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NOCN Level 3 NVQ Diploma in Occupational Work Supervision Qualification and Assessment Specification NOCN Level 3 NVQ Diploma in Occupational Work Supervision Qualification No: 601/7594/1 Operational Start Date: 1 st September 2015 Version 2.0 December 2017

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Page 1: Qualification and Assessment Level 3 NVQ Diploma in Occupational Work Supervision 1 Qualification and Assessment Specification NOCN Level 3 NVQ Diploma in Occupational Work ... NOCN

NOCN Level 3 NVQ Diploma in Occupational Work Supervision

1

Qualification and

Assessment Specification

NOCN Level 3 NVQ Diploma in

Occupational Work Supervision

Qualification No: 601/7594/1

Operational Start Date: 1st September 2015

Version 2.0 – December 2017

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

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Introduction NOCN is a leading awarding organisation that has been creating opportunities for learners for over 30 years. It is the organisation preserving the proud heritage of the Open College Network (OCN) in the UK and is a brand trusted by learners, colleges, training providers and employers who recognise NOCN qualifications as an indicator of competence and quality. A NOCN qualification recognises a learner’s skills and knowledge and can support progression to employment, training and/or further education. In addition to being an awarding organisation NOCN is also an apprenticeship assessment organisation and works internationally as well as in the UK.

This handbook is a resource for NOCN centres that wish to offer the NOCN Level 3 NVQ Diploma in Occupational Work Supervision. The qualification is relevant to organisations in the construction sector. Additional documents available to support the qualification and the location: Consolidated Assessment Strategy: http://www.citb.co.uk/qualifications-standards/qualification-framework/

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Contents

Introduction ............................................................................................................... 2

1. NOCN Level 3 NVQ Diploma in Occupational Work Supervision ......................... 4

Entry Requirements ......................................................................................................................................... 4 Progression Routes ......................................................................................................................................... 4

2. Qualification Details .............................................................................................. 5

Qualification Structure ..................................................................................................................................... 5 Total Qualification Time (TQT) ........................................................................................................................ 6

Assessment and Evidence .............................................................................................................................. 8 Fair and Equitable Assessment ....................................................................................................................... 8

Learners with Particular Requirements ............................................................................................................ 8 Recognised Prior Learning .............................................................................................................................. 9 Assessment and Evidence for the components ............................................................................................... 9

3. Centre Information .............................................................................................. 10

Required Resources for Delivering the Qualification .......................................................................................10 Offering the qualification .................................................................................................................................13

4. Component Information ...................................................................................... 14

Mandatory Group A ........................................................................................................................................15 Mandatory Group B ........................................................................................................................................46

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1. NOCN Level 3 NVQ Diploma in Occupational Work Supervision The NOCN Level 3 NVQ Diploma in Occupational Work Supervision is designed to develop the learners’ knowledge and understanding for supervision in the construction sector. Learners will gain knowledge on managing health and safety, work activities and resources, coordinating and organising work operations confirming occupational methods of work, developing and maintaining working relationships. This qualification has been developed with reference to the National Occupational Standards (NOS) and completion of the qualification will provide learners with evidence of their occupational competence and could enable them to progress onto additional training at this level such as the NOCN Level 6 NVQ Diploma in Construction Site Management. Achievement of this qualification will provide the evidence required for the learner to apply for their Gold – Supervisory Construction Skills Certification Scheme (CSCS) - card. Further information on CSCS cards can be found here: https://www.cscs.uk.com. The qualification will confirm occupational competence and/or ‘license to practice’ This qualification has been developed for inclusion in the apprenticeship framework Construction Technical (England) Framework, Level 3: Pathway 5: Occupational Work Supervision.

Entry Requirements Learners must be aged 16 and over and as a NVQ they must be employed in an appropriate role to be able to generate evidence of competence and simulation is not allowed. Colleges/training providers must ensure that all learners have the ability and attributes to achieve the qualification given access to the appropriate facilities, resources, training and support within a college/training provider and workplace setting. This could include a relevant level of literacy and numeracy.

Progression Routes Achievement of this qualification confirms the learner has gained the knowledge and skills required to:

as a workplace supervisor within the construction sector.

progress onto higher level supervisory and management qualifications such as the NOCN Level 6 NVQ Diploma in Construction Site Management

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2. Qualification Details

Qualification Structure The NOCN Level 3 NVQ Diploma in Occupational Work Supervision is a 67 credit qualification with a Total Qualification Time (TQT) of 670, including 224-241 Guided Learning Hours (GLH). Learners must achieve 52 credits from the five Components in Mandatory Group A and a minimum of 15 credits from a minimum of two Components in Mandatory Group B. All Components are listed below: Mandatory Group A

Component Title

Level Credit Value

Ofqual Component Reference Number

Confirming the Occupational Method of Work in the Workplace

3 11 R/507/8804

Confirming Work Activities and Resources for an Occupational Area in the Workplace

3 10 A/507/8800

Developing and Maintaining Good Occupational Working Relationships in the Workplace

5 8 L/507/8803

Co-ordinating and Organising Work Operations in the Workplace

3 12 K/507/8808

Implementing and Maintaining Health, Safety and Welfare in the Workplace

3 11 D/507/8806

Mandatory Group B

Component Title

Level Credit Value

Ofqual Component Reference Number

Allocating and Monitoring the Use of Plant, Machinery or Equipment in the Workplace

3 9 H/507/8810

Co-ordinating and Confirming Dimensional Control Requirements of the Work in the Workplace

3 8 R/507/8818

Confirming Work Meets Quality Standards in the Workplace

3 9 M/507/8812

Contributing to the Circulation of Construction 3 7 L/507/8820

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Related Project Information in the Workplace

Implementing Procedures to Support the Team’s Performance in the Workplace

3 11 J/507/8816

Monitoring Progress of Work Against Schedules in the Workplace

3 9 K/507/8811

Total Qualification Time (TQT)

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

TQT is split into two areas:

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

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

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

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

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

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

Examples of GLH activities include:

Classroom-based learning supervised by a teacher

Work-based learning supervised by a teacher

Live webinar or telephone tutorial with a teach in real time

E-learning supervised by a teacher in real time

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

Exam time Examples of OLH activities include:

Independent and unsupervised research/learning

Unsupervised compilation of a portfolio of work experience

Unsupervised e-learning

Unsupervised e-assessment

Unsupervised coursework

Watching a pre-recorded podcast or webinar

Unsupervised work-based learning

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

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Assessment and Evidence

This qualification is internally set and internally assessed. Assessment activity must ensure evidence of achievement against all of the assessment criteria specified within each component. Centres must ensure that knowledge based learning is at the correct level for the qualification, and relevant to the work or events likely to be encountered in the course of a occupational work supervision job role. Assessment activities must be robust in that they are: Valid Fit for purpose in that they are suitable for the identified assessment criteria

and offer the learner the opportunity to demonstrate achievement at the required level.

Sufficient Provide the opportunity for the learner to provide adequate evidence,

showing full coverage of the requirements of the assessment criteria.

Reliable Generate clear and consistent outcomes recognising that the activities may be applied to differing scenarios and in different contexts, with different learners. The evidence sought by the activity must be able to be assessed and result in assessment decisions that are consistent across all assessors and centres offering the qualification. Assessment activities should not deliberately offer an unfair advantage to or disadvantage specific groups of learners.

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

Fair and Equitable Assessment Assessment must be designed to be accessible and inclusive and the assessment methodology must be appropriate for individual assessment, giving due consideration to any assessment requirements attached to individual components.

Learners with Particular Requirements If you are a NOCN Recognised Centre and have learners with particular requirements, please see the NOCN Reasonable Adjustments Policy and Procedure within the Centres, NOCN Centres, Processes and Documents Section on www.nocn.org.uk This policy gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the assessment criteria.

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The NOCN Centre Recognition process requires the centre to hold policy statements on Equal Opportunities, Diversity and Disability Discrimination which will be reviewed by NOCN. Please contact [email protected] for further details.

Recognised Prior Learning

Recognising Prior Learning is an assessment process that recognises learning that has its origins in a learner’s experience and/or previous formal and informal learning contexts. This includes knowledge and skills gained within school, college, university and outside formal learning situations such as through life, employment, apprenticeships and other work experiences.

NOCN is committed to the Recognition of Prior Learning (RPL) and has developed a policy and procedures to inform and support centres. This is available on the NOCN website at www.nocn.org.uk

Assessment and Evidence for the components Internally set assessments Centres can use the following assessment methods:

Observation of Performance in the Work Environment Examining Products of Work Oral / Written Questioning Discussion with the Learner Use of Others (Witness Testimony) Looking at Learner Statements Recognising Prior Learning Skills Tests Assignments Projects Case Studies

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

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3. Centre Information

Required Resources for Delivering the Qualification As part of the requirement to deliver this qualification there is an expectation that staff undertaking roles as part of the delivery and assessment of the qualification have a demonstrable level of expertise. NOCN expects that Tutors and Assessors are able to demonstrate the following competencies:

3.1.1 Tutor Requirements NOCN expects Tutors/Assessors to have sufficient, verifiable, relevant current industry experience, knowledge and understanding of the occupational working area at, or above, the level being assessed. This must be of sufficient depth to be effective and reliable when judging candidates’ competence. Assessors’ experience, knowledge and understanding could be verified by a combination of:

curriculum vitae and employer endorsement

possession of a relevant NVQ/SVQ, or vocationally related qualification

corporate membership of a relevant professional institution

interview (The verification process must be recorded and available for audit)

3.1.2 Assessor Requirements In accordance with the Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Managerial and Professional National Vocational Qualifications (NVQs) and Scottish Vocational Qualifications (SVQs) NOCN expects assessors to have sufficient, verifiable, relevant current industry experience, knowledge and understanding of the occupational working area at, or above, the level being assessed. This must be of sufficient depth to be effective and reliable when judging candidates’ competence. Assessors’ experience, knowledge and understanding could be verified by a combination of:

curriculum vitae and employer endorsement or references

possession of a relevant NVQ/SVQ, or vocationally related qualification

corporate membership of a relevant professional institution

interview (The verification process must be recorded and available for audit)

Assessors must have sufficient occupational expertise so they have up to date experience, knowledge and understanding of the particular aspects of work they are assessing. This could be verified by records of continuing professional development achievements. They should only assess in their acknowledged area of occupational

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competence, have a sound, in-depth knowledge of, and uphold the integrity of, the sector’s NOS and the Assessment Strategy (this document) and be prepared to participate in training activities for their continued professional development.

Assessors must hold, or be working towards, a qualification as listed within ‘Assessing and Assuring Quality of Assessment’:

RQF/QCF Level 3 Award in Assessing Competence in the Work Environment

RQF/QCF Level 3 Award in Assessing Vocationally Related Achievement

RQF/QCF Level 3 Certificate in Assessing Vocationally Related Achievement

RQF/QCF Level 3 Certificate in Assessing Vocational Achievement

an appropriate Assessor qualification in the SCQF as identified by SQA Accreditation

or hold one of the following:

A1 Assess candidates using a range of methods

D32/33 Assess candidate performance, using differing sources of evidence Holders of A1 and D32/33 must assess to the current National Occupational Standards (NOS) for Learning and Development. In Scotland, approval for exemptions must be obtained from the SQA Accreditation.

3.1.3 Internal Quality Assurer Requirements Each centre must have internal quality assurance (formally internal verification) policies and procedures in place to ensure that decisions made by assessors are appropriate, consistent, fair and transparent, and that they do not discriminate against any learner. The policies and procedures must be sufficient to secure the quality of the award, ensuring validity, reliability, and consistency. Internal Quality Assurers must have sufficient, verifiable, relevant up to date experience, knowledge and understanding of the occupational working area at, or above, the level being verified. This must be of sufficient depth to be effective and reliable when verifying judgments about assessors’ assessment processes and decisions. Internal verifiers’ experience, knowledge and understanding could be verified by a combination of:

curriculum vitae and employer endorsement or references

possession of a relevant NVQ/SVQ, or vocationally related qualification

corporate membership of a relevant professional institution

interview (The verification process must be recorded and available for audit)

Internal Quality Assurers must have expertise so they have up to date experience, knowledge and understanding of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements They

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must have a sound, in-depth knowledge of, and uphold the integrity of, the sector’s NOS and the Assessment Strategy and be prepared to participate in training activities for their continued professional development

Internal Quality Assurers must hold, or be working towards, a qualification as listed in ‘Assessing and Assuring Quality of Assessment:

RQF/QCF Level 4 Award in the Internal Quality Assurance of the Assessment Process and Practice

RQF/QCF Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Process and Practice

an appropriate Internal Verifier qualification in the SCQF as identified by SQA Accreditation

or hold one of the following:

V1 Conduct internal quality assurance of the assessment process

D34 Internal verify the assessment process

Holders of V1/D34 must quality assure to the current National Occupational Standards (NOS) for Learning and Development. It is strongly recommended that within the role of Internal Quality Assurance one of the following qualifications is held:

RQF/QCF Level 3 Award in Assessing Competence in the Work Environment

RQF/QCF Level 3 Certificate in Assessing Vocational Achievement

an appropriate Assessor qualification in the SCQF as identified by SQA Accreditation

or one of the following:

A1 Assess candidates using a range of methods

D32/33 Assess candidate performance, using differing sources of evidence.

Note: Selection and appointment of assessors and verifiers All applicants should be advised that they may be interviewed. Applicants’ CVs should be profiled against the activities and range of the NVQ/SVQ(s) they will assess/verify to check that the applicant has the relevant current experience, knowledge and understanding of the occupational working area:

at, or above, the level they will be assessing

of sufficient depth to credibly verify judgements and assessments

to uphold the integrity of the NOS and this Consolidated Assessment Strategy. All assessors should have experience as well as, not in lieu of, qualifications.Where

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there seem to be gaps in a potentially suitable applicant’s experience and knowledge, the applicant should be interviewed. Successful applicants’ CVs, profiling, reasons for not needing to interview and interview records should be available for audit.

3.1.4 Continuing Professional Development (CPD) Centres are expected to support their staff, ensuring that their subject knowledge remains current and that their members of staff are up to date with regards to best practice in delivery, assessment and quality assurance.

3.1.5 External Quality Assurance Once recognised as a Centre, NOCN will allocate an External Quality Assurer. The External Quality Assurer will have ongoing responsibility for monitoring the Centre’s compliance with the requirements of centre recognised status. The External Quality Assurer will make regular visits to all Centres. During these visits he/she will:

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

Verify the Award of Credit using the Recommendation for the Award of Credit form (RAC).

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

Offering the qualification

Existing Centres If you are already recognised to offer NOCN qualifications and would like more information about offering this qualification, please contact: [email protected]. Use Horizon to add this qualification to your centre. New Centres If you are interested in offering this qualification, but are not yet a NOCN Approved Centre and would like more information about becoming a NOCN centre and offering this qualification please see Become a Registered Centre on our website www.nocn.org.uk and complete the New Business Enquiry Form.

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4. Component Information The NOCN Level 3 NVQ Diploma in Occupational Work Supervision consists of five mandatory and a minimum of two optional Components selected from a list of six Components which are detailed below. To achieve this qualification a learner must provide evidence of learning and achievement against all of the assessment criteria within each Component. However a number of assessment criteria can be taught and assessed through one activity. A copy of each of the Components follows.

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Mandatory Group A Component Title Confirming the Occupational Method of Work in the

Workplace

Ofqual Component reference number (code)

R/507/8804

Component Level Level 3

GLH 37

Component Credit Value 11

Assessment Guidance This Component must be assessed against the endorsements detailed within the relevant Rule of Combination (RoC). Please refer to the RoC applicable to the qualification/ occupational area in which the candidate is being assessed. The endorsements for this Component will be stated in the relevant qualification specification.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Assess available project data accurately to determine the occupational method of work.

1.1

Interpret and extract information from drawings, specifications, schedules, manufacturer's information, methods of work, risk assessments and programmes of work.

1.2

Explain how to summarise the following project data: – required quantities – specifications – detailed drawings – health and safety requirements – timescales – scope of works.

1.3

Explain the different methods of assessing available project data.

1.4

Explain how to use project data to interpret the work method, In relation to: – standard work procedures – sequence of work – organisation of resources (people, equipment,

materials) – work techniques – working conditions (health, safety and welfare) – risk assessment.

2

Obtain additional information from alternative sources in cases where the

2.1

Collect and collate additional information from alternative sources to clarify the work to be carried out.

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available project data is insufficient.

2.2

Explain different methods and techniques of obtaining additional information from the following alternative sources when available project data is insufficient: – customers or representatives – suppliers – regulatory authorities – manufacturer’s literature.

3

Identify work methods that will make best use of resources and meet project, statutory and contractual requirements.

3.1

Examine potential work methods to carry out the occupational work activity.

3.2

Determine which work methods will make best use of relevant resources and meet health and safety requirements relating to technical and/or project criteria.

3.3

Explain how to identify work methods that make best use of resources and meet project, statutory and contractual requirements against technical criteria, in relation to: – health and safety welfare (principles of protection) – fire protection – access and egress – equipment availability – availability of competent workforce – pollution risk – waste and disposal – zero and low carbon outcomes – weather conditions.

3.4

Explain how to identify work methods that make best use of resources and meet project, statutory and contractual requirements against project criteria, in relation to: – conforming to statutory requirements – customer and user needs – contract requirements in terms of time, quantity and

quality – environmental considerations.

3.5

Explain how different methods of work can achieve zero/low carbon outcomes.

4

Confirm and communicate the selected work method to relevant personnel.

4.1

Confirm the selected occupational work method that meets project, statutory and contractual requirements.

4.2

Communicate appropriately to relevant people on the selected occupational work method.

4.3

Describe the different techniques and methods of confirming and communicating work methods to relevant people.

4.4

Explain the principles of equality and diversity and how to apply them when working and communicating with others.

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Scope of learning for the Component The Component specification maps the assessment criteria against each learning outcome. There are four learning outcomes:

1. Assess available project data accurately to determine the occupational method of work.

2. Obtain additional information from alternative sources in cases where the available project data in insufficient.

3. Identify work methods that will make best use of resources and meet project, statutory and contractual requirements.

4. Conform and communicate the selected work methods to relevant personnel.

All the criteria must be met if the outcome is to be achieved.

Delivering Component 1 – Confirming the Occupational Method of Work in the Workplace. The aim of this Component is to allow learners to show their ability in confirming occupational methods of work in the workplace and must be demonstrated in a working environment. To achieve this Component learners will need to show that they are able to assess available project data to accurately determine occupational methods of work as well as obtain additional information from alternative sources where the project data is insufficient. Learners must be able to demonstrate how they can identify the work methods that will make the best use of resources to meet project, statutory and contractual requirements. They must also show that they are able to conform and communicate the selected methods to relevant personnel and inform decision makers about progress, changes to operational programme and resource needs. Within the work environment learners must be able to assess available project data accurately to determine the occupational method of work. They must show how they can interpret and extract information from drawings, specifications, schedules, manufacturers’ information, methods of work, risk assessments and programmes of work. From this information they must be able to identify the requirements including personnel, materials, tools and equipment as well as the safety methods and principles of protection that are required. They must be able to explain how to summarise project data from required quantities, specifications, detailed drawings, health and safety requirements, timescales and scopes of work, explaining information that can be ascertained from each and its relevance to the task. Learners must explain the different methods of assessing the available project data, such as detailing how they will interpret each, comparing information sources to ensure conformity and comparing with similar projects and task. They must also explain how they use project data to interpret the method of work for each task in relation to standard work procedures, sequences of work, the organisation of resources including people, equipment and materials, work techniques, working conditions including those that relate to health, safety and welfare, and risk assessments.

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Learners must be able to obtain additional information from alternative sources in cases where the available project data is insufficient. They must show that they are able to identify, collect and collate additional information from alternative sources which could include details of legislation and official guidance such as that supplied by the Health and Safety Executive, or with reference to previously completed tasks of the same, or similar nature identifying lessons learned and good practice. They must explain the methods and techniques for obtaining additional information from customers and representatives, suppliers, regulatory authorities, manufacturers literature, when it is felt the provided information is insufficient. This may include contacting manufacturers, suppliers or regulatory authorities by telephone, email or letter, or arranging site meetings with customers and/or their representatives. Learners must be able to identify work methods that will make best use of resources and meet project, statutory and contractual requirements. They must show that they have compared work methods to carry out the occupational activity and determined which one makes the best use of the relevant resources and meets health and safety requirements in relation to technical and/or project criteria. They must explain how they identify the work method that meets project, contractual and statutory criteria in relation to health, safety and welfare (principles of protection) fire protection, access and egress, availability of equipment and a competent workforce, pollution risks, waste and disposal, zero and low carbon outcomes, weather conditions, conforming to statutory criteria, customer and user needs, contract requirements in terms of time, quantity and quality and environmental considerations. Learners must explain how different methods of work can achieve zero/low carbon outcomes, such as the reduction, or elimination of waste, the materials selected and how they are sourced, tools and equipment used or implementing the three R’s, Reuse, Reduce and Recycle. Learners must be able to confirm and communicate the selected work methods to relevant personnel. They must show how they can confirm that the selected work method meets project, statutory and contractual requirements in terms of time, cost and quality of work and finished product. They must demonstrate that they are able to communicate the information on the selected method to the relevant people including management, health and safety managers and workforce carrying out the task. Learners must describe the different techniques of confirming and communicating the methods to the relevant personnel such as through briefings, staff updates, method statements and risk assessments, electronic communication, updating of project documentation and management meetings. They must also be able to explain the principles of equality and diversity and how these are applied when working and communicating with others. This could include ensuring language, both written and verbal, is understandable and clear, and any specific needs are catered for. Component 1 content

Learners must be able to assess available project data accurately to determine the occupational method of work, interpreting drawings, specifications, schedules, manufacturers’ information, methods of work, risk assessments and programmes of work. They must explain how to summarise required quantities, specifications,

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detailed drawings, health and safety requirements, timescales and scopes of work and explain methods for assessing available data. They must explain how to use data to interpret the work method in relation to standard work procedures, sequences of work, the organisation of resources including people, equipment and materials, work techniques, working conditions including those that relate to health, safety and welfare, and risk assessments.

Learners must be able to obtain information from alternative sources in cases

where the available project data is insufficient. They must collect and collate additional information from alternative sources to clarify work to be carried out. Learners must explain different methods and techniques of obtaining additional information from customers or representatives, suppliers, regulatory authorities and manufacturers literature when available project data is insufficient.

Learners must be able to identify work methods that will make the best use of

resources and meet project, statutory and contractual requirements. They must examine potential work methods to carry out occupational work activities and determine which makes the best use of relevant resources and meet health and safety requirements relating to technical and/or project criteria. They must explain how to identify work methods that make best use of resources and meet project, statutory and contractual requirements against technical criteria in relation to health, safety and welfare (principles of protection) fire protection, access and egress, availability of equipment and a competent workforce, pollution risks, waste and disposal, zero and low carbon outcomes, weather conditions, conforming to statutory criteria, customer and user needs, contract requirements in terms of time, quantity and quality and environmental considerations. They must also explain how different methods of work can achieve zero/low carbon outcomes.

Learners must be able to confirm and communicate the selected method of work to

relevant personnel, confirming it meets project, statutory and contractual requirements and communicating it to relevant people. They must describe the different techniques and methods of confirming and communicating this and explain the principles of equality and diversity and how these are applied when working and communicating with others.

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Component Title Confirming Work Activities and Resources for an Occupational Work Area in the Workplace

Ofqual Component reference number (code)

A/507/8800

Component Level Level 3

GLH 33

Component Credit Value 10

Assessment Guidance This Component must be assessed against the endorsements detailed within the relevant Rule of Combination (RoC). Please refer to the RoC applicable to the qualification/occupational area in which the candidate is being assessed. The endorsements for this Component will be stated in the relevant qualification specification.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Identify work activities, assess required resources and plan the sequence of work.

1.1 Identify work activities, assess required resources and plan the sequence of work.

1.2 Identify work activities and formulate a plan for their own sequence of work.

1.3 Explain the types of work relative to the occupational area and how to identify different work activities.

1.4 Explain methods of assessing the resources needed from a range of available information.

1.5 Explain the required information and the different methods used to prepare a work programme relative to the occupational area.

2

Obtain clarification and advice where the resources required are not available.

2.1

Seek advice and clarity from appropriate sources on resources available and the alternatives that can be used for the work when required resources are not available.

2.2 Explain the different sources and methods that can be used to obtain clarification and advice when the required resources are not available.

3

Evaluate the work activities and the requirements of any significant external factors against the project requirements.

3.1

Assess progress of work against project requirements, taking into account external factors relating to: – other occupations and /or customers – resources – weather conditions – health and safety requirements.

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3.2

Explain different methods of evaluating work activities against the following project requirements: – contract conditions – contract programme – health and safety requirements of operatives.

3.3

Evaluate the requirements of significant external factors that could affect the progress of work, in relation to: – other related programmes – special working conditions – weather conditions – other occupations/people – resources – health and safety requirements.

4

Identify work activities which influence each other and make the best use of the resources available.

4.1 Determine work activities that have an influence on each other.

4.2

Evaluate which work activities make the best use of available resources in relation to: – Occupations and/or customers associated with the work tools, plant and/or ancillary equipment

– materials and components.

4.3 Explain different methods and sources that can identify which work activities influence each other.

4.4 Describe how to determine the sequence of work activities and how long each work activity will take.

4.5 Describe what zero and low carbon requirements are.

4.6

Explain how work activities and different ways of using resources can impact on zero and low carbon requirements, and make a positive contribution to the environment.

5

Identify changed circumstances that require alterations to the work programme and justify them to decision makers.

5.1 Evaluate project progress against the work programme to identify any changed circumstances.

5.2

Inform line management and/or customers on the type and extent of any required changes to the work programme.

5.3

Explain how to identify possible alterations to the work programme to meet changed circumstances relating to action lists, method statements, duration, schedules and/or occupation specific requirements.

5.4 Explain how to assess contractual/work effects resulting from alterations to the work programme.

5.5 Explain the methods used to justify to decision makers on the effects resulting from alterations to the work programme.

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

Scope of learning for the Component The Component specification maps the assessment criteria against each learning outcome. There are five learning outcomes:

1. Identify work activities, assess required resources and plan the sequence of work. 2. Obtain clarification and advice where the resources required are not available. 3. Evaluate the work activities and the requirements of any significant external factors

against the project requirements. 4. Identify work activities which influence each other and make the best use of resources

available. 5. Identify changed circumstances that require alteration to the work programme and

justify them to decision makers.

All the criteria must be met if the outcome is to be achieved.

Delivering Component 2 – Confirming Work Activities and Resources for an Occupational Work Area in the Workplace The aim of this Component is to allow learners to demonstrate their abilities in confirming work activities and resources for the occupational work area. To achieve this Component they must be able to identify work activities, assess required resources and plan the work sequence. They must show how they can obtain clarification and advice when resources are not available and evaluate work activities and the requirements of any significant external factors against project requirements. Learners must demonstrate how to identify work activities that may influence each other, make best use of the resources available and identify changed circumstances that will require alterations to the work programme, justifying these to decision makers. Within the work environment learners must be able to identify work activities, assess required resources and plan the sequence of work. This should include indicating the tasks that are required to complete a job to specification, selecting the resources that will be required to complete including labour, tools, equipment and materials as well as supporting documentation. Using information available and their own experience they must show how they will formulate the plan for the task in a logical order that will make the best use of all resources. Learners must explain the types of work that are relevant to their occupational area and how to identify the different work activities, this could include setting out, first and second fixing and testing upon completion. They must also explain the methods they will use for assessing the resources required from the range of available information such as fixing schedules, cutting lists, method statements and manufacturers information. Learners must explain the required information and different methods used to prepare a work programme in relation to their own occupational area such as the use of the above information as well

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as drawings, plans, specifications and risk assessments and how these can be used to prepare work timetables or Gantt charts. Learners must be able to obtain clarification and advice where resources are not available. They must demonstrate how they can seek advice from appropriate sources, such as clients or their representatives, suppliers, manufacturers or legislative guidance, to clarify tasks and identify potential alternatives that can be used if there is an issue with the required resources. They must explain the different sources that they can refer to and how these will support the completion of the task. Learners must be able to evaluate the work activities and the requirements of any significant external factors against the project requirements. They must show how they will continually assess progress of the work against the projects requirements and with reference to timetables and Gantt charts. They should also show how they can take external factors into account including the effect that other occupations can have, such as over running work, resources being unavailable, late or incorrect, weather conditions, such as the effect that low temperatures can have in relation to concrete pours or brick laying as well as health and safety requirements. Learners must be able to explain the different methods of evaluating the work activities against contract conditions, contract programme and the health and safety requirements of operatives. This should include referencing the requirements of each and the impact they could have on the timing of work and subsequent future works. Learners must demonstrate how to evaluate the requirements of significant external factors that could have an effect on the progress of work in relation to other related programmes, for example those that may require similar resources such as plant or specialised labour, special working conditions, weather conditions, other occupations/people such as the impact on their work overrunning and the knock on effect this can have on a project, resources and health and safety requirements. Learners must be able to identify work activities that influence each other and make the best use of the resources available. They must show how they can determine which work activities can have an influence on each other, this could include through timing, location or resources. They must also show how they evaluate work to ensure the most efficient use of the available resources in relation to occupations and/or customers associated with the work, tools, plant and/or ancillary equipment and materials and components. Learners must be able to explain the different methods and sources that can identify which activities influence each other, this can include timetables, Gantt charts and resource requirements. They must be able to explain how they can determine the sequence of work activities and how long each will take. This should include reference to work specifications and method statements as well as availability of resources. Learners must be able to describe the zero and low carbon requirements of the project with reference to task specifications and environmental legislation. They must explain how work activities and different ways of resources can achieve zero/low carbon outcomes, such as the reduction, or elimination of waste, the materials selected and how they are sourced, tools and equipment used or implementing the three R’s, Reuse, Reduce and Recycle.

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Learners must be able to identify changed circumstances that require alterations to the work programme and justify them to decision makers. They must show how they can evaluate the project progress against the work programme, indicating any changed circumstances. They must demonstrate how they inform line management and/or customers on the type and extent of any required changes to the work programme. This should include reference to operational procedures and documentation required as well as ensuring future planning is amended. Learners must explain how to identify possible alterations to the work programme to meet the changed circumstance in relation to action list, method statements, duration and schedules and/or occupation specification requirements. They must explain how to assess the contractual effects resulting from alterations to the work programme, this could include extensions to the total project time, changes to resource requirements and additional costs or savings. Learners must explain the methods used to justify to decision makers on the effects resulting from alterations to the work programme, this should include reference to organisational procedures, documentation and details of the impact. Component 2 content

Learners must be able to identify work activities, assess required resources and formulate a plan for their own sequence of work. They must explain the types of work relevant to the occupational area and how to identify work activities, the methods for assessing the resources needed from the range of information and the required methods used to prepare a work programme relevant to the occupational area.

Learners must be able to obtain clarification and advice when resources are not

available, seeking advice and clarity from appropriate resources and the alternative resources that can be used for the work when required resources are not available. They must explain the different sources and methods that can be used to obtain clarification and advice when the required resources are not available.

Learners must be able to evaluate the work activities and requirements of any

significant external factors against project requirements. They must assess progress of work against project requirements, taking into account external factors relating to other occupations and/or customers, resources, weather conditions, and health and safety requirements. They must explain the different methods of evaluating work requirements against the following project requirements, contact conditions, contract programme and health and safety requirements of operatives. Learners must evaluate the requirements of significant external factors that could affect the progress of work in relation to other related programmes, special working conditions, weather conditions, other occupations/people, resources and health and safety requirements.

Learners must be able to identify work activities which influence each other and

make the best use of their resources available. They must determine work activities

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that can have an influence on each other and evaluate which work activities make the best use of available resources in relation to occupations and/or customers associated with the work, tools, plant and ancillary equipment, and materials and components. Learners must explain different methods and resources that can identify which work activities influence each other and describe how to determine the sequence of work activities and how long each work activity will take. They must describe what the zero and low carbon requirements are, explaining how work activities and the different ways of using resources can impact on zero and low carbon requirements, making a positive contribution to the environment.

Learners must be able to identify changed circumstances that require alterations to

the work programme and justify them to decision makers. They must evaluate project progress against the work programme to identify changed circumstances, informing line managements and/or customers on the type and extent of any required changes to the work programme. They must explain how to identify possible alterations to the work programme to meet changed circumstances relating to actions list, method statements, duration and schedules and/or occupation specific requirements. Learners must explain how to assess contractual/work effects resulting from alterations to the work programme and the methods used to justify to decision makers on the effects resulting from alterations to the work programme.

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Component Title Developing and Maintaining Good Occupational Working Relationships in the Workplace

Ofqual Component reference number (code)

L/507/8803

Component Level Level 5

GLH 27

Component Credit Value 8

Assessment Guidance This Component must be assessed against the endorsements detailed within the relevant Rule of Combination (RoC). Please refer to the RoC applicable to the qualification/occupational area in which the candidate is being assessed. The endorsements for this Component will be stated in the relevant qualification specification.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Develop, maintain and encourage working relationships to promote good will and trust.

1.1

Give appropriate advice and information to relevant people about the occupational work activities and/or associated occupations involved.

1.2

Apply the principles of equality and diversity by considering the needs of individuals when working and communicating with others.

1.3

Explain the methods and techniques used and personal attributes required to encourage and maintain working relationships that promote goodwill and trust with relevant people.

1.4

Explain the principles of equality and diversity and how to apply them when working and communicating with others.

2

Inform relevant people about work activities in an appropriate level of detail, with the appropriate level of urgency.

2.1

Communicate on the following work activity information to relevant people following organisational procedures: – appropriate timescales – health and safety requirements – co-ordination of work procedures.

2.2 Explain the different methods and techniques used to inform relevant people about work activities.

2.3 Explain the effects of not informing relevant people with the expected level of urgency.

2.4

Explain the different types of work activity related information and to what level of detail the following people would expect to receive:

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– colleagues – employers – customers – contractors – suppliers of products and services – other people affected by the work/project.

3

Offer advice and help to relevant people about work activities and encourage questions/requests for clarification and comments.

3.1

Give appropriate advice and information to relevant people about the different methods of carrying out occupational work activities to achieve the required outcome.

3.2 Explain the techniques of encouraging questions and/or requests for clarification and comments.

3.3

Explain the different ways of offering advice and help to different people about work activities, in relation to: – progress – results – achievements – occupational problems – occupational opportunities – health and safety requirements – co-ordinated work.

4

Clarify proposals with relevant people and discuss alternative suggestions.

4.1

Engage regular discussions with relevant people about the occupational work activity and/or other occupations involved.

4.2 Explain the methods of clarifying alternative proposals with relevant people.

4.3 Explain the methods of suggesting alternative proposals.

5

Resolve differences of opinion in ways that minimise offence and maintain goodwill, trust and respect.

5.1

Examine and agree the work activities that satisfy all people involved and will meet the required outcome of the proposed method of work.

5.2

Explain the methods and techniques used to resolve differences of opinion in ways which minimise offence and maintain goodwill, trust and respect.

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Scope of learning for the Component The Component specification maps the assessment criteria against each learning outcome. There are five learning outcomes: 1. Develop, maintain and encourage working relationships to promote good will and trust. 2. Inform relevant people about work activities in an appropriate level of detail, with the

appropriate level of urgency. 3. Offer advice and help to relevant people about work activities and encourage

questions/requests for clarification and comments. 4. Clarify proposals with relevant people and discuss alternative suggestions. 5. Resolve differences of opinion in ways that minimise offence and maintain goodwill,

trust and respect.

All the criteria must be met if the outcome is to be achieved.

Delivering Component 3 – Developing and Maintaining Good Occupational Working Relationships in the Workplace

The aim of this Component is to allow learners to demonstrate in the workplace that they are able to develop and maintain good occupational working relationships. To achieve this Component they must be able to develop, maintain and encourage working relationships to promote goodwill and trust, and be able to inform relevant people about work activities in an appropriate level and detail and the appropriate level of urgency. Learners must be able to offer advice and help to relevant people about work activities and encourage questions/requests for clarification and comments. They must be able to clarify proposals with relevant people and discuss alternative suggestions and resolve differences of opinion in ways to minimise offence and maintain goodwill, trust and respect. Within the working environment learners must be able to develop, maintain and encourage working relationships to promote good will and trust, giving appropriate advice and information to relevant people about occupational work activities and/or associated occupations involved. This should include following organisational procedures to ensure advice and information is communicated correctly and taking into account equality and diversity policies, considering the needs of individuals when working and communicating with them. This should include the language used and ensuring that the forms of communication that are suitable for the audience. Learners must be able to explain the methods and techniques they can use including the personal attributes required, this can include verbal, written and visual communications, to encourage and maintain working relationships. They must explain equality and diversity principles with reference to organisational policies and procedures, detailing how they will ensure these are applied to their communication with others.

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Learners must be able to inform relevant people about working activities in the appropriate level of detail and the appropriate level of urgency. This should include communication with colleagues, supervisors, management, customers and members of the public. They must be able to communicate the following work activity information to the relevant people following organisational procedures, appropriate timescales, health and safety requirements and co-ordination of work procedures. They must ensure they provide the correct level of detail to allow recipients to carry out their role or form decisions. Learners must explain the different methods and techniques used to inform relevant people about work activities and include the effects of not informing relevant people with the expected level of urgency. They must also explain the different types of work activity related information and what level of detail colleagues, employers, customers, contractors and suppliers of products and services, and other people affected by the work/project will require. Learners must be able to offer advice to relevant people about work activities and encourage questions/requests for clarification and comments. They must demonstrate how they give appropriate advice and information to the relevant people regarding the different methods of carrying out occupational work activities to achieve the required outcome. This can include verbal and written information such as method statements, risk assessments and specifications as well as drawings and plans. They must be able to explain the techniques of encouraging questions and/or requests for clarification and comments. This could include ensuring that they use open questions when ensuring information has been understood, requesting feedback and using language that can be understood by the audience. They must also explain the different ways of offering advice and help to a range of people about work activities in relation to progress, results, achievements, occupational problems, occupational opportunities, health and safety requirements and to co-ordinate work. Learners must be able to clarify proposals with relevant people and discuss alternatives and suggestions. They must demonstrate that they engage regularly with relevant people about the occupational work activities and/or other occupations involved. This could include discussions and briefings regarding health and safety including inductions and toolbox talks, agreeing methods of work and the skills required as well as updates to management and other occupations on the progress/next steps of work. They must explain the methods for clarifying alternative proposals with relevant people such as changes to work specifications and timelines. They must also explain the method for suggesting alternative proposals, this should include reference to organisational procedures and detail any documentation that should be used and who will need to be informed. Learners must be able to resolve difference of opinions in ways that minimise offence and maintain goodwill, trust and respect. They must show how they examine and agree the work activities that satisfy all people involved and will meet the required outcome of the proposed method of work. Learners must explain the methods and techniques used to resolve difference of opinions in ways which minimise offence and maintain goodwill, trust and respect. This should include reference to organisational policies and procedures and detail individuals who should be consulted.

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Component 3 content

Learners must be able to develop, maintain and encourage working relationships to promote good will and trust. They must give appropriate advice and information to relevant people regarding occupational work activities and/or associated occupations applying the principles of equality and diversity, considering the needs of individuals when working and communicating with others. Learners must explain the methods and techniques used and personal attributes required to encourage and maintain working relationships that promote goodwill and trust with relevant people as well as the principles of equality and diversity and how to apply them when working and communicating with others.

Learners must be able to inform relevant people about work activities in an

appropriate level of detail and appropriate level of urgency. They must communicate on the following work activity information to relevant people following organisational procedures, appropriate timescales, health and safety requirements and co-ordination of work procedures. They must explain the different methods and techniques used to inform relevant people about work activities and the effects of not informing relevant people with the expected level of urgency. Learners must explain the different types of work activity related information and to what level of detail the following people would expect to receive, colleagues, employers, customers, contractors, suppliers of products and services other people affected by the work/project.

Learners must be able to offer advice and help to relevant people about work

activities, encouraging questions and requests for clarification and comments. They must give appropriate advice and information to relevant people about the different methods of carrying out occupational work activities to achieve the required outcome. They must explain the techniques of encouraging questions and/or requests for clarification and comments and the different ways of offering advice and help to different people about work activities, in relation to progress, results, achievements, occupational problems, occupational opportunities, health and safety requirements and co-ordinated work.

Learners must be able to clarify proposals with relevant people and discuss

alternative suggestions, engaging in regular discussions with relevant people about the occupational work activity and/or other occupations involved. They must explain the methods of clarifying alternative proposals with relevant people and the methods of suggesting alternative proposals.

Learners must be able to resolve differences of opinion in ways that minimise offence and maintain goodwill, trust and respect, examining and agreeing the work activities that satisfy all people involved and will meet the required outcome of the proposed method of work. They must explain the methods and techniques used to resolve differences of opinion in ways that minimise offence and maintain goodwill, trust and respect.

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Component Title Co-ordinating and Organising Work Operations in the

Workplace

Ofqual Component reference number (code)

K/507/8808

Component Level Level 3

GLH 40

Component Credit Value 12

Assessment Guidance This Component must be assessed against the endorsements detailed within the relevant Rule of Combination (RoC). Please refer to the RoC applicable to the qualification/occupational area in which the candidate is being assessed. The endorsements for this Component will be stated in the relevant qualification specification.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Provide adequate information about the work, as required, to all people affected.

1.1

Communicate arrangements for the work, to the relevant people, in relation to: – start date – how long it will take – expected completion date.

1.2 Explain different methods of informing the people affected of the work arrangements.

1.3 List the types of people, internal and external to the project, who could be affected by work relevant to typical projects.

1.4 Describe the consequences of providing inadequate information to those affected by the work.

2

Agree a programme and methods of work with the people who will carry out the work.

2.1

Discuss and confirm work programmes and methods of work relevant to project requirements with people involved in carrying out the work.

2.2

Explain different methods and techniques of agreeing programmes and methods of work with those who will be carrying out the work.

3

Organise the work being done with other operations as required for the overall work being carried out.

3.1 Arrange and agree work programmes with other occupations relevant to project requirements.

3.2 Explain the methods of organising and co-ordinating work with other work activities/operations.

4

Obtain sufficient resources of the appropriate type to

4.1 Identify and source adequate, suitable resources to meet project requirements.

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meet the project requirements and timescales.

4.2 Describe ways of identifying and obtaining required resources for the project.

4.3

Explain methods of planning for resources, in relation to: – people – tools – plant and ancillary equipment – materials and components – information.

5

Organise and control the work and resources in order to keep the workplace safe and tidy.

5.1

Implement systems to control resources, maintain site tidiness and dispose of waste in accordance statutory requirements.

5.2

Explain different ways of controlling the workplace and resources to create and maintain safe conditions and a tidy workplace.

5.3

Explain how a safe and tidy workplace creates a favourable image of the organisation, its products and services, and the project.

6

Identify, record and pass on information on any special considerations to people who could be affected.

6.1

Identify any special considerations that have to be allowed for, which can affect the project or people, in relation to: – occupiers – environment – vehicular access – hazards – trespass – near neighbours – public access – workplace conditions – health, safety and welfare – statutory regulations and limitations – Codes of Practice.

6.2 Use appropriate methods to record any special considerations identified.

6.3 Supply information on any identified special considerations to those who would be affected.

6.4 Explain different ways of identifying what are special considerations.

6.5 Describe the methods of recording special considerations.

6.6 Explain ways information on special considerations can be passed on to the people affected.

7

Organise the work area layout for operational purposes and communicate to the people involved with the work.

7.1

Organise the operational work area layout for operational purposes for four of the following: – storage – layout of working area – environmental considerations

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– plant and/or equipment – temporary services – access and egress – security – continued use by occupiers – welfare facilities.

7.2 Inform relevant workforce of the work area layout for operational purposes.

7.3

Explain the methods and techniques used for passing on information about the work area layout to people working in the workplace.

7.4 Explain different ways of organising/arranging the work area layout for operational purposes.

8

Organise the storage and use of materials and components so that materials handling and movement is efficient and wastage is minimised.

8.1

Plan and arrange storage for materials relevant to the occupational work environment in accordance with statutory and organisational requirements.

8.2 Plan and arrange material handling and movement to allow minimum movement and waste.

8.3

Explain the factors, methods and considerations needed to organise the efficient storage and use of materials and components.

Scope of learning for the Component The Component specification maps the assessment criteria against each learning outcome. There are eight learning outcomes: 1. Provide adequate information about the work, as required, to all people affected. 2. Agree a programme and methods of work with the people who will carry out the work. 3. Organise the work being done with other operations as required for the overall work

being carried out. 4. Obtain sufficient resources of the appropriate type to meet the project requirements

and timescales. 5. Organise and control the work and resources in order to keep the workplace safe and

tidy. 6. Identify, record and pass on information on any special considerations to people who

could be affected. 7. Organise the work area layout for operational purposes and communicate to the

people involved with the work. 8. Organise the storage and use of materials and components so that materials handling

and movement is efficient and wastage is minimised.

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All the criteria must be met if the outcome is to be achieved.

Delivering Component 4 – Co-ordinating and Organising Work Operations in the Workplace The aim of this Component is to give learners the opportunity to demonstrate their abilities in co-ordinating and organising work operations within the work environment. Through this Component they will have the opportunity to show how they are able to provide adequate information about work to all people as required and to agree a programme and the methods of work with the people carrying it out. They will also show that they are able to organise the required works with other operations involved in the overall work as required and they can obtain sufficient resources of the appropriate type to meet project requirements and timescales. Learners must be able to organise and control the work and resources in order to keep the workplace safe and tidy, identify, record and pass on any information on special considerations to people who could be affected and organise the work area layout for operational purposes, communicating with those involved. They must also be able to organise the storage and use of materials and components so that materials handling and movement is efficient and wastage is minimised. Within the work environment learners must be able to provide adequate information about the work as required to all those affected. They must demonstrate that they are able to communicate arrangements for the work to the relevant people in the most appropriate way and this must include the start date, duration and expected completion date. Learners must be able to explain the different methods of informing those affected by the work arrangements including written information such as specifications, timetables and method statements and verbal such as through staff and stakeholder briefings and presentations. They must be able to list the types of people, both internal and external to the project who may be affected by works. This should include project managers, other trades, suppliers and manufacturers as well as those external to the project such as local authorities, residents and local businesses. Learners must be able to describe the consequences of providing inadequate information to those affected by the work and this could include delays in deliveries of resources, clashes of works being carried out or concerns and complaints by those external to the project who are affected. Learners must be able to agree a programme and methods of work with the people carrying out the tasks. They must show that they are able to discuss and confirm work programmes with other occupations, ensuring that it is logically planned and there are no clashes of work, personnel or resources that could result in delays to the project. Learners must explain the methods for organising and co-ordinating work with other activities and operations. This should include reference to any organisational procedures and include methods such as Gantt charts, job specifications and timetables. Learners must be able to organise the work being done with other operations as required for the overall work being carried out. They must show that they have arranged and agreed work programmes with other occupations relevant to the project requirements, showing that the planning does not result in any clashes and makes the most efficient uses of resources. They must explain the methods of organising and co-ordinating work

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with other work activities and operators and this should include reference to organisational policies and procedures and the methods used including planning and site meetings, electronic communications and site briefings. Learners must be able to obtain sufficient resources of appropriate type to meet the project requirements and timescales. They must be able to identify and source, as well as describe, adequate and suitable resources which should include materials, tools and equipment, plant and correctly skilled labour as well as supporting documentation and information on the task. Learners must be able to explain the methods they use for planning for resources in relation to people, tool, plant and ancillary equipment, materials and components, and information. This could include the methods for ensuring the correct resources are available when required, how timings are agreed on, how this information will be communicated to suppliers and colleagues and actions that should be taken if issues arise. Learners must be able to organise and control the work and resources in order to keep the workplace clean and tidy. They must demonstrate how they implement systems to control resources, ensuring that the correct resources are available and those that are not yet required are stored correctly and away from the work area. They must show they are able to maintain site tidiness, ensuring this is carried out and waste is correctly disposed of in accordance with organisational, manufacturers and organisational guidance. Learners must explain the different ways of controlling the workplace and resources to create and maintain safe conditions and a tidy workplace. This could include the correct management and storage of materials, tools and equipment, the removal and disposal of waste and regular cleaning of the work area. They must also explain how the safe and tidy workplace creates a favourable image of the organisation, its products and services and the project. This could be through the impression given to others who may be able to observe work being carried out and the prevention of waste interfering with project neighbours. Learners must be able to identify, record and pass on information on any special considerations to people who could be affected including occupiers, the environment, vehicular access, hazards, trespass, near neighbours, public access, workplace conditions, health, safety and welfare, statutory regulations and limitations and codes of practice. This could include areas such as noise and dust pollution, effects and control of substances, temporary and long term blocking of roads and pedestrian access and specific hazards such as excavations and hazardous materials used on the project. It could also include security arrangements to prevent trespass, management of waste and cleaning processes such as damping down, barriers, hoardings and safety signage, required Personal Protective Equipment and collective protective measures, welfare facilities as well as any requirements of statutory regulations, limitations and codes of practice such as hours of work and noise levels. Learners should demonstrate that they use appropriate methods for recording any special considerations identified in accordance with organisational procedures and supply this information to those who may be affected such as colleagues, other trades, managements, neighbours and members of the public as well as local authorities.

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

Learners must be able to explain the different ways of identifying what should be considered special considerations, such as through reference to legislative, manufacturers and organisational guidance. They must describe the methods of recording special considerations including on method statements and risk assessments and explain ways that the information can be communicated to those affected. This could include site inductions, toolbox talks, site, management and health and safety meetings, public presentations, newsletters and signage around the project. Learners must be able to organise the work area layout for organisational purposes and communicate to the people involved in the work. They must be able to demonstrate how they organise the work area for at least four of the following, storage, layout of working area, environmental considerations, plant and/or equipment, temporary services, access and egress, security, continued use by occupiers or welfare facilities. They must also show and explain, how they ensure others are informed of the correct workplace layout for operational purposes such as through site inductions, toolbox talks, method statements and risk assessments. Learners must explain the different ways that the work area can be organised or arranged for operational processes, such as storage of plant, equipment and materials, cleaning and waste disposal procedures and safety requirements. Learners must be able to organise the storage and use of materials and components so that materials handling and movement is efficient and wastage minimised. They must show how they plan and arrange storage of the relevant materials, ensuring that these are not over ordered with reference to method statements and cutting lists to ensure that the correct quantities are available as required. They should also show how materials are stored to enable easy and safe access to them as required. Learners must demonstrate how they plan and arrange the handling and movement of materials, making sure that the correct equipment or labour is available and with reference to risk assessments and method statements. They must explain the factors, methods and considerations needed to organise the efficient storage and use of materials and components, this should include correct storage facilities including those required by the Control of Substances Hazardous to Health, and rotation of resources to ensure that none go out of date. They should refer to organisational procedures and manufacturers guidance as well as legislative requirements. Component 4 content

Learners must be able to provide adequate information about the work as required to all people affected, communicating arrangements for the work to the relevant people, in relation to start date, length of project and expected completion date. They must explain the different methods of informing the people affected of the work arrangements, listing those internal and external to the project who may be affected. They must describe the consequences of providing inadequate information to those affected by the work.

Learners must be able to agree a programme and methods of work with the people

who will carry out the work, agreeing and confirming work programmes and methods of work relevant to project requirements with people involved. They must

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explain different methods and techniques of agreeing programmes and methods of work with those involved.

Learners must be able to organise the work being done with other operations as

required for the overall work being carried out. They must arrange and agree work programmes with other occupations and explain the methods of organising and co-ordinating work with other work activities/operations.

Learners must be able to obtain sufficient resources of the appropriate type to meet

the project requirements and timescales, identifying and sourcing adequate and suitable resources to meet project requirements. They must explain the methods of organising and co-ordinating work with other work activities/operations.

Learners must be able to organise and control the work and resources in order to keep the workplace safe and tidy, implementing systems to control resources, maintain site tidiness and dispose of waste in accordance with statutory requirements. They must explain different ways of controlling the workplace and resources to create and maintain safe conditions and a tidy workplace and how a safe and tidy workplace creates a favourable image of the organisation, its products and services, and the project.

Learners must be able to identify, record and pass on information on any special

considerations to people who could be affected, identifying special considerations in relation to occupiers, environment, vehicular access, hazards, trespass, near neighbours, public access, workplace conditions, health, safety and welfare, statutory regulations and limitations and Codes of Practice. They must use appropriate methods to record any special considerations identified and supply information to those who would be affected. Learners must explain different ways of identifying what special considerations are, describe methods for recording them and explain ways information can be passed on.

Learners must be able to organise the work area layout for operational purposes

and communicate to the people involved with the work. They must organise the operational work area layout for operational purposes for four of the following, storage, layout of working area, environmental considerations, plant and/or equipment, temporary services, access and egress, security, continued use by occupiers, welfare facilities. They must also inform relevant workforce of the work area layout for operational purposes. Learners must explain the methods and techniques used for passing on information about the work area layout and different ways of organising/arranging the work area layout for operational purposes

Learners must be able to organise the storage and use of materials and components so that materials handling and movement is efficient and wastage is minimised. They must plan and arrange storage for materials relevant to the occupational work environment in accordance with statutory and organisational requirements, and material handling and movement to allow minimum movement

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and waste. Learners must explain the factors, methods and considerations needed to organise the efficient storage and use of materials and components.

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

Component Title Implementing and Maintaining Health, Safety and Welfare in the Workplace

Ofqual Component reference number (code)

D/507/8806

Component Level Level 3

GLH 37

Component Credit Value 11

Assessment Guidance This Component must be assessed against the endorsements detailed within the relevant Rule of Combination (RoC). Please refer to the RoC applicable to the qualification/occupational area in which the candidate is being assessed. The endorsements for this Component will be stated in the relevant qualification specification.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Allocate and maintain health, safety and welfare equipment and resources to meet project and statutory requirements.

1.1 Make arrangements for health, safety and welfare in the relevant operational work environment.

1.2

Allocate responsibilities for maintaining health, safety and welfare equipment and resources to relevant people.

1.3 Post and maintain statutory notices and hazard warnings.

1.4

Allocate appropriate health, safety and welfare equipment and resources relative to the operational work environment.

1.5

Explain the methods of identifying and allocating health, safety and welfare equipment and resources, relating to: – protective clothing – protective equipment – first-aid facilities and arrangements – welfare facilities – storage of security of material and equipment – accident and incident reporting – fire-fighting equipment – statutory notices – safety signs – provision of health, safety and welfare training.

2

Encourage a positive health, safety and welfare culture whilst identifying opportunities for improving

2.1

Deliver work briefings to relevant people within the operational work environment to promote and encourage a positive health, safety and welfare culture.

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

the health and safety of the work environment.

2.2

Encourage two-way dialogue with other people and seek feedback for opportunities to improve the health and safety of the work environment.

2.3 Explain how to identify different opportunities for improving workplace health, safety and welfare.

2.4 Explain how to recommend opportunities for improving workplace health, safety and welfare.

2.5 Explain methods and techniques of promoting and encouraging a positive culture of health safety and welfare in the workplace.

2.6 Explain how to deliver work briefings in ways that seek and encourage feedback.

3

Ensure that their team is inducted and suitably competent and monitored whilst at the workplace.

3.1

Use appropriate methods to confirm that the team are properly inducted and given regular health and safety updates.

3.2 Determine that their team are suitably competent by carrying out relevant checks.

3.3 Ensure that the operational performance of the team is monitored.

3.4

Use appropriate methods and techniques to communicate and report any team performance issues.

3.5

Explain the organisational methods and procedures for carrying out inductions that confirm: – health and safety responsibilities – workplace operations – health, safety and welfare equipment and resources – risk control procedures – first-aid arrangements.

3.6

Explain the different ways of checking and monitoring correct authorisation and operational performance of the following people whilst in the workplace: – workforce – suppliers – visitors – customers – members of the public – trespassers.

3.7

Explain the different techniques and methods of communicating and reporting any team performance issues.

4

Monitor health, safety and welfare in the relevant work environment in accordance with statutory requirements.

4.1

Implement and maintain health, safety and welfare within the operational work environment in accordance with legislation, workplace regulations, Codes of Practice and official guidance.

4.2 Instigate actions to deal with any changing

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circumstances within the operational work environment in order to maintain health, safety and welfare.

4.3

Explain the methods and techniques used to regularly check health, safety and welfare systems regularly in accordance with the following statutory requirements: – workplace specific health, safety and welfare

regulations – general health, safety and welfare legislation – recognised industry codes of practice – prescribed notices – safety signs.

4.4

Explain how to identify any special workplace conditions and examples which do not comply with regulations.

4.5

Describe the different methods of recording special workplace conditions and examples which do not comply with regulations.

4.6

Explain the reasons for regularly checking health safety and welfare relevant to the operational working environment.

Scope of learning for the Component The Component specification maps the assessment criteria against each learning outcome. There are four learning outcomes: 1. Allocate and maintain health, safety and welfare equipment and resources to meet

project and statutory requirements. 2. Encourage a positive health, safety and welfare culture whilst identifying opportunities

for improving the health and safety of the work environment. 3. Ensure that their team is inducted and suitably competent and monitored whilst at the

workplace. 4. Monitor health, safety and welfare in the relevant work environment in accordance with

statutory requirements.

All the criteria must be met if the outcome is to be achieved. Delivering Component 5 – Implementing and Maintaining Health, Safety and Welfare in the Workplace

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The aim of this Component is to allow learners to demonstrate their ability to implement and maintain health, safety and welfare in the workplace. Through this Component they must show that they are able to allocate and maintain health, safety and welfare equipment and resources to meet project and statutory requirements, and encourage a positive health, safety and welfare culture, identifying opportunities for improving health and safety in the workplace. They will demonstrate that they are able to ensure their team in inducted and suitably competent and monitored in the workplace as well as monitoring health, safety and welfare in the work environment in accordance with statutory requirements. Within the working environment learners must be able to allocate and maintain health, safety and welfare equipment and resources to meet project and statutory requirements. To demonstrate this they will be required to make arrangements for health safety and welfare in the operational work environment. This could include ensuring collective and personal protective measures are applied in accordance with legislative, manufacturers and organisational guidance, posting the correct signage and notices in appropriate positions, and welfare facilities are available and suitable. They should also demonstrate that they are able to allocate responsibilities for maintaining health, safety and welfare equipment, such as advising workforce in the correct way to use and store equipment and assigning responsibility to ensure it is suitable to the relevant people. Learners must demonstrate they are able to allocate health, safety and welfare resources as necessary relevant to the operational work environment and in accordance with legislative, manufacturers and organisational guidance. Learners must explain the methods of identifying and allocating health, safety and welfare equipment and resources relating to protective clothing, protective equipment, first-aid facilities and arrangements, welfare facilities, storage and security of material and equipment, accident and incident reporting, fire fighting equipment, statutory notices, safety signs and the provision of health, safety and welfare training. This should include reference to legislation, manufacturers guidance and organisational policies and procedures. Learners must demonstrate that they are able to encourage positive health, safety and welfare culture and identify opportunities for improving the health and safety of the work environment. They must deliver work briefings such as site inductions and toolbox talks as well as training that promotes and encourages a positive health, safety and welfare culture. They must show that they encourage two-way dialogue, seeking feedback on how to improve health and safety in the workplace. This could include ensuring that open questions are used and opening using accident and incident reports to explore areas for improvement. Learners must explain how to identify different opportunities for improving health safety and welfare, such as the reviewing of accident and incident reports and providing suggestion boxes and offering rewards for new ideas that are adopted. They must explain how these ideas can be recommended opportunities, identifying those in a position to adopt and enforce them and through organisational procedures. Learners must explain the methods and techniques for encouraging a positive health, safety and welfare culture, this could include inclusion in site inductions, specific toolbox talks and the use of posters

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

and notices. They must also explain how they can delivery work briefings in a way that encourages feedback from participants. This could include the use of open questions and allowing both verbal and written feedback to be submitted, following up questions raised at future briefings. Learners must be able to ensure that their team is inducted and suitably competent and monitored whilst in the workplace. They must use appropriate methods to confirm that the team is properly inducted, such as the use of hardhat stickers, signing in sheets, questionnaires and the use of diaries for follow up sessions. They must determine that their workforce is suitably competent, such as checking qualifications and training are up to date and arranging for additional and refresher training. Learners must ensure that the teams operational performance of the team is monitored, checking work status against project timetables and Gantt charts, demonstrating that they are able to use appropriate methods to communicate and report any team performance issues, with reference to organisational procedures. Learners must be able to explain the organisational methods and procedures for carrying out inductions that confirm health and safety responsibilities, workplace operations, health, safety and welfare equipment and resources, risk control procedures and first-aid arrangements, this should include reference to legislative procedures. They must explain the different ways of checking and monitoring correct authorisation and operational performance of the following people, workforce, suppliers, visitors, customers, members of the public and trespassers, this could include reference to health and safety requirements for each as well as security procedures. They must also explain the different techniques and methods of communicating and reporting and team performance issues. This may include ensuring time is allocated for updates in management meetings, verbal and written reports and notification to project managers in accordance with organisational procedures. Learners must be able to monitor health, safety and welfare in the relevant work environment in accordance with statutory requirements, implementing these within the work environment in accordance with legislation, workplace regulations, codes of practice and official guidance. This could include reference to the Health and Safety at Work Act 1974 and regulations relating to the use of equipment, working at heights, control of substances and accident and incident reporting. They must instigate actions to deal with changing circumstances that can impact on health, safety and welfare, this could include regular and special toolbox talks to inform others of the changes and the use of signs and warning notices. Learners must explain the methods and techniques used to check health, safety and welfare systems regularly in accordance with workplace specific health, safety and welfare legislation, such as the Working at Height Regulations 2005, general health, safety and welfare legislation such as Health and Safety at Work Act 1974, recognised industry codes of practice such as the use of the Construction Skills Certification Scheme, proscribed notices and safety signs which should include prohibitory, mandatory, fire, hazard/warning and safety. They should explain how to identify special workplace conditions and examples that do not comply with regulations such as those where materials can cause additional or enhanced hazards by referencing manufacturers

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guidance and legislation such as the Control of Substances Hazardous to Health 2002. Learners must describe the different methods of recording special workplace conditions and examples that do not comply with regulations, this could include the documentation that requires completing and who would need to be notified. They must explain the reasons for checking health and safety and welfare relevant to the operational working environments, this could include the identification of new or additional hazards created by changing occupational activities and external influences. Component 5 content

Learners must be able to allocate and maintain health, safety and welfare equipment and resources to meet project and statutory requirements, making arrangements for health, safety and welfare in the relevant operational work environment and allocating responsibilities for maintaining health, safety and welfare equipment and resources to relevant people. They must post and maintain statutory notices and hazard warnings and allocate appropriate health, safety and welfare equipment and resources. Learners must explain the methods of identifying and allocating health, safety and welfare equipment and resources, in relation to protective clothing, protective equipment, first-aid facilities and arrangements, welfare facilities, storage of security of material and equipment, accident and incident reporting, fire-fighting equipment, statutory notices, safety signs and the provision of health, safety and welfare training.

Learners must be able to encourage a positive health, safety and welfare culture

whilst identifying opportunities for improving the health and safety of the work environment. They must deliver work briefings to relevant people within the operational work environment promoting and encouraging a positive health, safety and welfare culture. They must also encourage two-way dialogue with other people and seek feedback for opportunities to improve the health and safety of the work environment. Learners must explain how to identify and recommend different opportunities for improving workplace health, safety and welfare. They must explain methods and techniques of promoting and encouraging a positive culture of health, safety and welfare in the workplace and how to deliver work briefings to encourage the same.

Learners must be able to ensure that their team is inducted and suitably competent

and monitored whilst at the workplace, using appropriate methods to confirm that the team are properly inducted and given regular health and safety updates, as well as determining that their team are suitably competent by carrying out relevant checks. They must ensure that the operational performance of the team is monitored and use appropriate methods and techniques to communicate and report any team performance issues. Learners must explain the organisational methods and procedures for carrying out inductions that confirm, health and safety responsibilities, workplace operations, health, safety and welfare equipment and resources, risk control procedures and first-aid arrangements. They must explain the different ways of checking and monitoring correct authorisation and operational performance of the workforce, suppliers, visitors, customers, members of the public

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

and trespassers and the different techniques and methods of communicating and reporting any team performance issues.

Learners must be able to monitor health, safety and welfare in the relevant work

environment in accordance with statutory requirements, implementing and maintaining health, safety and welfare in accordance with legislation, workplace regulations, Codes of Practice and official guidance. They must instigate actions to deal with any changing circumstances within the operational work environment in order to maintain health, safety and welfare. Learners must explain the methods and techniques used to check health, safety and welfare systems regularly in accordance with the following statutory requirements: workplace specific health, safety and welfare regulations, general health, safety and welfare legislation, recognised industry codes of practice, prescribed notices and safety signs. They must explain how to identify any special workplace conditions and examples that do not comply with regulations, describing the methods of recording these. They must also explain the reasons for regularly checking health, safety and welfare relevant to the operational working environment.

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

Mandatory Group B Component Title Allocating and Monitoring the Use of Plant, Machinery or

Equipment in the Workplace

Ofqual Component reference number (code)

H/507/8810

Component Level Level 3

GLH 30

Component Credit Value 9

Assessment Guidance This Component must be assessed against the endorsements detailed within the relevant Rule of Combination (RoC). Please refer to the RoC applicable to the qualification/occupational area in which the candidate is being assessed. The endorsements for this Component will be stated in the relevant qualification specification.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Confirm the plant, machinery or equipment for the workplace and allocate it to the operations.

1.1

Identify and allocate the required type(s) of plant, machinery or equipment needed for the specific operations.

1.2

Explain how to check the following types of plant, machinery or equipment in the workplace for condition and allocate to suitable operations: – static and mobile – standard/non-standard – electro-mechanical and electronic – hand tools – consumables – health and safety equipment.

2

Identify and assess health and safety risks and implement working practices and other safeguards to minimise risks involving the use of plant, machinery or equipment.

2.1 Assess any health and safety risks for the work being carried out.

2.2 Implement safe working practices and other safeguards for the work being carried out.

2.3 Carry out appropriate checks to ensure the operator holds the relevant authorisation to operate plant, machinery or equipment.

2.4

Explain how to identify what health and safety risks there are, in relation to: – operators – other personnel in the workplace – members of the public – workplace visitors – owners of adjoining property

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– environment.

2.5 Explain the methods used to assess any health and safety risks for the working being carried out.

2.6 Explain how to implement safe working practices and other safeguards to minimise risks.

3

Inform decision makers where plant, machinery or equipment is unsuitable for use in the workplace when allocating and monitoring.

3.1

Advise relevant decision makers where plant, machinery or equipment is deemed unsuitable and suggest alternatives for the type of work.

3.2

Explain methods that can be used to inform relevant decision makers when plant, machinery or equipment is unsuitable for use within the workplace, in regards to failing to meet: – operational efficiency – health and safety – competence requirements – authorisation – reliability – usage requirements.

4

Provide accurate instructions for the use of plant, machinery or equipment to operators when allocating and monitoring and ensure safe use.

4.1

Instruct operators and users on the safe and correct use of plant, machinery or equipment using manufacturer’s instructions and official guidance.

4.2

Monitor the plant, machinery or equipment to ensure it is being used or operated safely in accordance with given instructions.

4.3

Explain different methods and sources to provide accurate instructions for the use of plant, machinery or equipment to those using, or affected by, plant operations.

4.4 Describe suitable ways of monitoring safe use of plant, machinery or equipment.

4.5

Explain methods used to inform relevant decision makers when an operator is deemed unsuitable for the safe use of plant, machinery or equipment.

5

Inform decision makers promptly when plant, machinery or equipment is no longer required.

5.1 Provide relevant information to decision makers on the return of plant, machinery or equipment promptly following the completion of the work.

5.2 Explain the methods used to inform relevant decision makers when plant, machinery or equipment is no longer required.

5.3 Summarise the types of information given to decision makers when arranging for the return of plant, machinery or equipment.

5.4 Explain why decision makers should be informed promptly when plant, machinery or equipment is no longer required.

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Scope of learning for the Component The Component specification maps the assessment criteria against each learning outcome. There are five learning outcomes: 1. Confirm the plant, machinery or equipment for the workplace and allocate it to the

operations. 2. Identify and assess health and safety risks and implement working practices and other

safeguards to minimise risks involving the use of plant, machinery or equipment. 3. Inform decision makers where plant, machinery or equipment is unsuitable for use in

the workplace when allocating and monitoring. 4. Provide accurate instructions for the use of plant, machinery or equipment to operators

when allocating and monitoring, and ensure safe use. 5. Inform decision makers promptly when plant, machinery or equipment is no longer

required.

All the criteria must be met if the outcome is to be achieved. Delivering Component 6 – Allocating and Monitoring the Use of Plant, Machinery or Equipment in the Workplace

The aim of this Component is to allow learners to demonstrate their ability to allocate and monitor the use of plant, machinery or equipment in the workplace. Through this Component they will have the opportunity to show that they are able to confirm the plant, machinery or equipment required and allocate it according to requirements. They must be able to identify and assess health and safety risks, implementing working practices and other safeguards to minimise these. They must be able to inform decision makers where plant, machinery or equipment is unsuitable for use and provide accurate instructions for its safe use to operators. Learners must be able to inform decision makers when the plant, machinery or equipment is no longer required. Learners must be able to confirm the plant, machinery or equipment that is required, identifying and allocating it to the users for specific operations. This can include mobile and static plant such as dumper trucks or cement mixers, hand and/or power tools or health and safety control equipment including Personal Protective Equipment (PPE). They must be able to explain the checks that must be carried out on all plant, machinery and equipment before issuing in accordance with legislative, manufacturers and organisational guidance. This should include static, mobile, standard, non-standard, electro-mechanical and electronic plant and equipment, hand tools, consumables and health and safety equipment. Learners must be able to identify and assess health and safety risks and implement working practices and other safeguards to minimise the risks relating to the use of plant, machinery or equipment. Within the working environment learners must demonstrate how they assess the health and safety risks for the work being carried out, such as by

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reference to risk assessments, manufacturers information, legislative or organisational guidance and their own occupational knowledge. They must implement safe working practices and safeguards for the work being carried out such as through the use of collective protective measures, Personal Protective Equipment (PPE) or additional training. Prior to commencing any task they must show how they confirm the operator’s competence, checking they have the necessary Construction Plant Competence Scheme (CPCS) card or other training certification for the specific plant or machine to be used. Learners must be able to explain how to identify health and safety risks in relation to the tasks to be undertaken in relation to operators, other personnel in the workplace, members of the public, workplace visitors, owners or adjoining properties and the environment. They must explain the methods that they use to assess risks, which could include workplace and other documentation they could consult such as method statements, risk assessments and legislative, manufacturers and organisational guidance. They must also explain how they implement safe working practices and other safeguards which may include timings of work, equipment, barriers and hoarding or signage and notices. Learners must be able to inform decision makers where plant, machinery or equipment is unsuitable for use in the workplace, this should include advising those who must make final decisions as soon as it is apparent that a particular piece of plant, machinery or equipment is unsuitable including offering alternatives that can be safely used. They must explain the methods that can be used to raise this information including management and site meetings, health and safety briefings as well as direct approaches and include the operational guidance, including documentation that is required. These methods must apply to occurrences when plant, machinery or equipment fails to meet operational efficiency, health and safety requirements, competence requirements, authorisation, reliability and usage requirements. Learners must be able to provide accurate instructions for the use of plant, machinery or equipment to operators when allocating, monitoring and ensuring their safe use. They must instruct operators and users of the correct and safe use, referring to manufacturers and organisational guidance while also considering any legislative requirements. Throughout tasks they must demonstrate that they are able to monitor the operators, plant, machinery and equipment to ensure that it is being used safely and correctly, in accordance with the given instructions. Learners must explain the different methods and sources of information to provide accurate instructions to the operators of plant, machinery and equipment as well as those who may be affected by the work. They must be able to describe the most suitable ways of monitoring the safe use of the plant, machinery or equipment, this could include visual inspections or the completion of task documentation. Learners must be able to explain the procedures for informing decision makers when an operator is deemed unsuitable for the safe use of plant, machinery or equipment. This should follow organisational procedures and include the importance of quick identification of the issues and requirements to rectify such as employing a different operator and training for the existing operator.

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Learners must be able to inform decision makers when plant, machinery or equipment is no longer required. This should include the information required to carry out the return of the equipment to the supplier, plant hire company or organisations own stores or depot. It should include the date it is to be returned and any issues with the item. They must explain the methods used to inform those in positions of responsibility, such as the organisational procedures, paperwork and timings of notification. They must summarise the information that will be required for the return of the item to ensure it is off hired correctly and does not entail additional costs, such as location, who will have keys, and other equipment, related to the item being off hired plus any details, readings etc. that will be required by the owner. Learners must explain the importance of ensuring prompt notification when plant, machinery or equipment is no longer required such as additional costs and insurances as well as storage.

Component 6 content.

Learners must be able to confirm the plant, machinery or equipment for the workplace and allocate it to the operations. They must identify and allocate the required type(s) of plant, machinery or equipment needed and explain how to check the following types of plant, machinery or equipment for condition and allocate to suitable operations: static and mobile, standard/non-standard, electro-mechanical and electronic, hand tools, consumables and health and safety equipment.

Learners must be able to identify and assess health and safety risks, implementing

working practices and other safeguards to minimise risks involving the use of plant, machinery or equipment. They must assess any health and safety risks for the work, implement safe working practices and other safeguards and carry out appropriate checks to ensure the operator holds the relevant authorisation to operate plant, machinery or equipment. Learners must explain how to identify health and safety risks in relation to operators, other personnel in the workplace, members of the public, workplace visitors, owners of adjoining property and the environment.

Learners must be able to inform decision makers where plant, machinery or

equipment is unsuitable for use in the workplace, advising as necessary and offering alternatives. They must explain the methods that can be used to inform relevant decision makers when plant, machinery or equipment is unsuitable for use in relation to failing to meet, operational efficiency, health and safety, competence requirements, authorisation, reliability and usage requirements.

Learners must be able to provide accurate instructions for the use of plant,

machinery or equipment to operators, and ensure safe use, instructing operators and users on the safe and correct use of plant, machinery or equipment with reference to manufacturer’s instructions and official guidance. They must monitor the plant, machinery or equipment to ensure it is being used or operated safely. Learners must explain the different methods and sources of information to provide accurate instructions for the use of plant, machinery or equipment to those using or

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affected by it, describe suitable ways of monitoring the safe use of plant, machinery or equipment and explain methods to inform relevant decision makers when an operator is deemed unsuitable for the safe use of plant, machinery or equipment.

Learners must be able to inform decision makers promptly when plant, machinery

or equipment is no longer required, providing the relevant information for its return. They must explain the methods used to inform relevant decision makers that plant, machinery or equipment is no longer required, summarise the information supplied when arranging the return and explain why decision makers should be informed promptly in regards to returns.

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Component Title Co-ordinating and Confirming Dimensional Control Requirements of the Work in the Workplace

Ofqual Component reference number (code)

R/507/8818

Component Level Level 3

GLH 27

Component Credit Value 8

Assessment Guidance This Component must be assessed against the endorsements detailed within the relevant Rule of Combination (RoC). Please refer to the RoC applicable to the qualification/occupational area in which the candidate is being assessed. The endorsements for this Component will be stated in the relevant qualification specification.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Co-ordinate with and communicate accurate work information to work colleagues.

1.1 Source accurate dimensional work information to allow the work being carried out to be positioned, aligned and levelled.

1.2 Provide work colleagues with accurate dimensional work information to allow conformance with contract specifications.

1.3 Explain different methods of co-ordinating with work colleagues in order to enable them to position, align and level the work.

1.4 Explain the different methods of communicating dimensional information with work colleagues.

2

Confirm and measure dimensional controls and maintain them to the specified work requirements.

2.1

Identify, establish and confirm a range of dimensional controls, setting out points, lines and profiles to meet contract specifications.

2.2

Maintain accurate dimensional controls, setting out points, lines and profile in accordance with contract specifications.

2.3

Explain the different methods of measuring the following dimensional controls and setting out points, lines and profiles: – lines – levels – angles – distances – curves – calibrations

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– tolerances.

2.4

Describe different methods of confirming and maintaining dimensional control, setting out points, lines and profiles.

3

Check and adjust measuring and recording equipment to the specified accuracy.

3.1 Undertake checks and adjustments to a range of measuring and recording equipment relative to the occupational work environment or project type.

3.2 Explain the methods used to check mechanical, optical and electronic measuring and recording equipment applicable to the occupational area.

3.3 Describe how to apply manufacturers’ tolerances to adjust equipment to maintain the specified accuracy.

4

Identify any deviations in dimensional controls and ensure they are corrected in accordance with work requirements.

4.1

Locate and establish possible deviations in dimensional control on a range of work being undertaken.

4.2 Plan and implement corrective action that allows the work to meet project requirements.

4.3

Describe the methods used to identify deviations in positioning, aligning and levelling, arising from: – transfer of lines and levels – use of wrong lines and levels.

4.4

Explain the different methods of correcting deviations in position, level and alignment to meet work requirements.

5

Identify circumstances and conditions that require revision of work practices.

5.1 Investigate and establish ongoing work and compare to the contract specifications.

5.2

Explain how to identify circumstances and conditions associated with the following that may affect the work and require revisions to the work procedure/practice: – land – water – obstacles – climate variation – live conditions – utilities – health and safety.

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Scope of learning for the Component The Component specification maps the assessment criteria against each learning outcome. There are five learning outcomes: 1. Co-ordinate with and communicate accurate work information to work colleagues. 2. Confirm and measure dimensional controls and maintain them to the specified work

requirements 3. Check and adjust measuring and recording equipment to the specified accuracy. 4. Identify any deviations in dimensional controls and ensure they are correct in

accordance with work requirements. 5. Identify circumstances and conditions that require revision of work practices.

All the criteria must be met if the outcome is to be achieved. Delivering Component 7 – Co-ordinating and Confirming Dimensional Control Requirements of the Work in the Workplace

The aim of this Component is to allow learners to practically demonstrate their abilities in co-ordinating and confirming dimensional control requirements within the working environment. To achieve this Component learners must demonstrate their abilities in co-ordinating and communicating accurate work information to work colleagues and confirm and measure dimensional controls, maintaining them as specified to the work requirements. They must show they are able to check and adjust measuring and recording equipment to specified accuracy, identify deviations in dimensional controls, ensuring they are corrected in accordance with work requirements, and understand and identify conditions that require revision of work practices. Learners must be able to co-ordinate with and communicate accurate information to work colleagues, sourcing the information required to be able to carry this out such as drawings, plans, task specifications and method statements, which will allow for the work to be carried out to be positioned, aligned and levelled. They must demonstrate how they provide colleagues with the correct, accurate information to enable all work to conform to contractual specifications, this could be through sharing sourced information, drawings, plans etc. or clearly communicating requirements both written and verbal. Learners must explain the different methods for co-ordinating with work colleagues, both in their, and other occupations, to enable work to be correctly positioned, aligned and levelled. This could include the use of site plans, works timetables and regular contact. They must also explain the different methods for communicating dimensional information including the sharing of plans, drawings and specifications, they should ensure that this includes methods used to communicate issues or changes to the information with reference to organisational procedures.

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Learners must be able to confirm and measure dimensional controls and maintain them to the specified work requirements. They must show how they identify, establish and confirm a range of dimensional controls, setting out points, lines and profiles, ensuring these conform to task specification, drawings and plans. They must also demonstrate how to maintain dimensional controls, setting out points, lines and profiles in accordance with contract specifications, carrying out regular checks and measurements to ensure all positions, alignments and levels are in accordance with the task specification and plans. Learners must explain the different methods for measuring the following dimensional controls, setting out points, lines and profiles, lines, levels, angles, distances, curves, calibrations and tolerances. This should include reference to the tools and equipment required such as tape measures, spirit and laser levels, lines and pegs and the requirements of accurate datum points to work from as well as testing equipment such as voltmeters, thickness gauges and electronic measures . They must describe the different methods for confirming and maintaining dimensional control, setting out points, lines and profiles such as working from fixed datum and regular checks to specification. Learners must be able to check and adjust measuring and recording equipment to specified accuracy. This should include demonstrating how they undertake checks and adjustments to measuring and recording equipment relevant to their occupational environment or project type. This could include levels, tapes and electronic measuring equipment. Learners must explain the methods used for carrying out checks to mechanical, optical and electronic measuring and recording equipment applicable to their occupation. This should include manual calibration in accordance with manufactures guidelines as well as specialist calibration undertaken and certified by outside agencies. They must also describe how to apply manufacturers’ tolerances to adjust equipment to ensure accuracy is maintained, this should be referenced to organisational guidance to ensure tolerances are suitable to the specific task. Learners must be able to demonstrate how they identify any deviations in dimensional controls ensuring they are corrected in accordance with work requirements. This should include locating and establishing possible deviations in dimensions with reference to specifications and plans, planning and implementing corrective actions in accordance with organisational guidance. This should include informing those who may be affected by the corrective works at the earliest opportunity to allow for additional corrections for their work. Learners must describe the methods used to identify deviations in positioning, aligning and levelling that arise from the transfer of line and levels and the use of incorrect lines and levels. This could include regular reference to update site and task plans and specifications, meetings with other trades and continued measuring and levelling. They must explain the methods for correcting deviations to position, level and alignment to meet work requirements including tools and equipment required, activities to be undertaken and how this is recorded and communicated. Learners must identify circumstances and conditions that require revision of work practices. They must show that they are able to investigate and establish ongoing work

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and compare to the contract specifications, using the correct tools and equipment in accordance with manufacturer’s guidance, recording information in accordance with organisational guidelines and reporting to decision makers and supervisors if any issues are found. They must explain how to identify circumstances and conditions associated with land, water, obstacles, climate variations, live conditions, utilities and health and safety that may affect the work and may require revision of the work procedures or practices. Component 7 content

Learners must be able to co-ordinate and communicate accurate work information to colleagues, sourcing accurate dimensional information to allow work to be positioned, aligned and levelled, and providing work colleagues with accurate dimensional work information to conform to contract specifications. They must explain different methods of co-ordinating with work colleagues in order to enable them to position, align and level the work and the different methods of communicating dimensional information to work colleagues.

Learners must demonstrate they are able to confirm and measure dimensional

controls and maintain them to the specified work requirements, identifying, establishing and confirming a range of dimensional controls, setting out points, lines and profiles to meet contract specifications, and maintaining accurate dimensional controls, setting out points, lines and profiles. They must explain the different methods of measuring the following dimensional controls and setting out points, lines and profiles: lines, levels, angles, distances, curves, calibrations, tolerances. Learners must describe different methods of confirming and maintaining dimensional control, setting out points, lines and profiles.

Learners must be able to check and adjust measuring and recording equipment to

the specified accuracy, undertaking checks and adjustments to a range of measuring and recording equipment relative to the occupational work environment or project type. They must explain methods used to check mechanical, optical and electronic measuring and recording equipment and describe how to apply manufacturers’ tolerances to adjust equipment to maintain the specified accuracy.

Learners must be able to identify any deviations in dimensional controls and

ensure they are corrected in accordance with work requirements, locating and establishing possible deviations in dimensional control on a range of tasks being undertaken and planning and implementing corrective action to allow work to meet project requirements. They must describe methods used to identify deviations in positioning, aligning and levelling, arising from the transfer of lines and levels and the use of wrong lines and levels, and explain the different methods of correcting deviations in position, level and alignment to meet work requirements.

Learners must show they can identify circumstances and conditions that require

revision of work practices, investigating and establishing ongoing work and comparing to specification, and explaining how to identify circumstances and

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conditions associated with the following, land, water, obstacles, climate variation, live conditions, utilities, and health and safety, that may affect the work and require revisions to the work procedure/practice.

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Component Title Confirming Work Meets Quality Standards in the Workplace

Ofqual Component reference number (code)

M/507/8812

Component Level Level 3

GLH 30

Component Credit Value 9

Assessment Guidance This Component must be assessed against the endorsements detailed within the relevant Rule of Combination (RoC). Please refer to the RoC applicable to the qualification/occupational area in which the candidate is being assessed. The endorsements for this Component will be stated in the relevant qualification specification.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Identify quality standards from available information and clearly specify to the people responsible for their implementation.

1.1

Source and establish quality standards relevant to project requirements.

1.2

Inform those implementing the standards of the level of quality needed.

1.3

Explain the various types and source of quality standards applicable to the occupational work environment.

1.4

Describe the various methods for passing quality standards onto those responsible for their implementation.

2

Regularly check that work conforms to the design requirements and the specified quality standards.

2.1

Locate and inspect work done within the occupational work environment on a regular basis.

2.2

Compare inspection results against the design requirements to establish conformity with the specified quality standards.

2.3

Explain the methods available to check that the work and resources conforms to the design requirements and specified quality standards.

3

Identify work that fails to meet the requirements and quality standards, and implement corrective action.

3.1

Identify work which fails to meet required quality standards.

3.2

Plan and implement the required action needed to correct work not meeting specified quality standards.

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3.3

Explain the techniques and methods used to identify work that has failed to meet quality standards.

3.4

Describe the various methods for implementing corrective actions to work which does not meet quality standards.

4

Regularly inform decision makers about significant variations in quality standards.

4.1

Advise decision makers on corrections undertaken using suitable formats that comply with organisational procedures.

4.2

Describe the methods used to inform decision makers about significant variations in quality standards.

4.3

Explain when action should be taken on typical variations in quality standards relative to the occupational work environment.

Scope of learning for the Component The Component specification maps the assessment criteria against each learning outcome. There are four learning outcomes: 1. Identify quality standards from available information and clearly specify these to the

people responsible for their implementation. 2. Regularly check that work conforms to the design requirements and the specified

quality standards. 3. Identify work that fails to meet the requirements and quality standards, and implement

corrective action. 4. Regularly inform decision makers about significant variations in quality standards. All the criteria must be met if the outcome is to be achieved. Delivering Component 8 – Confirming Work Meets Quality Standards in the Workplace The aim of this Component is to allow learners to demonstrate that they are able to confirm that work meets the required quality standards. To achieve this Component they must demonstrate in the working environment that they are able to identify the quality standards from the available information and those responsible for ensuring their implementation. They must also show that they are able to carry out regular checks to confirm work is to quality standards, identify work that fails to meet the standards, implementing corrective actions and be able to inform decision makers when there are significant variations.

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Within the work environment the learner must demonstrate that they are able to source and establish quality standards by consulting information such as task specification, method statements, manufacturers’ guidance and current legislation as well as through reference to drawings and plans. They should show that they can use this information to identify the expected quality of the finished work including materials, delivery time and being to specification for end users. They must also demonstrate how they are able to inform those with responsibility for implementing the standards of the expected quality levels to be achieved. This could be through sharing of information and guidance of thorough team briefings and toolbox talks. Learners must be able to explain the various types and sources of quality standards including organisational, manufacturers and legislative, relevant to the occupational work environment. This may also include specifications, end user requirements, method statements and plans and drawings. They must be able to describe the methods for passing on the information regarding the quality requirements such as through sharing of documentation and briefings. Learners must be able to regularly check that the work confirms to the design requirements and the specified quality standards expected both during the task and upon completion. They must show that they are able to locate and inspect the work at regular intervals, comparing what has been completed to the quality standards and design requirements. Learners must be able to explain the methods available to check that the wok and resources conform to the design requirements and specified quality standards, including the documentation that should be referred to such as task specification and method statements as well as legislative, manufacturers and organisational guidance. Learners must be able to identify work that fails to meet the requirements and quality standards and implement corrective actions in accordance with organisational guidance and informing decision makers, colleagues and other trades who may be affected by the corrective actions. They must explain the techniques that are used to identify where work has failed to meet requirements such as through reference to task documentation or the use of measuring and monitoring equipment and describe the methods for implementing repairs with reference to organisational procedures, completion of documentation and notification to decision makers, colleagues, other trades and others who may be affected by the works. Learners must be able to inform decision makers regarding any significant variations in quality standards, demonstrating how they will advise them on the corrections required in the most suitable formats, through completion of documentation or through site or management meetings. Learners must be able to describe these methods, detailing who should be informed, the most appropriate procedure for doing these and what information they will require. They must be able to explain the actions which should be taken on typical variations in quality standards relative to the occupational area, this could include the actions to be taken, tool, equipment and material requirements, time required, impacts on the final quality and any adverse effects this will have on the overall task in respect of cost and time.

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Component 8 content

Learners must be able to identify quality standards from available information and clearly specify these to the people responsible for their implementation. They must source and establish quality standards relevant to the project requirements and inform those implementing the standards of the level of quality needed. Learners must explain the various types and sources of quality standards applicable to the occupational work environment and describe the methods for passing quality standards onto those responsible for their implementation.

Learners must be able to regularly check that work conforms to the design

requirements and the specified quality standards, locating and inspecting work done within the occupational work environment on a regular basis, and comparing inspection results against the design requirements to establish conformity with the specified quality standards. They must explain the methods available to check that the work and resources conform to the design requirements and specified quality standards.

Learners must be able to identify work that fails to meet the requirements and

quality standards, and plan and implement corrective action to correct work not meeting specified standards. Learners must explain the techniques and methods used to identify work that has failed to meet quality standards and describe methods for implementing corrective actions to any work which does not meet quality standards.

Learners must be able to regularly inform decision makers about significant

variations in quality standards advise them on corrections undertaken using suitable formats that comply with organisational procedures. They must describe the methods used to inform about significant variations in quality standards and explain when action should be taken on typical variations in quality standards relative to the occupational work environment.

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Component Title Contributing to the Circulation of Construction Related Project Information in the Workplace

Ofqual Component reference number (code)

L/507/8820

Component Level Level 3

GLH 23

Component Credit Value 7

Assessment Guidance This Component must be assessed against the endorsements detailed within the relevant Rule of Combination (RoC). Please refer to the RoC applicable to the qualification/occupational area in which the candidate is being assessed. The endorsements for this Component will be stated in the relevant qualification specification.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Identify and implement the organisational and communication needs that are required for the project.

1.1

Apply and use an organisational approved system for a project that allows effective communication.

1.2

Apply and use an approved organisational system that meets the needs of a project.

1.3

Describe different methods of communicating information.

1.4

Explain how to identify the organisational and communication needs for a project, in relation to: - contract administration - health, safety and welfare - team interfaces - integration of data.

2

Implement the agreed methods of communicating, reporting, recording and retrieving information.

2.1

Apply and use an organisational system to report information on a project.

2.2

Retrieve project information following organisational procedures.

2.3

Describe different ways of reporting, recording and retrieving information.

2.4

Describe different ways of monitoring communication, reporting, recording and retrieving information.

2.5

Explain different ways of implementing communication, reporting, recording and retrieving information.

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3

Identify any breakdowns in communication and take action to restore effective communication.

3.1

Determine breakdowns of communication in various projects.

3.2

Apply methods that restore communication and which follows the approved process.

3.3

Describe different ways of identifying breakdowns in communication.

3.4

Describe the possible actions that can restore effective communications for a range of breakdown causes.

4

Implement agreed systems for recording and providing feedback on the ways in which resources are allocated and used.

4.1

Record, following approved procedures, how resources are allocated and used on a range of projects.

4.2

Give feedback to relevant people, following approved procedures, that identifies how resources are allocated and used.

4.3

Explain ways of implementing agreed systems that records and provides feedback on the ways in which the following resources are allocated and used: - people - tools - plant and/or ancillary equipment - materials and components - current project information.

Scope of learning for the Component The Component specification maps the assessment criteria against each learning outcome. There are four learning outcomes: 1. Identify and implement the organisational and communication needs that are required

for the project. 2. Implement the agreed methods of communicating, reporting, recording and retrieving

information. 3. Identify any breakdowns in communication and take action to restore effective

communication. 4. Implement agreed systems for recording and providing feedback on the ways in which

resources are allocated and used. All the criteria must be met if the outcome is to be achieved.

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Delivering Component 9 - Contributing to the Circulation of Construction Related Product Information in the Workplace The aim of this Component is to allow the learner to demonstrate their ability in contributing to the circulation of construction related product information in the working environment. To achieve this Component they must demonstrate their ability to identify and implement the organisational and communication needs that are required for the project and be able to implement agreed methods of communicating, reporting, recording and retrieving information. They must also show that they are able to identify breakdowns in communication, taking restorative actions to restore and implement the agreed systems for recording and providing feedback on the ways in which resources are allocated and used. Within the working environment the learner must demonstrate that they are able to identify and implement the organisational and communication needs required by the project. This must include applying and using an organisationally approved system that allows effective communication on a project. This could include the use of verbal communications at inductions, toolbox talks and briefings as well as site and management meetings. It can also include written communication with the use of briefing documents, site notices, signage and emails. They should include the use of organisational documentation that may include method statements, risk assessments, job specifications, drawings and plans. Learners must ensure that the chosen form of communication is in accordance with organisational procedures and it meets the requirements of the project. Learners must be able to describe the different methods of communication that are used on the project and could include detail of who the communication is directed at and why it is the most appropriate method for the identified audience. They must explain how they identify the organisational communication needs for a project in relation to contact administration, health, safety and welfare, team interfaces and for the integration of data. Learners must be able to implement the agreed methods of communicating, reporting, recording and retrieving information, they must demonstrate this by applying and using an organisational system to report information on the project, this could be in the form of a report detailing relevant information in an agreed format or through inputting data onto spreadsheets or in a database to automatically collate the required information. They must also show how they are able to retrieve the information following organisational procedures such as by interrogating a database or spreadsheet or by manually collating information. Learners must be able to describe the different ways of reporting, recording and retrieving information, including verbal and written or through the use of off-the-shelf or bespoke software packages, and through reporting at management and staff meetings, briefings, inductions and toolbox talks or the production of datasheets, presentations or printed updates. They should be able to describe how this is monitored to ensure that the correct data is provided and input and that it is communicated to the correct people at the agreed time. Learners must explain the different ways of implementing the communication, reporting, recording and retrieving of information such as the developing of procedures

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prior to the commencement of a project or through reference to organisational, manufacturers, legislative or client requirements. Learners must be able to identify any breakdowns in communication and take actions to restore. They must show how they determine the breakdown of communication in various projects such as through observation, issues or monitoring. They must also show how they can apply effective measure to restore communication through identifying the issue and those affected and following organisational procedures and approved process, making recommendations to decision makers if policies or procedures require alteration or if specific resources are required. Learners must describe the different ways of identifying breakdowns in communication, such as through monitoring of operatives and staff understanding of requirements or issues raised at staff or management meetings. They must also describe the possible actions they can take to restore effective communications for a range of breakdown causes. This could include the use of presentations, written information, staff briefings, revising documentation used to communicate to others, training or the adoption of new and revised procedures and resources. Learners must be able to implement agreed systems for recording and providing feedback on the ways in which resources are allocated and used. They must demonstrate how they record how resources are allocated and used on a range of projects, following approved procedures. This could be through written details or the use of off-the-shelf or bespoke software packages. They must give feedback to relevant people that identifies how resources are used and this could include the operatives using the resources, management, suppliers, clients or purchasers, ensuring that the information supplied is relevant to the individual. Learners must explain ways of implementing the agreed systems ensuring they record and provide feedback on the ways in which the following resources are allocated and used, people, tools, plant and/or ancillary equipment, materials and components and current project information. This could include the information requirements and who the expected audience is. Component 9 content

Learners must be able to identify and implement the organisational and communication needs that are required for the project, applying and using an organisational approved system for a project that allows effective communication and meets the needs of the project. They must describe the different methods of communicating and explain how to identify the organisational and communication needs for a project, in relation to contract administration, health, safety and welfare, team interfaces and integration of data.

Learners must be able to implement the agreed methods of communicating,

reporting, recording and retrieving information, applying and using an organisational system to report information on a project and retrieve project

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information following organisational procedures. They must describe different ways of reporting, recording and retrieving information, the different ways of monitoring the communication, reporting, recording and retrieving of information and explain different ways of implementing the communication, reporting, recording and retrieving of information.

Learners must be able to identify any breakdowns in communication and take

action to restore effective communication, determining breakdowns of communication in various projects and applying methods that restore communication and which follow the approved process. They must describe different ways of identifying breakdowns in communication and the possible actions that can restore effective communication for a range of breakdown causes.

Learners must be able to implement agreed systems for recording and providing

feedback on the ways in which resources are allocated and used. They must record how resources are allocated and used on a range of projects and give feedback to relevant people, following approved procedures that identifies how resources are allocated and used. They must explain ways of implementing agreed systems that record and provide feedback on the ways in which the following resources are allocated, people, tools, plant and/or ancillary equipment, materials and components and current project information.

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Component Title Implementing Procedures to Support the Team’s Performance in the Workplace

Ofqual Component reference number (code)

J/507/8816

Component Level Level 3

GLH 37

Component Credit Value 11

Assessment Guidance This Component must be assessed against the endorsements detailed within the relevant Rule of Combination (RoC). Please refer to the RoC applicable to the qualification/occupational area in which the candidate is being assessed. The endorsements for this Component will be stated in the relevant qualification specification.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Identify performance and bring directly to the attention of the team member concerned.

1.1

Inspect work undertaken by team members and establish performance against project and/or organisational requirements.

1.2

Advise team members of possible non-compliances of work undertaken whilst conforming with organisational personnel procedures.

1.3

Acknowledge good performance and provide related feedback to team members.

1.4

Explain why it is important to acknowledge good performance with team members.

1.5

Explain why it is important to promptly identify poor performance.

1.6

Explain why poor performance of a team member should be brought promptly and directly to their attention.

2

Provide team members with the opportunity to discuss actual or potential problems affecting their performance.

2.1

Facilitate discussions with team members about any issues affecting their performance.

2.2

Describe typical types of team member problems arising from work-related and/or personal factors.

2.3

Explain the methods and techniques used to encourage and enable members to talk frankly about their problems.

2.4

Explain why it is important to provide opportunities for team members to discuss problems.

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

2.5

Agree with team members a course of action which is appropriate, timely and effective.

3

Agree with team members a course of action which is appropriate, timely and effective.

3.1

Identify and discuss possible courses of action that meet the needs (where possible) of the individual and the organisation.

3.2

Make recommendations to the team member to develop and improve their work performance.

3.3

Confirm a course of action with the team member which conforms to organisational procedures.

3.4

Explain how to identify any problems which team members may be experiencing.

3.5

Describe how to devise appropriate responses to team member problems.

3.6

Describe the methods used to make recommendations for improvements and development of individuals and the team.

4

Ensure team members are aware of information regarding disciplinary and grievance procedures.

4.1

Discuss issues that may give rise to disciplinary and grievance procedures through team briefings.

4.2

Give reasons for maintaining confidentiality when dealing with disciplinary and grievance procedures.

4.3

Explain who may and may not receive information from disciplinary and/or grievance procedures.

4.4

Describe the possible consequences should the wrong people be informed, in regards to: - the organisation - individuals rights - equality and diversity - development opportunities.

4.5

Describe methods used to keep records of issues that may give rise to disciplinary and grievance procedures that have been discussed in team meetings.

Scope of learning for the Component The Component specification maps the assessment criteria against each learning outcome. There are four learning outcomes: 1. Identify performance and bring directly to the attention of the team member concerned. 2. Provide team members with the opportunity to discuss actual or potential problems

affecting their performance.

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

3. Agree with team members a course of action which is appropriate, timely and effective.

4. Ensure team members are aware of information regarding disciplinary and grievance procedures.

All the criteria must be met if the outcome is to be achieved. Delivering Component 10 – Implementing Procedures to Support the Team’s Performance in the Workplace The aim of this Component is to allow the learner to demonstrate their abilities in implementing procedures that will support a team’s performance within the working environment. To achieve this Component they must show that they are able to identify team member’s performance and bring to their attention issues or good practice. They must also be able to provide team members with the opportunity to discuss actual or potential problems that may affect their performance, agree a course of action that is timely and effective and ensure team members are aware of information regarding disciplinary and grievance procedures. Within the working environment learners must be able to demonstrate that they are able to identify issues with a team member’s performance and bring it to their attention. They must show how they inspect work undertaken by team members and use project information such as own knowledge, task specifications, method statements, timetables, plans and drawings to establish performance against project or organisational requirements. They must show how they can advise team members of potential non-compliance issues in accordance with organisational procedures as well as acknowledging good performance, providing team members with feedback relating to this to ensure they are aware that they are working at or above the standards expected. Learners must explain why it is important to acknowledge good performance, such as ensuring those who are delivering it are aware that they are achieving the required standard and to share this with other team members to support their own delivery. They must explain why it is important to promptly identify poor performance, such as ensuring that issues are promptly addressed and issues like poor workmanships, standards or behaviour are stopped and rectified, also explaining why it is important this is addressed promptly as soon as they become apparent so, for example, it prevents further negative impacts on the project or team moral and the reputation of the organisation. Learners must be able to provide team members with the opportunity to discuss actual or potential problems affecting their performance. They must show how they can facilitate discussions with team members that address issues that have become apparent and are having an effect on their performance. These could be 1-1 meetings or include others such as human resources, union representation and health and safety personnel. Learners must show how they agree a course of action that is appropriate, timely and effective with the team members involved. This could include agreement on the actions to

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be taken, such as the provision of additional training, improvement in time keeping or attitude against a realistic timetable. They must describe the types of issues that could affect a team member’s performance, both work related and personal. These could include lack of clarity on the task, training requirements, level of skills, attitude, attendance, domestic issues, health or financial. Learners must be able to explain the methods and techniques used to encourage and enable members to talk frankly about their problems, ensuring confidentiality of the information discussed while explaining where this information may need to be shared and with who. It may also involve discrete approaches to those involved and providing a safe environment, a private location, for discussions to take place, recording and agreeing what has been discussed with the individual involved. They must explain why it is important to give team members the opportunity to discuss problems, to give the opportunity to understand the reasons that may be causing the issue and to identify potential actions to support improvement. Learners must be able to agree with team members a course of action that is appropriate, timely and effective, identifying and discussing possible courses of action that can meet the needs of both the individual and organisation, making recommendations to develop and improve their work performance. This could include additional support for the individual, such as training or pairing with more experienced colleagues to enable them to develop their skills and improve their work performance. They must show how they confirm a course of action that confirms to organisational procedures such as recording and signing a plan of action and including realistic timings with follow up reviews. Learners must explain how to identify any problems which team members may be experiencing such as thorough 1-1 or review meetings or following up on observations made in the workplace. They must describe how to devise appropriate responses to team member’s problems, ensuring they listen carefully and can empathise with their situation, and offer positive responses as much as possible. They must also describe the methods they can use to make recommendations for improvements and development of individuals and the team. This should be in accordance with organisational procedures and may involve preparing reports to management and organisational teams, arranging training to address specific needs and, in some cases changing the team personnel. Learners must be able to ensure team members are aware of information regarding disciplinary and grievance procedures. They must discuss issues that may give rise to disciplinary and grievance to team members at team briefings and this could include individual behaviour, attitude, timekeeping and health and safety contraventions. They must be able to give reasons for maintaining confidentiality when dealing with disciplinary and grievance procedures including the effect this can have on the individual or team involved as well as any legal ramifications. Learners must explain who may, or may not receive information from disciplinary or grievance procedures and ensure that this is carried out with consideration of employment law and organisational procedures. This could include what information can be shared with different individuals and teams such as human resources, senior management, the

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individual(s) involved and other team members. They must describe the possible consequences of wrong people being informed in relation to the organisation, individual’s rights, equality and diversity and development opportunities. This could include damage to the organisational or individuals reputation, potential legal implications and resultant outcomes such as fines and compensation claims, loss of earnings and organisational morale. They must also describe the methods used to keep records of issues that may give rise to disciplinary and grievance procedures that have been discussed in team meetings. This could include keeping of minutes of meetings, raising issues discussed with the appropriate decision makers and following up and recording discussions with team members involved. Component 10 content

Learners must be able to identify performance and bring directly to the attention of the team member concerned, inspecting work undertaken by team members and establishing performance against project and/or organisational requirements. They must advise team members of possible non-compliances of work undertaken whilst conforming with organisational personnel procedures and acknowledge good performance, providing related feedback to team members. Learners must explain why it is important to acknowledge good performance with team members, why it is important to promptly identify poor performance and why this should be brought promptly and directly to the team members’ attention.

Learners must be able to provide team members with the opportunity to discuss

actual or potential problems affecting their performance, facilitating discussions with team members about any issues affecting their performance. They must describe typical types of team member problems arising from work-related and/or personal factors and explain the methods and techniques used to encourage and enable members to talk frankly about their problems. Learners must explain why it is important to provide opportunities for team members to discuss problems and agree timely and effective courses of action.

Learners must be able to agree with team members a course of action which is

appropriate, timely and effective, identifying and discussing possible courses of action that meet the needs (where possible) of the individual and the organisation. They must make recommendations to the team member to develop and improve their work performance, and confirm a course of action which conforms to organisational procedures. Learners must explain who may and may not receive information from disciplinary and/or grievance procedures, and describe possible consequences should the wrong people be informed in relation to the organisation, individuals' rights, equality and diversity and development opportunities. They must describe the methods used to keep records of issues that may give rise to disciplinary and grievance procedures that have been discussed in team meetings.

Learners must be able to ensure team members are aware of information

regarding disciplinary and grievance procedures, discussing, in team briefings, the issues that may give rise to disciplinary and grievance procedures. They must give

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

reasons for maintaining confidentiality when dealing with disciplinary and grievance procedures and explain who may and may not receive information from disciplinary and/or grievance procedures. Learners must describe the possible consequences should the wrong people be informed in relation to the organisation, individuals' rights, equality and diversity and development opportunities. They must also describe methods used to keep records of issues that may give rise to disciplinary and grievance procedures that have been discussed in team meetings.

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

Component Title Monitoring Progress of Work Against Schedules in the Workplace

Ofqual Component reference number (code)

K/507/8811

Component Level Level 3

GLH 30

Component Credit Value 9

Assessment Guidance This Component must be assessed against the endorsements detailed within the relevant Rule of Combination (RoC). Please refer to the RoC applicable to the qualification/occupational area in which the candidate is being assessed. The endorsements for this Component will be stated in the relevant qualification specification.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Identify and inform decision makers of inappropriate specified resources and suggest suitable alternatives.

1.1 Establish and record inappropriate resources selected for the project, and seek suitable alternatives.

1.2 Advise relevant decision makers of suitable alternative resources.

1.3

Give examples of inadequate and inappropriate resources, relating to: - people - tools and ancillary equipment - materials and components - time - information.

1.4

Explain the different methods and techniques of informing relevant decision makers about inadequate or inappropriate resources.

1.5

Explain the organisational procedure for suggesting and specifying alternative resources.

2

Identify and quantify deviations from planned progress which have or may occur, and which could disrupt the programme.

2.1

Determine and analyse work done or projected work to be done.

2.2

Compare work done or projected work against given schedules to identify deviations relative to the project plan.

2.3

Explain the methods that can be used to identify deviations from planned progress, in relation to: - resource shortages

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- design problems and constraints - lack of essential construction information - construction errors - inclement weather - physical (workplace) constraints.

2.4

Describe how any deviations from the planned progress could disrupt the programme, in relation to: - action lists - method statements - work costs.

2.5

Explain how to quantify any deviations from planned progress in regards to the method of work and any implication on resources.

3

Confirm the circumstances of any deviations, and agree and implement appropriate corrective actions.

3.1

Analyse and agree corrective actions from identified deviations needed to maintain the project schedule.

3.2 Plan and implement agreed corrective actions.

3.3

Describe the methods that can confirm the circumstances of any deviations.

3.4

Explain how to agree and implement corrective actions in circumstances of any deviations, in relation to: - restoring progress in accordance with agreed

programme - agreeing new completion dates - securing additional resources - altering planned work.

4

Identify options which may produce savings in cost and time and help the contract progress, and pass options onto decision makers.

4.1

Establish suitable options to the work schedule considered to save cost and time.

4.2

Inform relevant decision makers in a suitable format on identified options that can assist contractual progress.

4.3

Explain how to identify the options which are most likely to minimise increases in cost and time and help contract progress.

4.4

Describe the different methods and techniques used to communicate information about costs and time to relevant decision makers.

5

Inform decision makers about progress, changes to the operational programme and resource needs.

5.1

Collect and establish information of project progress against project specifications.

5.2

Advise decision makers on project progress and recommended options for changes and resource needs.

5.3

Describe how to best inform relevant decision makers on actions needed to be taken to maintain or improve project progress.

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5.4

Explain why and when decision makers should be informed about progress, any changes to the operational programme and resource needs.

Scope of learning for the Component The Component specification maps the assessment criteria against each learning outcome. There are five learning outcomes: 1. Identify and inform decision makers of inappropriate specified resources and suggest

suitable alternatives. 2. Identify and quantify deviations from planned progress which have or may occur, and

which could disrupt the programme. 3. Confirm the circumstances of any deviations, and agree and implement appropriate

corrective actions. 4. Identify options which may produce savings in cost and time and help the contract

progress, and pass options onto decision makers. 5. Inform decision makers about progress, changes to the operational programme and

resource needs. All the criteria must be met if the outcome is to be achieved. Delivering Component 11 – Monitoring Progress of Work Against Schedules in the Workplace The aim of this Component is to allow the learner to demonstrate their ability to monitor the progress of work against schedules in the working environment. They must show that they are able to identify and inform decision makers when specified resources are inappropriate and suggest suitable alternatives, and identify and quantify deviations from planned progress which have, or may, occur and could cause disruption to the programme. Learners must be able to confirm the circumstances of deviations, agreeing and implementing corrective actions, identify options that may produce time and cost savings, passing on options to decision makers and inform them about progress, changes to operational programme and resource requirements. Within the working environment learners must demonstrate that they are able to identify and inform decision makers of inappropriate specified resources and suggest suitable alternatives. They must establish and record these in accordance with organisational procedures and for each identify suitable alternatives where available. They must show that they know how to advise decision makers of the alternatives identified and should include information such as why it is suitable, impacts on cost and time and alternative equipment, tools for labour that may be required. Learners must give examples of inadequate and inappropriate resources in relation to people, tools and ancillary equipment, materials and components, time and information. This could include issues relating to the required Personal Protective Equipment (PPE) not being available,

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damaged hand tools or power tools with incorrect voltage, materials that are out of date (such as plaster or cement), issues with the timings required to install certain items and out of date of incorrect information relating to the task, materials or equipment. Learners must be able to explain the different methods and techniques for informing decision makers about inadequate or inappropriate resources. This could include making a report using the correct documentations and sending it to those who should be informed, either hard copies of electronic versions. It could also include identifying the correct individuals to be informed, and who can make a decision and reporting to them in person. Learners should include information detailing organisational procedures for creating reports in regards to inadequate and inappropriate resources. They must also explain the organisational procedures for suggesting and specifying alternative resources, detailing any documentation to be completed, who these should be sent to, and the details, timings, costs, impacts etc. that the alternatives will have on the programme. Learners must be able to identify and quantify deviations from the planned progress which have, or may occur, and which could disrupt the programme. They must demonstrate how they determine and analyse work done, or projected to be done and compare this against schedules so they are able to identify deviations that are relevant to the project plan. This could include where work is over running, where materials, tools, equipment or labour has not been supplied as specified. Learners must explain the methods that can be used to identify deviations from planned progress in relation to resources shortages, design problems and constraints, lack of essential construction information, construction errors, inclement weather and physical (workplace) constraints. This could include checking progress of the project against planned timings and identifying where, checking deliveries to identify where resources may be short, identifying tasks that may be affected by inclement weather such as bricklaying and concrete pours or where certain plant and equipment cannot be used within the area required. Learners must be able to describe how any deviations from the planned progress could disrupt the programme in relation to action lists, method statements and work costs. This could include overruns on tasks due to the lack of required resources, work delayed due to the weather and delays to other trades and associated cost implications. They must be able to explain how to quantify any deviations from planned progress in regards to the methods of work and any implications on resources. This could include calculating the additional time required, how this will impact on subsequent trades and their work, additional costs that these delays will entail, the resources requirements such as longer need for specific plant and equipment on site and how this will affect the overall time and budget of the project. Learners must be able to confirm the circumstances of any deviations and agree and implement corrective actions. They must show how they analyse and agree corrective actions from identified deviations needed to maintain the project schedule and planning and implementing agreed corrective actions. This should include arranging for additional resources as required, amending work schedules, notifying those who will be affected, including other trades, clients and suppliers, and revising method statements and risk assessments. Learners must describe the methods that can confirm the circumstances of the deviations, such as site reports, project monitoring and financial audits. They must

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explain how to agree and implement corrective actions in circumstances of any deviations in relation to restoring progress in accordance with the agreed programme, agreeing new completion dates, securing additional resources and altering planned work. This should be in accordance with organisational procedures, and agreed by decision makers such as supervisors, main contactors and the client or their representative. Learners must be able to identify options that may produce savings in cost and time and help the contract progress, and pass options onto decision makers. They must demonstrate how they establish suitable options in relation to the work schedule to save time and costs, this should include confirming that the options do not have a detrimental effect on the project through discussions with manufacture’s and suppliers. They must show how they inform decision makers, in a suitable format as detailed in organisational procedures, the identified options that can assist contractual progress, detailing how and why they will support the delivery of the project. Learners must explain how to identify the options that are most likely to minimise increases in costs and time, and help contract progress. This could include negotiations with suppliers and manufacturers, referring to product information and discussions with other colleagues and trades. They must describe the different methods and techniques used to communicate information about costs and time to relevant decision makers. This could include written and verbal reports as well as using off-the-shelf or bespoke software packages, each in accordance with organisational procedures. Learners must be able to inform decision makers about progress, changes to the operational programme and resource needs. They must collect and establish information of project progress against project specifications, such as reviewing site reports, resource usage and observation, and advise decision makers on the project progress including recommendations for any changes and resource needs. This could include the need for alternative resources and should include impacts on project timing and costs. Learners must describe how to best inform decision makers of the actions needed to maintain or improve project progress and this could include written reports, hard copies and electronic, verbal presentation at management meetings or through the use of off-the-shelf or bespoke project management software packages. This should be in accordance with organisational guidance and recorded. They must explain why decision makers should be informed of progress including changes in the operational programme and resource needs. This could be to ensure that they are able to update the main contractor on client, revise project timetables and budgets or so they can arrange for additional resources or support to help maintain project progress. Component 11 content

Learners must be able to identify and inform decision makers of inappropriate specified resources and suggest suitable alternatives. They must establish and record inappropriate resources selected for the project, seek suitable alternatives and advise relevant decision makers of suitable alternative resources. Learners must give examples of inadequate and inappropriate resources relating to people,

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

tools and ancillary equipment, materials and components, time and information. They must explain the different methods and techniques of informing relevant decision makers about inadequate or inappropriate resources and organisational procedure for suggesting and specifying alternative resources.

Learners must be able to identify and quantify deviations from planned progress

which have or may occur, and which could disrupt the programme. They must determine and analyse work done or projected work to be done and compare it against given schedules to identify deviations relative to the project plan. Learners must explain the methods that can be used to identify deviations from planned progress in relation to resource shortages, design problems and constraints, lack of essential construction information, construction errors, inclement weather and physical (workplace) constraints. They must describe how any deviations from the planned progress could disrupt the programme in relation to action lists, method statements and work costs, and explain how to quantify any deviations from planned progress in regards to the method of work and any implication on resources.

Learners must be able to confirm the circumstances of any deviations, and agree

and implement appropriate corrective actions. They must analyse and agree corrective actions from identified deviations needed to maintain the project schedule and plan and implement agreed corrective actions. Learners must describe the methods that can confirm the circumstances of any deviations and explain how to agree and implement corrective actions in circumstances of any deviations in relation to restoring progress in accordance with agreed programme, agreeing new completion dates, securing additional resources and altering planned work.

Learners must be able to identify options which may produce savings in cost and

time and help the contract progress, and pass options onto decision makers. They must establish suitable options in relation to the work schedule to save cost and time and inform relevant decision makers, in a suitable format, the identified options that can assist contractual progress. Learners must explain how to identify the options that are most likely to minimise increases in cost and time and help contract progress and describe the different methods and techniques used to communicate information about costs and time to relevant decision makers.

Learners must be able to inform decision makers about progress, changes to the

operational programme and resource needs. They must collect and establish information of project progress against project specifications and advise decision makers on project progress and any recommended options for changes and resource needs. Learners must describe how to best inform relevant decision makers on actions needed to be taken to maintain or improve project progress and explain why and when decision makers should be informed about progress, any changes to the operational programme, and resource needs.

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NOCN Level 3 NVQ Diploma in Occupational Work Supervision

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