

to m

inim

ise

the

impac

t an

d

likel

ihood o

f pote

ntial

risk

s occ

urr

ing in o

wn

area

of

resp

onsi

bili

ty

2.2

Allo

cate

res

ponsi

bili

ty f

or

risk

man

agem

ent

to r

elev

ant

indiv

idual

s w

ithin

ow

n a

rea

of re

sponsi

bili

ty.

3

Be

able

to

com

munic

ate

iden

tified

ris

ks

3.1

Pro

vide

info

rmat

ion o

n iden

tified

ris

ks t

o re

leva

nt

stak

ehold

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:_____________________________


75

Unit 18: Review Risk Management Processes in own Area of Responsibility


QCF level: 4

Credit value: 3


Unit aim This unit will ensure that learners are able to monitor, evaluate and improve risk management processes within own area of responsibility.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

76

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

info

rmat

ion f

rom

ow

n a

rea

of

resp

onsi

bili

ty t

o r

evie

w t

he

risk

m

anag

emen

t pro

cess

.

1

Be

able

to m

onitor

and e

valu

ate

risk

m

anag

emen

t pro

cess

es w

ithin

ow

n a

rea

of

resp

onsi

bili

ty

1.2

Ass

ess

the

effe

ctiv

enes

s of th

e risk

man

agem

ent

pro

cess

.

2

Be

able

to im

pro

ve

the

risk

m

anag

emen

t pro

cess

2.1

Im

ple

men

t ch

anges

to t

he

risk

man

agem

ent

pro

cess

wher

e pote

ntial

im

pro

vem

ents

hav

e bee

n iden

tified

.

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:_____________________________


77

Unit 19: Implement Change in own Area of Responsibility


QCF level: 4

Credit value: 6


Unit aim This unit helps learners to implement and evaluate a plan for change in their area of responsibility.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

78

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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 h

ow

to

imple

men

t ch

ange

in o

wn a

rea

of

resp

onsi

bili

ty

1.1

Exp

lain

the

mai

n m

odel

s an

d m

ethods

for

man

agin

g c

han

ge.

2.1

Com

munic

ate

the

ben

efits

of

and r

easo

ns

for

chan

ge

and h

ow

they

re

late

to b

usi

nes

s obje

ctiv

es.

2

Be

able

to invo

lve

and s

upport

oth

ers

thro

ugh t

he

chan

ge

pro

cess

2.2

Im

ple

men

t an

d a

gre

e a

pla

n t

o s

upport

chan

ge.

3.1

Apply

SM

ART (

Spec

ific

, M

easu

rable

, Ach

ieva

ble

, Rea

listic

and T

ime-

bound)

obje

ctiv

es w

ith indiv

idual

s an

d t

eam

s to

pla

n f

or

chan

ge.

3.2

Ass

ess

opport

unitie

s an

d b

arrier

s to

chan

ge.

3

Be

able

to

imple

men

t an

d

monitor

a pla

n f

or

chan

ge

in o

wn a

rea

of

resp

onsi

bili

ty

3.3

Rev

iew

act

ion p

lans

and a

ctiv

itie

s ac

cord

ing t

o iden

tified

opport

unitie

s an

d b

arrier

s to

chan

ge.

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:_____________________________


79

Unit 20: Develop Working Relationships with Colleagues and Stakeholders

Unit reference number: K/600/9661

QCF level: 4

Credit value: 4


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





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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 t

rust

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 o

ther

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:_____________________________


81

Unit 21: 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.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

82

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

mee

t 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,

regula

tory

, et

hic

al

and s

oci

al

requirem

ents

2.3

Exp

lain

when

to

seek

spec

ialis

t ex

per

tise

thro

ughout

the

recr

uitm

ent

pro

cess

.

3.1

Consu

lt w

ith r

elev

ant

other

s to

pro

duce

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 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

83

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 ca

ndid

ates

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:_____________________________


84


85

Unit 22: Plan, Allocate and Monitor Work in own Area of Responsibility


QCF level: 4

Credit value: 5


Unit aim This unit helps learners 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 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

86

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

Pr

oduce

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

w

ith t

eam

m

ember

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 w

ork

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.

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

team

mem

ber

s.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

87

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:_____________________________


88


89

Unit 23: 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.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

90

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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 co

ntinual

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

take

res

ponsi

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 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

91

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:_____________________________


92


93

Unit 24: Address Performance Problems Affecting Team Members

Unit reference number: F/600/9679

QCF level: 4

Credit value: 3


Unit aim This unit will ensure that learners are able to identify, discuss, resolve and record team members’ performance problems.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

94

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

leg

al r

equirem

ents

, in

dust

ry r

egula

tions,

org

anis

atio

nal

polic

ies

and p

rofe

ssio

nal

codes

conce

rnin

g p

erfo

rman

ce.

1

Under

stan

d leg

al

requirem

ents

, in

dust

ry r

egula

tions,

org

anis

atio

nal

polic

ies

and

pro

fess

ional

codes

co

nce

rnin

g

per

form

ance

1.2

Exp

lain

lim

its

of ow

n a

uth

ority

rel

atin

g t

o p

erfo

rman

ce p

roble

ms.

2.1

Ass

ess

team

mem

ber

s per

form

ance

agai

nst

per

form

ance

crite

ria.

2

Be

able

to iden

tify

per

form

ance

pro

ble

ms

of

team

m

ember

s

2.2

Eva

luat

e ca

use

s of id

entified

per

form

ance

pro

ble

ms.

3.1

Id

entify

per

form

ance

pro

ble

ms

to t

he

atte

ntion o

f th

e te

am m

ember

co

nce

rned

.

3.2

Exp

lain

an o

rgan

isat

ion’s

polic

ies

for

man

agin

g p

erfo

rman

ce p

roble

ms

to t

he

team

mem

ber

conce

rned

.

3

Be

able

to d

iscu

ss

per

form

ance

pro

ble

ms

with t

eam

m

ember

s

3.3

D

evel

op a

confiden

tial

rec

ord

of

dis

cuss

ions

with t

eam

mem

ber

s ab

out

pro

ble

ms

affe

ctin

g t

hei

r per

form

ance

.

4.1

Exp

lain

and d

iscu

ss a

lter

nat

ive

cours

es o

f ac

tion w

ith t

he

team

m

ember

conce

rned

.

4.2

Id

entify

the

cours

e of ac

tion w

ith t

he

team

mem

ber

conce

rned

.

4

Be

able

to s

et a

co

urs

e of

action t

o

dea

l w

ith iden

tified

pro

ble

ms

with t

eam

m

ember

s 4.3

Rev

iew

and r

evis

e co

nfiden

tial

rec

ord

s of dis

cuss

ions

with t

eam

m

ember

s ab

out

pro

ble

ms

affe

ctin

g t

hei

r per

form

ance

.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

95

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


97

Unit 25: Build, Support and Manage a Team

Unit reference number: F/600/9682

QCF level: 4

Credit value: 4


Unit aim This unit will ensure that learners are able to develop and manage and disband a team through a project cycle.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

98

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

a te

am in t

he

achie

vem

ent

of

a sp

ecific

pro

ject

or

activi

ty.

1.2

Id

entify

the

attr

ibute

s nee

ded

within

the

team

to a

chie

ve its

obje

ctiv

es.

1.3

Anal

yse

the

skill

s an

d k

now

ledge

of pote

ntial

and c

urr

ent

team

m

ember

s ag

ainst

the

iden

tified

nee

ds.

1

Under

stan

d t

he

purp

ose

and

required

att

ribute

s of

a te

am a

nd

sele

ct t

hose

that

m

atch

the

team

’s

requirem

ents

1.4

Id

entify

indiv

idual

s w

hos

e at

trib

ute

s m

ost

clo

sely

mat

ch t

he

iden

tified

re

quirem

ents

.

2.1

Com

munic

ate

pro

ject

aim

s an

d o

bje

ctiv

es t

o t

eam

mem

ber

s.

2

Be

able

to induct

te

am m

ember

s an

d

com

munic

ate

thei

r ro

les

and

resp

onsi

bili

ties

2.2

Exp

lain

how

to intr

oduce

tea

m m

ember

s to

eac

h o

ther

and d

iscu

ss

each

mem

ber

’s r

ole

and r

esponsi

bili

ties

.

3.1

Id

entify

the

stag

es o

f te

am d

evel

opm

ent.

3.2

Exp

lain

how

to r

esolv

e co

nflic

t bet

wee

n t

eam

mem

ber

s.

3.3

D

escr

ibe

met

hods

of

enco

ura

gin

g t

eam

mem

ber

s to

shar

e kn

owle

dge

and s

kills

to a

chie

ve p

roje

ct o

bje

ctiv

es.

3

Under

stan

d h

ow

to

support

tea

m

dev

elopm

ent

3.4

Exp

lain

how

to e

nco

ura

ge

open

com

munic

atio

n,

trust

and r

espec

t bet

wee

n t

eam

mem

ber

s.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

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

4.1

M

onitor

and r

evie

w t

he

per

form

ance

of

a te

am a

gai

nst

its

purp

ose

.

4.2

Com

munic

ate

pro

ject

dev

elopm

ents

to t

eam

mem

ber

s an

d s

upport

an

y ch

ange

in r

ole

s or

resp

onsi

bili

ties

.

4

Be

able

to m

anag

e te

am p

erfo

rman

ce

and u

nder

stan

d

how

to d

isban

d a

te

am

4.3

Com

munic

ate

team

and indiv

idual

succ

esse

s to

all

the

team

m

ember

s.

5.1

Exp

lain

how

to p

repar

e te

am m

ember

s fo

r pro

ject

concl

usi

on.

5

Under

stan

d h

ow

to

dis

ban

d t

eam

5.2

D

escr

ibe

how

tea

m is

dis

ban

ded

.

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


101

Unit 26: Support Individuals to Develop and Take Responsibility for their Performance

Unit reference number: D/600/9690

QCF level: 4

Credit value: 4


Unit aim This unit will ensure that learners are able to support individuals in assessing and implementing a development plan. It also ensures learners are able to monitor an individual’s progress and provide feedback.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

stan

dar

ds

of

per

form

ance

req

uired

for

curr

ent

or

futu

re

role

with a

n indiv

idual

.

1

Be

able

to a

gre

e th

eir

per

form

ance

dev

elopm

ent

nee

ds

with a

n indiv

idual

1.2

Id

entify

and a

gre

e th

e per

form

ance

dev

elopm

ent

nee

ds

for

the

indiv

idual

.

2.1

Id

entify

options

avai

lable

to s

uppor

t an

indiv

idual

in m

eeting d

esired

st

andar

ds

of

per

form

ance

.

2.2

Exp

lain

spec

ific

act

ions

nee

ded

to a

chie

ve o

bje

ctiv

es.

2

Be

able

to

under

stan

d h

ow

to

hel

p a

n indiv

idual

cr

eate

a

dev

elopm

ent

pla

n

2.3

Exp

lain

the

pro

cess

for

an indiv

idual

to c

reat

e a

dev

elopm

ent

pla

n.

3.1

D

escr

ibe

the

opport

unitie

s pro

vided

for

an indiv

idual

to im

pro

ve

per

form

ance

.

3

Be

able

to s

upport

an

indiv

idual

in

imple

men

ting t

hei

r dev

elopm

ent

pla

n

3.2

Exp

lain

the

outc

om

e to

an indiv

idual

for

impro

ved p

erfo

rman

ce.

4.1

M

onitor

and e

valu

ate

an indiv

idual

’s p

rogre

ss a

gai

nst

thei

r dev

elopm

ent

pla

n.

4.2

Im

ple

men

t fe

edbac

k to

mak

e dev

elopm

ent

pla

n r

evis

ions.

4

Be

able

to e

valu

ate

an indiv

idual

’s

pro

gre

ss a

gai

nst

a

dev

elopm

ent

pla

n

and p

rovi

de

feed

bac

k fo

r co

ntinual

per

form

ance

im

pro

vem

ent

4.3

Exp

lain

how

to e

nco

ura

ge

indiv

idual

s to

tak

e re

sponsi

bili

ty f

or

continuin

g t

hei

r per

form

ance

dev

elopm

ent.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

10

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:_____________________________


104


105

Unit 27: Know how to Follow Disciplinary Procedures


QCF level: 4

Credit value: 4


Unit aim This unit will ensure that learners understand how to follow disciplinary issues and inform individuals of expected performance.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

10

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

an o

rgan

isat

ion’s

req

uired

sta

ndar

ds

of

conduct

and

per

form

ance

.

1

Be

able

to

under

stan

d

per

form

ance

ex

pec

tations

of

an

org

anis

atio

n

1.2

Exp

lain

an o

rgan

isat

ion’s

form

al d

isci

plin

ary

pro

cedure

.

2.1

Exp

lain

how

to iden

tify

when

an indiv

idual

’s p

erfo

rman

ce f

alls

bel

ow

org

anis

atio

nal

sta

ndar

ds.

2

Be

able

to iden

tify

an

d u

se

com

munic

atio

n

met

hods

to a

sses

s pote

ntial

cas

es o

f m

isco

nduct

or

unsa

tisf

acto

ry

per

form

ance

2.2

Id

entify

com

munic

atio

n m

ethods

use

d t

o gat

her

info

rmat

ion o

n

pote

ntial

cas

es o

f m

isco

nduct

or

unsa

tisf

acto

ry p

erfo

rman

ce.

3.1

Id

entify

the

diffe

rence

s bet

wee

n m

isco

nduct

, gro

ss m

isco

nduct

and

unsa

tisf

acto

ry p

erfo

rman

ce,

and h

ow e

ach s

hou

ld b

e han

dle

d.

3.2

Eva

luat

e w

het

her

a c

ase

of

mis

conduct

or

unsa

tisf

acto

ry p

erfo

rman

ce

can b

e dea

lt w

ith info

rmal

ly.

3.3

Ass

ess

met

hods

avai

lable

to im

pro

ve p

erfo

rman

ce o

r beh

avio

ur.

3

Be

able

to k

now

how

to info

rmal

ly

dea

l w

ith c

ases

of

min

or

mis

conduct

or

unsa

tisf

acto

ry

per

form

ance

3.4

Exp

lain

the

import

ance

of

reco

rdin

g info

rmal

dis

ciplin

ary

pro

ceed

ings.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

10

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

Exp

lain

the

import

ance

of

seek

ing a

dvi

ce a

nd g

uid

ance

fro

m

spec

ialis

ts p

rior

to t

akin

g a

ctio

n.

4.2

Exp

lain

when

to

follo

w form

al d

isci

plin

ary

pro

cedure

s.

4.3

Ass

ess

the

import

ance

of

com

munic

atin

g d

isci

plin

ary

pro

cedure

s to

in

div

idual

s.

4

Be

able

to f

ollo

w

an o

rgan

isat

ion’s

fo

rmal

dis

ciplin

ary

pro

cedure

4.4

Exp

lain

how

to r

ecord

and s

tore

info

rmat

ion t

hro

ughout

the

dis

ciplin

ary

pro

cess

.

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:_____________________________


108


109

Unit 28: Managing Grievance Procedures


QCF level: 4

Credit value: 3


Unit aim This unit will ensure that learners can follow grievance procedures in their own organisation.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

11

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

situat

ions

that

are

lik

ely

to lea

d t

o g

riev

ance

s in

an

org

anis

atio

n.

1

Under

stan

d h

ow

to

pre

vent

pote

ntial

griev

ance

s 1.2

Exp

lain

how

to p

reve

nt

pot

ential

griev

ance

s.

2.1

Exp

lain

an o

rgan

isat

ion’s

griev

ance

polic

y an

d p

roce

dure

.

2.2

Id

entify

the

circ

um

stan

ces

wher

e a

conce

rn m

ay b

e dea

lt w

ith

info

rmal

ly.

2

Under

stan

d a

n

org

anis

atio

n’s

griev

ance

polic

y an

d p

roce

dure

and

dea

l w

ith c

once

rns

rais

ed

by

indiv

idual

s in

form

ally

2.3

Exp

lain

the

met

hods

use

d t

o d

eal in

form

ally

with c

once

rns.

3.1

Exp

lain

how

to f

ollo

w a

n o

rgan

isat

ion’s

writt

en g

riev

ance

pro

cedure

.

3.2

Exp

lain

the

import

ance

of

com

munic

atin

g g

riev

ance

pro

cedure

s.

3.3

Id

entify

how

to

seek

advi

ce a

nd g

uid

ance

fro

m s

pec

ialis

ts o

r co

lleag

ues

when

dea

ling w

ith g

riev

ance

s.

3

Under

stan

d h

ow

to f

ollo

w

griev

ance

pro

cedure

s

3.4

Exp

lain

how

to r

ecord

and s

tore

info

rmat

ion t

hro

ughout

the

griev

ance

pro

cess

.

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 29: Support the Management of Redundancies in own Area of Responsibility


QCF level: 4

Credit value: 3


Unit aim This unit will ensure that learners can manage redundancies, follow organisational procedures, communicate and seek support in own area of responsibility.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

11

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

ow

n o

rgan

isat

ion’s

red

undan

cy p

olic

y, p

roce

sses

and a

ny

appea

ls p

roce

dure

s.

1

Under

stan

d h

ow

to

follo

w r

edundan

cy

polic

y w

ithin

ow

n

area

of

resp

onsi

bili

ty

1.2

Id

entify

how

to

acce

ss s

upport

fro

m c

olle

agues

or

spec

ialis

ts w

hen

fo

llow

ing r

edundan

cy p

roce

sses

.

2.1

Exp

lain

how

continuous

com

munic

atio

n w

ith t

hose

aff

ecte

d b

y th

e re

dundan

cy p

olic

y.

2.2

Exp

lain

the

form

of

com

munic

atio

n r

equired

to info

rm indiv

idual

s se

lect

ed f

or

redundan

cy.

2

Com

munic

ate

info

rmat

ion o

n

redundan

cies

to

those

affec

ted

2.3

Ass

ess

how

to m

ainta

in t

he

mora

le o

f re

mai

nin

g indiv

idual

s.

3

Under

stan

d h

ow

to

support

thos

e af

fect

ed b

y re

dundan

cies

3.1

Id

entify

wher

e su

pport

fro

m c

olle

agues

or

spec

ialis

ts m

ay b

e ac

cess

ed

by

those

affec

ted b

y re

dundan

cies

.

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:_____________________________


113

Unit 30: Develop and Implement a Risk Assessment Plan in own Area of Responsibility


QCF level: 4

Credit value: 6


Unit aim This unit helps learners promote, monitor and review health and safety in own area of responsibility.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

11

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

Sta

te t

he

legal

req

uirem

ents

that

apply

to o

wn r

ole

in r

elat

ion t

o

hea

lth a

nd s

afet

y.

1.2

Consu

lt w

ith s

pec

ialis

t ad

vise

r(s)

on h

ealth a

nd s

afet

y polic

y an

d

pro

cedure

s.

1.3

Exp

lain

an o

rgan

isat

ion’s

hea

lth a

nd s

afet

y re

sponsi

bili

ties

.

1

Under

stan

d t

he

legal re

quirem

ents

an

d p

erso

nal

re

sponsi

bili

ties

for

hea

lth a

nd s

afet

y w

ithin

an

org

anis

atio

n

1.4

D

escr

ibe

hea

lth a

nd s

afet

y re

sponsi

bili

ties

in o

wn a

rea

of

resp

onsi

bili

ty.

2.1

Com

munic

ate

an o

rgan

isat

ion’s

writt

en h

ealth a

nd s

afet

y polic

y to

in

div

idual

s w

ithin

ow

n a

rea

of

resp

onsi

bili

ty.

2

Be

able

to p

rom

ote

th

e im

port

ance

of

hea

lth a

nd s

afet

y pra

ctic

es

2.2

Allo

cate

suffic

ient

reso

urc

es t

o d

eal w

ith h

ealth a

nd s

afet

y is

sues

in

ow

n a

rea

of

resp

onsi

bili

ty.

3.1

Consu

lt w

ith c

olle

agues

on h

ealth a

nd s

afet

y haz

ards

and r

isks

in o

wn

area

of

resp

onsi

bili

ty.

3.2

Ass

ess

hea

lth a

nd s

afet

y haz

ards

and r

isks

in o

wn a

rea

of

resp

onsi

bili

ty.

3.3

Id

entify

haz

ards

and r

isks

that

req

uire

action t

o b

e ta

ken t

o en

sure

co

mplia

nce

with leg

al a

nd o

rgan

isat

ional

req

uirem

ents

.

3

Be

able

to e

nsu

re

that

haz

ards

and

risk

s ar

e id

entified

an

d m

anag

ed in

ow

n a

rea

of

resp

onsi

bili

ty

3.4

D

evel

op a

nd im

ple

men

t a

pla

n in o

wn a

rea

of

resp

onsi

bili

ty.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

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

Est

ablis

h p

roce

dure

s th

at m

onitor

hea

lth a

nd s

afet

y per

form

ance

in

ow

n a

rea

of

resp

onsi

bili

ty.

4.2

Rev

iew

the

hea

lth a

nd s

afet

y per

form

ance

of

own a

rea

of

resp

onsi

bili

ty.

4

Be

able

to m

onitor

and r

evie

w h

ealth

and s

afet

y per

form

ance

and

polic

y in

ow

n a

rea

of

resp

onsi

bili

ty

4.3

Rev

iew

the

hea

lth a

nd s

afet

y polic

y in

ow

n 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:_____________________________


116


117

Unit 31: 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.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

11

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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 re

sourc

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 re

sponsi

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.

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 re

sourc

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

.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

11

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:_____________________________


120


121

Unit 32: 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.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

12

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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 re

quirem

ents

that

im

pac

t on o

wn a

rea

of

resp

onsi

bili

ty.

1

Under

stan

d t

he

legal re

quirem

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

work

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 w

ork

act

ivitie

s.

3.1

Ass

ess

the

envi

ronm

enta

l im

pac

t of

work

act

ivitie

s an

d 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 w

ork

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 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

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

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

epor

t 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 fro

m c

han

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:_____________________________


124


125

Unit 33: Manage a Tendering Process


QCF level: 4

Credit value: 4


Unit aim This unit will ensure that learners are able to manage a tendering process, including developing product or service specifications and tender guidelines, evaluating tenders and selecting a supplier to deliver the required products or services.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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 re

quirem

ents

of

a te

nder

ing p

roce

ss.

1.2

Exp

lain

org

anis

atio

nal

ten

der

ing p

olic

ies

and p

roce

sses

.

1

Under

stan

d

tender

ing

pro

cess

es

1.3

Exp

lain

how

to s

eek

spec

ialis

t su

pport

for

the

tender

ing p

roce

ss.

2.1

Consu

lt w

ith c

olle

agues

to iden

tify

and a

gre

e re

quirem

ents

for

pro

duct

s or

serv

ices

.

2

Be

able

to d

raw

up

a sp

ecific

atio

n f

or

required

pro

duct

s or

serv

ices

2.2

D

raw

up a

spec

ific

atio

n t

hat

des

crib

es t

he

pro

duct

s or

serv

ices

re

quired

.

3.1

W

rite

an invi

tation t

o t

ender

outlin

ing r

equired

spec

ific

atio

ns

and

org

anis

atio

nal

ten

der

ing p

roce

sses

.

3

Be

able

to w

rite

an

invi

tation t

o t

ender

docu

men

t an

d

com

munic

ate

it t

o

pro

spec

tive

su

pplie

rs

3.2

Com

munic

ate

the

invi

tation t

o t

ender

to p

rosp

ective

supplie

rs.

4

Under

stan

d h

ow

to

resp

ond f

airly

to

pre

-ten

der

quer

ies

4.1

Exp

lain

how

to r

espond t

o p

re-t

ender

quer

ies

in w

ays

that

ensu

re a

ll pro

spec

tive

supplie

rs h

ave

the

sam

e in

form

atio

n.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

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

5.1

Est

ablis

h c

rite

ria

with w

hic

h t

o ev

aluat

e re

ceiv

ed t

ender

s.

5.2

Rec

eive

, re

cord

and o

pen

ten

der

s in

lin

e w

ith s

tate

d t

ender

ing

pro

cess

.

5.3

See

k cl

arific

atio

n f

rom

pro

spec

tive

supplie

rs w

her

e nec

essa

ry.

5

Be

able

to e

valu

ate

rece

ived

ten

der

s

5.4

Eva

luat

e te

nder

s ag

ainst

est

ablis

hed

crite

ria.

6.1

O

ffer

a c

ontr

act

to t

he

chose

n s

upplie

r.

6

Be

able

to s

elec

t a

supplie

r an

d

pro

vide

post

-te

nder

fee

dbac

k

6.2

In

form

unsu

cces

sful su

pplie

rs o

f th

e outc

om

e an

d p

rovi

de

feed

bac

k.

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:_____________________________


128


129

Unit 34: Plan and Manage a Project


QCF level: 4

Credit value: 8


Unit aim This unit helps learners to clarify the scope and objectives of a project, develop a project plan, and consult and agree the plan with others.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

13

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

role

s an

d r

esponsi

bili

ties

of

a pro

ject

man

ager

.

1

Under

stan

d t

he

princi

ple

s,

pro

cess

es,

tools

an

d t

echniq

ues

of

pro

ject

m

anag

emen

t

1.2

Exp

lain

how

to a

pply

princi

ple

s, p

roce

sses

, to

ols

and t

echniq

ues

of

pro

ject

man

agem

ent.

2

Be

able

to a

gre

e th

e sc

ope

and

obje

ctiv

es o

f a

pro

ject

2.1

Agre

e SM

ART (

Spec

ific

, M

easu

rable

, Ach

ieva

ble

, Rea

listic,

and T

ime-

bound)

obje

ctiv

es a

nd s

cope

of

the

pro

ject

with p

roje

ct s

pon

sor(

s)

and s

take

hold

ers.

3.1

Id

entify

budget

and t

imes

cale

s in

ord

er t

o d

evel

op t

he

pro

ject

pla

n

with s

take

hold

ers.

3.2

Consu

lt w

ith s

take

hold

ers

to n

egotiat

e th

e pro

ject

pla

n.

3.3

Id

entify

pote

ntial

ris

ks a

nd c

ontingen

cies

.

3

Be

able

to iden

tify

th

e budget

in o

rder

to

dev

elop a

pro

ject

pla

n

3.4

Est

ablis

h c

rite

ria

and p

roce

sses

for

eval

uat

ing t

he

pro

ject

on

com

ple

tion.

4.1

Allo

cate

role

s an

d r

esponsi

bili

ties

to p

roje

ct t

eam

mem

ber

s.

4.2

Pr

ovi

de

reso

urc

es iden

tified

in t

he

pro

ject

pla

n.

4

Be

able

to

imple

men

t a

pro

ject

pla

n

4.3

Brief

pro

ject

tea

m m

ember

s on t

he

pro

ject

pla

n a

nd t

hei

r ro

les

and

resp

onsi

bili

ties

.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

13

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

4.4

Im

ple

men

t a

pro

ject

pla

n u

sing p

roje

ct m

anag

emen

t to

ols

and

tech

niq

ues

.

5.1

Apply

a r

ange

of

pro

ject

man

agem

ent

tools

and t

echniq

ues

to

monitor,

contr

ol an

d r

evie

w p

rogre

ss.

5

Be

able

to m

anag

e a

pro

ject

to

its

concl

usi

on

5.2

Pr

ovi

de

support

to p

roje

ct 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:_____________________________


132


133

Unit 35: Develop and Implement Marketing Plans


QCF level: 4

Credit value: 6


Unit aim This unit will ensure that learners can produce a marketing strategy, implement a plan and monitor and evaluate the plan to determine future marketing activities.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

org

anis

atio

n’s

busi

nes

s pla

n t

o iden

tify

mar

keting

obje

ctiv

es f

or

ow

n a

rea

of

resp

onsi

bili

ty.

1.2

Exp

lain

the

org

anis

atio

n’s

culture

, vi

sion a

nd v

alues

.

1

Be

able

to iden

tify

an

d p

rioritise

m

arke

ting

obje

ctiv

es f

or

ow

n

area

of

resp

onsi

bili

ty

1.3

Anal

yse

and p

rioritise

mar

keting o

bje

ctiv

es.

2.1

D

escr

ibe

and e

valu

ate

the

targ

et m

arke

ts f

or

own o

rgan

isat

ion’s

pro

duct

s or

serv

ices

.

2.2

Id

entify

and c

onsu

lt w

ith m

arke

ting s

pec

ialis

ts if

required

.

2.3

Id

entify

mar

keting t

ools

and m

odel

s to

dev

elop a

str

ateg

y.

2

Be

able

to p

roduce

a

mar

keting

stra

tegy

in o

wn

area

of

resp

onsi

bili

ty

2.4

D

evel

op a

mar

keting s

trat

egy

bas

ed o

n k

ey s

ucc

ess

criter

ia f

or

ow

n

area

of

resp

onsi

bili

ty.

3.1

Eva

luat

e th

e re

sourc

e re

quirem

ents

for

the

mar

keting p

lan.

3.2

Pr

oduce

a m

arke

ting p

lan b

ased

on t

he

stra

tegy.

3.3

Agre

e ro

les

and r

esponsi

bili

ties

of

stak

ehold

ers.

3

Be

able

to p

roduce

an

d im

ple

men

t a

mar

keting p

lan f

or

ow

n a

rea

of

resp

onsi

bili

ty

3.4

Com

munic

ate

the

mar

keting p

lan w

ith k

ey s

take

hold

ers.

4.1

M

onitor

pro

gre

ss o

f th

e m

arke

ting p

lan a

gai

nst

busi

nes

s obje

ctiv

es.

4.2

Ass

ess

and e

valu

ate

the

impac

t of th

e m

arke

ting p

lan.

4

Monitor

and

eval

uat

e th

e m

arke

ting p

lan in

ow

n a

rea

of

resp

onsi

bili

ty

4.3

Rev

ise

futu

re m

arke

ting p

lans

bas

ed o

n t

he

impac

t ev

aluat

ion.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

13

5

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


137

Unit 36: Analyse the Market in which your Organisation Operates


QCF level: 4

Credit value: 5


Unit aim This unit will ensure that learners are able to analyse an organisation’s market position and trends. Learners can analyse customer needs and communicate to stakeholders.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

13

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

Ass

ess

the

econom

ic e

nvi

ronm

ent

in w

hic

h y

our

org

anis

atio

n

oper

ates

.

1.2

Eva

luat

e yo

ur

cust

om

ers’

nee

ds

and r

elat

e to

ow

n o

rgan

isat

ion.

1

Be

able

to a

nal

yse

cust

om

ers’

nee

ds

1.3

Anal

yse

cust

om

er p

erce

ption o

f ow

n p

roduct

s/se

rvic

es in c

om

par

ison

to c

om

pet

itors

.

2.1

Id

entify

and u

tilis

e m

arke

t re

sear

ch s

pec

ialis

ts if

nec

essa

ry.

2.2

Anal

yse

curr

ent

and f

utu

re m

acro

- an

d m

icro

-eco

nom

ic t

rends

in o

wn

sect

or.

2

Be

able

to a

nal

yse

the

mar

ket

usi

ng

rese

arch

too

ls a

nd

tech

niq

ues

2.3

U

se r

ecognis

ed r

esea

rch t

ools

to a

sses

s m

arke

t tr

ends

and

opport

unitie

s fo

r gro

wth

.

3.1

Pr

oduce

a r

eport

bas

ed o

n r

esea

rch f

indin

gs.

3.2

Com

munic

ate

the

report

to k

ey indiv

idual

s w

ithin

ow

n o

rgan

isat

ion.

3.3

Eva

luat

e fe

edbac

k fr

om k

ey indiv

idual

s.

3.4

Rev

ise

and c

om

munic

ate

updat

ed r

eport

to k

ey indiv

idual

s.

3

Be

able

to

com

munic

ate

rese

arch

fin

din

gs

to info

rm

man

ager

ial

dec

isio

ns

3.5

M

onitor

the

econom

ic e

nvi

ronm

ent

and c

han

ges

in c

ust

om

ers’

nee

ds.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

13

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:_____________________________


140


141

Unit 37: Manage the Achievement of Customer Satisfaction


QCF level: 4

Credit value: 5


Unit aim This unit helps learners to understand the importance of monitoring customer service satisfaction levels to manage the achievement of customer satisfaction.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

14

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

cust

om

er s

ervi

ce s

tandar

ds

within

ow

n o

rgan

isat

ion.

1

Be

able

to

under

stan

d

cust

om

er s

ervi

ce

stan

dar

ds

required

in

ow

n o

rgan

isat

ion

1.2

D

escr

ibe

cust

om

er s

ervi

ce b

est

pra

ctic

e in

ow

n s

ecto

r usi

ng r

esea

rch

tech

niq

ues

.

2.1

D

efin

e su

stai

nab

le p

roce

sses

tak

ing into

acc

ount

envi

ronm

enta

l is

sues

.

2.2

Id

entify

sust

ainab

le p

roce

sses

to s

upport

cust

omer

ser

vice

sta

ndar

ds.

2.3

Pr

oduce

a p

lan f

or

imple

men

tation.

2.4

Sta

te c

ust

omer

ser

vice

sta

ndar

ds

with r

elev

ant

key

stak

ehold

ers.

2

Be

able

to

imple

men

t su

stai

nab

le

pro

cess

es f

or

cust

om

er

satisf

action

2.5

Ensu

re r

esourc

es a

re p

rovi

ded

to d

eliv

er a

gre

ed s

tandar

ds

of

cust

om

er s

ervi

ce.

3

Be

able

to m

anag

e an

d s

upport

co

lleag

ues

in

del

iver

ing

cust

om

er s

ervi

ce

stan

dar

ds

3.1

Com

munic

ate

cust

om

er s

ervi

ce r

ole

s an

d r

esponsi

bili

ties

with

emplo

yees

in o

wn o

rgan

isat

ion.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

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

4.1

Eva

luat

e th

e cu

lture

in o

wn o

rgan

isat

ion.

4.2

Id

entify

tec

hniq

ues

for

impro

ving m

otiva

tion a

mong e

mplo

yees

.

4

Be

able

to m

anag

e an

d d

evel

op

culture

in o

wn

org

anis

atio

n t

o su

pport

cust

om

er

serv

ice

stan

dar

ds

4.3

D

escr

ibe

motiva

tional

str

ateg

ies

for

impro

ving c

ust

om

er s

ervi

ce

stan

dar

ds.

5.1

D

escr

ibe

met

hods

of

mea

suring c

ust

om

er s

atis

fact

ion.

5.2

D

evel

op p

roce

sses

for

monitoring c

ust

om

er s

atis

fact

ion,

incl

udin

g

cust

om

er f

eedbac

k m

echan

ism

s.

5.3

Rev

iew

em

plo

yee

per

form

ance

to e

nsu

re c

ust

omer

ser

vice

sta

ndar

ds

and o

rgan

isat

ional

val

ues

are

met

.

5

Be

able

to m

onitor

cust

om

er s

ervi

ce

leve

ls f

or

continuou

s im

pro

vem

ent

5.4

Anal

yse

and m

onitor

cust

om

er s

ervi

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:_____________________________


144


145

Unit 38: Prepare for and Support Quality Audits

Unit reference number: Y/600/9798

QCF level: 4

Credit value: 4


Unit aim The unit will ensure that learners understand the quality standards and are able to participate in a quality audit and take corrective action.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

14

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

qual

ity

stan

dar

ds

and p

roce

dure

s th

at

apply

to o

wn a

rea

of

resp

onsi

bili

ty

1.1

D

escr

ibe

the

qual

ity

stan

dar

ds

and p

roce

dure

s th

at a

pply

to o

wn a

rea

of

resp

onsi

bili

ty.

2

Be

able

to m

onitor

work

in o

wn a

rea

of

resp

onsi

bili

ty

agai

nst

qual

ity

stan

dar

ds

and

pro

cedure

s

2.1

Sel

ect

and a

pply

met

hods

for

monitoring w

ork

.

3.1

Pr

epar

e an

d o

rgan

ise

reco

rds

and d

ocum

enta

tion

for

the

qual

ity

auditor.

3

Be

able

to p

repar

e fo

r a

qual

ity

audit in

ow

n a

rea

of

resp

onsi

bili

ty

3.2

Rev

iew

pre

vious

qual

ity

audits

and e

nsu

re a

gre

ed r

ecom

men

dat

ions

hav

e bee

n im

ple

men

ted.

4.1

D

iscu

ss w

ith t

he

auditor

the

resu

lts

of

the

audit a

nd iden

tify

any

area

s fo

r im

pro

vem

ent.

4

Be

able

to d

iscu

ss

qual

ity

audit f

indin

gs

with t

he

auditor

4.2

Agre

e co

rrec

tive

act

ions

to r

emed

y an

y id

entified

iss

ues

, an

d s

et a

dat

e fo

r th

eir

imple

men

tation.

5

Be

able

to c

om

ple

te

agre

ed a

ctio

ns

follo

win

g a

qual

ity

audit

5.1

Tak

e co

rrec

tive

act

ion b

ased

on q

ual

ity

audit fin

din

gs.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

14

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:_____________________________


148


149

Unit 39: Inform Strategic Decision Making


QCF level: 6

Credit value: 7


Unit aim This unit helps learners to identify and evaluate information about an organisations environment and inform strategic decision-making.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

15

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

info

rmat

ion a

bout

an o

rgan

isat

ion’s

envi

ronm

ent.

1

Under

stan

d a

n

org

anis

atio

n’s

en

viro

nm

ent

to

info

rm s

trat

egic

dec

isio

n-m

akin

g

1.2

Anal

yse

org

anis

atio

n t

o info

rm t

he

stra

tegic

dec

isio

n m

akin

g p

roce

ss.

2

Be

able

to e

valu

ate

the

curr

ent

stra

tegic

direc

tion

of

an o

rgan

isat

ion

2.1

Ass

ess

feed

bac

k fr

om

key

sta

kehold

ers

on t

he

curr

ent

stra

tegic

direc

tion o

f an

org

anis

atio

n.

3.1

Im

ple

men

t re

com

men

dat

ions

to info

rm s

trat

egic

dec

isio

n m

akin

g.

3

Be

able

to u

se

info

rmat

ion t

o

info

rm s

trat

egic

dec

isio

n m

akin

g

3.2

Com

munic

ate

reco

mm

endat

ions

to a

ll ke

y st

akeh

old

ers

regar

din

g t

he

stra

tegic

dec

isio

n-m

akin

g p

roce

ss.

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:_____________________________


151

Unit 40: Support the Culture of an Organisation


QCF level: 6

Credit value: 5


Unit aim This unit helps learners to understand organisational culture to ensure the achievement of business objectives.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

diffe

rent

def

initio

ns

of

org

anis

atio

nal

culture

.

1

Under

stan

d t

he

conce

pt

of

org

anis

atio

nal

cu

lture

1.2

Eva

luat

e in

tern

al a

nd e

xter

nal

fac

tors

that

can

influen

ce

org

anis

atio

nal

culture

s.

2.1

Anal

yse

the

culture

and o

bje

ctiv

es o

f an

org

anis

atio

n.

2.2

Com

munic

ate

agre

ed v

alues

and o

bje

ctiv

es a

cross

an o

rgan

isat

ion.

2

Be

able

to a

gre

e va

lues

and

obje

ctiv

es in

support

of

an

org

anis

atio

n’s

cu

lture

2.3

Ref

lect

on p

erso

nal

beh

avio

urs

and a

ctio

ns

that

rei

nfo

rce

agre

ed

valu

es.

3

Be

able

to m

onitor

obje

ctiv

es a

nd

thei

r ef

fect

iven

ess

3.1

M

onitor

the

valu

es a

nd o

bje

ctiv

e ef

fect

iven

ess

agai

nst

the

busi

nes

s obje

ctiv

es a

nd im

ple

men

t an

y nec

essa

ry c

han

ge.

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:_____________________________


153

Unit 41: Lead Innovation within an Organisation


QCF level: 6

Credit value: 10


Unit aim This unit helps learners to lead, develop and promote innovation within an organisation.

Unit assessment requirements/evidence requirements Assessment must be carried out in way that is consistent with the requirements outlined in Annexe A : Assessment Strategy.




Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

15

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

and r

evie

w t

he

appro

aches

to innova

tion e

mplo

yed b

y an

org

anis

atio

n.

1

Be

able

to a

nal

yse

an o

rgan

isat

ion’s

cu

rren

t ap

pro

ach

to innova

tion

pra

ctic

e

1.2

Eva

luat

e org

anis

atio

nal

appro

aches

to innov

atio

n.

2.1

Id

entify

and p

urs

ue

opport

unitie

s fo

r th

e ow

n o

rgan

isat

ion.

2.2

D

esig

n a

n innova

tion p

roce

ss w

hic

h f

its

with o

wn o

rgan

isat

ion.

2

Be

able

to d

esig

n

an innova

tion

pro

cess

for

an

org

anis

atio

n a

nd

dem

onst

rate

its

im

plic

atio

ns

for

long-t

erm

succ

ess

2.3

Com

munic

ate

the

implic

atio

ns

of th

e in

nova

tion p

roce

ss for

long-t

erm

su

cces

s fo

r ow

n o

rgan

isat

ion.

3.1

Support

oth

ers

in e

nsu

ring t

hat

innova

tive

idea

s ar

e fe

d into

the

oper

atio

nal

pro

cess

.

3.2

Ass

ess

reso

urc

ing a

gre

ed idea

s.

3

Be

able

to s

upport

oth

ers

in

imple

men

ting

innova

tive

idea

s 3.3

Support

oth

ers

in im

ple

men

ting a

gre

ed idea

s.

4

Be

able

to r

evie

w

and im

pro

ve t

he

per

form

ance

of

the

innova

tion p

roce

ss

4.1

Eva

luat

e fe

edbac

k fr

om a

ll st

akeh

old

ers

to im

pro

ve t

he

innova

tion

pro

cess

.

5

Be

able

to p

rovi

de

reco

gnitio

n f

or

the

innova

tive

succ

ess

5.1

Exp

lain

how

to r

ecognis

e ac

hie

vem

ents

that

are

succ

essf

ully

im

ple

men

ted.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

15

5

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:_____________________________


156


157

Unit 42: Manage a Budget for own Area or Activity of Work


QCF level: 5

Credit value: 7


Unit aim This unit helps learners to prepare a budget, address variance and monitor a budget for own area of activity or work.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

15

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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 in

form

atio

n o

n r

esourc

e re

quirem

ents

for

ow

n a

rea

of

activi

ty o

r w

ork

.

1.2

Pr

oduce

a d

raft

budget

.

1

Be

able

to

pre

par

e a

budget

for

ow

n

area

of

resp

onsi

bili

ty

1.3

Com

munic

ate

the

final

budget

with r

elev

ant

stak

ehold

ers.

2.1

Anal

yse

varian

ces

bet

wee

n p

lanned

and a

ctual

exp

enditure

.

2.2

Pro

vide

info

rmat

ion o

n p

erfo

rman

ce t

o r

elev

ant

stak

ehold

ers.

2.3

Exp

lain

how

to t

ake

corr

ective

act

ion w

ithin

the

limits

of

ow

n a

uth

ority

, in

re

sponse

to

budget

var

iance

s an

d d

evel

opm

ents

.

2

Be

able

to

man

age

a budget

2.4

Exp

lain

pro

pose

d r

evis

ions

to b

udget

and o

bta

in a

gre

emen

t w

her

e ac

tions

are

bey

ond t

he

scope

of o

wn a

uth

ority

.

3.1

Rev

iew

per

form

ance

agai

nst

budget

.

3.2

Ass

ess

impro

vem

ents

for

futu

re b

udget

pla

nnin

g a

nd m

anag

emen

t.

3

Be

able

to

revi

ew b

udget

m

anag

emen

t per

form

ance

3.3

M

onitor

budget

per

form

ance

and im

ple

men

t ch

anges

within

the

limits

of

ow

n a

uth

ority

or

obta

in a

gre

emen

t.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

15

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:_____________________________


160


161

Unit 43: Outsource Organisational Processes


QCF level: 6

Credit value: 8


Unit aim This unit will ensure that learners are able to: identify potential processes that can be outsourced, assess the impact of doing so, and identify vendors to outsource processes to, and undertake and monitor the outsourcing.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

16

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

Be

able

to iden

tify

non-c

ore

pro

cess

es

within

an

org

anis

atio

n

1.1

Anal

yse

an o

rgan

isat

ion’s

act

ivitie

s an

d iden

tify

pro

cess

es t

hat

can

be

outs

ourc

ed.

2.1

Eva

luat

e an

d a

sses

s risk

s fo

r ou

tsou

rcin

g iden

tified

non-c

ore

pro

cess

es.

2

Be

able

to e

valu

ate

the

implic

atio

ns

of

outs

ourc

ing n

on-

core

pro

cess

es

2.2

D

evel

op a

busi

nes

s ca

se f

or

outs

ourc

ing n

on-c

ore

pro

cess

es.

3.1

D

raw

up s

pec

ific

atio

ns

and c

om

munic

ate

to p

oten

tial

ven

dors

.

3.2

Est

ablis

h c

rite

ria

for

eval

uat

ing p

ote

ntial

ven

dors

.

3.3

Appra

ise

pote

ntial

ven

dors

agai

nst

crite

ria.

3

Be

able

to s

elec

t a

vendor

to

outs

ourc

e non-c

ore

pro

cess

es t

o

3.4

Sel

ect

the

vendor

that

bes

t m

eets

the

criter

ia.

4.1

D

evel

op a

contr

act

that

mee

ts leg

al a

nd c

om

mer

cial

req

uirem

ents

w

ith t

he

sele

cted

ven

dor

.

4.2

N

egotiat

e co

ntr

act

clau

ses

to m

eet

the

inte

rest

s of

the

org

anis

atio

n.

4.3

Pr

oduce

pla

ns

to t

ransf

er a

gre

ed p

roce

sses

to t

he

contr

acte

d v

endor.

4.4

Com

munic

ate

the

outs

ourc

ing p

lans

to s

take

hold

ers.

4

Be

able

to

outs

ourc

e non-c

ore

pro

cess

es

4.5

Tra

nsf

er t

he

agre

ed p

roce

sses

to c

ontr

acte

d v

endor.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

16

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

M

onitor

and r

evie

w t

he

vendor’s

per

form

ance

at

agre

ed t

imes

, in

lin

e w

ith a

gre

ed c

ontr

act.

5.2

Agre

e ch

anges

to im

pro

ve p

erfo

rman

ce,

in lin

e w

ith c

ontr

actu

al

agre

emen

ts.

5

Be

able

to m

onitor

and r

evie

w t

he

outs

ourc

ing o

f non-

core

pro

cess

es

5.3

Pr

oduce

a r

eport

on t

he

effe

ctiv

enes

s of

outs

ourc

ing n

on-c

ore

pro

cess

es.

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:_____________________________


164


165

Unit 44: Manage a Programme of Complementary Projects


QCF level: 6

Credit value: 8


Unit aim This unit helps learners to understand the principles of programme management and how to implement these principles in terms of communication, monitoring and evaluating a programme of complementary projects.





Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t Spec

ific

atio

n –

Iss

ue1

– F

ebru

ary

2014 ©

Pea

rson

Educa

tion L

imited

2014

16

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

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

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

s an

d r

esponsi

bili

ties

of

a pro

gra

mm

e m

anag

er.

1

Under

stan

d

princi

ple

s,

pro

cess

es,

tools

an

d t

echniq

ues

of

pro

gra

mm

e m

anag

emen

t

1.2

Exp

lain

how

to a

pply

princi

ple

s, p

roce

sses

, to

pro

gra

mm

e m

anag

emen

t.

2.1

Consu

lt w

ith s

take

hold

ers

and p

rogra

mm

e sp

onso

r(s)

to d

evel

op a

nd

agre

e a

pla

n.

2.2

Id

entify

pote

ntial

ris

ks a

nd c

ontingen

cies

.

2

Be

able

to d

evel

op

a pro

gra

mm

e pla

n

2.3

Est

ablis

h c

rite

ria

for

eval

uat

ing t

he

pro

gra

mm

e on c

om

ple

tion.

3.1

Com

munic

ate

how

a p

rogra

mm

e lin

ks t

o a

n o

rgan

isat

ion’s

str

ateg

ic

targ

ets.

3.2

Com

munic

ate

how

indiv

idual

pro

ject

s lin

k to

the

pro

gra

mm

e an

d e

ach

oth

er.

3

Be

able

to

com

munic

ate

pro

gra

mm

e ai

ms

and p

lans

to

pro

ject

man

ager

s 3.3

Com

munic

ate

pla

ns,

role

s an

d r

esponsi

bili

ties

to p

rogra

mm

e te

am

mem

ber

s.

Pear

son E

dex

cel Le

vel 5 D

iplo

ma

in M

anag

emen

t –

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

16

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

Colle

ct a

nd a

nal

yse

feed

bac

k on

indiv

idual

pro

ject

s’ p

rogre

ss.

4.2

Rev

iew

pro

gre

ss a

gai

nst

the

pla

n a

nd w

ider

dev

elopm

ents

affec

ting

the

pro

gra

mm

e.

4.3

Com

munic

ate

pro

gre

ss t

o t

he

pro

gra

mm

e sp

onso

r(s)

and k

ey

stak

ehold

ers.

4

Be

able

to m

onitor

pro

ject

and

pro

gra

mm

e pro

gre

ss

4.4

Confirm

com

ple

tion o

f pro

gra

mm

e w

ith p

rogra

mm

e sp

onso

r(s)

and

stak

ehold

ers.

5.1

Eva

luat

e th

e pro

gra

mm

e usi

ng a

gre

ed c

rite

ria.

5.2

Id

entify

les

sons

lear

ned

for

futu

re p

rogra

mm

es.

5

Be

able

to e

valu

ate

a pro

gra

mm

e

5.3

Ack

now

ledge

the

contr

ibutions

of p

rogra

mm

e te

am m

ember

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:_____________________________


168

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.


169

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.


170

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.


171

Annexe A: Assessment strategy for Management and Leadership

Management Standards Centre – MSC

Assessment Strategy for Management and Leadership

Scottish Vocational Qualifications (SVQs) and National Vocational Qualifications (QCF) and Units

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 such 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

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


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;

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


172

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.

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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

Documents

Pearson Edexcel Level 5 NVQ Diploma in … Edexcel Level 5 NVQ Diploma in Management (QCF) 6 4 Assessment 9 Assessment strategy 10 Types of evidence 10 Credit transfer 10 5 Centre