Suite 416Fort DunlopFort ParkwayBirminghamB24 9FD www.skillsfirst.co.uk

Skillsfirst Awards

Handbook

Level 3 Certificate in Principles of Management (QCF)

PMC3

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Contents Page Section 1 – Introduction 2 Section 2 – Skillsfirst Awards Limited 2.1 Data protection 2 2.2 Equality and accessibility 2 2.3 Enquiries and information sources 3 2.4 Complaints and appeals 3 2.5 Malpractice and maladministration 4 Section 3 - The sector skills council for Management 3.1 SkillsCfA 4 3.2 The occupational competence of those involved in manager assessment and verification 5 3.3 Employer direct model 5 3.4 Continuing professional development (CPD) 5 Section 4 – Summary of Assessment Methods 4.1 Recognised Prior Learning (RPL) 6 4.2 Assessment through performance 6 Section 5 – Qualification information 5.1 What is the qualification and credit framework (QCF) 7 5.2 QCF units 7 5.3 QCF terminology 7 5.4 Availability of qualifications 7 5.5 Qualification aim and design 7 Section 6 – Qualification structure 6.1 Number of credits required for each qualification 8 6.2 List of available units and their credit value 8 6.3 The rules of combination 9 6.4 Learner entry requirements 9 6.5 Progression opportunities 9 Section 7 – The units of learning 7.1 Structure of the units 10 7.2 Mandatory units 11 7.3 Optional units 18

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1.0 Introduction

Skillsfirst Awards is an awarding organisation specialising in the provision of vocational qualifications across a range of occupational areas. Skillsfirst Awards recognises the need for industry to have fully trained and qualified staff – reliably qualified to recognised industry standards. The following handbook provides the learning outcomes and assessment strategy for the delivery of the Level 3 Certificate in Principles of Management (QCF). The handbook is a live document and will be updated should there be any incremental change made. Centres will be informed electronically when changes are made and it will be the responsibility of any recognised centre to ensure the most up to date version of the handbook is used. The document also provides details of the administrative procedures, requirements and responsibilities that are associated with the delivery of vocational qualifications. The handbook is available on the Skillsfirst Awards website www.skillsfirst.co.uk

This document is copyright but can be copied by any of our recognised centres for the purpose of assessing learners and may also be copied by learners for their own use.

All learners should be provided with a copy of the Skillsfirst qualification handbook together with the Skillsfirst learner guide. This document can be found on our web-site at www.skillsfirst.co.uk 2.0 Skillsfirst Awards 2.1 Data Protection

Skillsfirst Awards takes the protection of data seriously and to this end has developed a Data Protection Statement outlining how Skillsfirst and our centres, comply with the current legislation on data protection. It is important for centres to read our statement and ensure that our requirements are put in place. It is particularly important that centres make learners aware that data is shared with Skillsfirst Awards. Our policy statement on this and data requirements can be found in our centre handbook on our website www.skilsfirst.co.uk 2.2 Equality and accessibility Equality and accessibility Skillsfirst is committed to giving everyone who wants to gain one of our qualifications an equal opportunity of achieving it in line with current UK legislation and EU directives including the Equalities Act 2010 and to ensure this occurs, has in place a policy on equality and accessibility which can be found on our website www.skillsfirst.co.uk and within our centre handbook. Skillsfirst will ensure that centres use a equality and accessibility policy that works together with ours and that they maintain an effective appeals procedure which along with the equality and accessibility policy, will be monitored by the external verifier. We expect centres to tell learners how to find and use their own equality and accessibility and appeals procedures. Access to Assessment Skillsfirst Awards is committed to guaranteeing all learners are treated fairly and equally and to ensure this occurs, has in place a policy on Reasonable Adjustments and Special Considerations. This policy states clearly what centres can and in some cases must, put in place to assist learners who may have particular requirements. We expect centres to tell learners how to find and use their own reasonable adjustments and special considerations policy and will monitor implementation through the external verification process.

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This policy can be accessed at www.skillsfirst.co.uk and within our centre handbook. Further advice on this policy and its application can be obtained from our customer services team at customerservices@skillsfirst.co.uk 2.3 Enquiries and Information Sources Skillsfirst aims to provide accurate information in a variety of formats and media. Recognised centres are encouraged to make enquiries to the customer services team, or seek clarification from our website. Learners wishing to enquire about qualifications, aspects of qualifications or quality assurance policies and procedures are encouraged, in the first instance, to seek information from the recognised centre or their tutor/assessor. Where a satisfactory answer is unavailable, learners are encouraged to seek clarification from our website, or from the Skillsfirst customer services team. As a guide, the majority of frequently requested information is available on our website or on request via the electronic helpline listed below. Website: www.skillsfirst.co.uk. email: customerservices@skillsfirst.co.uk Tel: 0121 270 5100 Fax: 0121 747 4102 In writing to: Customer Services Skillsfirst Awards Limited Suite 416 Fort Dunlop Fort Parkway Birmingham B24 9FD 2.4 Complaints and Appeals Complaints

Skillsfirst Awards will endeavour at all times to satisfy our customer’s needs and ensure a quality service. There may be times when our centres do not feel we have met these needs. Should they wish, centres may complain in writing to the Skillsfirst Awards, customer services manager. We will attempt to resolve all complaints within the published timescales and will record and review all complaints as part of our ongoing customer service commitment. 2.4.2 Appeals

Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst. The Skillsfirst Awards appeals policy and process can be accessed on our website www.skillsfirst.co.uk and within our centre handbook. Centres are required to have a documented policy and procedure which allows learners to question decisions made by the centre. The final stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy would form part of the original centre recognition process and its implementation will be monitored by the external verifier.

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2.5 Malpractice and maladministration Skillsfirst Awards has a responsibility to ensure that malpractice and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice on the part of learners, centre staff and any others involved in providing the qualification. To meet this requirement, Skillsfirst Awards has a malpractice policy and process, the details of which can be accessed on our website www.skillsfirst.co.uk 3.0 The Council for Administration (CfA)

This qualification is based upon units developed by Pearson Education Limited which reflect the

national occupation standards (NOS) for leadership and management. This qualification is endorsed

by the SkillsCfA who are the sector skills council for these units and their contact details are:

SkillsCfA Unit 110 Linton House 164 - 180 Union Street London SE1 0LH Tel: 0207 091 9620 info@skillscfa.org This handbook provides details from the SkillsCfA’s assessment strategy, which centres will need to apply in order to assess and quality assure the Level 3 Certificate in Principles of Management (QCF) and includes

occupational expertise of those who assess performance and internally verify assessments.

continuous professional development.

summary of assessment methods. The complete assessment strategy is available for view and to download from the SkillsCfA website www.skillscfa.org 3.2 The occupational competence of those involved in manager assessment and verification They must demonstrate that they:

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

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

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

In addition they must have:

an accredited assessor and/or verifier qualification, or

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

evidence of undertaking an employer assessment programme that has been mapped to the national Occupational Standards for assessment and/or verifications.

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3.3 Employer direct model

The SkillsCfA feels that the Employer Direct Model of in-house assessment will encourage more employers to offer the Level 3 Certificate in Principles of Management (QCF) particularly when they often have highly trained and experienced assessors, managers and trainers already in situ who meet or exceed the requirements of the recognised assessor and quality assurance qualifications. Wherever possible, the CfA works with employers to encourage assessment to be carried out by colleagues, supervisors and/or managers in a workplace environment. However, many employers see gaining the assessor and quality assurance qualifications as an obstacle and unnecessary given the experience and quality of their own internal assessors and trainers. The Employer Direct Model has been developed to meet the needs of specific employers based on their knowledge of the Leadership and Management NOS and qualifications and their history of internal assessor/internal verifier expertise. The CFA supports this model with several provisos. The organisation must:

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

prepare, validate and review the assessment/verification roles.

carry out 100% mapping of the employers training to the National Occupational Standards for the assessor and quality assurance units which the qualifications are based on.

agree the mapping process with the awarding organisation/body involved.

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

The Awarding Organisation/Body must:

offer this model to employers only.

inform the CfA of employers who are using this model.

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

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

3.4 Continuing professional development (CPD) Centres are expected to support their staff in ensuring that their knowledge remains current of the occupational area and of best practice in delivery, mentoring, training, assessment and verification, and that it takes account of any national or legislative developments. 4.0 Summary of assessment methods For this qualification, learners will be required to provide evidence for each unit which may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role. 4.1 Recognition of prior learning (RPL) RPL recognises how the contribution of a learner’s previous experience could contribute to a qualification. Should any opportunities for RPL be identified it is important that a complete process of recognising prior experience and learning is undertaken by ensuring that:

it covers relevant or appropriate experience for previous activities as well as accredited learning and qualifications.

it is incorporated into the assessment planning, with details of how this will take place.

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mapping of prior learning to the National Occupational Standards to identify gaps is documented and auditable.

assessment methods or processes for recognising prior experience and learning are documented and made available to the external verifier.

the audit trail covers the whole process and methodology of RPL.

the authenticity and currency of presented evidence is established by the assessor.

where observation or expert witness testimony is a unit assessment method requirement, this activity is undertaken after learner registration for the qualification.

In considering the appropriateness of any single piece of evidence, the following should be considered:

Content – the degree to which the content of any previous accredited learning meets the requirements of the National Occupational Standards against which it is being presented as evidence.

Performance and knowledge – the degree to which the previous learning covered both performance and knowledge. Some learning will only have offered and tested the latter, in which case RPL will only recognise the meeting of knowledge requirements. Performance will require further assessment. Although unlikely, the reverse (performance tested but not knowledge) could be true in which case knowledge and understanding would need further assessment.

Relevance of context – the degree to which the context of the learning gained and assessed relates to the current context of learner’ work roles. If the context was different, assessors will need to satisfy themselves of learners’ ability to transfer the learning gained into their current setting.

Currency – how recently the learning was gained. Learners would need to demonstrate current knowledge and understanding of areas such as legislation, policy and practice etc, which may have changes since the previous learning programmes were undertaken.

Authenticity – how the ownership of the evidence is established to ensure it was generated by the learner.

Centres must retain copies of learner assessment records for at least three years after certification.

4.2 Assessment through performance The Level 3 Certificate in Principles of Management (QCF) will be achieved through the acquisition of evidence by the learner and submission to their assessor. Units may be assessed through a number of different sources and forms. Simulation is allowed. 5.0 Qualification information 5.1 What is the qualification and credit framework? The qualification and credit framework (QCF) is a new way of recognising achievement through the award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications and enable qualifications to be achieved in smaller steps. Units within the framework will have a level (ranging from entry level to level 8) to indicate the level of difficulty. They will also have a credit value to indicate the size of the unit. The QCF will:

allow providers to design more flexible programmes, suited to the needs of a wider range of learners.

describe achievements (credits) to employers, providers and learners in a way that is easy to understand.

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allow learners to accumulate credit, by recognising smaller steps of learning at their own pace.

allow learners to transfer credits into an electronic learner achievement record, which they will keep for life.

5.2 QCF units Each unit has a credit value based on the total number of hours learning required to achieve it, (notional learning). Each 10 hours of learning equals 1 credit, for example, if a unit takes 30 hours of learning, it will receive a credit value of 3. The units vary in credit value. In addition all units have a level which may be different from the qualification in which they can be used. 5.3 QCF terminology Whilst the evidence outcomes required from QCF and NVQ units are the same, the QCF units use different terminology to the NVQ units. The assessment criteria for NVQ units are listed under ‘what you must do’ and ‘what you must know’ whereas the QCF units are all listed under ‘the learner can’. 5.4 Availability of qualifications This handbook covers the Level 3 Certificate in Principles of Management (QCF). To complete a qualification, the minimum credit value must be achieved and progressive qualifications at a higher level require more credit to be achieved. The number of units to achieve this is not fixed, as it is the total credit value that is required. Rules of combination apply to each qualification. Learners can accumulate credit which will allow them to claim award, certificate or diploma certification, as the qualification credit values are achieved. 5.5 Qualification aim and design

The Skillsfirst Level 3 Certificate in Principles of Management (QCF) has been designed to recognise the required skills and knowledge in Management and Leadership. It allows learners to apply this knowledge, understanding and skills to a national occupation level required by employers, thus proving competency in their job role. It is suitable for team leaders and junior managers across a wide variety of work areas in both the public and private sectors. This qualification will allow learners to develop management, leadership and employability skills, which are all essential for the workplace. There is a wide range of optional units covering different aspects of management and leadership, which allows the learner choice to select units in a specialist area, or to spread their choice of units across several specialist areas. 6.0 Qualification Structure 6.1 Number of credits required for this qualification Qual. No. Level Qualification title Number of credits

PMC3 3 Certificate in Principles of Management (QCF) Minimum of 13 6.2 List of available units and their credit value The list below gives the unit titles and the credit value of each unit.

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Group M - Mandatory units

Unit Ref. No.

Skillsfirst unit No.

Unit title Credit value

QCF level

H/602/0416 PM1 Key principles of management and leadership

5 3

R/602/0413 PM2 Improving your own management and leadership performance

2 3

Group O - Optional units

QCF unit No.

Skillsfirst unit No.

Unit title Credit value

QCF level

M/602/0418 PM3 Managing the delivery of customer service

3 3

L/602/0443

PM4 Recruiting and selecting staff 3 4

Y/602/0445

PM5 Appraising and developing staff 3 3

H/602/0450 PM6 Supporting organisational change

initiatives

3 4

A/602/0454 PM7 Principles of budgets and financial

information

3 3

L/602/0457

PM8 Principles of project management 3 4

D/602/0401 PM9 Developing working relationships with team members

3 2

J/602/0411 PM10 Health and safety risk assessment in your team

3 3

K/602/0403 PM11 Coaching skills in team leading and management

3 3

Y/602/0459 PM12 Environmental and ethical issues in management

3 3

Y/602/0462

PM13 Managing physical resources 3 3

6.3 Rules of combination Learners must complete all 7 credits from Group M. A further 6 credits is required from Group O. Minimum GLH 130. 6.4 Learner entry requirements Formal requirements There are no formal entry requirements for learners undertaking this qualification. However, centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place.

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Age restrictions There are no age limits attached to learners undertaking this qualification, unless this is a legal requirement of the process or the environment. Legal considerations There are no formal entry requirements for learners undertaking this qualification. However, centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. 6.5 Progression opportunities As well as progression to further qualifications, such as the:

Level 3 NVQ Certificate in Management (QCF)

Level 3 NVQ Certificate in Business & Administration (QCF)

Level 3 NVQ Diploma in Business & Administration (QCF)

Level 3 NVQ Diploma in Customer Service (QCF) Learners may also progress to employment within a range of industries.

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7.0 The units of learning 7.1 Structure of the units

The units in these qualifications are written in a standard format and comprise the following:

Skillsfirst reference number

unit title

level

credit value

unit aim

guided learning hours (GLH)

relationship to NOS, other qualifications and frameworks

evidence requirements

learning outcomes

assessment criteria

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7.2 Group M - Mandatory units

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PM1

Key principles of management and leadership

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PM1 Key principles of management and leadership Level: 3 Credit value: 5 Unit aim This unit gives learners the knowledge that underpins approaches to leadership and management. Learners will be introduced to the debate about leadership and management and they will learn about the differences and similarities between the two. Some of the key issues that leaders have to deal with in the workplace will be investigated. Two of the issues focus on people and learners will gain a valuable insight into ways of managing conflict and the important link between leadership skills and motivation. The other issue they will investigate focuses on ways of allocating work and this links in with the process of delegating work to others. This theme continues when learners look at the value of setting objectives for team members. Ways of providing team members with support and ways of monitoring progress towards objectives will be investigated. Learners are introduced to the concept of quality in the workplace by looking at the different approaches to quality systems. The importance of developing a quality culture will be investigated and learners should be encouraged to bring their own experiences to the discussions. They will need to understand that developing quality systems and embedding a quality culture often takes time. When an organisation focuses on quality improvement, barriers such as resistance to change may be present and learners will need to understand that strategies have to be devised to overcome these barriers to promoting quality improvements. Learning outcomes There are five learning outcomes to this unit. The learner will: 1 Know the differences between leadership and management. 2 Understand key issues of leadership. 3 Understand the implications of delegating work to others. 4 Understand the purpose of setting work objectives with team members. 5 Know the importance of promoting quality in the workplace. Guided learning hours It is recommended that 50 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit was developed by Pearson Education Limited and has links to the Management and Leadership national occupational standards (NOS). Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Council for Administration Functional skills This unit could contribute towards the functional skills in the following areas:

English Level 2

Mathematics Level 2

ICT Level 2 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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PM1 Key principles of management and leadership Learning outcomes and assessment criteria Outcome 1 Know the differences between leadership and management The learner can: 1 Outline the functions of management. 2 Describe the skills associated with leadership. 3 Describe the differences between leadership and management. Outcome 2 Understand key issues of leadership The learner can: 1 Describe methods of allocating work to others. 2 Compare ways of managing conflict. 3 Analyse the links between leadership skills and motivation. Outcome 3 Understand the implications of delegating work to others The learner can: 1 Describe the purpose of delegation. 2 Describe ways of coordinating delegated work. 3 Analyse possible psychological barriers to delegation. Outcome 4 Understand the purpose of setting work objectives with team members The learner can: 1 Describe the value of setting agreed work objectives with team members. 2 Compare ways of providing support to meet work objectives with team members. Outcome 5 Know the importance of promoting quality in the workplace The learner can: 1 Outline ways of developing a quality culture in the workplace. 2 Describe possible barriers to promoting quality in the workplace.

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PM2

Improving your own management and leadership performance

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PM2 Improving your own management and leadership performance Level: 3 Credit value: 2 Unit aim This unit introduces learners to the importance of identifying and evaluating the skills and knowledge required for effective management and leadership. The focus of the unit is on learners understanding ways to improve their own performance through assessing career and personal goals and planning development. Learners will examine the knowledge and personal skills needed for management and leadership at this level of responsibility. This unit will also help learners understand how to assess career and personal goals through receiving feedback on individual performance as the basis for improving their own performance. Learners can research different sources of feedback and compare the usefulness of these for improving management and leadership performance. Understanding how to conduct a skills audit to identify any gaps in skills is important, and learners will examine how the information from this audit is then used to inform the structure for a personal development plan. Learners will be able to research a range of personal and interpersonal skills needed for a relevant job role and, through developing SMART objectives, identify the resources needed to support the achievement of objectives of the plan. Finally, this unit will provide learners with an understanding of the importance of the ongoing monitoring and review of a personal development plan. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Know the importance of management and leadership skills. 2 Understand how to assess career and personal goals. 3 Understand the importance of having a personal development plan to improve own

management and leadership performance. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit was developed by Pearson Education Limited and has links to the Management and Leadership national occupational standards (NOS). Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Council for Administration Functional skills This unit could contribute towards the functional skills in the following areas:

English Level 2

Mathematics Level 2

ICT Level 2 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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PM2 Improving your own management and leadership performance Learning outcomes and assessment criteria Outcome 1 Know the importance of management and leadership skills The learner can: 1 Describe the knowledge and skills needed for management and leadership. Outcome 2 Understand how to assess career and personal goals The learner can: 1 Describe the importance of setting personal work objectives. 2 Compare ways to collect feedback to improve management and leadership performance. 3 Analyse ways to use feedback to improve management and leadership performance. Outcome 3 Understand the importance of having a personal development plan to improve

own management and leadership performance The learner can: 1 Describe how to produce a plan using a skills audit. 2 Describe resources and activities needed to meet objectives of a personal development plan. 3 Analyse the importance of monitoring a personal development plan. 4 Describe the importance of reviewing a personal development plan.

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7.3 Group O - Optional units

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PM3

Managing the delivery of customer service

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PM3 Managing the delivery of customer service Level: 3 Credit value: 3 Unit aim The level of customer service provided by an organisation is the key to business success, as today’s customers expect a higher level of service to that of a few years ago. Therefore, it is important to build relationships with internal and external customers and provide excellent customer service to meet their needs and expectations. This involves good communication and interpersonal skills, a thorough knowledge of the product or service provided, and the ability to monitor and evaluate the quality of customer service provided. In this unit learners will learn what customer service is and the benefits of providing excellent customer service to both external customers and customers inside the organisation. They will consider how organisational policies can help ensure that managing customer service delivery is consistent with overall organisational methods, aims and values. Organisations will have procedures for dealing with customers, communication and complaints. Learners will review relevant legislation to identify how it affects customer service development, including legislation relating to consumer protection, data protection, equal opportunities, diversity and inclusion and health and safety. This unit explores the ways that organisations and their staff build effective relationships with their customers and why this is important to improve the customer experience. Learners will look at the importance of identifying and confirming customer needs, and ways to develop their knowledge and interpersonal skills. Finally, learners will examine how businesses monitor and evaluate their level of customer service by obtaining feedback, and how this enables them to make improvements to the service processes. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Know how to manage the delivery of customer service. 2 Understand how to improve the customer experience. 3 Understand how to improve customer service delivery. Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit was developed by Pearson Education Limited and has links to the Management and Leadership national occupational standards (NOS). Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Council for Administration Functional skills This unit could contribute towards the functional skills in the following areas:

English Level 2

Mathematics Level 2

ICT Level 2 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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PM3 Managing the delivery of customer service Learning outcomes and assessment criteria Outcome 1 Know how to manage the delivery of customer service The learner can: 1 Define customer service. 2 Describe ways of managing the delivery of customer service. Outcome 2 Understand how to improve the customer experience The learner can: 1 Describe ways to meet the needs and expectations of different types of customer. 2 Analyse how legislation affects customer service delivery. 3 Compare ways of improving the customer experience. Outcome 3 Understand how to improve customer service delivery The learner can: 1 Compare ways of monitoring customer service. 2 Analyse ways of evaluating customer service. 3 Describe the importance of making improvements to customer service processes.

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PM4

Recruiting and selecting staff

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PM4 Recruiting and selecting staff Level: 4 Credit value: 3 Unit aim Recruiting the right people is important for the success of organisations. Learners will recognise the importance of the recruitment and selection process in ensuring that high-calibre employees are attracted and appointed. Initially the mechanics of the recruitment process will be investigated, identifying the steps which organisations use for recruitment and selection activities. The process of selecting candidates needs to be well organised. Structured, planned recruitment and selection procedures appropriate to appointments are central to success in ensuring the right staff are appointed. Organisations need also to ensure that the processes and procedures involved in recruitment and selection, in addition to meeting organisational needs, are lawful and comply with internal policies. Consideration is then given to the means by which organisations identify that they have a staffing requirement that has to be filled. Labour is expensive and organisations have to manage the cost of what they do. Initially the task is to identify that there is a shortfall in staffing by carrying out job analyses which will establish the skills, expertise and labour capacity required if work is to be done successfully. A business case will present the financial argument for employing extra people. Organisations with effective recruitment and selection processes and practices in place are more likely to make good staffing appointments. In competitive labour markets this is a major advantage that well-organised businesses will have over their competitors. Therefore the selection and recruitment processes need to be kept under review and modified should improvements be identified. By considering the topics of recruitment and selection, learners will understand how having staff of the right calibre contributes to the achievement of organisational purposes. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand how to recruit staff 2 Be able to plan for human resource requirements 3 Be able to review the recruitment process Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit was developed by Pearson Education Limited and has links to the Management and Leadership national occupational standards (NOS). Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Council for Administration Functional skills This unit could contribute towards the functional skills in the following areas:

English Level 2

Mathematics Level 2

ICT Level 2 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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PM4 Recruiting and selecting staff Learning outcomes and assessment criteria Outcome 1 Understand how to recruit staff The learner can: 1 explain the stages in the recruitment process for identified vacancies 2 analyse the ways in which staff can be selected to fill identified vacancies 3 discuss the legal and regulatory requirements that govern the recruitment process Outcome 2 Be able to plan for human resource requirements The learner can: 1 assess human resource requirements 2 identify the gap between current and required human resource requirements 3 plan for the recruitment of staff to fulfil human resource requirements Outcome 3 Be able to review the recruitment process The learner can: 1 evaluate the effectiveness of the recruitment process 2 propose improvements to the recruitment process

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PM5

Appraising and developing staff

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PM5 Appraising and developing staff Level: 3 Credit value: 3 Unit aim This unit will provide learners with knowledge of appraisals systems and their application in the workplace. It will provide a clear understanding of the purpose of appraisals and show that successful appraisals are built on solid pre-meeting preparation from both parties. Learners will have the opportunity to research the different interview techniques that can be employed in the appraisal process and should be encouraged to bring their own experiences to the discussions. Learners may not have experienced or be familiar with 360-degree feedback. However, if learners have had experience in the workplace they will be familiar with some form of measurement of work performance, although these methods may be straightforward and uncomplicated. Learners will need to be aware of the pitfalls in measuring work performance if they are involved in this function in their own organisations. The importance of setting realistic objectives will need to be clearly understood and learners will need to be aware that setting objectives is not an end in itself. Different levels of support may need to be provided if the objectives are to be met, particularly where there is resistance to change. Setting objectives also provides managers and supervisors with opportunities to identify ongoing personal and professional development opportunities. These can often then be linked to the learning styles of individuals and the methods of learning that the organisation adopts in order to develop the knowledge and skills of individuals in the organisation. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand the importance of conducting staff appraisals 2 Understand how to evaluate work performance 3 Know how to provide learning and development objectives for staff Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit was developed by Pearson Education Limited and has links to the Management and Leadership national occupational standards (NOS). Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Council for Administration Functional skills This unit could contribute towards the functional skills in the following areas:

English Level 2

Mathematics Level 2

ICT Level 2 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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PM5 Appraising and developing staff Learning outcomes and assessment criteria Outcome 1 Understand the importance of conducting staff appraisals The learner can: 1 describe the purpose of appraisals as a tool to develop staff. 2 describe the value of pre-meeting preparation for appraisals. 3 compare the value of different interview techniques in appraisal interviews. Outcome 2 Understand how to evaluate work performance The learner can: 1 compare methods of measuring work performance. 2 describe common pitfalls with evaluating work performance. 3 analyse the merits of providing 360 degree feedback. Outcome 3 Know how to provide learning and development objectives for staff The learner can: 1 describe the links between learning styles and methods of learning. 2 outline methods of setting learning and development objectives. 3 describe methods of overcoming resistance to change.

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PM6

Supporting organisational change initiatives

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PM6 Supporting organisational change initiatives Level: 4 Credit value: 3 Unit aim The modern world in which we live is constantly changing. Change is, therefore, inevitable to a greater or lesser extent in any organisation. Sometimes it may be imposed because of legislation or prompted by increased information, knowledge and faster communications in the organisation’s environment; on other occasions it may spring from the need to maintain and improve standards or to have an edge on the competition or in some cases just to keep up with the competition. Changes can be strategic, structural and technological or may be designed to alter the attitudes and/or behaviours of people. Whatever the reason, supporting organisational change initiatives is about ensuring effective management of the change and enabling it to happen. It should be a structured approach to help individuals, teams and stakeholders to move from a current state to a new one. To be effective, change needs to be managed and planned. People are naturally resistant to change. This needs to be anticipated and strategies put into place to overcome it. This unit is about understanding, planning and managing change within organisations. Learners will find out that organisational objectives and stakeholders’ expectations create the need for managers to be skilled in handling change and that the ability to anticipate change and support teams in the process of change is an essential skill for managers. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand how to implement organisational change 2 Understand the need for organisational change 3 Be able to plan for organisational change Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit was developed by Pearson Education Limited and has links to the Management and Leadership national occupational standards (NOS). Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Council for Administration Functional skills This unit could contribute towards the functional skills in the following areas:

English Level 2

Mathematics Level 2

ICT Level 2 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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PM6 Supporting organisational change initiatives Learning outcomes and assessment criteria Outcome 1 Understand how to implement organisational change 1 describe how to plan for change 2 explain models of change 3 analyse methods for implementing change Outcome 2 Understand the need for organisational change 1 describe organisational objectives 2 compare proposed changes to organisational objectives 3 evaluate resistance to change 4 explain how to communicate reasons for change Outcome 3 Be able to plan for organisational change 1 identify SMART objectives 2 plan actions for organisational change 3 establish processes for monitoring plans for organisational change 4 evaluate resources available to support plans for organisational change

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PM7

Principles of budgets and financial information

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PM7 Principles of budgets and financial information Level: 3 Credit value: 3 Unit aim In today’s world where there are many changing influences on a business, it is important for any organisation to be able to plan its future income and expenditure effectively and to be able to change those plans if needed. It is also important to have a workforce which appreciates and values the importance of firm financial control. Although most first-line managers will not be expected to deal with financial issues in any depth, any organisation would find it an advantage if they could help the workforce to understand the importance of controlling and monitoring costs. This unit is designed to give learners an understanding of the need for financial information, its purpose and limitations in an organisation, particularly in relation to planning and financial forecasting. It looks at the purpose and value of budgets, their development and how they support management action. This will include learning about budgetary techniques and how these are used in the development of budgets. Learners will examine how costs are classified, particularly direct and indirect costs, and how these are used in break-even analysis and how the analysis of costs can be used in making pricing decisions to determine competitiveness as well as profit. Learners will develop an understanding that appropriate pricing of an organisation’s products or services will contribute to its future profitability. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Know the importance of financial information. 2 Be able to develop budgets. 3 Understand how costs are used in making pricing decisions. Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit was developed by Pearson Education Limited and has links to the Management and Leadership national occupational standards (NOS). Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Council for Administration Functional skills This unit could contribute towards the functional skills in the following areas:

English Level 2

Mathematics Level 2

ICT Level 2 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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PM7 Principles of budgets and financial information Learning outcomes and assessment criteria Outcome 1 Know the importance of financial information The learner can: 1 identify the need for financial information 2 outline the purpose of financial information 3 describe the limitations of financial information Outcome 2 Be able to develop budgets The learner can: 1 explain budgetary techniques 2 analyse existing budgets 3 develop a new budget Outcome 3 Understand how costs are used in making pricing decisions The learner can: 1 explain how direct and indirect costs are used to determine prices 2 explain the purpose of break-even analysis 3 analyse costs and break-even analysis to determine pricing decisions

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PM8

Principles of project management

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PM8 Principles of project management Level: 4 Credit value: 3 Unit aim Learners will know that projects are used to manage change in organisations. Some projects, such as moving to a new office, can be on a small scale and run over a short period of time. At the other end of the spectrum projects such as building a new railway line can be on a large scale and run over a long period of time. Learners will gain an understanding of the processes which are used to manage projects, employing a range of methods, tools and techniques of project management. Learners may manage a project and will recognise that successful project management requires a number of elements. The project has to be planned, which necessitates learners identifying the purpose of the project and scheduling the work. Then the project will be carried out. Resources and responsibilities need to be agreed and allocated so that work on the project can take place. Project management involves ensuring that the project runs to plan, is kept on schedule and within budget. Therefore projects need to be monitored and controlled so that they are successfully concluded. By considering the issues involved in project management learners will comprehend how projects can be managed effectively, irrespective of their complexity, by using suitable project management techniques. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Know the importance of financial information 2 Be able to develop budgets 3 Understand how costs are used in making pricing decisions Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit was developed by Pearson Education Limited and has links to the Management and Leadership national occupational standards (NOS). Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Council for Administration Functional skills This unit could contribute towards the functional skills in the following areas:

English Level 2

Mathematics Level 2

ICT Level 2 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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PM8 Principles of project management Learning outcomes and assessment criteria Outcome 1 Understand how to plan projects The learner can: 1 describe the responsibilities attached to the role of a project manager 2 discuss how to agree the terms of reference for projects 3 explain how to plan projects using appropriate techniques Outcome 2 Be able to implement projects The learner can: 1 identify the resources required for projects 2 allocate responsibilities to members of project teams 3 implement projects using appropriate techniques Outcome 3 Understand how to manage projects to conclusion The learner can: 1 explain how to monitor projects by using agreed performance criteria 2 explain how to review project progress against project plans 3 explain how to keep projects on track 4 explain how to evaluate projects at their conclusion

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PM9

Developing working relationships with team members

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PM9 Developing working relationships with team members Level: 2 Credit value: 3 Unit aim Work is mostly carried out by teams in organisations. A successful team is made up of team members who have developed effective working relationships. Fostering effective working relationships is one of the responsibilities of the team leader. A team leader is instrumental in ensuring that individuals and teams do the work that is required of them and learners will identify the characteristics of productive working relationships between a team leader and the team members as well as within the team itself. Completing the work that is required of them ensures that the team is supporting the achievement of organisational goals. Productive working relationships may happen accidentally, but there are techniques that can be used to develop working relationships between team leaders and their teams, as well as between members of the team. Teams will not appreciate a team leader who takes all the credit for a team’s achievements and a team cannot be made up of individuals who all want to do the same task. The team leader has a responsibility to lead the team by example by setting high standards and behaving professionally in all circumstances. Communication between the team leader and the team, and between individual team members, is a central feature of developing and maintaining productive working relationships. From time to time, difficulties will arise within teams in respect of the work that has to be done. Therefore, a key work skill for the team leader is to adopt a positive approach when dealing with team members to ensure that ways are found to resolve the work-related difficulties that can arise within teams. By considering how team leaders can develop working relationships with team members, learners will gain an insight into how team leaders can develop and maintain the productive work of the teams they lead. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Know the characteristics of productive working relationships between a team leader and team

members 2 Know how to develop working relationships with team members 3 Understand how to maintain working relationships with team members Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit was developed by Pearson Education Limited and has links to the Management and Leadership national occupational standards (NOS). Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Council for Administration Functional skills This unit could contribute towards the functional skills in the following areas:

English Level 2

Mathematics Level 2

ICT Level 2 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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PM9 Developing working relationships with team members Learning outcomes and assessment criteria Outcome 1 Know the characteristics of productive working relationships between a team

leader and team members The learner can: 1 describe the features of productive working relationships 2 identify the benefits of productive working relationships Outcome 2 Know how to develop working relationships with team members The learner can: 1 describe how to behave in a professional way when working with team members 2 describe how to successfully communicate knowledge and information to team members 3 select the most appropriate methods for communication 4 select the most appropriate techniques for communication Outcome 3 Understand how to maintain working relationships with team members The learner can: 1 describe the importance of adopting a positive approach when dealing with team members 2 compare ways of resolving work-related difficulties that arise with teams

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PM10

Health and safety risk assessment in your team

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PM10 Health and safety risk assessment in your team Level: 3 Credit value: 3 Unit aim In any organisation, it is important to understand that non-compliance with organisational procedures and legal requirements can have serious implications. This is particularly true in relation to health and safety legislation and risks in the workplace, as non-compliance can lead to personal injury as well as impacting on the success of the organisation. An organisation therefore needs to have robust procedures, policies and working practices in place to ensure compliance with legal and organisational requirements. Everyone in the workplace should play a role in ensuring health and safety and it is part of the role of a team leader/manager to ensure that those for whom they are responsible understand this. Effectively assessing and minimising risk in the workplace is a vital tool in ensuring a safe and healthy working environment. Team leaders/managers have a key role in this, particularly in identifying risks to members of their team. This unit introduces learners to the requirements of health and safety in the workplace. Learners will develop knowledge of health and safety legislation and examine both employer and employee requirements. The unit will focus on the place that effective risk assessment has in ensuring a healthy and safe environment. Learners will identify and recommend improvements to workplace health and safety practices through undertaking a risk assessment and evaluating the outcomes. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand the need for risk assessment in health and safety in the workplace 2 Be able to assess risks to your team 3 Understand ways in which the risk assessment process could be improved Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit was developed by Pearson Education Limited and has links to the Management and Leadership national occupational standards (NOS). Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Council for Administration Functional skills This unit could contribute towards the functional skills in the following areas:

English Level 2

Mathematics Level 2

ICT Level 2 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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PM10 Health and safety risk assessment in your team Learning outcomes and assessment criteria Outcome 1 Understand the need for risk assessment in health and safety in the workplace 1 explain why health and safety legislation impacts on organisations 2 explain why risks need to be identified to ensure health and safety Outcome 2 Be able to assess risks to your team 1 complete a health and safety risk assessment for a team 2 evaluate the outcomes of a health and safety risk assessment 3 identify ways of minimising health and safety risks to a team Outcome 3 Understand ways in which the risk assessment process could be improved 1 analyse the success of risk assessment in a given situation 2 discuss ways in which risk assessment processes can be improved

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PM11

Coaching skills in team leading and management

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PM11 Coaching skills in team leading and management Level: 3 Credit value: 3 Unit aim Coaching is the art of improving the performance of others. It is often a key part of the team leader’s job description, and all successful team leaders use coaching to promote continuous development of high-performing teams, to address shortcomings in performance or to assist with the challenges posed by change. In this unit, learners will have the opportunity to investigate the fundamental models and skills used when coaching team members as a team leader or manager. This unit combines a mixture of theory, good practice models and application to case study or role-play situations. Learners will study key underlying learning theories. This creates a platform to investigate models of good practice for both a coaching plan and an individual coaching session. Learners can then consider some different methods of coaching and how and when to use the methods. Next, learners will examine coaching skills such as active listening and using questioning and learn how to apply them in coaching situations. Finally, learners will investigate the factors which encourage or discourage innovation in a work team and also how certain processes can be used to form a framework within which team members are encouraged to generate ideas and are supported through their implementation. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Know key learning theories 2 Be able to develop a coaching plan 3 Be able to use coaching skills to develop team members 4 Understand how to support team members to implement ideas Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit was developed by Pearson Education Limited and has links to the Management and Leadership national occupational standards (NOS). Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Council for Administration Functional skills This unit could contribute towards the functional skills in the following areas:

English Level 2

Mathematics Level 2

ICT Level 2 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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PM11 Coaching skills in team leading and management Learning outcomes and assessment criteria Outcome 1 Know key learning theories The learner can: 1 outline learning theories 2 describe how theories apply in given situations Outcome 2 Be able to develop a coaching plan The learner can: 1 identify stages in a model of a coaching plan 2 identify stages in a model of a coaching session plan 3 describe coaching methods 4 develop a coaching plan Outcome 3 Be able to use coaching skills to develop team members The learner can: 1 identify coaching skills used to develop team members 2 apply coaching skills to develop team members Outcome 4 Understand how to support team members to implement ideas The learner can: 1 analyse factors which affect generation of ideas within a team. 2 describe processes that support team members to implement ideas

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PM12

Environmental and ethical issues in management

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PM12 Environmental and ethical issues in management Level: 3 Credit value: 3 Unit aim In this unit, learners will investigate environmental legislation and its growing impact on all business organisations. They will then examine the criminal and civil sanctions for non-compliance with legal requirements relating to environmental issues and also the wider repercussions for an organisation in terms of its reputation. Learners also study the issues that are typically included in ethical policies and why it is beneficial for organisations to have ethical policies which echo the values of their main stakeholders. Next, learners find out about a range of tools and data that can be used to evaluate the impact of work activities on the environment and this then develops into a consideration of ways to improve both the use of resources and the disposal of waste. They then find out how to monitor compliance of a part of an organisation with ethical policies and make recommendations to improve compliance. The unit is a mixture of knowledge of environmental and ethical issues and the practical application of methods used by the non-specialist manager to play their part in improving environmental performance and to monitor compliance with ethical policy commitments. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Understand why organisations implement environmental and ethical policies 2 Be able to evaluate the impact of work activities on the environment 3 Know about management activities used to improve environmental performance 4 Be able to monitor operational compliance with ethical policies Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit was developed by Pearson Education Limited and has links to the Management and Leadership national occupational standards (NOS). Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Council for Administration Functional skills This unit could contribute towards the functional skills in the following areas:

English Level 2

Mathematics Level 2

ICT Level 2 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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PM12 Environmental and ethical issues in management Learning outcomes and assessment criteria Outcome 1 Understand why organisations implement environmental and ethical policies 1 describe the legal requirements which limit the environmental impact of an organisation 2 explain an organisation’s ethical policies 3 explain the impact of noncompliance with legal requirements Outcome 2 Be able to evaluate the impact of work activities on the environment 1 evaluate the impact of work activities on the environment Outcome 3 Know about management activities used to improve environmental

performance 1 describe ways of improving use of resources in a workplace 2 describe ways of improving waste disposal and pollution in a workplace Outcome 4 Be able to monitor operational compliance with ethical policies 1 monitor the extent to which a selected area of an organisation complies with ethical policies 2 recommend appropriate actions to improve compliance with an organisation’s ethical policies

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PM13

Managing physical resources

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PM13 Managing physical resources Level: 3 Credit value: 3 Unit aim An important part of managing resources is the use of physical resources in organisations together with the function of purchasing in order to drive cost savings and to avoid risks to the business. In this unit, learners will first consider organisational policies regarding use of physical resources and purchasing procedures, budgeting and preferred supplier systems. Included in this will be a study of the reasons why these controls are so important in reducing costs and risks for an organisation. Next, learners will look at the different methods for deciding when to replenish stocks and how much to order, together with the factors that need to be taken into account when deciding which method to use. They will consider the importance of using sustainable resources. Learners will then find out how to agree the specification for an item of equipment. Included in this will be the consideration of wider issues such as ethical and e-procurement policies as well as the longer-term impacts of a potential purchase such as maintenance costs and future costs of related consumable items. This theme will be continued and learners will find out how to develop a business case for a proposed purchase. After this, learners will find out how to identify potential suppliers using a range of sources of information. Next, they will learn about what is found in a typical standard form contract, how to explain the points in the contract and how to agree contractual terms. They will then have the opportunity to learn how to evaluate a potential supplier and thereby minimise the risks of dealing with a new supplier. Finally, learners will examine the methods of evaluating existing suppliers and why they provide an important opportunity to identify problems and inform future purchasing decisions. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Understand organisational policies regarding use of physical resources 2 Understand how to obtain agreement for purchase of physical resources 3 Understand how to obtain specified physical resource requirements 4 Know how to evaluate suppliers Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit was developed by Pearson Education Limited and has links to the Management and Leadership national occupational standards (NOS). Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Council for Administration Functional skills This unit could contribute towards the functional skills in the following areas:

English Level 2

Mathematics Level 2

ICT Level 2 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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PM13 Managing physical resources Learning outcomes and assessment criteria Outcome 1 Understand organisational policies regarding use of physical resources 1 describe how organisations control purchasing practice 2 explain different approaches to reordering supplies 3 explain the importance of using sustainable resources Outcome 2 Understand how to obtain agreement for purchase of physical resources 1 describe how to agree the specification of an item of equipment within an organisation 2 explain the business case for an item of equipment Outcome 3 Understand how to obtain specified physical resource requirements 1 explain the importance of sourcing physical resources ethically 2 explain how to agree contractual terms with suppliers Outcome 4 Know how to evaluate suppliers 1 identify potential suppliers 2 describe how to evaluate suppliers

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