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Level 3 NVQ in Leisure Management (4834-32) Standards and assessment requirements 500/1041/4

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About City & Guilds City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. City & Guilds Group The City & Guilds Group includes ILM (the Institute of Leadership & Management) providing management qualifications, learning materials and membership services and NPTC (National Proficiency Tests Council) which offers land-based qualifications. City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. Equal opportunities City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement Access to assessment and qualifications is available on the City & Guilds website. Copyright The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute 2005 and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and learners studying for City & Guilds qualifications may photocopy this document free of charge and/or include a locked PDF version of it on centre intranets on the following conditions:

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Level 3 NVQ in Leisure Management (4834) 1

Level 3 NVQ in Leisure Management (4834-32) Standards and assessment requirements

www.cityandguilds.com March 2007 Version 2.0

2 Level 3 NVQ in Leisure Management (4834)

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Contents

Introduction 5 1 The Sector Skills Council and the National Occupational Standards 6 2 Candidate entry and progression 9 3 Centre resource requirements 10 4 Assessment method requirements 11 5 Roles and occupational expertise requirements 13 6 Recording assessment and evidence 15 7 The qualification structure and standards 16 8 About the standards 17 9 The National Occupational Standards and unit evidence requirements 18 101 (A323) Manage your own resources and professional development (MSC A2) 19 102 (A322) Provide leadership in your area of responsibility (MSC B6) 24 103 (C27) Ensure the health, safety, welfare and security of customers and staff 29 104 (C33) Work with others to improve customer service (ICS Level 3, unit 3) 35 105 (A12) Contribute to change through implementing and reviewing strategy and policy

41 415 (A319) Recruit, select and keep colleagues (MSC D3) 45 106 (A324) Develop productive working relationships with colleagues (MSC D1) 51 417 (A320) Allocate and monitor the progress and quality of work in your area of

responsibility (MSC D6) 56 416 (A321) Provide learning opportunities for colleagues (MSC D7) 62 107 (A21) Support the efficient use of resources 68 108 (A210) Control practices for handling payments (People1st HS27) 72 109 (C19) Supervise the maintenance of equipment and facilities 77 110 (C25) Operate plant to maintain the quality of pool water 82 111 (A41) Manage information for action 91 412 (B227) Contribute to evaluating, developing and promoting services 97 112 (B229) Plan and organise services 104 113 (A44) Manage a Project (MSC F1) 109 114 (D210) Promote equality and diversity in sport and physical activity 115 115 (B230) Sell products and services to customers in face-to-face settings (MSSSB C52)

120 116 (C215) Promote the conservation of the environment 124 Appendix 1 Value Statements 128 Appendix 2 Key and Core Skills mapping 130 Appendix 3 Management Standards Centre (MSC) Guidance 135


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Introduction

About this document This document provides details that centres and candidates will need in order to assess, verify and collect evidence for this NVQ qualification and includes:

• the requirements for occupational competence for all those involved in the assessment process

• the assessment methods and requirements

• the national occupational standards and unit evidence requirements

• progression routes.

Other sources of essential information This document has been designed to be used with the City & Guilds NVQ Guide which is made up of:

• Centre guide – containing information specifically for centres (EN-12-0001)

• Candidate guide – containing information specifically for candidates (TS-12-0001)

• Recording forms – containing a set of recording forms that centres and candidates to use for recording assessments and evidence. (TS-33-0001)

Visit the City & Guilds website (www.cityandguilds.com) for the latest versions of these documents. There are also other City & Guilds documents which contain the latest information regarding the assessment of NVQs:

• Providing City & Guilds qualifications – a guide to centre and qualification (scheme) approval

• Ensuring quality - containing updates on assessment and policy issues

• City & Guilds centre toolkit – additional information on running City & Guilds qualifications is given in a CD-ROM, which links to the internet for access to the latest documents, reference materials and templates.

Details of general regulations, registration and certification procedures, including fees, are included in the City & Guilds Directory of qualifications. This information appears on the online qualification administration service for City & Guilds approved centres, the Walled Garden, at www.walled-garden.com. If there are any differences between the N/SVQ Centre Guide or the N/SVQ Candidate Guide and this Standards and Assessment Requirements document, this document has the more up-to-date information.


1 The Sector Skills Council and the National Occupational Standards

Background to the National Occupational Standards (NOS) development The National Occupational Standards (NOS) were developed specifically to meet the needs of those working in supervisory or leadership roles in the Leisure Management sector. The NOS were developed in consultation with a range of employers such as local authorities and private leisure organisations, and with the support of ILAM (the Institute of Leisure and Amenity Management and ISRM (Institute of Sport and Recreation Management). They replace the previously available Level 3 NOS in Operations and Development.

Unit numbering Throughout this document, each unit is allocated two numbers. The first number, (eg 101) is that used by City & Guilds and is the number centres will need for City & Guilds administration purposes. The second number in the left column is the number allocated to the unit by SkillsActive (eg A323). A third number is included, for the units imported from other SSCs, which is the number which appears in brackets at the end of the title (eg MSC A2).

Apprenticeship framework This qualification is part of the SkillsActive Apprenticeship Framework. Full details of the current framework and requirements are available from SkillsActive below.

Contacting the Standards Setting Bodies The Sector Skills Council (SSC) responsible for having developed the National Occupational Standards (NOS) on which this NVQ is based is: Name of SSC SkillsActive Address Castlewood House 77 – 91 New Oxford Street London WC1A 1PX. Telephone 0207 632 2000 Fax 0208 632 2001 e-mail [email protected] URL www.skillsactive.com

mailto:[email protected]

http://www.skillsactive.com/


Imported units The following units in this NVQ have been imported from the National Occupational Standards (NOS) developed by other SSCs and Standards Setting Bodies (SSBs): Name of SSC People1st Address 2nd Floor, Armstrong House 38 Market Square Uxbridge Middx UB8 1LH Telephone 0870 060 2550 e-mail [email protected] URL www.people1st.co.uk Unit: 108/A210 Control Practices for handling payments (People1st HS27) Name of SSB Institute of Customer Service (ICS) Address Castle Court St Peter’s Street Colchester Essex CO1 1EW Telephone 01206 571716 Fax 01206 546688 e-mail [email protected] URL www.instituteofcustomerservice.com Unit: 104/C33 Work with others to improve customer service Name of SSB Management Standards Centre (MSC) Address 3rd Floor 17-18 Hayward's Place London EC1R 0EQ Telephone 0207 240 2826 Fax 0207 240 2853 e-mail [email protected] URL www.management-standards.org Units: 101/A323 Manage your own resources and professional development (MSC A2) 102/A322 Provide leadership in your area of responsibility (MSC B6) 415/A319 Recruit, select and keep colleagues (MSC D3) 106/A324 Develop productive working relationships with colleagues (MSC D1) 417/A320 Allocate and monitor the progress of work in your area of responsibility (MSC D6) 416/A321 Provide learning opportunities for colleagues (MSC D7) 113/A44 Manage a project (MSC F1)


http://www.people1st.co.uk/


http://www.instituteofcustomerservice.com/


http://www.management-standards.org/


Name of SSB Marketing and Sales Standards Setting Body (MSSSB) Address Moor Hall Cookham Berkshire SL6 9QH Telephone 01628 427106 Fax 01628 427399 e-mail [email protected] URL 10Hwww.msssb.org Unit: 115/B230 Sell products and services to customers in face-to face settings (MSSSB52)



2 Candidate entry and progression

Candidate work role requirements This NVQ is for those working in the Leisure Management industry, typically in a supervisory or Duty Manager role. It can be attained by working in a leisure management organisation, such as a local authority or private gym, swimming pool or leisure centre, or community sports facility. It may also be attained by those working in caravan and holiday parks.

Candidate entry requirements There is no prescribed recommended knowledge, attainment or experience needed to gain access to this qualification. It is recommended that potential candidates are initially assessed on entry, so that levels of literacy, numeracy, communication skills and sector understanding can be determined. This initial assessment should consider previous qualifications and practical experience. Otherwise, there are no formal entry requirements for candidates undertaking this qualification; however centres must ensure that candidates have the potential and opportunity to gain evidence for the qualification in the work place. Although not a requirement of entry, the NVQ Level 2 in Operations Development is excellent prior preparation for the NVQ Level 3 in Leisure Management. For funding purposes, centres are reminded that candidates should not be entered for a qualification of the same type, level and content as that of a qualification they already hold.

Age restrictions This NVQ is not approved for the use of those who are under 16 years of age.

Progression routes Candidates have several options for progression from the NVQ Level 3 in Leisure Management. Some may complete the additional assessments for Key Skills and the technical certificate required for the SkillsActive Advanced Apprenticeship. Candidates, could progress to the NVQ Level 4 in Operations and Development, or to the City & Guilds Level 4 Higher Professional Diploma in Sport and Recreational Management. Alternatively, candidates may opt to progress to generic management qualifications, such as the NVQs in Management which are available from Levels 3 to 5 or to one of a wide range of shorter management Certificates and Diplomas offered by the Institute of Leadership and Management (ILM), such as the Level 3 Certificate in First Line Management. Further details of all Sport and Recreation and ILM qualifications are available on the City & Guilds website (11Hwww.cityandguilds.com).


3 Centre resource requirements

In addition to the resources required for centre approval some NVQ schemes have requirements with which centres must comply.

Time constraints It is estimated that a Level 3 qualification will be completed within three years from registration.

Registration period Please check the Directory of qualifications for the latest information on length of registration and the last registration and certification dates. Where the period of access to assessment offered by a centre is less than the period covered by the candidates’ registration with City & Guilds, centres must ensure that this is understood by the candidates.


4 Assessment method requirements

This guidance is based on and amplifies the assessment strategy for the Level 3 NVQ in Leisure Management.

External quality control External quality control is provided by the usual City & Guilds external verification process which includes the use of the electronically scannable report form which is designed to provide an objective risk analysis of individual centre assessment and verification practice. SkillsActive, the Sector Skills Council for Active Learning and Leisure, holds an Awarding Body Forum which, as part of its remit, will consider standardisation and implementation issues identified via the external verification process.

Imported units The following units have been imported from other qualifications. Candidates who have already achieved these units as part of another qualification do not have to repeat them, and may use them towards the NVQ in Leisure Management. 101/A323 Manage your own resources and professional development (MSC A2) 102/A322 Provide leadership in your area of responsibility (MSC B6) 104/C33 Work with others to improve customer service (ICS Level 3, unit 3) 415/A319 Recruit, select and keep colleagues (MSC D3) 106/A324 Develop productive working relationships with colleagues (MSC D1) 417/A320 Allocate and monitor the progress of work in your area of responsibility (MSC D6) 416/A321 Provide learning opportunities for colleagues (MSC D7) 108/A210 Control practices for handling payments (People1st HS27) 113/A44 Manage a project (MSC F1) 115/B320 Sell products and services to customers in face-to-face settings (MSSSB C52)

Accreditation of Prior Experience and Learning (APEL) Candidates should produce most of their evidence from activities in their workplace, to show they consistently meet the standards. In the case of some units, assessors and verifiers should take account of the fact that opportunities for the candidate to generate evidence will be rare and therefore it will be acceptable to use ‘historical evidence’ – produced before the candidate has actually registered for the NVQ. However, this evidence should not be drawn from more than two years before the particular unit is assessed and should be validated as being authentic.

Performance evidence requirements The NVQ in Leisure Management is not intended as a snapshot of the candidate’s work, but rather a qualification that shows the candidate meets the standards consistently. It is expected that the candidate’s evidence will show that they meet this standard on at least two occasions when the assessor is present and that evidence is also available to indicate the standard is met on occasions when the assessor is not present. These assessment occasions should be separated by a reasonable period of time sufficient to infer consistent practice. SkillsActive recommend that these occasions are separated by at least two months.


Usually evidence of candidate performance will be derived from assessor observation and/or testimony from an expert witness of the candidate carrying out work activities in the workplace. Detailed additional guidance (the Evidence Requirements), is provided on a unit basis for the use of this and other acceptable assessment methods. Whilst the NVQ is broken down into separate units, the work of the leisure manager is not. This means that as the manager does their job they will generate evidence across a number of NVQ units. Using this evidence for all the units it relates to is part of Holistic Assessment. Many of these units cover inter-related responsibilities, for example units 101/ A323, 102/A322, 103/C27 and 111/A41, and much of the naturally occurring evidence for these is likely to come from observing the candidate going about their normal day-to-day activities in an active leisure environment. For this reason, it is strongly recommended that, if the candidate is attempting the whole NVQ that inter-related units are assessed together in a holistic manner. In other words, when assessor visits and meetings occur, the assessor is strongly advised not to consider evidence on separate occasions for each of these units, but to visit the active leisure location, consider the candidate’s work and identify how the evidence the candidate generates matches the requirements of all four of these units. Separate assessments for each of these units should only be necessary if the candidate is not attempting the whole of the NVQ but seeks unit accreditation only. If more than one unit is being attempted, opportunities should also be sought for a ‘holistic’ approach.

Knowledge evidence requirements Detailed guidance on the assessment of knowledge and understanding is provided in the Evidence Requirements section of each unit.

Simulation Simulation is allowed in some of the units in this qualification. The Evidence Requirements clearly state when simulation may be used in a unit. The overarching principle to be applied to units identified as suitable for simulation is that it should only be undertaken in a minority of cases where:

• there is a high risk to the security or safety of the candidate, individuals, key people in their lives and others

• the opportunity to present evidence from work-based practice happens infrequently and therefore insisting that candidates wait for such an occurrence would be unreasonable or create blockages in the assessment system and might carry the risk of de-motivating candidates

• there would otherwise be a breach of confidentiality or privacy.

Units imported from the Management Standard Centre (MSC) In addition to the general guidance above, centres should note that the evidence requirements for the MSC units are in a different format to the rest of the units in this Level 3 NVQ in Leisure Management. The MSC has produced guidance on the evidence requirements for the units imported from the MSC standards. This guidance is at Appendix 3, and should be read in conjunction with the MSC units.


5 Roles and occupational expertise requirements

Assessors Assessors should:

• Hold the Assessor units A1/A2 (or the former D32/33) of the Employment National Training Organisation standards. New assessors should have a clear action plan for achieving unit A1/A2. An assessor or verifier who has gained certification must support assessment decisions by assessors who are still working towards certification.

• Provide evidence of recent experience and competence in the occupational area to the level of the qualification(s) they wish to assess.

o Have worked in a relevant leisure management context for two years full time or equivalent. (eg as a leisure centre manager, fitness centre manager, area manager, or head of leisure services).

o Hold an appropriate sport and recreation qualification (eg a N/SVQ at Level 3 or above) OR a related HND/ a related degree / a related qualification from the NQF at Level 3 or above or from the SCQF at Level 8 or above.

• Provide evidence of knowledge, understanding and application of the National Occupational Standards with the Assessment Specification.

• Provide evidence of knowledge, understanding and support of the relevant Sport and Recreation Value Statements and how they are applied in assessment.

• Demonstrate a commitment to uphold the integrity of the National Occupational Standards and prevent their misuse.

• Provide evidence of their ability to maintain occupational competence and to participate in assessor training initiatives for continuous professional development.

Expert witnesses SkillsActive and City & Guilds recognise that for the assessment of workplace performance to be as natural and efficient as possible, the use of witness testimony should be encouraged, and has a crucial role in the collection of evidence. Witnesses must be fully briefed and clear about the purpose and use of the testimony. Any relationship between the witness and candidate should be declared and noted by the assessor and the external verifier/awarding body informed. Witnesses must be able to demonstrate that they have the necessary expertise in the relevant area and their testimony should:

• be specific to the activities or product

• give a brief description of the circumstances of the observation

• give a brief description of the background of the witness and the observed activity

• identify the aspects of competence demonstrated. The assessor should carefully note this information.


There are no specific occupational expertise requirements for witnesses. Witness testimony can provide evidence to establish consistency in a candidate’s practice and/or to evidence events which are difficult to plan to observe. In order that the assessor may make an informed judgement about the contribution of the witness’ testimony to the overall evidence presented for a unit or qualification, a statement of the witness’ status should be included in the candidate’s portfolio of evidence. This can be done by using the Witness Status list (form N/SVQ5) or including it as part of the witness testimony itself. The statement should indicate the relationship between the candidate and the witness and should enable the assessor, by defining the role that the witness has played in the gathering of evidence (ie as colleague, worker from another organisation) to judge the extent of the witness’ knowledge of the National Occupational Standards and understanding of the work roles involved. Please note: The use of witness testimony from relatives or those with whom the candidate has a significant personal relationship is not acceptable.

Internal verifiers Internal verifiers should:

• Hold the Internal Verifier unit V1 (or the former D34) of the Employment National Training Organisation standards. It is also recommended that they should hold the Assessor units A1/A2 (or the former D32/D33). [New internal verifiers should have a clear action plan for achieving unit V1].

• Provide evidence of recent experience in the occupational area. o Have worked in a relevant leisure management context for two years full time or equivalent.

(eg as a leisure centre manager, fitness centre manager, area manager, or head of leisure services).

o Hold an appropriate sport and recreation qualification (eg an N/SVQ at Level 3 or above) OR a related HND/ a related degree / a related qualification from the NQF at Level 3 or above or from the SCQF at Level 8 or above.

• Provide evidence of knowledge, understanding and application of the National Occupational Standards with the Assessment Specification.

• Provide evidence of knowledge, understanding and support of the relevant Sport and Recreation Value Statements.

• Demonstrate a commitment to uphold the integrity of the National Standards and prevent their misuse.

• Provide evidence of their ability to maintain occupational competence and to participate in IV/assessor training initiatives for continuous professional development.

Continuous Professional Development requirements City & Guilds expects all those with formal roles in the assessment or verification process to participate in a minimum of two CPD activities per annum. This can be to update either vocational skills / knowledge or assessment/verification skills/knowledge.


6 Recording assessment and evidence

Recording forms to use City & Guilds has developed a set of Recording forms including examples of completed forms, for new and existing centres to use as appropriate (see NVQ Guide for centres and candidates - Recording forms, available on the City & Guilds website). Although it is expected that new centres will use these forms, centres may devise or customise alternative forms, which must be approved for use by the external verifier, before they are used by NVQ candidates and assessors at the centre. City & Guilds also endorses the electronic recording systems Quick Step and Paper Free. Please note: The Level 3 NVQ in Leisure Management uses different terminology from the generic recording forms. Differences in this qualification are as follows:

• performance criteria is ‘what you must do’

• range is ‘what you must cover’

• knowledge and understanding is ‘what you must know and understand’. Please also see the notes on different types of units in section 8 of this document. Amendable (MS Word) versions of the forms are available on the City & Guilds website.


7 The qualification structure and standards

Qualification structure Candidates must complete all four mandatory units and any five optional units to gain the Level 3 NVQ in Leisure Management. Mandatory units

City & Guilds unit

number SSC unit number

Unit title

101 A323 Manage your own resources and professional development (MSC A2)

102 A322 Provide leadership in your area of responsibility (MSC B6)

103 C27 Ensure the health, safety, welfare and security of customers and staff

104 C33 Work with others to improve customer service (ICS Level 3, Unit 3), (MSC

F8) Optional units

City & Guilds unit

number SSC unit number

Unit title

105 A12 Contribute to change through implementing and reviewing strategy and

policy

415 A319 Recruit, select and keep colleagues (MSC D3)

106 A324 Develop productive working relationships with colleagues (MSC D1)

417 A320 Allocate and monitor the progress and quality of work in your area of

responsibility (MSC D6)

416 A321 Provide learning opportunities for colleagues (MSC D7)

107 A21 Support the efficient use of resources

108 A210 Control practices for handling payments (People 1st HS27)

109 C19 Supervise the maintenance of equipment and facilities

110 C25 Operate plant to maintain the quality of pool water

111 A41 Manage information for action

412 B227 Contribute to evaluating, developing and promoting services

112 B229 Plan and organise services

113 A44 Manage a project (MSC F1)

114 D210 Promote equality and diversity in sport and physical activity

115 B230 Sell products and services to customers in face-to-face settings (MSSSB

C52)

116 C215 Promote the conservation of the environment


8 About the standards

Styles and formats of the units and evidence requirements The Level 3 NVQ in Leisure Management contains several units which have been imported from other national occupational standards (NOS). As different standard setting bodies have used different methods to produce their NOS, there is some variation in the style, format and language used within the units within this qualification. The variations in the NOS in Section 9, are intentional. The units are reproduced here, in the format SkillsActive and the regulatory authorities have agreed for the purpose of this Level 3 NVQ in Leisure Management. Although, there are minor variations in the formats and language used throughout the units, City & Guilds presents the units in a standard order in Section 9. The units are presented in the following order.

• Introductory rationale*

• Knowledge criteria - the ‘what you must know and understand’ section*

• Performance criteria – the ‘what you must do’ section*

• Behaviour criteria (in the MSC units only)

• Range – the ‘what you must cover’ section

• Evidence requirements*

• Glossary of terms * common to all units. The evidence requirements are also presented in different formats. The evidence requirements for the MSC units only, are presented in tables. These should be read in conjunction with the guidance at Appendix 3.

Value statements The SkillsActive Value Statements must be adhered to by assessors and candidates working towards the Level 3 NVQ in Leisure Management. Please refer to Appendix 1 of this document.

Availability of standards This Standards and Assessment Requirements document, which includes all of the units, evidence requirements and assessment guidance for this qualification, is downloadable from the City & Guilds website. (12Hwww.cityandguilds.com).

Key and Core Skills Candidates completing this NVQ may also generate evidence towards the Key/Core Skills qualifications. SkillsActive have identified links between the NVQ and Key/Core Skills and details of this mapping are included at Appendix 2.


9 The National Occupational Standards and unit evidence requirements

This section contains the units and evidence requirements for the Level 3 NVQ in Leisure Management.


101 (A323) Manage your own resources and professional development (MSC A2)

Introduction This unit is about managing your personal resources (particularly knowledge, understanding, skills, experience and time) and your professional development in order to achieve your work objectives and your career and personal goals. You need to understand your work role and how it fits into the overall vision and objectives of the organisation whilst also understanding what is driving you in terms of your values and your career and wider personal aspirations. Identifying and addressing gaps in your skills and knowledge and understanding is an essential aspect of this unit. This unit is taken from the generic standards developed by the Management Standards Centre where it appears as unit A2. The unit is recommended for first line managers and others working at that level. What you must know and understand To be competent in this unit, you must know and understand the following: General knowledge and understanding K1 The principles which underpin professional development. K2 The importance of considering your values and career and personal goals and how to relate

them to your job role and professional development. K3 How to evaluate the current requirements of a work role and how the requirements may evolve

in the future. K4 How to set objectives which are SMART (Specific, Measurable, Achievable, Realistic and Time-

bound). K5 How to identify development needs to address any identified gaps between the requirements of

your work-role and your current knowledge, understanding and skills. K6 What an effective development plan should contain and the length of time that it should cover. K7 The range of different learning style(s) and how to identify the style(s) which work(s) best for you. K8 The type of development activities which can be undertaken to address identified gaps in your

knowledge, understanding and skills. K9 How to identify whether/how development activities have contributed to your performance. K10 How to update work objectives and development plans in the light of performance, feedback

received, any development activities undertaken and any wider changes. K11 How to monitor the quality of your work and your progress against requirements and plans. K12 How to evaluate your performance against the requirements of your work-role. K13 How to identify and use good sources of feedback on your performance. Sector specific knowledge and understanding K14 Industry/sector requirements for the development or maintenance of knowledge, skills and

understanding and continuing professional development. Knowledge and understanding relevant to your organisation K15 The requirements of your work-role including the limits of your responsibilities. K16 The vision and objectives of your organisation. K17 Your own values and career and personal goals.


K18 Your personal work objectives. K19 Your preferred learning style(s). K20 Your current knowledge, understanding and skills. K21 Identified gaps in your current knowledge, understanding and skills. K22 Your personal development plan. K23 Available development opportunities and resources in your organisation. K24 Your organisation’s policy and procedures in terms of personal development. K25 Reporting lines in your organisation. K26 Possible sources of feedback in your organisation. What you must do To meet the National Standard you must: 1 Evaluate, at appropriate intervals, the current and future requirements of your work-role taking

account of the vision and objectives of your organisation. 2 Consider your values and your career and personal goals and identify information which is

relevant to your work role and professional development. 3 Discuss and agree personal work objectives with those you report to and how you will measure

progress. 4 Identify the learning styles which work best for you and ensure that you take these into account

in identifying and undertaking development activities. 5 Identify any gaps between the current and future requirements of your work-role and your

current knowledge, understanding and skills. 6 Discuss and agree, with those you report to, a development plan to address any identified gaps

in your current knowledge, understanding and skills and support your own career and personal goals.

7 Undertake the activities identified in your development plan and evaluate their contribution to your performance.

8 Review and update your personal work objectives and development plan in the light of performance, any development activities undertaken and any wider changes.

9 Get regular and useful feedback on your performance from those who are in a good position to judge it and provide objective and valid feedback.

10 Ensure that your performance consistently meets or goes beyond agreed requirements. Behaviours You must show you are consistently: 1 Addressing multiple demands without losing focus or energy. 2 Recognising changes in circumstances promptly and adjusting plans and activities accordingly. 3 Prioritising objectives and planning work to make best use of time and resources. 4 Taking personal responsibility for making things happen. 5 Taking pride in delivering high quality work. 6 Showing an awareness of your own values, motivations and emotions. 7 Agreeing achievable objectives for yourself and giving a consistent and reliable performance. 8 Recognising your own strengths and limitations, playing to your strengths and using alternative

strategies to minimise the impact of your limitations. 9 Making best use of available resources and proactively seeking new sources of support when

necessary. 10 Reflecting regularly on your own experiences and using these to inform future action.


Evidence requirements

The evidence requirements for this unit are summarised in the following tables. The evidence requirements should be read in conjunction with the guidance in Appendix 3.


Knowledge and understanding Out- comes

Evidence of outcomes: possible examples of evidence

Behaviours General

Industry specific

Context specific

Your evaluation of the current and future requirements of your work role, and your career and personal work objectives and your reflections on your values:

job descriptions, records of appraisal or performance review meetings, work plans and objectives 2, 3, 4, 6, 7, 8 1, 2, 3, 5 - 1, 11

notes of conversations with managers and colleagues about their expectations 1, 2, 3, 5, 7, 8, 9

1, 3, 5, 13 - 9, 12

O1 O2 O3

personal statement (reflections on your role and responsibilities, work objectives and values) 1, 2, 3, 5, 7, 8, 9

2, 5, 7 - 1, 3, 4

Assessment of your personal learning style and its implications:

reports from providers of assessment instrument 6, 8, 10 1, 7, 13 - 5 O4

personal statement (reflection on implications of learning style for development activities) 6, 8, 9, 10 1, 7, 8 - 5, 9, 10

Assessment of your current knowledge, understanding and skills, and an analysis of how well these reflect the current and future requirements of your work role:

qualification certificates and transcripts 1 1 6

personality and skill inventory reports 8 1, 5 1 6, 7

records of appraisal or performance review meetings, and personal development plans and objectives 8 1, 5, 9, 10, 11, 12, 13

1 6, 7, 9, 10, 11, 12

personal statement (reflections on the relationship between knowledge, understanding and skills and the requirements of your work role)

8, 10 1, 5, 8, 12 1 6, 7, 9

O5 O6

witness statements from managers and other work colleagues 8, 9 - - -




Behaviours General

Industry specific

Context specific

Evidence of having undertaken training and development activity to meet identified development needs and reflect preferred learning style:

attendance certificates 9 1, 7, 8 1 9

post-course evaluation reports that you have written 10 1, 9 1 - O7

personal statement (reflections on your learning and application of your learning to your work role) 9, 10 1, 7, 8, 9 1 9

Records of feedback (both formal and informal) you have received on your performance and achievement of your objectives:

records of appraisal or performance review meetings 4, 5, 7 1, 10, 12, 13 - 1, 3, 4, 8, 11, 12

emails, memos, notes or other records of informal feedback from others on your performance 4, 5, 7 1, 13 - 1, 4, 11, 12

work schedules or plans, outputs of proprietary or self-designed time planner systems (paper or electronic) 1, 2, 3, 4, 7, 10 3, 4, 10, 11 - 1, 4

O8 O9 O10

witness statements (comments on your work performance and achievement of objectives) 1, 2, 3, 4, 7, 10 - - -


102 (A322) Provide leadership in your area of responsibility (MSC B6)

Introduction The unit is about providing direction to people in a clearly and formally defined area or part of an organisation and motivating and supporting them to achieve the vision and objectives for the area. The ‘area of responsibility’ may be, for example, a branch or department or functional area or an operating site within an organisation. This unit is taken from the generic standards developed by the Management Standards Centre where it appears as unit B6. The unit is recommended for first line managers and others operating at that level. What you must know and understand To be competent in this unit, you must know and understand the following: General knowledge and understanding K1 The fundamental differences between management and leadership. K2 How to create a compelling vision for an area of responsibility. K3 How to select and successfully apply different methods for communicating with people

across an area of responsibility. K4 A range of different leadership styles and how to select and apply these to different

situations and people. K5 How to get and make use of feedback from people on your leadership performance. K6 Types of difficulties and challenges that may arise, including conflict within the area, and

ways of identifying and overcoming them. K7 The benefits of and how to create and maintain a culture which encourages and recognises

creativity and innovation. K8 The importance of encouraging others to take the lead and ways in which this can be

achieved. K9 How to empower people effectively. K10 How to select and successfully apply different methods for encouraging, motivating and

supporting people and recognising achievement. Sector specific knowledge and understanding K11 Leadership styles common in sport and recreation. K12 Legal, regulatory and ethical requirements for leading people in sport and recreation. Knowledge and understanding relevant to your organisation K13 Your own values, motivations and emotions. K14 Your own strengths and limitations in the leadership role. K15 The strengths, limitations and potential of people that you lead. K16 Your own role, responsibilities and level of power. K17 The vision and objectives of the overall organisation. K18 The vision, objectives, culture and operational plans for your area of responsibility. K19 Types of support and advice that people are likely to need and how to respond to these. K20 Leadership styles used across the organisation.


What you must do To meet the national standard you must: 1 Create a vision of where your area is going and clearly and enthusiastically communicate it,

together with supportive objectives and operational plans, to the people working within your area.

2 Ensure that people working within your area understand and can see how the vision, objectives and operational plans link to the vision and objectives of the overall organisation.

3 Steer your area successfully through difficulties and challenges, including conflict within the area.

4 Create and maintain a culture within your area which encourages and recognises creativity and innovation.

5 Develop a range of leadership styles and select and apply them to appropriate situations and people.

6 Communicate regularly, making effective use of a range of different communication methods, with all the people working within your area and show that you listen to what they say.

7 Give people in your area support and advice when they need it especially during periods of setback and change.

8 Motivate and support people in your area to achieve their work and development objectives and provide recognition when they are successful.

9 Empower people in your area to develop their own ways of working and take their own decisions within agreed boundaries.

10 Encourage people to give a lead in their own areas of expertise and show willingness to follow this lead.

11 Win, through your performance, the trust and support of people within your area for your leadership and get regular feedback on your performance.

Behaviours You must show you are consistently: 1 Articulating a vision that generates excitement, enthusiasm and commitment. 2 Creating a sense of common purpose. 3 Taking personal responsibility for making things happen. 4 Making complex things simple for the benefit of others. 5 Encouraging and supporting others to take decisions autonomously. 6 Acting within the limits of your authority. 7 Making time available to support others. 8 Showing integrity, fairness and consistency in decision-making. 9 Seeking to understand people’s needs and motivations. 10 Modelling behaviour that shows respect, helpfulness and co-operation. 11 Encouraging and supporting others to make the best use of their abilities.


Knowledge and understanding


Behaviours General

Industry specific

Context specific

Plans, procedures, records of meetings and other communications you have prepared that clearly articulate your vision and show how it is to be translated into action

vision statement, policy statements, operational objectives plans and procedures 1, 2, 3, 6 1, 2, 3, 7 1, 2 1, 2, 3, 4, 5, 6, 7, 8

notes, presentations and materials from team briefings and other meetings and discussions, newsletters, notices, intranet and internet pages

1, 2, 3, 4, 5, 6, 7, 8, 10, 11

1, 2, 3, 4, 7, 8, 9, 10

1, 2 1, 2, 3, 4, 5, 6, 7, 8

personal statements (how you ensured that your vision was understood and used by others to shape their behaviour)

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

1, 2, 3, 4, 7, 8, 9, 10

1, 2 1, 2, 3, 4, 5, 6, 7, 8

O1 O2 O5 O6 O7 O8 O9 O10 witness statements (by those using your vision to shape their behaviour) 1, 2, 3, 4, 5, 6,

7, 8, 9, 10, 11 - - -

Records of critical incidents that show decisions you have made and how you have delegated responsibility to others, and have authorised activities designed to address significant problems and seized opportunities

contemporaneous notes, diary entries or memoranda to record significant difficulties or problems (eg those with possible disciplinary, business or legal consequences)

2, 3, 5, 6, 11 1, 3, 4, 6, 7, 8, 9, 10

1, 2 1, 2, 3, 4, 7, 8

letters, memoranda, emails, reports and other communications to inform appropriate people and make a formal records of your decisions and actions (eg to resolve problems and delegate responsibility for future actions)

2, 3, 4, 5, 6, 8, 10, 11

1, 3, 4, 6, 8, 9, 10

1, 2 1, 2, 3, 4, 7, 8

minutes or notes of progress report meetings 2, 3, 5, 6, 7, 8, 9, 10, 11

1, 4, 5, 6, 8, 9 10

1, 2 1, 2, 3, 4, 7, 8

personal statements (how you made significant decisions and delegated responsibility to others) 3, 5, 6, 7, 8, 9, 10, 11

1, 4, 6, 7, 8, 9, 10

1, 2 1, 2, 3, 4, 7, 8

O2 O3 O4 O5 O6 O7 O8 O9 O10

witness statements (how you made significant decisions and delegated responsibility to others) 3, 5, 6, 7, 8, 9, 10, 11

- - -


Knowledge and understanding Out- Comes


Behaviours General

Industry specific

Context specific

Proposals you have made, parameters you have set, plans you have made and records you have kept of development meetings and projects designed to encourage creative ideas-generation and innovation:

proposals for, and agenda and reports of meetings 1, 2, 3, 5, 6, 11

4, 6, 7, 8, 9, 10

2 2, 3, 4, 5, 6, 7,

criteria used to sort and evaluate creative ideas 6, 8 4, 7 2 4, 5, 6

O1 O3 O4 O5 O9 O10 proposals to develop new and innovative products, production systems or operational procedures 1, 3, 4, 6 2, 3, 7 2 4, 5, 6

Records of feedback you have received from managers, peers, those you manage and other colleagues, about your management and leadership performance:

records of appraisal or performance review interviews with your line manager 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

1, 2, 4, 5 1, 2 1, 2, 4, 7, 8

records of 360 appraisals by colleagues 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

1, 2, 4, 5 1, 2 1, 2, 4, 7, 8

notes of informal feedback, reflective logs or CPD records 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

1, 2, 4, 5 1, 2 1, 2, 4, 7, 8

critical incident personal reports 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

1, 2, 4, 5 1, 2 1, 2, 4, 7, 8

O1 O2 O11

witness statements (experiences of your leadership and management performance) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

- - -


103 (C27) Ensure the health, safety, welfare and security of customers and staff

Introduction This unit is about promoting and maintaining a culture of health, safety and security in sport, leisure and other types of related activities. It also has an important section on maintaining policies and procedures for the protection of vulnerable participants and when necessary, dealing with suspicions of possible abuse. There are 3 elements to this unit: 103.1 Identify hazards and assess risks to health, safety and security 103.2 Contribute to developing and maintaining normal and emergency operating procedures 103.3 Contribute to maintaining and improving procedures for the protection of vulnerable participants This unit is for those with supervisory or sports development responsibilities. What you must know and understand To be competent in this unit, you must know and understand the following: K1 The key requirements of health and safety legislation that affect your area of work. K2 Your organisation’s health, safety and security procedures and policies. K3 Principles of the duty of care. K4 Definition of ‘health’ as it covers emotional/psychological health. K5 Equipment manufacturers’ guidelines, as appropriate to your work. K6 National Governing Body guidance relating to activities, where appropriate to your work. K7 Knowledge of relevant operating procedures regarding health and safety. K8 The possible impact of weather on health and safety in your area of responsibility. K9 How to exercise authority and leadership in potentially hazardous situations. K10 The types of untoward incidents (including ‘near misses’) relating to activities, participant

and staff behaviour and environmental damage, which may occur and why they should be reported.

K11 The importance of identifying hazards and assessing risks. K12 The importance of involving as many relevant people as possible in identifying hazards and

assessing risks. K13 How to involve others in identifying hazards. K14 The information which needs to be collected to make an effective risk assessment and how

to collect, evaluate and record such information. K15 The types of hazards which are likely to be present in your area of responsibility. K16 How to identify existing hazards and controls. K17 What are risk acceptance criteria and how to determine them. K18 How to assess risks. K19 How to determine when risks are unacceptable according to organisational, local and

national requirements. K20 Own technical limitations when assessing risks and who are the competent specialists who

need to be consulted when a risk or hazard is beyond own limitations. K21 The importance of continuing to monitor for new hazards and assessing the risks presented

by these.


K22 The importance of safety procedures to manage risks in own area of responsibility. K23 Why it is important to involve as many people as possible in developing such safety

procedures and how to do so. K24 How to develop safety procedures which are consistent with a risk assessment. K25 The circumstances in which appropriate authorities would have to be informed about lack of

effective risk management. K26 Who are the appropriate authorities and how to inform them. K27 Effective methods of promoting safety to participants and staff. K28 How to make sure participants and staff know and adhere to the relevant safety

requirements. K29 Why participants and colleagues should be encouraged to take responsibility for their own

safety. K30 The importance of reviewing and adapting procedures on an ongoing basis. K31 The importance of monitoring the implementation of safety procedures and of intervening

promptly when these are not being followed. K32 Why participants and staff should be actively encouraged to provide feedback on risks,

hazards and ground rules. K33 How to encourage such feedback effectively. K34 How to use participant and staff feedback to improve ground rules. K35 The types of incidents and emergencies which are likely to occur and how to deal with

these. K36 How to ensure that other team members respond effectively to incidents and emergencies. K37 How to decide what type of assistance is appropriate to the incident and emergency and

how to summon such assistance. K38 Information which the people providing assistance will need to know. K39 Own level of competence and responsibility in relation to an emergency or incident. K40 How to record and report incidents and emergencies. K41 How to recommend new approaches which might prevent emergencies and incidents being

repeated. K42 The importance of effective protection for vulnerable participants. K43 Who are vulnerable participants. K44 Key requirements of legislation for child protection. K45 Other types of vulnerable people who may need similar protection and legal requirements in

relation to these. K46 Your organisation’s policies and procedures for the protection of vulnerable participants

and your responsibilities. K47 The main risks to children and other vulnerable people and procedures – for example

Criminal Record Bureau checks – that must be used to ensure protection. K48 The importance of checking that protection procedures are being followed and how to do

so. K49 How to respond when there are suspicions of abuse according to organisational and legal

requirements. K50 Why it is important to collect, assess and share information about possible abuse. K51 Reporting procedures relating to abuse. K52 Types of support that you or your colleagues may need and how to access such support. K53 The rules and guidelines covering the confidentiality of information relating to abuse.


103.1 Identify hazards and assess risks to health, safety and security

What you must do To meet the national standard, you must: 1 Check facilities, equipment and activities for health, safety and security issues. 2 Gather information from all relevant people about possible hazards. 3 Record all significant hazards, who is exposed, and any existing safety procedures. 4 Assess the risks associated with these hazards and whether these risks are acceptable

according to legal and organisational requirements. 5 Consult an appropriate person when assessing the risks is beyond your level of competence. 6 Report any unacceptable risks following legal and organisational requirements. 7 Continue to monitor for new hazards and assess their risks on an ongoing basis. What you must cover To meet the national standard, you must cover the following: a Relevant people

1 colleagues and team members 2 participants 3 clients 4 facility owners.

b Hazards

1 to health 2 to safety 3 to security.


103.2 Contribute to developing and maintaining normal and emergency operating procedures

What you must do To meet the national standard, you must: 1 Put in place the procedures to keep risks to an acceptable level. 2 Make sure these procedures are consistent with legal and organisational requirements. 3 Give relevant people the information they need about procedures and encourage and

motivate them to follow these procedures. 4 Intervene effectively when procedures are not being followed. 5 Continue to review and adapt procedures when necessary. 6 Gather feedback from relevant people on how well procedures are working. 7 Use this feedback to improve procedures. What you must cover To meet the national standard, you must cover the following: a Procedures

1 normal operating procedures 2 emergency operating procedures.

b Risks 1 to health 2 to safety 3 to security.

c Relevant people 1 colleagues and team members 2 participants 3 spectators 4 clients 5 facility owners.


103.3 Contribute to maintaining and improving procedures for the protection of vulnerable participants

What you must do To meet the national standard, you must: 1 Carry out your responsibilities for the protection of vulnerable participants according to

organisational and legal requirements. 2 Give relevant people the information they need about policies and procedures and

encourage and motivate them to follow these. 3 Intervene when policies and procedures are not being followed. 4 Encourage relevant people to report any suspicions they have about possible abuse. 5 Follow the correct procedures when there are suspicions of possible abuse. 6 Protect, and encourage others to protect, confidential information. 7 Make sure staff involved in cases of suspected abuse receive any support they may need. 8 Gather feedback from relevant people on how well procedures are working. 9 Use this feedback to improve procedures. What you must cover To meet the national standard, you must cover the following: a Relevant people

1 colleagues and team members 2 parents/carers 3 spectators 4 clients 5 facility owners.

b Abuse 1 physical 2 neglect 3 emotional 4 sexual 5 bullying.



What you must do There must be evidence that you have met all of the requirements listed under ‘What you must do’ through your own work in a real active leisure environment (with the possible exceptions of those items listed under ‘Use of supplementary evidence’ below). Evidence may be gathered through a combination of methods, for example, observations, looking at products of your work or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that you can meet the requirements on a consistent basis. What you must cover There must also be evidence that your work in a real active leisure environment has met the following requirements:

• 103.1 all types of hazards.

• 103.2 all types of procedures.

• 103.3 a minimum of two types of abuse. This may be gathered through a combination of assessor observations, witness testimony, professional discussion and/or authentic records of your work (for example, diaries and/or reflective accounts countersigned by a senior colleague). If you only provide the minimum coverage of ‘What you must cover’ from your work as shown above, the remaining items under this heading must be assessed through the use of Supplementary Evidence (see below). Simulation Simulation is not allowed for this unit except as detailed below. Use of supplementary evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. Supplementary evidence may also be used for 103.3.5 and 103.3.6 if no naturally occurring evidence is available. Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies. Knowledge and understanding There must be evidence that you possess all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by a professional discussion between you and your assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require you to show that you know and understand how to do something. If your assessor can reasonably infer from your work that you know and understand the required methods and techniques, because there is evidence that you have applied them, there is no need for you to be assessed again on this knowledge item, for example through questioning.


104 (C33) Work with others to improve customer service (ICS Level 3, unit 3)

Introduction The unit is about how you develop a relationship with others to improve your customer service performance. It is about working effectively with others who impact on how well you can deliver your products or services. It involves monitoring your joint performance and changing the way you do things to improve customer service. This unit was originally developed by the Institute of Customer Service (ICS). It is unit 3 in the Customer Service National Occupational Standards at level 3. This unit has also been imported from the ICS as Unit F8 in the Management Standards. There are 3 elements in this unit: 104.1 Work with others to follow plans for improving customer service. 104.2 Monitor your own performance against plans to improve customer service. 104.3 Monitor joint performance against plans to improve customer service. This unit is for first line managers and others operating at this level. What you must know and understand To be competent in this unit, you must know and understand the following: K1 What your customers’ rights are and how these rights limit what you are able to do for your

customer. K2 The specific aspects of:

• health and safety • data protection • equal opportunities • disability discrimination • legislation and regulations that affect the way the products or services you deal with

can be delivered to your customers. K3 Industry, organisational and professional codes of practice and ethical standards that affect

the way the products or services you deal with can be delivered to your customers. K4 Any contractual agreements that your customers have with your organisation. K5 The products or services of your organisation relevant to your customer service role. K6 The guidelines laid down by your organisation that limit what you can do within your job. K7 The limits of your own authority and when you need to seek agreement with or permission

from others. K8 Any organisational targets relevant to your job, your role in meeting them and the

implications for your organisation if those targets are not met. K9 How to communicate in a clear, polite, confident way and why this is important. Who else is

involved either directly or indirectly with your ability to offer your organisation’s products or services.

• The roles and responsibilities of others in your organisation. • The roles of others outside your organisation who have an impact on the products

or services you provide. K10 What the goals or targets of your organisation are in relation to customer service and how

these are set. K11 The legal and organisational responsibilities relevant to your job role. K12 You will also need to show that you are aware of the position of your organisation in the

wider context.


You will need to show in your evidence that you have worked within the rules and regulations of your organisation and have applied high levels of knowledge and understanding when dealing with your customers. You will be expected to show that you are aware of:

• major competitors of your organisation • the effects of legislation on the performance of your organisation • the implications of a change of structure, products or services for your organisation • the implications of other market place activities on your organisation.


104.1 Work with others to follow plans for improving customer service

What you must do To meet the national standard, you must: 1 Contribute constructive ideas to plans for improving customer service. 2 Identify what you have to do to follow plans to improve customer service and confirm this

with others. 3 Co-operate with others to follow plans to improve customer service. 4 Keep your commitments made to others. 5 Keep others advised of situations that may affect plans to improve customer service.


104.2 Monitor your own performance against plans to improve customer service

What you must do To meet the national standard, you must: 1 Discuss with others how what you do affects their customer service performance. 2 Identify how the way you work with others contributes towards meeting plans to improve

customer service. 3 Continuously review your own performance with others against plans to improve customer

service.


104.3 Monitor joint performance against plans to improve customer service

What you must do To meet the national standard, you must: 1 Discuss with others joint performance measured against aims to improve customer service. 2 Identify with others how joint efforts to follow plans and achieve aims could be improved. 3 Take action with others to improve joint customer service performance. 4 Identify how the way you work with others improved customer service for your organisation

and for your customers.



What you must do There must be evidence that you have met all of the requirements listed under ‘What you must do’ through your own work in a real active leisure environment. Evidence may be gathered through a combination of methods, for example, observations, looking at products of your work or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that you can meet the requirements on a consistent basis. What you must cover There must also be evidence that the work in a real active leisure environment has met the following requirements for the unit: • Working with customers, who are both internal and external to the organisation. • Agreeing customer service roles and responsibilities, which are part of their job role and also

that have been agreed with others as part of their job. • Working with a minimum of two from: team members, colleagues, suppliers, supervisors/team

leaders, service partners, manufacturers, individuals from other departments, individuals from other sites or regions, individuals from other organisations.

Simulation Simulation is not allowed for this unit. Use of supplementary evidence Supplementary evidence is not required for this unit. Knowledge and understanding There must be evidence that you possess all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by a professional discussion between you and your assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. Note: some of the knowledge and understanding items require you to show that you know and understand how to do something. If your assessor can reasonably infer from your work that you know and understand the required methods and techniques, because there is evidence that you have applied them, there is no need for you to be assessed again on this knowledge item, for example through questioning.


105 (A12) Contribute to change through implementing and reviewing strategy and policy

Introduction This unit is about helping the organisation to effect change through the development and implementation of policies and procedures in key areas such as health and safety, inclusion, customer care, quality, environmental issues, community involvement and changing legislation. The unit covers helping to develop policy, contributing to its implementation and evaluating the effectiveness of policy and procedures. There are 2 elements to this unit: 105.1 Contribute to implementing strategy and policy. 105.2 Contribute to monitoring and evaluating strategy and policy. The unit is recommended for first line managers and sports development staff working at that level. What you must know and understand To be competent in this unit, you must know and understand the following: K1 Your organisation’s strategy and policy as it affects your area of work and what these seek

to achieve. K2 The internal and external factors that affect the development of strategy and policy,

including national agendas. K3 What strategy and policy is and why organisations need them. K4 How to keep up-to-date on strategy and policy. K5 How to identify the implications of strategy and policy for your area of work and why this is

important. K6 How different aspects of strategy and policy relate to each other. K7 Why it is important to plan and manage change and the main principles you should apply. K8 What are SMART objectives and why you should use these to plan change. K9 Why it is important to identify and communicate with all those who may be involved in the

change. K10 How to identify and provide the types of support that those involved in change may need. K11 Why monitoring and evaluation are important. K12 The key principles of monitoring and evaluation you should understand and implement. K13 The importance of identifying and reporting on possible improvements to strategy and

policy and how you should do this.


105.1 Contribute to implementing strategy and policy

What you must do To meet the national standard, you must: 1 Keep up-to-date with your organisation’s strategy and policy as they apply to your area of

responsibility. 2 When required, provide feedback on the feasibility of strategy and policy. 3 Identify the implications of strategy and policy for your area of responsibility and where

change will need to happen. 4 Consult with colleagues in order to clarify issues about which you are unsure. 5 Work with colleagues to identify potential obstacles to the implementation of strategy and

policy. 6 Work with colleagues to develop realistic plans that will assist the implementation of

strategy and policy, taking account of known obstacles. 7 Communicate your plans to those who will be affected by change and negotiate their

agreement. 8 Identify and provide effective support during the change process. What you must cover To meet the national standard, you must cover the following: a Colleagues

1 inside the organisation 2 outside the organisation.

b Those who will be affected by change 1 colleagues inside the organisation 2 colleagues outside the organisation 3 customers.

c Plans 1 aims and objectives 2 timescales 3 systems and procedures 4 outcomes 5 resources.

d Support 1 information and advice 2 encouragement and motivation 3 training/coaching 4 resources 5 modifying and adapting plans and procedures.


105.2 Contribute to monitoring and evaluating strategy and policy

What you must do To meet the national standard, you must: 1 Work with colleagues to agree and implement plans for monitoring and evaluation. 2 Make sure that all those involved understand and support the purpose of monitoring and

evaluation and the systems that will be used. 3 Provide those involved with support they need during the monitoring process. 4 Collect and analyse data from the monitoring process as planned. 5 Use agreed criteria to evaluate the effectiveness of strategy and policy in your area of

responsibility. 6 Identify possible improvements to strategy and policy using evidence from your evaluation. 7 Report on the outcomes of your evaluation and possible improvements to relevant decision

makers in your organisation using agreed methods. What you must cover To meet the national standard, you must cover the following: a Plans

1 evaluation criteria 2 relevant data 3 methods of collecting data 4 timescales for collecting data 5 methods of evaluating data 6 resources 7 reporting procedures.

b Those involved 1 inside the organisation 2 outside the organisation.

c Support 1 training and coaching 2 resources 3 modifying plans for monitoring and evaluation.




• 105.1 both types of colleagues, a minimum of two types of those affected by the change, three types of plans and three types of support.

• 105.2 a minimum of three types of plans, both types of those involved and one type of support. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of your work (for example, diaries and/or reflective accounts countersigned by a senior colleague). If the you only provide the minimum coverage of ‘What you must cover’ from your work as shown above, the remaining items under this heading must be assessed through the use of supplementary evidence (see below). Simulation Simulation is not allowed for this unit. Use of supplementary evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. Supplementary evidence may also be used for 105.1.2, if no naturally occurring evidence is available. Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies. Knowledge and understanding There must be evidence that you possess all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by a professional discussion between you and your assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. Note: some of the knowledge and understanding items require you to show that you know and understand how to do something. If your assessor can reasonably infer from your work that you know and understand the required methods and techniques, because there is evidence that you have applied them, there is no need for you to be assessed again on this knowledge item, for example through questioning.


415 (A319) Recruit, select and keep colleagues (MSC D3)

Introduction

This unit is mainly about recruiting and selecting people to undertake identified activities or work-roles within your area of responsibility. It involves taking a fair and objective approach to recruitment and selection to ensure that individuals with the required skills, knowledge and understanding and who are likely to perform effectively are appointed. As recruitment and selection can be expensive and time-consuming activities, the unit also involves taking action to understand why colleagues are leaving and taking action to keep colleagues. Whilst you would be expected to draw on the expertise of personnel specialists, you are not expected to be a personnel specialist yourself. For the purposes of this unit, ‘colleagues’ means those people for whom you have line management responsibility. This unit is taken from the generic standards developed by the Management Standards Centre where it appears as unit D3. The unit is recommended first line and middle managers and others operating at that level. What you must know and understand To be competent in this unit, you must know and understand the following: General knowledge and understanding K1 Why it is important to identify and understand why colleagues are leaving and how to do so

constructively and sensitively. K2 The types of reasons colleagues might give for leaving. K3 How to measure staff turnover. K4 The causes and effects of high and low staff turnover. K5 Measures which can be undertaken to address staff turnover problems. K6 How to review the workload in your area in order to identify shortfalls in the number of

colleagues and/or the pool of skills, knowledge, understanding and experience. K7 Different options for addressing identified shortfalls and their associated advantages and

disadvantages. K8 What job descriptions and person specifications should cover and why it is important to

consult with others in producing or updating them. K9 Different stages in the recruitment and selection process and why it is important to consult

with others on the stages, recruitment and selection methods to be used, associated timings and who is going to be involved.

K10 Different recruitment and selection methods and their associated advantages and disadvantages.

K11 Why it is important to give fair, clear and accurate information on vacancies to potential applicants.

K12 How to judge whether applicants meet the stated requirements of the vacancy. K13 Sources of specialist expertise in relation to recruitment, selection and retention. K14 How to take account of equality and diversity issues, including legislation and any relevant

codes of practice, when recruiting and selecting people and keeping colleagues. K15 How to review the effectiveness of recruitment and selection in your area.


Sector specific knowledge and understanding K16 Turnover rates within similar organisation in the industry/sector. K17 Recruitment, selection and retention issues and specific initiatives and arrangements within

the industry/sector. K18 Working culture and practices of the industry/sector. Knowledge and understanding relevant to your organisation K19 Current people resources available to your area, including skills, knowledge, understanding

and experience of colleagues. K20 Work requirements in your area. K21 Agreed operational plans and changes in your area. K22 The staff turnover rate in your area. K23 Job descriptions and person specifications for confirmed vacancies. K24 Local employment market conditions. K25 The organisation’s structure, values and culture. K26 Employment policies and practices within the organisation – including recruitment,

selection, induction, development, promotion, retention, redundancy, dismissal, pay and other terms and conditions.

K27 Sources of specialist expertise in relation to recruitment, selection and retention used by your organisation.

What you must do To meet the national standard, you must: 1 Talk with colleagues who are leaving your area of responsibility to identify and discuss their

reasons for leaving. 2 Identify ways of addressing staff turnover problems, implementing those which clearly fall

within your authority and communicating others to the relevant people for consideration. 3 Review, on a regular basis, the work required in your area of responsibility, identifying any

shortfall in the number of colleagues and/or the pool of skills knowledge, understanding and experience.

4 Identify and review the options for addressing any identified shortfalls and decide on the best option(s) to follow.

5 Consult with others to produce or update job descriptions and person specifications where there is a clear need to recruit.

6 Consult with others to discuss and agree stages in the recruitment and selection process for identified vacancies, the methods that will be used, the associated timings and who is going to be involved.

7 Ensure that any information on vacancies is fair, clear and accurate before it goes to potential applicants.

8 Seek and make use of specialist expertise in relation to recruiting, selecting and keeping colleagues.

9 Participate in the recruitment and selection process, as agreed, making sure that the process is fair, consistent and effective.

10 Make sure that applicants who are offered positions are likely to be able to perform effectively and work with their new colleagues.

11 Judge whether the recruitment and selection process has been successful in relation to recent appointments in your area and identify any areas for improvements.


Behaviours You must show you are consistently: 1 Recognising the opportunities presented by the diversity of people. 2 Working to turn unexpected events into opportunities rather than threats. 3 Trying out new ways of working. 4 Identifying people’s information needs. 5 Seeking to understand people’s needs and motivations. 6 Complying with, and ensuring others comply with, legal requirements, industry regulations,

organisational policies and professional codes. 7 Taking and implementing difficult and/or unpopular decisions, if necessary. 8 Acting within the limits of your authority. 9 Showing integrity, fairness and consistency in decision making.




Behaviours General

Industry specific

Context specific

Data on staff turnover, records of exit interviews and strategies for retaining staff:

spreadsheets and other records of staff turnover you have compiled and analyses to identify patterns and trends 2, 4 1, 3, 4 1 4

notes or records of formal staff exit interviews and informal feedback form staff leaving the organisation, and summaries or analyses of the information collected

2, 5 1, 2, 3, 4 1, 2 4 O1 O2

reports, proposals, action plans and other records of strategies you have developed for reducing staff turnover 2, 3, 8 1, 2, 3, 4, 5 1, 2 1, 2, 4, 9

Reviews of the workforce in your area of responsibility that you have organised or prepared:

analyses of business and/or operational plans to identify likely future employment requirements (numbers of people, skills levels, employment patterns, etc)

2, 3, 6, 9, 10 6 3 1, 2, 3

reviews of current workforce profile (numbers, skill levels, age, etc) to identify any potential shortfalls in requirements

1, 6, 9 6 3 1, 2, 3

notes, emails, memos or other records of discussions with colleagues to identify possible solutions to current or potential workforce requirements

1, 6, 9 7 3 1, 2, 3, 9

reports or proposals you have prepared for addressing current or potential workforce requirements (eg recruitment, transfer or promotion, training, redundancy, early retirement, etc)

1, 3, 6, 7, 9 7 3 1, 2, 3

O3 O4

personal statement (reflection on your role in developing strategies to address current or potential workforce requirements)

1, 3, 6 6, 7 3 1, 2, 3




Behaviours General

Industry specific

Context specific

Records of your role in the recruitment and selection of new staff:

notes of discussions about, and copies of, job descriptions and person specifications you have developed 1, 3, 4, 6, 7 8, 13, 14 2, 3 5

notes, emails, memos or other records of discussions about the recruitment and selection process for new staff and your proposals for selection criteria

1, 4, 6, 8, 9 9, 10, 11, 13, 14

2, 3 6, 8, 9

notes of interviews or records of other selection process you have engaged in 5, 6, 9 10, 12, 14 2, 3 7, 8

reports, emails, memos or other records of your evaluation of the recruitment and selection process 9 13, 14, 15 2, 3 8

O5 O6 O7 O8 O9 O10 O11 personal statement (reflection on your role in recruiting and selecting new staff) 1, 3, 9 8, 9, 10, 11,

12, 13, 14, 15 2, 3 6, 7, 8


106 (A324) Develop productive working relationships with colleagues (MSC D1)

Introduction Managers are expected to develop working and business relationships with colleagues, within their own organisation and within other organisations. Managers should form relationships that are productive and effective in delivering the work of the organisation. ‘Colleagues’ are any people who work with the manager, whether they are at a similar position in the organisation or in other positions. The employment status of the colleagues covers the spectrum from full time paid employees to part-time unpaid volunteers. This unit is taken from the generic standards developed by the Management Standards Centre where it appears as unit D1. The unit is recommended for first line managers and others operating at that level. What you must know and understand To be competent in this unit, you must know and understand the following: General knowledge and understanding K1 The benefits of developing productive working relationships with colleagues. K2 Principles of effective communication and how to apply them in order to communicate

effectively with colleagues. K3 How to identify disagreements with colleagues and the techniques for sorting them out. K4 How to identify conflicts of interest with colleagues and the measures that can be used to

manage or remove them. K5 How to take account of diversity issues when developing working relationships with

colleagues. K6 The importance of exchanging information and resources with colleagues. K7 How to get and make use of feedback on your performance from colleagues. K8 How to provide colleagues with useful feedback on their performance. Sector specific knowledge and understanding K9 Regulations and codes of practice that apply in the industry or sector. K10 Standards of behaviour and performance in the industry or sector. K11 Working culture of the industry or sector. Knowledge and understanding relevant to your organisation K12 Current and future work being carried out. K13 Colleagues who are relevant to the work being carried out, their work roles and

responsibilities. K14 Processes within the organisation for making decisions. K15 Line management responsibilities and relationships within the organisation. K16 The organisation’s values and culture. K17 Power, influence and politics within the organisation. K18 Standards of behaviour and performance expected in the organisation. K19 Information and resources that different colleagues might need. K20 Agreements with colleagues.


What you must do To meet the national standard, you must: 1 Establish working relationships with all colleagues who are relevant to the work being

carried out. 2 Recognise, agree and respect the roles and responsibilities of colleagues. 3 Understand and take account of the priorities, expectations, and authority of colleagues in

decisions and actions. 4 Fulfil agreements made with colleagues and let them know. 5 Advise colleagues promptly of any difficulties or where it will be impossible to fulfil

agreements. 6 Identify and sort out conflicts of interest and disagreements with colleagues in ways that

minimise damage to the work being carried out. 7 Exchange information and resources with colleagues to make sure that all parties can work

effectively. 8 Provide feedback to colleagues on their performance and seek feedback from colleagues on

your own performance in order to identify areas for improvement. Behaviours You must show you are consistently: 1 Presenting information clearly, concisely, accurately and in ways which promote

understanding. 2 Seeking to understand people’s needs and motivations. 3 Making time available to support others. 4 Clearly agreeing what is expected of others and holding them to account. 5 Working to develop an atmosphere of professionalism and mutual support. 6 Modelling behaviour that shows respect, helpfulness and co-operation. 7 Keeping promises and honour commitments. 8 Considering the impact of your own actions on others. 9 Saying no to unreasonable requests. 10 Showing respect for the views and actions of others.


Knowledge and Understanding Out-comes

Evidence of Outcomes: possible examples of evidence

Behaviours General

Industry specific

Context specific

Records of activities and agreements with work colleagues that you have completed successfully:

notes, minutes or other records of formal and informal meetings with colleagues relating to agreements for action by you and your performance in relation to these agreements

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

1, 2, 3, 4, 5, 6, 7, 8

1, 2, 3 1, 2, 3, 4, 5, 6, 7, 8, 9

emails, memos and other correspondence with colleagues relating to actions you have agreed to undertake and your performance in relation to these agreements

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

1, 2, 3, 4, 5, 6

1, 2, 3 1, 2, 3, 4, 5, 6, 7, 8, 9

personal statements (reflections on the nature and effectiveness of your relationships with work colleagues and your fulfilment of your commitments to them)

5, 6, 7, 8, 9, 10

1, 2, 3, 4, 5, 6, 7

1, 2, 3 1, 2, 3, 4, 5, 6, 7, 8

O1 O2 O3 O4 O5 O8

witness statements (comments by colleagues on the nature and effectiveness of your relationships with them and your fulfilment of your commitments to them)

1, 2, 3. 4. 6, 7, 10

- - -


Knowledge and Understanding Out-comes


Behaviours General

Industry specific

Context specific

Records of relationship difficulties or conflicts at work that you have successfully addressed and feedback you have given and received:

notes, minutes or other records of formal and informal meetings with colleagues relating to relationship difficulties or conflicts

1, 2, 4, 5, 6, 7, 8, 9, 10

1, 2, 3, 4, 5, 6, 7, 8

1, 2, 3 1, 2, 3, 4, 5, 6, 7, 8, 9

emails, memos and other correspondence with colleagues relating to relationship difficulties or conflicts 1, 2, 4, 5, 6, 7, 8, 9, 10

1, 2, 3, 4, 5, 6

1, 2, 3 1, 2, 3, 4, 5, 6, 7, 8, 9

notes or other records of verbal feedback and copies of memos, emails and letters you have sent in which you have given feedback to colleagues

1, 2, 3, 4, 5, 6, 8, 10

1, 2, 3, 4, 5, 6, 8

2, 3 5, 6, 7, 8

notes or other records of verbal feedback and copies of memos, emails and letters you have received in which colleagues have given feedback to you

10 1, 2, 3, 4, 5, 6, 7

2, 3 5, 6, 7

personal statements (reflections on your ability to deal effectively with relationship difficulties or conflicts) 5, 6, 7, 8, 9, 10

1, 2, 3, 4, 5, 6, 7

1, 2, 3 1, 2, 3, 4, 5, 6, 7, 8

O1 O2 O3 O5 O6 O7 O8

witness statements (comments by colleagues on your ability to deal effectively with relationship difficulties or conflicts)

1, 2, 3. 4. 6, 7, 10

- - -


417 (A320) Allocate and monitor the progress and quality of work in your area of responsibility (MSC D6)

Introduction This unit is about ensuring that the work required in your area of responsibility is effectively planned and fairly allocated to individuals and/or teams. It also involves monitoring the progress and quality of the work of individuals and/or teams to ensure that the required level or standard of performance is being met and reviewing and updating plans of work in the light of developments. The ‘area of responsibility’ may be, for example, a branch or department or functional area or an operating site within an organisation. This unit is taken from the generic standards developed by the Management Standards Centre where it appears as unit D6. The unit is recommended for first line managers and middle managers. What you must know and understand To be competent in this unit, you must know and understand the following: General knowledge and understanding K1 How to select and successfully apply different methods for communicating with people

across an area of responsibility. K2 The importance of confirming/clarifying the work required in your area of responsibility with

your manager and how to do this effectively. K3 How to identify and take due account of health and safety issues in the planning, allocation

and monitoring of work. K4 How to produce a plan of work for your area of responsibility, including how to identify any

priorities or critical activities and the available resources. K5 The importance of seeking views from people working in your area and how to take account

of their views in producing the plan of work. K6 Why it is important to allocate work to individuals and/or teams on a fair basis and how to do

so effectively. K7 Why it is important that individuals and/or teams are briefed on allocated work and the

standard or level of expected performance and how to do so effectively. K8 The importance of showing individuals and/or teams how their work fits with the vision and

objectives of the area and those of the organisation. K9 Ways of encouraging individuals and/or teams to ask questions and/or seek clarification in

relation to the work which they have been allocated. K10 Effective ways of regularly and fairly monitoring the progress and quality of work of

individuals and/or teams against the standards or level of expected performance. K11 How to provide prompt and constructive feedback to individuals and/or teams. K12 Why it is important to monitor your area for conflict and how to identify the cause(s) of

conflict when it occurs and deal with it promptly and effectively. K13 Why it is important to identify unacceptable or poor performance by individuals and/or

teams and how to discuss the cause(s) and agree ways of improving performance with them.

K14 The type of problems and unforeseen events that may occur and how to support individuals and/or teams in dealing with them.


K15 The additional support and/or resources which individuals and/or teams might require to help them complete their work and how to assist in providing this.

K16 How to select and successfully apply different methods for encouraging, motivating and supporting individuals and/or teams to complete the work they have been allocated, improve their performance and for recognising their achievements.

K17 How to log information on the ongoing performance of individuals and/or teams and use this information for formal performance appraisal purposes.

K18 The importance of reviewing and updating plans of work for your area in the light of developments, how to reallocate work and resources and clearly communicate the changes to those affected.

Sector specific knowledge and understanding K19 Industry/sector requirements for the development or maintenance of knowledge,

understanding and skills. K20 Industry/sector specific legislation, regulations, guidelines, codes of practice relating to

carrying out work. Knowledge and understanding relevant to your organisation K21 The individuals and/or teams in your area of responsibility. K22 The vision and objectives for your area of responsibility. K23 The vision and objectives of the overall organisation. K24 The work required in your area of responsibility. K25 The available resources for undertaking the required work. K26 The plan of work for your area of responsibility. K27 The organisation’s written health and safety policy statement and associated information

and requirements. K28 Your organisation’s policy and procedures in terms of personal development. K29 Organisational standards or level of expected performance. K30 Organisational policies and procedures for dealing with poor performance. K31 Organisational grievance and disciplinary policies and procedures. K32 Organisational performance appraisal systems.


What you must do To meet the national standard, you must: 1 Explore alternative ways of filling vacant posts. 2 Confirm the work required in your area of responsibility with your manager and seek

clarification, where necessary, on any outstanding points and issues. 3 Plan how the work will be undertaken, seeking views from people in your area of

responsibility, identifying any priorities or critical activities and making best use of the available resources.

4 Ensure that work is allocated to individuals and/or teams on a fair basis taking account of skills, knowledge and understanding, experience and workloads and the opportunity for development.

5 Ensure that individuals and/or teams are briefed on allocated work, showing how it fits with the vision and objectives for the area and the overall organisation, and the standard or level of expected performance.

6 Encourage individuals and/or team members to ask questions, make suggestions and seek clarification in relation to allocated work.

7 Monitor the progress and quality of the work of individuals and/or teams on a regular and fair basis against the standard or level of expected performance and provide prompt and constructive feedback.

8 Support individuals and/or teams in identifying and dealing with problems and unforeseen events.

9 Motivate individual and/or teams to complete the work they have been allocated and provide, where requested and where possible, any additional support and/or resources to help completion.

10 Monitor your area for conflict, identifying the cause(s) when it occurs and dealing with it promptly and effectively.

11 Identify unacceptable or poor performance, discuss the cause(s) and agree ways of improving performance with individuals and/or teams.

12 Recognise successful completion of significant pieces of work or work activities by individuals and/or teams.

13 Use information collected on the performance of individuals and/or teams in any formal appraisals of performance.

14 Review and update plans of work for your area, clearly communicating any changes to those affected.

Behaviours You must show you are consistently: 1 Recognising changes in circumstances promptly and adjusting plans and activities

accordingly. 2 Prioritising objectives and planning work to make best use of time and resources. 3 Making time available to support others. 4 Taking personal responsibility for making things happen. 5 Showing an awareness of your own values, motivations and emotions. 6 Showing integrity, fairness and consistency in decision-making. 7 Clearly agreeing what is expected of others and holding them to account. 8 Seeking to understand people’s needs and motivations. 9 Taking pride in delivering high quality work. 10 Vigilant for possible risks and hazards. 11 Encouraging and supporting others to make the best use of their abilities. 12 Using a range of leadership styles appropriate to different people and situations.


Knowledge and understanding Out-comes


Behaviours General

Industry specific

Context specific

Records of activities and agreements with work colleagues and stakeholders that you have completed successfully:

notes and other records of information you have collected on developments in the organisation and its environment that will b of interest to colleagues and stakeholders

7, 11 2, 3, 6, 7, 20

1, 2, 5 5

records of new stakeholders you have met or have identified 3, 7 1, 2, 3 5 3

notes, minutes or other records of formal and informal meetings with colleagues and with stakeholders relating to consultations, decisions and agreements for action by you and your performance in relation to these consultations, decisions and agreements

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 14, 15, 16, 17

1, 2, 3, 4, 5

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

emails, memos and other correspondence with colleagues and with stakeholders relating to decisions you have taken, actions you have agreed to undertake and your performance in relation to these agreements

1, 2, 4, 5, 7, 8, 9, 10, 11

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 14, 15, 16, 17

1, 2, 3, 4, 5

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

personal statements (reflections on the nature and effectiveness of your relationships with work colleagues and your fulfilment of your commitments to them)

2, 3, 7, 9 1, 5, 6, 7, 8, 9

1, 2, 3, 4, 5

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

O1 O2 O3 O4 O5 O6 O10

witness statements (comments by colleagues on the nature and effectiveness of your relationships with them and your fulfilment of your commitments to them)

1, 2, 4, 5, 6, 7, 8, 10, 11

- - -


Knowledge and understanding Out-comes


Behaviours General

Industry specific

Context specific

Records of relationship or other difficulties or conflicts with work colleagues and stakeholders that you have successfully addressed and feedback you have given and received:

notes, minutes or other records of formal and informal meetings with colleagues and stakeholders relating to difficulties or conflicts

1, 2, 3, 4, 5, 6, 79, 10, 11

1, 4, 5, 9, 11, 12, 13, 14, 15, 16, 17

2, 3, 4 2, 3, 8, 9, 10, 11

emails, memos and other correspondence with colleagues and stakeholders relating to difficulties or conflicts 1, 2, 3, 4, 5, 6, 7, 9, 10, 11

1, 4, 5, 9, 11, 12, 13, 14, 15, 16, 17

2, 3, 4 2, 3, 8, 9, 10, 11

notes or other records of verbal feedback and copies of memos, emails and letters you have sent in which you have given feedback to colleagues and stakeholders

1, 2, 3, 9, 10, 11

11, 12, 13, 14, 15, 16, 17, 18, 19

3, 4 2, 3, 6, 8, 9, 10, 11

notes or other records of verbal feedback and copies of memos, emails and letters you have received in which colleagues and stakeholders have given feedback to you

2, 11 11, 12, 13, 14, 15, 16, 17, 18, 19

3, 4 2, 3, 6, 8, 9, 10, 11

personal statements (reflections on your ability to monitor and review the effectiveness of relationships with colleagues and stakeholders and to deal effectively with difficulties or conflicts)

1, 2, 3, 4, 5, 6, 79, 10, 11

9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19

2, 3, 4 9, 10, 11

O1 O2 O3 O4 O7 O8 O9

witness statements (comments by colleagues and stakeholders on your ability to deal effectively with difficulties or conflicts)

1, 2, 4, 5, 6, 7, 8, 10, 11

- - -


416 (A321) Provide learning opportunities for colleagues (MSC D7)

Introduction This unit is about supporting colleagues in identifying their learning needs and helping to provide opportunities to address these needs. Encouraging colleagues to take responsibility for their own learning is an aspect of this unit as is your role in providing an ‘environment’, for example, in your team or area of responsibility, in which learning is valued. For the purposes of this unit, ‘colleagues’ means those people for whom you have line management responsibility. This unit is taken from the generic standards developed by the Management Standards Centre where it appears as unit D7. The unit is divided into three parts. The first part gives some examples and explanations of some words we use in the unit. The second part describes what you have to do and how you should behave. The third part describes the knowledge and understanding you must have. Target group The unit is recommended for team leaders, first line managers, middle managers and senior managers.



Outcomes You must: 1 Promote the benefits of learning to colleagues and make sure that their willingness and

efforts to learn are recognised. 2 Give colleagues fair, regular and useful feedback on their work performance, discussing and

agreeing how they can improve. 3 Work with colleagues to identify and prioritise learning needs based on any gaps between

the requirements of their work-roles and their current knowledge, understanding and skills. 4 Help colleagues to identify the learning style(s) or combination of styles which works best

for them and ensure that these are taken into account in identifying and undertaking learning activities.

5 Work with colleagues to identify and obtain information on a range of possible learning activities to address identified learning needs.

6 Discuss and agree, with each colleague, a development plan which includes learning activities to be undertaken, the learning objectives to be achieved, the required resources and timescales.

7 Work with colleagues to recognise and make use of un-planned learning opportunities. 8 Seek and make use of specialist expertise in relation to identifying and providing learning for

colleagues. 9 Support colleagues in undertaking learning activities making sure any required resources

are made available and making efforts to remove any obstacles to learning. 10 Evaluate, in discussion with each colleague, whether the learning activities they have

undertaken have achieved the desired outcomes and provide positive feedback on the learning experience.

11 Work with colleagues to update their development plan in the light of performance, any learning activities undertaken and any wider changes.

12 Encourage colleagues to take responsibility for their own learning, including practising and reflecting on what they have learned.

Behaviours You must show you are consistently: 1 Recognising the opportunities presented by the diversity of people. 2 Finding practical ways to overcome barriers. 3 Making time available to support others. 4 Seeking to understand individuals’ needs, feelings and motivations and taking an active

interest in their concerns. 5 Encouraging and supporting others to make the best use of their abilities. 6 Recognising the achievements and the success of others. 7 Inspiring others with the excitement of learning. 8 Confronting performance issues and sorting them out directly with the people involved. 9 Saying no to unreasonable requests. 10 Showing integrity, fairness and consistency in decision making.



What you must know and understand To be competent in this unit, you must know and understand the following General knowledge and understanding K1 The benefits of learning for individuals and organisations and how to promote these to

colleagues K2 Ways in which you can develop an ‘environment’ in which learning is valued and willingness

and efforts to learn are recognised K3 Why it is important to encourage colleagues to take responsibility for their own learning K4 How to provide fair, regular and useful feedback to colleagues on their work performance K5 How to identify learning needs based on identified gaps between the requirements of

colleagues’ work-roles and their current knowledge, understanding and skills K6 How to prioritise learning needs of colleagues, including taking account of organisational

needs and priorities and the personal and career development needs of colleagues K7 The range of different learning styles and how to support colleagues in identifying the

particular learning style(s) or combination of learning styles which works best for them K8 Different types of learning activities, their advantages and disadvantages and the required

resources (for example, time, fees, substitute staff) K9 How/where to identify and obtain information on different learning activities K10 Why it is important for colleagues to have a written development plan and what it should

contain (for example, identified learning needs, learning activities to be undertaken and the learning objectives to be achieved, timescales and required resources)

K11 How to set learning objectives which are SMART (Specific, Measurable, Achievable, Realistic and Time-Bound)

K12 Sources of specialist expertise in relation to identifying and providing learning for colleagues K13 What type of support colleagues might need to undertake learning activities, the resources

needed and the types of obstacles they may face and how they can be resolved K14 How to evaluate whether a learning activity has achieved the desired learning objectives K15 The importance of regularly reviewing and updating written development plans in the light

of performance, any learning activities undertaken and any wider changes K16 How to take account of equality legislation, any relevant codes of practice and general

diversity issues in providing learning opportunities for colleagues Playwork specific knowledge and understanding K17 Playwork requirements for the development or maintenance of knowledge, skills and

understanding and professional development K18 Learning issues and specific initiatives and arrangements that apply within the field of

Playwork K19 Working culture and practices in Playwork sector



Evidence of outcomes:

• possible examples of evidence Behaviours

General Industry specific

Context specific

Identification of development needs, plans to meet development needs and monitoring and review of development activity: notes, memos, emails or other records of feedback and performance appraisals/reviews, and of discussions or identification of learning and development preferences and needs (including learning styles, personal constraints, learning disabilities and difficulties that affect learning)

3, 4, 5, 6, 7, 8, 9, 10

1, 4, 5, 6, 7, 8, 12, 16 1, 2, 3

1, 2, 3, 4, 5, 6, 8, 10, 11,

12

details of support arrangements inside and outside the organisation (eg a training department’s or external supplier’s assessment services) that you have identified and arranged for a colleague to access

2, 3, 4, 5 1, 4, 12, 13, 16 1, 2, 3 5, 6, 8, 9,

10, 11, 12

training and development opportunities (eg coaching, internal and external courses, learning centre/e-learning programmes) that you have identified and enabled colleagues to access to meet agreed learning and development requirements

1, 2, 3, 4, 5, 7, 9, 10

1, 2, 3, 5, 6, 8, 9, 10, 12,

13, 16 1, 2, 3

3, 4, 5, 6, 7, 8, 9, 10, 11,

12

copies of development or learning plans you have discussed, agreed, reviewed and revised with colleagues

3, 4, 5, 7, 10 1, 2, 3, 10, 11 1, 2, 3 4, 5, 6, 7, 9, 10, 11, 12

notes, memos, emails or other records of meeting or discussions you have had with colleagues to review their learning and its effect on their performance

3, 4, 5, 6, 8, 10 1, 2, 3, 14, 15 1, 2, 3 1, 2, 3, 4, 5,

10, 11, 12

personal statement (your reflections on your role in identifying learning requirements, organisation of development activity and review of its effectiveness in improving or enhancing performance)

1, 2, 4, 5, 6, 8, 9

2, 3, 4, 5, 6, 7, 8, 10, 13, 14, 15, 16

1, 2, 3 1, 2, 3, 4, 5, 6, 9, 10, 11,

12

O1 O2 O3 O4 O5 O6 O7 O8 O9

O10 O11 O12

witness statement (comments on your role in identifying learning requirements, organising development activity and reviewing of its effectiveness in improving or enhancing performance)

2, 3, 4, 5, 6, 7, 10 - - -

Level 3 NVQ in Leisure Management (4834)

What we mean by some of the words used in this unit

Colleagues those people for whom you have line management responsibility Development plan an individual plan that shows what the colleague needs to learn

and how and when this learning will happen Learning activities see learning opportunities Learning needs what colleagues need to learn in order to be successful in their

current or future responsibilities Learning opportunities any activities, structured or unstructured that help people develop

in their job role; examples include formal training delivered by yourself or others, coaching and mentoring, work shadowing, work placements, attendance at conferences, personal research etc.

Learning styles how individuals like to learn; for example, some people

prefer ‘taught’ training or education; others appreciate learning through practical work-based activity

Specialist expertise for example, trainers Un-planned learning opportunities that may arise naturally in the course opportunities of their work or wider life experiences


107 (A21) Support the efficient use of resources

Introduction This unit is about managing the resources for which you are responsible. These resources can be financial resources in the form of a budget or physical resources such as equipment and consumables. It covers recommending the resources you and your team need to meet their objectives. It also covers monitoring and controlling the way in which resources are used. There are 2 elements to this unit: 107.1 Make recommendations for the use of resources 107.2 Contribute to the control of resources The unit is aimed at first line managers and sports development staff operating at this level. What you must know and understand To be competent in this unit, you must know and understand the following: K1 How to communicate effectively with team members, colleagues and line managers. K2 How to develop and argue an effective case for changes in the management of resources. K3 How to enable people to identify and communicate the resources they need. K4 How to encourage others to take responsibility for the control of resources in their own area of

work. K5 Team objectives and organisational policies regarding the use of resources. K6 Organisational procedures for making recommendations on the use of resources. K7 The trends and developments which may influence the future use of resources and how to plan for

these. K8 The potential environmental impact of the resources being used. K9 The problems which may occur with resources and how you can deal with these. K10 The importance of effective management of resources to organisational performance. K11 The principles underpinning the effective and efficient management of resources. K12 The importance of keeping accurate records on the use of resources. K13 How to monitor and control the use of resources to maximise efficiency, whilst maintaining the

quality of products and services. K14 How to analyse the past use of resources, and utilise the results to make recommendations on

more effective use of resources in the future.


107.1 Make recommendations for the use of resources

What you must do To meet the national standard, you must: 1. Give relevant people the opportunity to provide information on the resources the team needs. 2. Make recommendations for the use of resources that take account of relevant past experience. 3. Make recommendations that take account of trends and developments which are likely to affect

the use of resources. 4. Make recommendations that are consistent with team objectives, organisational policies and

environmental concerns. 5. Make recommendations that clearly indicate the potential benefits they expect from the planned

use of resources. 6. Present the recommendations to relevant people in an appropriate and timely manner. What you must cover To meet the national standard, you must cover the following: a Relevant people

1. team members 2. colleagues working at the same level 3. higher level managers or supervisors.

b Recommendations 1. short term 2. medium term.


107.2 Contribute to the control of resources

What you must do To meet the national standard, you must: 1 Give relevant people opportunities to take individual responsibility for the efficient use of

resources. 2 Monitor the use of resources under your control at appropriate intervals. 3 Make sure the use of resources by the team is efficient and takes into account the potential impact

on the environment. 4 Monitor the quality of resources continuously and ensure consistency in product and service

delivery. 5 Identify problems with resources promptly, and make recommendations for corrective action to

the relevant people as soon as possible. 6 Make recommendations for improving the use of resources to relevant people in an appropriate

and timely manner. 7 Make sure that records relating to the use of resources are complete, accurate and available to

authorised people only. What you must cover To meet the national standard, you must cover the following: a Relevant people

1. team members 2. colleagues working at the same level 3. higher level managers or supervisors.

b Corrective action 1. altering activities 2. modifying the use of resources 3. re-negotiating the allocation of resources.




• 107.1 a minimum of one type of relevant people and both types of recommendations.

• 107.2 a minimum of one type of relevant people and two types of corrective action. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of your work (for example, diaries and/or reflective accounts countersigned by a senior colleague).If you only provide the minimum coverage of ‘What you must cover’ from your work as shown above, the remaining items under this heading must be assessed through the use of supplementary evidence (see below). Simulation Simulation is not allowed for this unit. Use of supplementary evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies. Knowledge and understanding There must be evidence that you possess all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by a professional discussion between you and your assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. Note: some of the knowledge and understanding items require you to show that you know and understand how to do something. If your assessor can reasonably infer from your work that you know and understand the required methods and techniques, because there is evidence that you have applied them, there is no need for you to be assessed again on this knowledge item, for example through questioning.


108 (A210) Control practices for handling payments (People1st HS27)

Introduction This unit is about supervising procedures for receiving payments from customers, usually through tills and other payment points. This unit is taken from the Hospitality Supervision standards developed by the Hospitality Training Foundation where it appears as HS27. There are 3 elements to this unit: 108.1 Monitor and control the handling of payments 108.2 Collect takings and maintain their security 108.3 Process payment information The unit is aimed at first line managers. What you must know and understand To be competent in this unit, you must know and understand the following: K1 The different roles and responsibilities of people in your area of work in relation to handling

payments and collecting takings. K2 Which organisational procedures relate to handling payments. K3 What the limits of your authority are when controlling payments. K4 How to plan the security of staff and takings. K5 Who to gain security advice from. K6 Electronic point of sale systems (EPOS). K7 The various payment methods used in the industry, for example, cheques, credit cards, charge

cards, ‘smart’ cards, vouchers and how to process them. K8 What confirmation systems are available when authorising payments. K9 How to estimate the till items you need for handling payments and who to gain approval from

when you require additional ones. K10 How to control the issue and use of till items. K11 How to present information concerning the payment procedures. K12 The types of problems that may occur when controlling payment practices and how to deal with

these effectively. K13 How to monitor staff performance against organisational standards. K14 What action to take when staff performance falls below standards. K15 How to operate the payment points and equipment used in your organisation. K16 How to deal with fraudulent payments. K17 Which organisational procedures relate to the collection of takings. K18 How to operate payment points to obtain till readings. K19 How to record information legibly and who this information should be passed on to. K20 How to implement your organisation’s security procedures. K21 Which organisational procedures relate to processing payment information. K22 How to communicate with staff to gain information about discrepancies. K23 What documentation must be completed and how to do so. K24 What action is appropriate in response to discrepancies. K25 Who to report suspected dishonesty to and when this should occur.


108.1 Monitor and control the handling of payments

What you must do To meet the national standard, you must: 1 Provide staff with sufficient resources before and during service. 2 Make sure staff are properly briefed on their legal obligations and organisational procedures. 3 Make sure that staff handle payments according to your organisation’s procedures. 4 Make sure that staff follow payment point safety and security procedures. 5 Make sure that payments and payment refunds are correctly authorised. 6 Investigate and deal with transaction difficulties correctly. 7 Collect payment point contents following your organisation’s procedures. 8 Process takings in line with your organisation’s procedures. 9 Identify and deal effectively with any problems with payment handling practices. What you must cover To meet the national standard, you must cover the following: a Resources

1 float 2 till rolls 3 documentation 4 manual or electronic card systems.

b Payments 1 cash 2 cheque 3 charge/credit card 4 debit cards 5 cash equivalents 6 direct debits.

c Transaction difficulties 1 payment exceeds credit limit 2 fraud 3 staff error 4 customer error 5 change queries.


108.2 Collect takings and maintain their security

What you must do To meet the national standard, you must: 1 Make sure the payment points are closed at the scheduled time in line with your organisation’s

procedures. 2 Make sure accurate readings are taken from the payment points. 3 Make sure takings are correctly counted. 4 Reconcile actual takings against recorded takings. 5 Investigate any discrepancies. 6 Follow your organisation’s procedures for maintaining the security of takings. What you must cover To meet the national standard, you must cover the following: a Discrepancies:

1. shortages 2. overs 3. voids 4. refunds 5. no-sales 6. errors.


108.3 Process payment information

What you must do To meet the national standard, you must: 1 Complete all documents relating to the takings accurately. 2 Follow your organisation’s procedures and legal requirements to deal with discrepancies. 3 Report suspected dishonesty to the relevant people. 4 Pass all documentation on to the relevant people. What you must cover To meet the national standard, you must cover the following: a Discrepancies:

1. shortages 2. overs 3. voids 4. refunds 5. no-sales 6. errors.

b Relevant people: 1. senior managers 2. finance personnel 3. external authorities.




• 108.1 a minimum of two types of resources, two types of payments and one type of transaction difficulty.

• 108.2 a minimum of one type of discrepancy.

• 108.3 a minimum of one type of discrepancy, and one type of relevant people. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of your work (for example, diaries and/or reflective accounts countersigned by a senior colleague). If you only provide the minimum coverage of ‘What you must cover’ from your work as shown above, the remaining items under this heading must be assessed through the use of supplementary evidence (see below). Simulation Simulation is not allowed for this unit. Use of supplementary evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. Supplementary evidence may also be used for 108.3.3, 9 if no naturally occurring evidence is available. Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies. Knowledge and understanding There must be evidence that you possess all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by a professional discussion between you and your assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. Note: some of the knowledge and understanding items require you to show that you know and understand how to do something. If your assessor can reasonably infer from your work that you know and understand the required methods and techniques, because there is evidence that you have applied them, there is no need for you to be assessed again on this knowledge item, for example through questioning.


109 (C19) Supervise the maintenance of equipment and facilities

Introduction This unit is about making sure that equipment and facilities are properly checked and maintained. It also covers supervising major and minor repairs and improvements to equipment and facilities. There are 2 elements to this unit: 109.1 Supervise the maintenance of facilities and equipment in your area of responsibility. 109.2 Supervise repairs and improvements to facilities and equipment. This unit is for first line managers and sports development staff operating at this level. What you must know and understand To be competent in this unit, you must know and understand the following: K1 Why it is important for facilities and equipment to be properly maintained. K2 Your organisation’s standards for the condition of facilities and equipment in your area of

responsibility. K3 Principles of the duty of care and legal requirements for the maintenance of facilities and

equipment. K4 Why it is important for staff to understand and support agreed standards. K5 Equipment manufacturers’ maintenance guidelines, as appropriate to your work. K6 National guidelines relating to equipment and facilities, where appropriate to your work. K7 The resources and training that staff need to maintain equipment and facilities to the agreed

standards. K8 The agreed maintenance schedule for equipment and facilities in your area of responsibility and

why it is important to follow this. K9 Why it is important to carry out spot checks and how to do so. K10 The types of problems that could occur with facilities and equipment in your area of responsibility

and how to deal with these according to your level of responsibility. K11 The maintenance records that need to be completed and why they are important. K12 The different procedures you should follow when dealing with your own staff and with contractor

staff. K13 The procedures you should follow when removing equipment from use and why they are

important. K14 What should be in a specification and plan for work being undertaken and why these are

important. K15 Why it is important to minimise disruption to normal and emergency operating plans and what

factors you should consider. K16 Why it is important to identify and plan for possible contingencies and how to do so. K17 Why it is important to communicate with staff and users about work being carried out and the

most effective ways of doing so. K18 Health and safety implications that you must consider when work is being done and how to

minimise risks to staff and users. K19 Why it is important to monitor the work that is being done and how to do so without causing

further problems. K20 How to check that work is meeting the agreed specification and schedule and why this is

important.


K21 The types of support that people carrying out the work may need and how to provide this. K22 The types of problems that may occur when work is taking place, which types of problems you can

deal with yourself and which you would need to report to someone else and who that person should be.

K23 Why it is important to keep records of work and how to do so. K24 Why it is important to inform staff and users when work is complete and most effective ways of

doing so.


109.1 Supervise the maintenance of facilities and equipment in your area of responsibility

What you must do To meet the national standard, you must: 1 Make sure staff in your area of responsibility understand and support agreed standards for the

condition of equipment and facilities. 2 Make sure staff have the necessary resources and skills to monitor and maintain the condition of

facilities and equipment. 3 Make sure the checking and maintenance of facilities and equipment follows the agreed

schedule and health and safety requirements. 4 Carry out spot checks to make sure that facilities and equipment are up to agreed standards. 5 Encourage staff to report any problems with facilities and equipment when they occur. 6 Deal with identified problems according to agreed procedures. 7 Maintain records to do with checking and maintenance and store them in the correct location. What you must cover To meet the national standard, you must cover the following: a Checking and maintenance

1 by your own staff 2 by contract staff.

b Identified problems 1 authorising repairs 2 removing equipment/facilities from use and reporting the problem.


109.2 Supervise repairs and improvements to facilities and equipment

What you must do To meet the national standard, you must: 1 Make sure there is a specification and plan for the work and these are agreed with the people

carrying out the work and relevant colleagues. 2 Make arrangements which minimise disruption to normal and emergency operating plans and take

account of possible contingencies. 3 Give relevant staff and users information about the work being carried out and any arrangements

that affect them. 4 Put procedures in place to maintain the health and safety of staff and users when work is

underway. 5 Monitor the work and provide support to make sure it meets the agreed specification and

schedule. 6 Refer any problems beyond your level of responsibility to an appropriate colleague. 7 Check that work when completed meets the agreed specification. 8 Complete records of the work which has been done and store them in the correct location. 9 Update staff and users on the work that has been carried out. What you must cover To meet the national standard, you must cover the following: a Work

1 repairs/improvements to equipment 2 repairs/improvements to facilities.

b People carrying out the work 1 from your own organisation 2 contractors.




• 109.1 both types of checking and maintenance, and both types of identified problems.

• 109.2 both types of work, and both types of people carrying out the work. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of your work (for example, diaries and/or reflective accounts countersigned by a senior colleague). If you only provide the minimum coverage of ‘What you must cover’ from your work as shown above, the remaining items under this heading must be assessed through the use of Supplementary Evidence (see below). Simulation Simulation is not allowed for this unit. Use of supplementary evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. Supplementary evidence may also be used for 109.2.6 if no naturally occurring evidence is available. Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies. Knowledge and understanding There must be evidence that you possess all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by a professional discussion between you and your assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. Note: some of the knowledge and understanding items require you to show that you know and understand how to do something. If your assessor can reasonably infer from your work that you know and understand the required methods and techniques, because there is evidence that you have applied them, there is no need for you to be assessed again on this knowledge item, for example through questioning.


110 (C25) Operate plant to maintain the quality of pool water

Introduction This unit is about operating swimming pool plant. The unit covers start-up and shut-down, routine maintenance and ensuring that the water quality, clarity and temperature are safe and within the recommended ranges. The purpose of operating the plant could be to carry out routine maintenance to ensure:

• plant efficiency

• plant effectiveness

• plant economy. There are 3 elements in this unit: 110.1 Start up and shut down plant. 110.2 Maintain plant in working order. 110.3 Ensure the quality of water. The unit is intended mainly for Sport and Leisure Centre and Health Club staff who have some responsibility for plant operation. You should have had training and experience relevant to plant operation. The unit is not for engineers who carry out more than routine maintenance. This unit links to C28. What you must know and understand To be competent in this unit, you must know and understand the following: For the whole unit K1 The manufacturer’s instructions and the normal operating procedures for the plant. K2 The chemicals commonly used in pool plant, their effects and the hazards associated with them

and the control measures that must be put in place to ensure safe use. K3 The emergency action plan for the plant. K4 The records concerning the operation of the plant which need to be kept up. K5 How to complete the necessary records. K6 Who is the responsible colleague to make records available to and report equipment needing

repair. K7 The basic requirements of the Health and Safety at Work Act and COSHH regulations as they apply

to the operation of plant.


For 110.1 Start up and shut down plant K8 The importance of following instructions for the operation of the plant. K9 How to set the systems in preparation for start up and shut down. K10 How to begin start up and shut down sequences. K11 How to monitor the plant operation during start up and shut down. K12 How to take corrective action when the normal operating procedures are not met during start up

and shut down. K13 The faults and alarms which may occur during start up and shut down. For 110.2 Maintain plant in working order K14 The importance of maintaining plant in good working order. K15 The basic principles of filtration, disinfection, circulation, storage, boilers and heating equipment -

and associated measuring and control equipment. K16 The requirements of the maintenance schedule and log sheets. K17 Normal rates of energy use and flow, levels of pressure and temperature. K18 How to carry out the routine tests and maintenance required. K19 How to calculate, monitor and record energy and water usage figures. K20 How to identify items needing repair and what to do when they are found. K21 How to identify when the plant is not running properly. K22 How to test alarms. For 110.3 Ensure the quality of the water K23 The importance of maintaining the quality and temperature of the water. K24 The basic principles involved in maintaining water quality. K25 The tests and checks which need to be carried out in order to check the quality and temperature of

the water and how to do so. K26 The remedial actions required for a range of chemical contaminants and biological releases into

the pool. K27 The importance of uncontaminated test equipment and how to ensure equipment is not

contaminated. K28 How to take the samples required. K29 The water temperatures which are appropriate for - a range of activities. K30 The types of corrective action to take when water quality and temperature does not meet

standards.


110.1 Start up and shut down plant

What you must do To meet the national standard, you must: 1 Make sure the systems are correctly set for start-up and shut-down. 2 Begin the start-up and shut-down sequences following the manufacturer’s instructions. 3 Monitor the systems for faults and alarms. 4 Take the correct action to deal with any faults and alarms promptly and according to guidelines. 5 Follow the emergency action plan in the event of any emergencies. 6 Complete all the necessary records accurately and legibly, and make them available to the

responsible colleague when required. 7 Ensure plant operates within the recommended parameters and standards laid down by the

manufacturer or installer and in accordance with nationally accepted guidelines. 8 Follow all relevant legislation and other safety requirements at all times. What you must cover To meet the national standard, you must cover the following: a Systems

1 circulation 2 filtration 3 disinfection 4 heating 5 coagulation 6 pressure 7 measuring 8 control.

b Records 1 start up and shut down times 2 inlet and outlet pressures 3 water and air temperatures 4 results of chemical tests 5 variations from normal start-up and shut-down procedures 6 suggestions for improving normal operating procedures 7 chemical levels.


110.2 Maintain plant in working order

What you must do To meet the national standard, you must: 1. Carry out regular tests, visual and audible checks and routine maintenance according to the

prescribed maintenance schedule and log sheet requirements. 2. Identify any items which need repair and report these to the responsible colleague. 3. Take the appropriate action when the normal operating procedures are not being met. 4. Log and report energy and water usage figures, taking appropriate action to deal with wasteful

losses and leaks maintain the efficiency and safety of the plant. 5. Monitor the alarms and respond to them following normal operating procedures and the

emergency action plan. 6. Complete all the necessary records and make them available to the responsible colleague when

required. 7. Follow all relevant legislation and meet recommended operating conditions at all times. What you must cover To meet the national standard, you must cover the following: a Tests and checks

1 rates of energy use 2 rates of flow 3 levels of pressure 4 levels of temperature 5 measuring and control 6 alarms 7 energy saving devices 8 levels of chemicals in storage and dosing tanks.

b Plant systems 1. filtration 2. disinfection 3. heating 4. pressure 5. measuring and control.

c Routine maintenance to ensure 1. plant efficiency 2. plant effectiveness 3. plant economy.


110.3 Ensure the quality of water

What you must do To meet the national standard, you must: 1 Carry out the regular tests, monitoring and sensory inspections according to prescribed water

test procedures. 2 Ensure the water remains in optimum condition. 3 Pay careful and ongoing attention to the alarms which monitor water quality. 4 Make sure that test equipment is free from contamination. 5 Take water samples in a way that conforms to Normal Operating Procedures. 6 Take corrective action when normal operating procedures are not being met and in response to

bacteriological test results including:

• faecal

• diarrhoeal

• vomit

• blood

• microbiological. 7 Complete all the necessary records accurately and legibly, and make them available to the

responsible colleague when required. 8 Follow all relevant legislation and other safety requirements at all times. What you must cover To meet the national standard, you must cover the following: a Tests and monitoring

1 pH 2 free and combined disinfectant levels 3 air and water temperatures 4 relative humidity 5 fresh water dilution 6 pool loading 7 plant running time 8 microbiological.

b Sensory inspections

1 water clarity 2 water quality 3 algae 4 foaming 5 dissolved particulate matter 6 scum lines 7 the cleanliness of the pool surround.


c Samples 1 the calibration of automatic controls 2 water balance 3 total dissolved solids 4 alkalinity 5 calcium hardness 6 bacteria.




• 110.1 a minimum of all types of systems and all types of records.

• 110.2 a minimum of four types of tests and checks, all types of plant systems, and one type of routine maintenance.

• 110.3 a minimum of four types of tests and monitoring, four types of sensory inspections and three types of samples.

This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of your work (for example, diaries and/or reflective accounts countersigned by a senior colleague).If you only provide the minimum coverage of ‘What you must cover’ from your work as shown above, the remaining items under this heading must be assessed through the use of supplementary evidence (see below). Simulation Realistic simulations may be used for performance criteria 110.1.4, 110.1.5, 110.2.2, 110.2.3, 110.2.5, and 110.3.6 if there is no naturally occurring evidence. Use of supplementary evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies. Knowledge and understanding There must be evidence that you possess all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by a professional discussion between you and your assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. Note: some of the knowledge and understanding items require you to show that you know and understand how to do something. If your assessor can reasonably infer from your work that you know and understand the required methods and techniques, because there is evidence that you have applied them, there is no need for you to be assessed again on this knowledge item, for example through questioning.



Chemical levels bulk and day tank levels and gas pressures where appropriate Circulation systems including pumps Coagulation systems including dosing tanks and pumps Control systems including calibration and control Corrective action what the candidate should do when there are faults, alarms or

variations in the operation of the plant Disinfection systems including storage and dosing tanks and pumps Emergency action plan the written plan which has been developed by the facility to deal

with any emergencies which may occur Filtration systems including strainers and filters Guidelines those developed by the manufacturer or professional or regulatory

bodies and possibly adapted by the facility Health and safety legislation mainly the Health and Safety at Work Act but also other pieces of

legislation or regulations which may be relevant to the plant, for example the Control of Substances Hazardous to Health regulations

Heating systems including calorifiers and heat exchangers Maintenance schedule the manufacturer’s guidelines (possible adapted by the facility) for

routine maintenance Measuring systems including automatic dosing and testing Normal operating procedures the procedures which have been developed by the facility to cover

normal (non-emergency) working Plant effectiveness the plant’s ability to maintain optimum operating conditions and

quality as required Plant efficiency the plant’s ability to maintain water temperature and quality whilst

using the minimum amount of energy under the circumstances


Plant economy maintaining the overall plant running costs to an acceptable level Pressure systems including pressure gauges Responsible colleague the person with overall responsibility for the plant and the quality

of the pool water - usually the line manager or supervisor


111 (A41) Manage information for action

Introduction This unit is about the efficient management of information within your area of responsibility. It covers gathering the information you need, providing information and advice to others, and holding meetings. There are 3 elements to this unit: 111.1 Gather required information. 111.2 Inform and advise others. 111.3 Hold meetings. The unit is for first line managers and sports development staff operating at that level. What you must know and understand To be competent in this unit, you must know and understand the following: K1 How to give information and advice effectively in both oral and written format. K2 How to develop and present a reasoned case when providing advice to others. K3 The importance of confirming the recipient’s understanding of the information and advice which

have been provided and how to do so. K4 The importance of seeking feedback on the quality and relevance of the advice and information

provided, and how to encourage and enable such feedback. K5 How to identify unhelpful arguments and digressions, and strategies which may be used to

discourage these. K6 The styles of leadership which can be used to run meetings and how to choose a style according

the nature of the meeting. K7 The value and limitations of meetings as a method of exchanging information and making

decisions. K8 How to determine when a meeting is the most effective way of dealing with issues and the possible

alternatives available. K9 The importance of determining the purpose and objectives of meetings and how to do so. K10 How to manage discussions so that the objectives of the meeting are met within the allocated

time. K11 The procedures to follow in order to make recommendations for improvements to systems and

procedures. K12 Organisational policies, procedures and resource constraints which may affect advice and

information given to others. K13 How to determine who are the necessary people to attend the meeting. K14 Procedures to follow when calling meetings and preparing for them. K15 The importance of gathering, validating and analysing information to team and organisational

effectiveness and their role and responsibility in relation to it. K16 The types of qualitative and quantitative information which are essential to your role and

responsibilities. K17 How to gather information electronically and manually. K18 The importance of providing information and advice to others and their role and responsibility in

relation to it. K19 The types of information and advice that other people may require. K20 How to gather the information needed for your job. K21 The types of problems which may occur when gathering information and how to overcome them.


K22 How to record and store the information which is needed. K23 The importance of checking the validity of information and advice provided to others and how to

do so. K24 The principles of confidentiality when handling information and advice; the types of information

and advice which may be provided to different people. K25 How to assess the effectiveness of current methods of gathering and storing information.


111.1 Gather required information

What you must do To meet the national standard, you must: 1. Gather information that is accurate, sufficient and relevant to the purpose for which it is needed. 2. Take prompt and effective action to overcome problems in gathering relevant information. 3. Record and store the information you gather according to their organisation’s systems and

procedures. 4. Ensure that the information you gather is accessible in the required format to authorised people

only. 5. Identify possible improvements to systems and procedures and pass these on to the relevant

people. What you must cover To meet the national standard, you must cover the following: a Information

1 quantitative 2 qualitative 3 in electronic format 4 paper-based.

b Systems and procedures

1 formal 2 informal.


111.2 Inform and advise others

What you must do To meet the national standard, you must: 1. Give information and advice at a time and place, and in a form and manner, appropriate to the

needs of recipients. 2. Ensure the information and advice you give is accurate, current, relevant and sufficient. 3. Give information and advice that is consistent with the organisation’s policy, procedures and

resource constraints. 4. Use reasoned arguments and appropriate evidence to support your information and advice. 5. Check and confirm recipients' understanding of the information and advice that you have

given. 6. Maintain confidentiality according to the organisation’s requirements. 7. Seek feedback from recipients about the information and advice you provided, and use this

feedback to improve the ways in which information and advice is given. What you must cover To meet the national standard, you must cover the following: a Information and advice

1 spoken 2 written 3 in electronic format.

b Recipients 1 team members 2 colleagues working at the same level 3 higher level managers or sponsors 4 people not part of your organisation.


111.3 Hold meetings

What you must do To meet the national standard, you must: 1 Give sufficient notice of the meeting to allow the necessary people to attend. 2 Make the purpose and objectives of the meeting clear at the start. 3 Adopt a style of leadership that helps people to make useful contributions. 4 Discourage unhelpful arguments and digressions. 5 Achieve the objectives of the meeting within the allocated time. 6 Give clear, accurate and concise information about outcomes of the meeting promptly to those

who need it. What you must cover To meet the national standard, you must cover the following: a Meetings

1 involving people within your organisation 2 involving people from outside your organisation.

b Purposes 1 information giving 2 consultation 3 decision making.


Evidence Requirements


• 111.1 a minimum of both types of information and one type of systems and procedures.

• 111.2 a minimum of both types of information and action and two types of recipients.

• 111.3 a minimum of one type of meeting and one type of purpose. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of your work (for example, diaries and/or reflective accounts countersigned by a senior colleague).If you only provide the minimum coverage of ‘What you must cover’ from your work as shown above, the remaining items under this heading must be assessed through the use of supplementary evidence (see below). Simulation Simulation is not allowed for this unit. Use of supplementary evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies. Knowledge and understanding There must be evidence that you possess all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by a professional discussion between you and you assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. Note: some of the knowledge and understanding items require you to show that you know and understand how to do something. If your assessor can reasonably infer from your work that you know and understand the required methods and techniques, because there is evidence that you have applied them, there is no need for you to be assessed again on this knowledge item, for example through questioning.


412 (B227) Contribute to evaluating, developing and promoting services

Introduction This unit is about contributing to market research, developing, promoting and evaluating services. There are 3 elements to this unit: 412.1 Contribute to evaluating service provision. 412.2 Contribute to developing and improving services. 412.3 Contribute to promoting services. The unit is for you if you have some responsibility for developing the services you provide. What you must know and understand To be competent in this unit, you must know and understand the following: For the whole unit K1 The importance of trying to continuously improve service provision. For 412.1 Contribute to evaluating service provision K2 The available resources and relevant organisational policies. K3 The responsible member of staff to discuss and agree the evaluation methods and criteria with. K4 How to develop evaluation methods and identify appropriate criteria. K5 The importance of implementing methods in line with the agreed strategy. K6 How to collate, analyse and report on evaluations. For 412.2 Contribute to developing and improving services K7 The available resources, researched needs and relevant organisational policies and legal

requirements. K8 The organisational procedures for suggesting improvements to services. K9 What consultations may need to be undertaken. K10 Other people to involve in the development of services. K11 Representative groups and individuals to be involved in the testing of services. K12 How to develop suggestions for services based on research which has been undertaken. K13 How to make such suggestions in a clear and logical manner. K14 How to undertake necessary consultations and the importance of doing so. K15 How to develop specifications and plans for services. K16 How to test services and the importance of doing so.


For 412.3 Contribute to promoting services K17 The available resources and relevant organisational policies and legal requirements, including

those covering Disability and Equal Opportunities. K18 The responsible member of staff to discuss and agree the promotional strategy with. K19 How to develop a promotional methods for new services. K20 How to take account of the needs of different communities when developing promotional

materials. K21 How to develop materials appropriate to these methods. K22 The importance of implementing methods and materials in line with the agreed strategy.


412.1 Contribute to evaluating service provision

What you must do To meet the national standard, you must: 1 Choose realistic methods for evaluating service provision. 2 Discuss and agree these evaluation methods with the responsible member of staff. 3 Develop and agree the detail of the evaluation methods. 4 Collect, record, analyse and store information using your evaluation methods. 5 Report the evaluation results to the relevant colleague. 6 Recommend and agree changes to be made as a result of your evaluation. What you must cover To meet the national standard you must cover the following: a Evaluation methods

1 quantitative 2 qualitative.


412.2 Contribute to developing and improving services

What you must do To meet the national standard, you must: 1 Consult on possible improvements to services with the relevant colleagues in your organisation. 2 Get their approval to try out your improvements. 3 Develop a specification and plan for the services, working with the appropriate individuals. 4 Test the desirability of the services with representative groups and individuals and get their

feedback to adjust plans. 5 Agree a full implementation plan with the responsible colleague. What you must cover To meet the national standard, you must cover the following: a Services

1 existing services 2 new services.

b Appropriate individuals 1 current users of your services 2 potential new users of your services 3 users who experience barriers to access 4 colleagues.


412.3 Contribute to promoting services

What you must do To meet the national standard, you must: 1 Make suggestions for promotional methods which are consistent with the agreed target groups,

available resources and legal requirements. 2 Discuss and agree these methods with the responsible colleague. 3 Develop promotional materials and methods and agree the final details with the responsible

colleague. 4 Implement the promotional methods in line with agreements. What you must cover To meet the national standard, you must cover the following: a Promotional methods

1 leaflet distribution 2 media features 3 visits 4 events 5 incentive schemes.




• 412.1 both types of evaluation methods.

• 412.2 a minimum of one type of service and all types of appropriate individuals. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of your work (for example, diaries and/or reflective accounts countersigned by a senior colleague). If you only provide the minimum coverage of ‘What you must cover’ from your work as shown above, the remaining items under this heading must be assessed through the use of supplementary evidence (see below). Simulation Simulation is not allowed for this unit. Use of supplementary evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies. Knowledge and understanding There must be evidence that you possess all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by a professional discussion between you and your assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. Note: some of the knowledge and understanding items require you to show that you know and understand how to do something. If your assessor can reasonably infer from your work that you know and understand the required methods and techniques, because there is evidence that you have applied them, there is no need for you to be assessed again on this knowledge item, for example through questioning.



Analyse Analyse can be used to examine in detail in order to discover meaning; break down into smaller pieces.

Barriers to access Things that prevent or discourage children and young people from

taking part in play provision. These may include physical barriers for disabled children, but also include wider issues such as discrimination, lack of positive images, lack of culturally acceptable activities and customs, language barriers and many other factors that affect different communities.

Qualitative Something that is not summarised in numerical form, such as

minutes from meetings and general notes from observations. Qualitative data normally describe people's knowledge, attitudes or behaviours and is often more subjective.

Quantitative Something measured or measurable by, or concerned with,

quantity and expressed in numbers or quantities.


112 (B229) Plan and organise services

Introduction This unit is about planning and implementing services which are requested by an external customer or line manager. The operations must meet organisational and legal requirements, in particular those relevant to health and safety. Contexts for this unit could be planning programmes or events for a sports/leisure centre, outdoor activity centre or fitness club or planning and implementing any important aspect of the organisation’s work. Sports development programmes would also be an acceptable context. There are 2 elements to this unit: 112.1 Plan services and operations to meet requirements and expectations. 112.2 Monitor and maintain services and operations. This unit is for first line managers and sports development staff operating at this level. What you must know and understand To be competent in this unit, you must know and understand the following: K1 The overall importance to the organisation and its customers of ensuring that services and

operations meet requirements. K2 Sources of information on requirements. K3 Equal opportunities considerations which might affect customer expectations - for example special

arrangements for disabled customers or women only sessions. K4 The importance of clarifying and resolving problems with the line manager and customer. K5 When to discuss problems with the line manager and when to discuss problems with the

customer. K6 The types of problems which often occur when trying to put requirements and expectations into

action. K7 Organisational procedures for planning and implementing services and operations. K8 Work planning methods. K9 Legislation which impacts on the planning and implementation of services and operations (for

example, the Health and Safety at Work Act, Control of Substances Hazardous to Health Regulations).

K10 Legal, organisational and best practice requirements for equality and diversity in relation to planning and implementing services.

K11 Why it is important to brief team members fully on plans and requirements and how to do so. K12 Why it is important to encourage team members to make suggestions and how to do so. K13 Records which need to be kept up-to-date. K14 The importance of careful monitoring of services and operations. K15 Direct and indirect monitoring methods. K16 Common variations from plans and appropriate types of corrective action to take in response to

these. K17 The types of potential incidents, accidents and emergencies which may occur during services and

operations. K18 The importance of reporting potential incidents, accidents and emergencies. K19 How to identify potential incidents, accidents and emergencies and recommend ways of avoiding

them in the future. K20 Procedures for checking equipment and facilities.


K21 Problems which may occur with equipment and facilities following operations and how to deal with these.

K22 The importance of evaluating services and operations and how to do so.


112.1 Plan services and operations to meet requirements and expectations

What you must do To meet the national standard, you must: 1 Obtain available information on the requirements for services and operations, and check this

information for completeness and accuracy. 2 Identify the implications of these requirements, any problems which may arise, and resolve these

with the relevant people. 3 Plan the work so that the requirements for services and operations can be met within

organisational procedures and legal requirements. 4 Make sure your plans meet requirements for equality and diversity. 5 Plan for likely contingencies. 6 Communicate these plans and requirements to team members and make clear their roles,

responsibilities, targets and schedules. 7 Encourage team members to suggest methods of improving the planned services and

operations. 8 Keep records of operational plans complete, accurate and up-to-date. What you must cover To meet the national standard, you must cover the following: a Requirements

1 performance requirements 2 programme 3 individual customer.

b Services 1 routine 2 non-routine.

c Operations 1 environment 2 equipment 3 internal staffing 4 external staffing 5 for participants 6 for spectators.

d Relevant people 1 line manager 2 external customer.


112.2 Monitor and maintain services and operations

What you must do To meet the national standard, you must: 1 Monitor operations and services, identify variations from plans and take prompt corrective

action. 2 Identify and respond to incidents, accidents and emergencies following the emergency action

plan. 3 Make sure that equipment and facilities are checked following operations, and dealt with

according to organisational and legal requirements. 4 Evaluate operations for effectiveness and efficiency, and note and report any improvements for

the future. 5 Make sure that records of services and operations are accurate and up-to-date. What you must cover To meet the national standard, you must cover the following: a Services

1 routine 2 non-routine.

b Operations 1 environment 2 equipment 3 internal staffing 4 external staffing 5 participants 6 spectators.

c Monitoring 1 direct 2 indirect.

d Corrective action 1 direct 2 indirect 3 short-term 4 medium-term.




• 112.1 a minimum of two types of requirements, both types of services, three types of operations, and one type of relevant people.

• 112.2 both types of services, a minimum of three types of operations both types of monitoring, and two types of corrective action.

This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of your work (for example, diaries and/or reflective accounts countersigned by a senior colleague). If you only provide the minimum coverage of ‘What you must cover’ from your work as shown above, the remaining items under this heading must be assessed through the use of supplementary evidence (see below). Simulation Realistic simulations may be used for performance criteria 112.2.2 if there is no naturally occurring evidence. Use of supplementary evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies. Knowledge and understanding There must be evidence that you possess all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by a professional discussion between you and your assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. Note: some of the knowledge and understanding items require you to show that you know and understand how to do something. If your assessor can reasonably infer from your work that you know and understand the required methods and techniques, because there is evidence that you have applied them, there is no need for you to be assessed again on this knowledge item, for example through questioning.


113 (A44) Manage a Project (MSC F1)

Introduction This unit is about managing a project for which you have been given responsibility. This involves developing and agreeing a plan for the project and monitoring and controlling implementation of and changes to the plan. It also involves ensuring that the project achieves its key objectives and is completed to the satisfaction of the project sponsor(s) and any key stakeholders. Examples might include planning and implementing a significant improvement to a facility or planning and organising an event. This unit is taken from the generic standards developed by the Management Standards Centre where it appears as unit F1. The unit is recommended for first line managers and others operating at this level. What you must know and understand To be competent in this unit, you must know and understand the following: General knowledge and understanding K1 The fundamental characteristics of projects as opposed to routine management

functions/activities. K2 The role and key responsibilities of a project manager. K3 Key stages in the project lifecycle. K4 The importance of the relationship between the project manager and the project sponsor(s) and

any key stakeholders. K5 Why it is important to discuss and agree the key objectives and scope of a proposed project with

the project sponsor(s) and any key stakeholders before detailed planning commences. K6 The type of information needed for effective project planning. K7 Why it is important to be able to identify and understand how a project fits with the overall vision,

objectives and plans of the organisation and any programmes of work or other projects being undertaken.

K8 Why it is important to consult with relevant people in developing a project plan and how to do effectively.

K9 What should be included in a project plan, particularly activities, required resources and timescales and why the plan needs to be discussed and agreed with the project sponsor(s) and any key stakeholders.

K10 Why it is important that any project team members are briefed on the project plan, their roles and responsibilities and how to do so effectively.

K11 Ways of providing ongoing support, encouragement and information to any project team members.

K12 Ways of identifying and managing potential risks in relation to the project. K13 The importance of contingency planning and how to do so effectively. K14 How to select from and apply a range of basic project management tools and techniques to

monitor, control and review progress of the project. K15 Effective ways of communicating with project sponsor(s) and any key stakeholders during a

project. K16 The importance of agreeing changes to the project plan with the project sponsor(s) and any key

stakeholders. K17 The type of changes that might need to be made to a project plan during implementation. K18 Why it is important to confirm satisfactory completion of the project with the project sponsor(s)

and any key stakeholders and how to do so effectively.


K19 How to establish effective systems for evaluating the success of projects and identifying lessons for the future.

K20 The importance of recognising the contributions of project team members to the success of projects and different ways of doing so.

Sector specific knowledge and understanding K21 Project management tools and techniques commonly used in the industry or sector. K22 Risks and contingencies common to the industry/sector. K23 Industry/sector specific legislation, regulations, guidelines and codes of practice. Knowledge and understanding relevant to your organisation K24 The project sponsor(s) – the individual or group for whom the project is being undertaken. K25 Key stakeholders – the individuals or groups who have a vested interest in the success of the

project and the organisation. K26 The agreed key objectives and scope of the proposed project and the available resources. K27 The overall vision, objectives and plans of the organisation and any other relevant programmes of

work or other projects being undertaken. K28 Mechanisms for consulting on the development of the project plan and the views/thoughts

received from relevant people in relation to proposals. K29 The agreed project plan. K30 The roles and responsibilities of any project team members. K31 Methods used for briefing, supporting, encouraging and providing information to any project team

members. K32 Processes and resources put in place to manage potential risks and deal with contingencies. K33 Type and nature of potential risks identified and contingencies encountered. K34 Specific project management tools and techniques used to monitor, control and review progress. K35 Processes in place for communicating information on progress of the project to the project

sponsor(s), any key stakeholders and any project team members. K36 Processes in place for identifying and agreeing changes to the project plan and any changes which

have made. K37 Processes for confirming satisfactory completion of the project with the project sponsor(s) and any

key stakeholders. K38 Processes for evaluating the success of the project and any lessons which have been learned from

undertaking the project. K39 Methods used for recognising the contributions of any project team members to successful

projects.


What you must do To meet the national standard you must: 1 Discuss and agree the key objectives and scope of the proposed project and the available

resources with the project sponsor(s) and any key stakeholders. 2 Identify how the proposed project fits with the overall vision, objectives and plans of the

organisation and any programmes of work or other projects being undertaken. 3 Develop, in consultation with relevant people, a realistic and thorough plan for undertaking the

project and achieving the key objectives. 4 Discuss and agree the project plan with the project sponsor(s) and any key stakeholders, making

changes where necessary. 5 Brief any project team members on the project plan and their roles and responsibilities and

provide ongoing support, encouragement and information. 6 Put processes and resources in place to manage potential risks arising from the project and deal

with contingencies. 7 Implement the project plan, selecting and applying a range of basic project management tools and

techniques to monitor, control and review progress. 8 Communicate progress to the project sponsor(s), any key stakeholders and any project team

members on a regular basis. 9 Identify, in the light of progress and any problems encountered and wider developments, any

required changes to the project plan, obtaining agreement from project sponsors and any key stakeholders where necessary.

10. Achieve project objectives using the agreed level of resources. 11 Confirm satisfactory completion of the project with the project sponsor(s) and any key

stakeholders. 12 Evaluate the success of the project, identifying what lessons can be learned and recognising the

contributions of any project team members. Behaviours You must show you are consistently: 1 Recognising changes in circumstances promptly and adjusting plans and activities accordingly. 2 Finding practical ways to overcome barriers. 3 Presenting information clearly, concisely, accurately and in ways that promote understanding. 4 Creating a sense of common purpose. 5 Making best use of available resources and proactively seeking new sources of support when

necessary. 6 Acting within the limits of your own authority. 7 Being vigilant for potential risks and hazards. 8 Taking pride in delivering high quality work. 9 Taking personal responsibility for making things happen.



The evidence requirements for this unit are summarised in the following tables. The evidence requirements should be read in conjunction with the guidance in Appendix 3




Behaviours General

Industry specific

Context specific

Project terms of reference you have agreed and project plans that you have prepared:

notes or minutes of meetings you have attended, and emails, memos, letters, project proposals, terms of reference, scoping or feasibility studies and other documents that you have written, to agree the objectives, scope, resources, plans and timescales with sponsors and stakeholders

3, 4, 5, 7 1, 2, 3, 4, 5, 6, 7, 8, 9

2, 3 1, 2, 3, 4

schedules, action plans, contingency plans, risk assessments, budgets, Gantt charts, network diagrams (eg CPA, PERT or Precedence diagrams) and other tools for planning the project that you have used

3, 5 1, 3, 6, 9, 13, 14

1, 2, 3 3, 6, 7, 11

notes or minutes from, and records of presentations at, briefings or meetings that you have organised, and emails, memos, letters you have sent to members of the project team and other stakeholders, to agree project plans and roles and responsibilities

4, 5, 6, 7, 9 2, 3, 6, 8, 9, 10, 11, 12

2, 3 3, 4, 5, 6, 7, 8

procedure specifications, operational guidelines and other documents you have prepared to ensure that project team members perform to the required standard and to minimise risks to health and safety

3, 4, 5, 6, 7, 9 6, 9, 10, 11, 12

2, 3 6, 7, 9

O1 O2 O3 O4 O5 O6

personal statement (reflections on your role and performance in agreeing the project terms of reference, and organising and planning the project)

5, 6, 7, 8, 9 1, 2, 3, 4, 5, 7, 8, 9, 10

1, 2, 3 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11




Behaviours General

Industry specific

Context specific

Your records of monitoring and evaluating projects you have managed:

project reports, newsletters, emails, memos and letters, and action plans, project schedules, Gantt charts and network diagrams and other project management tools, recording and reporting progress against agreed milestones, any problems identified, resources required or any changes to the project plans

1, 2, 3, 5, 6, 7, 8, 9

2, 3, 11, 12, 13, 14, 15, 16, 17

1, 2 6, 7, 8, 9, 10, 11, 12, 13

notes or minutes and records of presentations at briefings and meetings of the project team and/or steering group, reporting progress against agreed milestones, any problems identified, resources required or any changes to the project plans

1, 2, 3, 5, 6, 7, 8, 9

2, 3, 11, 12, 13, 14, 15, 16, 17

1, 2 6, 7, 8, 9, 10, 11, 12, 13

end of project evaluation report, identifying the outcomes of the project against the planned outcomes, resourcing and timescales, and any conclusions that could be drawn about the project planning, operation and management

1, 2, 3, 5, 6, 7, 8, 9

2, 3, 15, 17, 18, 19, 20

- 6, 7, 8, 9, 10, 11, 14, 15, 16

notes or minutes and records of presentations at the final meeting of the project team and/or steering group, discussing and agreeing the outcomes of the project against the planned outcomes, resourcing and timescales, and any conclusions that could be drawn about the project planning, operation and management

1, 2, 3, 5, 6, 7, 8, 9

2, 3, 15, 17, 18, 19, 20

- 6, 7, 8, 9, 10, 11, 14, 15, 16

O7 O8 O9 O10 O11 O12

personal statement (reflections on the effectiveness of the project in achieving its goals and your performance in managing the project)

1, 2, 3, 5, 6, 7, 8, 9

1, 2, 7, 9, 18, 19

1, 2 3, 4, 6, 11, 15


114 (D210) Promote equality and diversity in sport and physical activity

Introduction Widening participation is a key objective in the delivery of sport and physical activity. This can only be achieved if service delivery proactively addresses the diverse needs of the community with whom you work and seeks to overcome issues of inequality and barriers to participation. There are 2 elements to this unit: 114.1 Identify issues of equality and diversity that impact on communities. 114.2 Ensure that equality and diversity is integrated into the delivery of sport and physical

activity. The unit is recommended for first line managers and sports development staff operating at that level. What you must know and understand To be competent in this unit, you must know and understand the following: K1 Sources of information on current legal, professional and organisational requirements for

equality and diversity in sport and physical activity. K2 The current legal, professional and organisational requirements for equality and diversity in

sport and physical activity that are relevant to your work. K3 The effects of not promoting opportunities for equality and diversity. K4 Government policies in relation to widening participation. K5 Who are the more isolated groups in the community and why it is important to address their

needs. K6 The diversity of people in the community and in your own organisation. K7 Why it is important to have accurate and up-to-date information on the community you are

working with. K8 How you should collect and analyse information on the community and draw conclusions

based on this analysis. K9 The importance of exploring and challenging assumptions that you or others may have

about the community. K10 The most common barriers to participation in the community you are working with. K11 Appropriate people in your own organisation with whom you should work on issues to do

with equality and diversity. K12 Other organisations and people in the community with whom you should work on issues to

do with equality and diversity and their responsibilities. K13 The importance of collaborative working and trying, wherever possible, to align agendas. K14 Sources of information on case studies and models of good practice in addressing issues of

equality and diversity that are relevant to your work. K15 The importance of being innovative and trying new approaches to overcoming barriers to

participation. K16 The importance of consulting directly and regularly communicating with people in the

community.


K17 The importance of making sure that the methods you use to overcome barriers to participation support and ‘join up with’ other initiatives for the community you are working with.

K18 The key aspects of service delivery that are important in overcoming barriers to participation that are relevant to your work.

K19 The key indicators which show that your organisation values equality and diversity. K20 Types of words and behaviour from staff and customers that are inconsistent with valuing

equality and diversity and how to make sure these are challenged. K21 The importance of monitoring and evaluating your methods for overcoming barriers to

participation. K22 How to monitor and evaluate the effectiveness of your methods. K23 How you can use the outcomes of evaluation to improve your methods. K24 The importance of embedding and sustaining your methods of improving service delivery.


114.1 Identify issues of equality and diversity that impact on communities

What you must do To meet the national standard, you must: 1 Keep up-to-date with legal, professional and organisational requirements for equality and

diversity in sport and physical activity. 2 Collect, organise and analyse relevant information about the community with which you are

working from appropriate people. 3 Identify issues within the community that are relevant to equality and diversity. 4 Identify and compare community needs for sport and physical activity with current

provision and participation rates. 5 Identify and consult on inequalities and barriers to participation with appropriate

people. 6 Prioritise the inequalities and barriers to participation that you are able to address

through your provision. 7 Report and communicate issues you are not able to address to the appropriate people. What you must cover To meet the national standard, you must cover the following: a Appropriate people

1 within your organisation 2 within other sports organisations 3 within other non-sports organisations 4 from the community.

b Issues within the community 1 demographics 2 ethnic mix 3 relationships within and between groups 4 social and economic issues 5 attitudes to sport and physical activity 7 religion and cultural issues.

c Inequalities and barriers to participation 1 sex 2 race/culture/language 3 disability 4 religion 5 health 6 wealth 7 age 8 sexual orientation 9 access.


114.2 Ensure that equality and diversity are integrated into the delivery of sport and physical activity

What you must do To meet the national standard, you must: 1 Keep up-to-date with current best practice in addressing equality and diversity in sport and

physical activity. 2 Work with appropriate people to develop methods of overcoming barriers to

participation and integrate these into service delivery. 3 Where possible, ensure your methods complement similar initiatives for the community. 4 Make sure that the way you and other staff interact with customers shows your organisation

values diversity and equality. 5 Make sure that words and behaviour from staff and customers that are inconsistent with

equality and diversity are challenged. 6 Work with appropriate people to monitor and evaluate your methods of addressing

barriers to participation. 7 Work with appropriate people to improve and sustain your methods of addressing

barriers to participation. What you must cover To meet the national standard, you must cover the following: a Appropriate people

1 within your organisation 2 within other sports organisations 3 within other non-sports organisations 4 from the community.

b Barriers to participation 1 sex 2 race/culture/language 3 disability 4 religion 5 health 6 wealth 7 age 8 sexual orientation 9 access.

c Service delivery 1 a range of and types of programmes/activities 2 facilities, location, access and equipment 3 appropriate staffing 4 marketing, communication and promotion 5 monitoring and evaluation of attendance.




• 114.1 a minimum of two types of appropriate people, four types of issues within the community and six types of inequalities and barriers to participation.

• 114.2 a minimum of two types of appropriate people, six types of barriers to participation, and three types of service delivery, and all types of appropriate individuals.

This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of your work (for example, diaries and/or reflective accounts countersigned by a senior colleague). If you only provide the minimum coverage of ‘What you must cover’ from your work as shown above, the remaining items under this heading must be assessed through the use of supplementary evidence (see below). Simulation Simulation is not allowed for this unit. Use of supplementary evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. Supplementary evidence may also be used for 114.2.3 if no naturally occurring evidence is available. Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies. Knowledge and understanding There must be evidence that you possess all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by a professional discussion between your and your assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. Note: some of the knowledge and understanding items require you to show that you know and understand how to do something. If your assessor can reasonably infer from your work that you know and understand the required methods and techniques, because there is evidence that you have applied them, there is no need for you to be assessed again on this knowledge item, for example through questioning.


115 (B230) Sell products and services to customers in face-to-face settings (MSSSB C52)

Introduction The unit is about selling products and services (eg memberships or corporate programmes) to customers in a face-to-face situation. Some contact may be made by telephone, but the unit emphasises direct contact. This unit is taken from the standards developed by the Marketing and Sales Standards Setting Body (MSSSB) where it appears as unit C52. The unit is recommended for first line managers and sports development staff operating at that level. What you must know and understand To be competent in this unit, you must know and understand the following: General knowledge and understanding K1 The sales cycle and how it helps the sales person structure and progress their sales

contact. K2 The difference between proactive and reactive selling. K3 Techniques that can be applied when selling in face-to-face settings, including cross-selling,

up-selling and the sale of add-ons. K4 Methods for assessing maximum and minimum returns and how to prioritise calls according

to value. K5 Verbal, non-verbal, listening and questioning techniques suitable for selling in face-to-face

settings. K6 The differences between benefits and features and how to sell them effectively. K7 How to involve the prospect in reaching a solution to the sales problem. K8 Methods for recording messages accurately and ensuring they are dealt with by relevant

people promptly. K9 The range of behaviours displayed by customers and how to constructively manage them. K10 How to overcome customers’ objections sensitively, constructively and effectively respond

to their queries. K11 Effective methods for closing sales successfully. K12 How to evaluate and measure the success of face-to-face sales visits. Sport and recreation specific knowledge and understanding K13 Legal and ethical practices relating to selling. K14 Organisation and sector regulatory requirements and practices relating to selling. K15 Competitive practices and activities.


Knowledge and understanding relevant to your organisation K16 Organisation objectives and plans for face-to-face sales. K17 Detailed knowledge of your organisation’s products and services. K18 Knowledge of your organisation and its customers. K19 Company policies and procedures relating to the products and services on offer. K20 Knowledge of your target market (ie key customer groups that you will be involved in selling

to in face-to-face settings). K21 Detailed understanding of competitor activities, products and services and latest

developments in own organisational markets. K22 Sales targets for your own area of responsibility and the limits of your own personal

authority. K23 Processes for recording customer call information and follow-up activities. K24 Who to communicate important information in relation to customer calls. K25 Own organisation’s requirements for closing orders and securing sales, including

organisational guidelines on sales agreements. K26 Customer and prospect feedback activities and how to channel the information effectively. K27 Available literature and support materials for the selling process. K28 Who to go to for sales support for customers. What you must do To meet the national standard, you must: 1 Identify customer requirements through the use of tactful questioning. 2 Use verbal and non-verbal communication styles to establish communication with the

customer and deal with positive and negative responses. 3 Confirm that buying needs and interests previously expressed by the customer are still up

to date, or note any changes. 4 Identify and confirm products and services which match the customer’s identified needs. 5 Interpret and act on the customer’s buying signals correctly to progress the sale. 6 Provide an overview of the key features and benefits of products and services, explaining

and matching these to the customer’s requirements in a way that will generate further interest.

7 Provide relevant materials to support the promotion of products and services and take opportunities to demonstrate these, where appropriate.

8 Give customers the opportunity to discuss and assess the features and values of products and services.

9 Answer the customer’s objections and queries with clear, accurate and relevant information.

10 Evaluate potential trade-offs that will be mutually beneficial to the customer and the organisation.

11 Reach agreement with the customer on their requirements and note, analyse and act on any situations where these cannot be met.

12 Offer relevant information and proposals to meet customer requirements. 13 Where necessary, get support from relevant colleagues to help overcome the customer’s

objections and better meet their needs. 14 Establish the customer’s willingness to commit themselves to the purchase and get their

agreement for the supply of products and services that meet both parties’ requirements. 15 Formalise agreement with the customer and complete all the necessary documents.


Behaviours You must show you consistently: 1 Plan for every face-to-face sales setting. 2 Show respect for customers and understand and emphasise with their views. 3 Avoid prejudging the customer, based on appearance, behaviour and communication. 4 Be honest, sincere and ethical in the chosen sales approach. 5 Be an articulate and effective communicator and good listener and adopt communication

strategies for each customer. 6 Identify key sales decision-makers, with buying authority and power. 7 Demonstrate an in-depth knowledge and understanding of the products and services on

offer. 8 Establish motivation for buying and buying needs. 9 Identify and use the most effective questioning techniques appropriate to the sales

situation. 10 Take every opportunity for the demonstration of products and services to customers. 11 Adapt your sales strategy to audience requirements. 12 Let your knowledge of products, services, marketers and competitors be evident in all you

do and say. 13 Work with other sales team members to ensure the avoidance of duplication of task and

maximising of opportunity.



What you must do There must be evidence that you have met all of the requirements listed under ‘What you must do’ through your own work in a real active leisure environment (with the possible exceptions of those items listed under ‘Use of supplementary evidence’ below). Evidence may be gathered through a combination of methods, for example, observations, looking at products of your work or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that you can meet the requirements on a consistent basis. There must be evidence that the have consistently shown the full range of behaviours identified in this unit. Simulation Simulation is not allowed for this unit. Use of supplementary evidence Supplementary evidence may also be used for 115.1.13 if no naturally occurring evidence is available. Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies. Knowledge and understanding There must be evidence that you possess all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by a professional discussion between you and your assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. Note: some of the knowledge and understanding items require you to show that you know and understand how to do something. If your assessor can reasonably infer from your work that you know and understand the required methods and techniques, because there is evidence that you have applied them, there is no need for you to be assessed again on this knowledge item, for example through questioning.


116 (C215) Promote the conservation of the environment

Introduction This unit is about helping to establish codes of practice for the way sites are used, ensuring these codes are adhered to, and educating participants in the basics of environmental conservation. There are 2 elements to this unit: 116.1 Contribute to and implement codes of practice for using the environment. 116.2 Educate participants on the impact of activities on the environment. This unit is for first line managers and sports development staff operating at this level. What you must know and understand To be competent in this unit, you must know and understand the following: K1 The importance of environmental protection and how codes can contribute. K2 Current good practice at the national, local and organisational level. K3 Current codes in use and how to contribute to their development. K4 The importance of all staff for whom the candidate is responsible understanding codes of

practice and agreements. K5 How to monitor and control activities to ensure that they conform to codes of practice. K6 How to monitor and evaluate the impact of activities on sites. K7 The ways in which the natural environment can be improved in a way sympathetic to the

area and surroundings. K8 The reporting procedures to follow. K9 The importance of participants understanding the codes of practice and agreements about

the use of sites. K10 How to check and confirm participants’ understanding. K11 Measures which can be taken to minimise environmental impact and how to explain these

to participants. K12 The effects of all the types of impact listed in the range. K13 Vulnerable areas of the site and how to ensure that the participants know about these. K14 The importance of providing a good role model in terms of environmental practice and how

to do so.


116.1 Contribute to and implement codes of practice for using the environment

What you must do To meet the national standard, you must: 1 Make contributions to a code of practice which are based on current good practice and

guidance. 2 Make sure that all staff for whom you are responsible know and understand the code of

practice and agreements. 3 Make sure that all activities under their control conform to the code of practice and

agreements. 4 Monitor and evaluate the impact of activities on the sites which you use. 5 Take opportunities to improve the natural environment in a way that is compatible with the

site. 6 Report on the impact of activities on these sites to the responsible colleague. What you must cover To meet the national standard, you must cover the following: a Good practice and guidance

1 national 2 local 3 organisational.

b Impact 1 damage 2 pollution 3 disturbance.


116.2 Educate participants on the impact of activities on the environment

What you must do To meet the national standard, you must: 1 Ensure the participants understand the current codes of practice and agreements for the

site they will be using. 2 Ensure the participants understand the impact which could be caused to the site. 3 Ensure the participants understand how impact to the site can be kept to a minimum. 4 Draw the participants’ attention to vulnerable areas of the site and show how these areas

should be treated. 5 Work in a way which provides a model of good practice to the participants on how to treat

the site. What you must cover To meet the national standard, you must cover the following: a Participants

1 adults 2 children 3 young people 4 people with particular needs.

b Impact 1 damage 2 pollution 3 disturbance.




• 116.1 all types of good practice and guidance and all types of impact.

• 116.2 a minimum of two types of participant and all types of appropriate impact. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of your work (for example, diaries and/or reflective accounts countersigned by a senior colleague). If you only provide the minimum coverage of ‘What you must cover’ from your work as shown above, the remaining items under this heading must be assessed through the use of supplementary evidence (see below). Simulation Simulation is not allowed for this unit. Use of supplementary evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. Supplementary evidence may be gathered through professional discussion, projects, assignments or case studies. Knowledge and understanding There must be evidence that you possess all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by a professional discussion between you and your assessor. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate. Note: some of the knowledge and understanding items require you to show that you know and understand how to do something. If your assessor can reasonably infer from your work that you know and understand the required methods and techniques, because there is evidence that you have applied them, there is no need for you to be assessed again on this knowledge item, for example through questioning.


Appendix 1 Value statements

The following are the SkillsActive Operational Services value statements which candidates and centres must adhere to. A. General value statements 1 In Sport, Recreation and Allied Occupations performance to the standards expected in

employment, ie competence entails the application of the kind of values found in professional codes of ethics. Underpinning value statements have been developed to cover many of the occupational sectors under the SkillsActive umbrella.

2 The incorporation of ethical issues within the National Occupational Standards and in consequently in the SVQs and NVQs has been vital to enhance the credibility of the standards.

3 Care has been taken to incorporate these values within the National Occupational Standards in the section entitled Knowledge, skills, understanding and values. It is important that in addition to possessing such knowledge and values that candidates demonstrate they can apply them in everyday situations.

4 Reference to the value statements can greatly assist candidates and assessors to interpret phrases within the National Standards like ‘recognised good practice’.

5 The value statements paint a picture of good practice and can help External Verifiers in their initial assessment of the capability of centres to confirm good practice in their assessment of candidates.

B. Value statements for managers and staff working in sport and recreation facilities Competent facility staff operate at all times by reference to a set of values that includes the following: 1 As regards himself or herself, all staff should:

1.1 display commitment, initiative, honesty, integrity and a proper sense of responsibility, honouring the trust reposed by clients, employers, colleagues and the general public

1.2 uphold the good standing of management, education, sport and sportsmanship 1.3 provide conscientiously a service of value to society, concerned with the

development of quality in all matters, including the quality of life 1.4 be conscious of values issues and resolve values conflicts by using a reasoned

approach 1.5 exercise responsible stewardship over all resources under their control: financial,

material and human, striving always, to turn them to purposeful account 1.6 take active steps to improve his or her own personal competence

pay due regard to the law and avoid the abuse of misuse of their position.


2 As regards the facility, the manager should:

2.1 ensure that the set of values that governs the conduct of the organisation as a whole extends to and includes the-conduct of every member of it

2.2 engender a spirit of openness, participation and co-operation but which recognises the need for authority structures and provides for conflict and competition to be managed

2.3 give rights and responsibilities equal emphasis 2.4 establish high expectations for all in the pursuit of excellence 2.5 ensure consistently high standards of health, safety and psychological well-being for

employees, volunteers and clients. 3 As regards those who work at the facility, the manager should:

3.1 ensure that the general principles of ethical conduct and their application in specific contexts are understood and taken seriously by all staff and volunteers

3.2 seek to ensure that the consciences of others are never put at risk value staff highly, recognise them as a valuable resource and encourage and assist them to develop their competence, self-esteem and potential

3.3 develop internal relationships on the basis of mutual trust and reciprocal loyalty 3.4 provide safe, congenial and healthy working conditions 3.5 plan work and personal development jointly so as to provide maximum job

satisfaction, challenge, opportunity and, as far as external circumstances permit, job security for those with a satisfactory record of performance

3.6 develop and maintain a working climate in which improvements occur naturally and continuously without being enforced or imposed

3.7 by leadership, co-ordination and personal commitment and example, achieve acceptance by all of the need to be effective and successful.

4 As regards client and suppliers, all staff should:

4.1 ensure that the facility offers good value for money, reflected in the quality of service provided

4.2 sustain and develop mutually beneficial relationships with client and suppliers 4.3 regard every client as an individual with the right to dignity, respect and

consideration, and display a caring attitude at all times 4.4 accept that racism, sexism and prejudice against people with disabilities or who

suffer social and economic disadvantage, have no place in the facility 4.5 encourage clients to accept responsibility for their learning and enjoyment.

5 As regards the environment, resources and society, all staff should:

5.1 communicate to the public truthfully and without intent to mislead by slanting or suppressing information

5.2 interact with the community, its members and its institutions so as to increase understanding of the facility's aims and activities, and in so doing ensure that the facility is seen as an asset to the community and a good neighbour

5.3 foster responsibly the amenity and well-being of the local community and contribute to meeting its needs

5.4 minimise any adverse impact on the environment caused by the facility's operations 5.5 take full account of the need for public safety 5.6 respond to global environmental issues by economising in the use of energy and

non-sustainable resources, by avoiding destruction of natural resources, by controlling pollution and by careful management of waste.


Appendix 2 Key and core skills mapping

The Level 3 NVQ in Leisure Management provides opportunities to gather evidence for the accreditation of Key / Core Skills as shown in the tables below. However, to gain Key / Core Skills certification, the Key / Core Skills would need to be taken as additional qualifications. This document contains two tables that show the links between the National Occupational Standards in the SkillsActive footprint and the Key and Core Skills developed by QCA and SQA respectively. SkillsActive, the licensed Sector Skills Council hopes that these tables will be of assistance to assessors and candidates who wish to integrate Key and Core Skill achievement into workplace practice and NVQ/SVQ assessment. This signposting has been completed using QCA and SQA guidance. The analysis is based on the principle that some evidence for one or more Key and/or Core Skills is likely to arise when in some cases, evidence will only apply to some aspects of the Key or Core Skill. In others, the generation of evidence for Key and Core Skills may depend on the specific processes that a candidate follows to achieve the outcomes described in the occupational standards. Comment INFORMATION AND COMMUNICATION TECHNOLOGY It would be possible and indeed likely that computers would be used to access and record information in a number of the units especially those drawn from the management and leadership suite. However, such use of computers is not explicit within the standards and therefore there is generally no opportunity to credit the IT key and core skills. Further information about Key Skills can be found at 13Hwww.qca.org.uk And information about Core Skills can be found at 14Hwww.sqa.org.uk.


Summary of the Links between the Level 3 NVQ in Leisure Management and the QCA Key Skills

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Mandatory

A323 Manage your own resources and professional development (MSC A2)

3 3 3 3 4 -

A322 Provide leadership in your area of responsibility (MSC B6)

4 2 3 3 3 -

C27 Ensure the health, safety, welfare and security of customers and staff

3.1a, 3,1b, 3.2, 3.3

4.1, 4.2, 4.3

C33 Work with others to improve customer service (MSC B8)

4 3 4 4 4 -

Optional

A12 Contribute to change through implementing and reviewing strategy and policy

3.1a, 3,1b, 3.2, 3.3

3.1, 3.2, 3.3

3.1, 3.2, 3.3

3.1, 3.2, 3.3

A319 Recruit, select and keep colleagues (MSC D3)

3 3 4 3 2 -

A324 Develop productive working relationships with colleagues (MSC D1)

3 2 4 3 3 -

A320 Allocate and monitor the progress and quality of work in your area of responsibility (MSC D6)

4 3 4 4 3 -

A321 Provide learning opportunities for colleagues (MSC D7)

4 2 3 2 2 -

A21 Support the efficient use of resources

3.1a, 3,1b, 4.2, 3.3

3.1, 3.2, 3.3

A210 Control practices for handling payments (HS27)

3.1a, 3,1b, 3.2, 3.3

1.1, 1.2, 1.3

3.1, 3.2, 3.3

3.1, 3.2, 3.3

1.1, 1.2

C19 Supervise the maintenance of equipment and facilities

2.1a, 2..1b, 2.2

2.1, 2.2 3.1, 3.2, 3.3

A41 Manage information for action 4.1, 4.2, 4.3

2.1, 2.2, 2.3

3.1, 3.2, 3.3

3.1, 3.2, 3.3

3.1, 3.2, 3.3

2.1, 2.2

B227 Contribute to evaluating, developing and promoting services

3.1a, 3,1b, 3.2, 3.3

3.1, 3.2, 3.3

4.1, 4.2, 4.3


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Optional (cont’d)

B229 Plan and organise services 2.1a, 2.1b, 2.2, 2.3

3.1, 3.2, 3.3

4.1, 4.2, 4.3

A44 Manage a project (MSC F1) 4 4 4 4 3 - D210 Promote equality and

diversity in sport and physical activity

4.1, 4.2, 4.3

2.1, 2.2, 2.3

4.1, 4.2, 4.3

3.1, 3.2, 3.3

3.1, 3.2, 3.3

B230 Sell products and services in face-to-face settings

3.1a, 3.1b 2.1, 2.2

2.1, 2.3, 2..3

C215 Promote the conservation of the environment

3.1,a, 3.1b, 3.2, 3.3

C25 Operate plant to maintain the quality of pool water

2.1a, 2.1b, 2.2, 2.3

2.1, 2.2, 2.3

3.1, 3.2 3.1, 3.2, 3.3

3.1, 3.2


Summary of the Links between the Level 3 NVQ in Leisure Management and the SQA Core Skills

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Mandatory

A323 Manage your own resources and professional development (MSC A2)

Inter mediate 2

Intermediate 2

Intermediate 2

Intermediate 2 -

A322 Provide leadership in your area of responsibility (MSC B6)

Higher Intermediate 1

Intermediate 2

Intermediate 2 -

C27 Ensure the health, safety, welfare and security of customers and staff

Intermediate 2

Higher

C33 Work with others to improve customer service (MSC B8)


Higher Higher -

Optional

A12 Contribute to change through implementing and reviewing strategy and policy

Intermediate 2

Intermediate 2

Intermediate 2

Intermediate 2

A319 Recruit, select and keep colleagues (MSC D3)

Intermediate 2

Intermediate 2

Higher Intermediate 2 -

A324 Develop productive working relationships with colleagues (MSC D1)

Intermediate 2

Intermediate 1

Higher Intermediate 2 -

A320 Allocate and monitor the progress and quality of work in your area of responsibility (MSC D6)


Higher Higher -

A321 Provide learning opportunities for colleagues (MSC D7)


Intermediate 2

Intermediate 1 -

A21 Support the efficient use of resources

Intermediate 2

Intermediate 2

A210 Control practices for handling payments (HS27)

Intermediate 2

Access 3

Intermediate 2

Intermediate 2 Access 3

C19 Supervise the maintenance of equipment and facilities

Intermediate 1

Intermediate 1

Intermediate 2

A41 Manage information for action


Intermediate 2

Intermediate 1

B227 Contribute to evaluating, developing and promoting services

Intermediate 2

Intermediate 2

Higher


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B229 Plan and organise services Intermediate 1

Intermediate 2

Higher

A44 Manage a project (MSC F1) Higher Higher

Higher Higher -

D210 Promote equality and diversity in sport and physical activity



B230 Sell products and services in face-to-face settings

Intermediate 2

Intermediate 1

Intermediate 1

C215 Promote the conservation of the environment

Intermediate 2

C25 Operate plant to maintain the quality of pool water

Intermediate 1

Intermediate 1

Intermediate 2

Intermediate 2


Appendix 3 Management Standards Centre (MSC) Guidance

This Appendix contains additional assessment guidance for candidates and assessors from the MSC. It should be read in conjunction with the imported MSC units in Section 9 of this document.

Units imported from the Management Standard Centre (MSC) In order to achieve any unit you must demonstrate that you meet all its requirements. This means all of the stated outcomes and behaviours and every item of knowledge and understanding. Your assessor must be able to observe you in the workplace and/or you must provide tangible evidence to your assessor – you should agree with your assessor the balance between observation and other ways of evidencing performance. Please note that simulation is not allowed for any unit (i.e. all your evidence must relate to real work activities) unless, in exceptional cases, the External Verifier agrees. To help you identify relevant, tangible, evidence, the evidence requirements of each Unit list a wide range of possible items of evidence, and show which outcomes, behaviours and knowledge and understanding these items might be used to evidence. Please note, you are not expected to produce each item of evidence listed – the evidence requirements identify examples of the evidence that you might be able to produce. Similarly, the references to behaviours and to knowledge and understanding suggest what the evidence may demonstrate. It is your responsibility to collect appropriate evidence, make sure that it demonstrates the outcomes required, and show which behaviours and knowledge and understanding are also apparent. A Personal Statement may accompany the evidence for each Unit. The evidence requirements identify certain outcomes where this is more likely to be of value. A Personal statement is not real work evidence, but it can be useful in explaining and reflecting on your behaviour in achieving certain outcomes and why you behaved as you did, thus helping to link evidence of outcomes to behaviours and knowledge and understanding. Witness statements should be made both by those who report to you and those to whom you report (except if you do not report to anyone – for example, if you own the organisation). Your assessor must be given sufficient time to become familiar with the evidence. The physical evidence will provide the basis for a dialogue between you and your assessor. This discussion will provide you with an opportunity to show how the physical evidence you have presented covers the outcomes, behaviours and items of knowledge and understanding. You must appreciate that your assessor may feel that further evidence is required and the discussion could be used to identify the type of further evidence required and where this can be obtained.


What the Evidence requirements look like:

Knowledge and Understanding Out- comes


Behaviours General Industry

specific Context specific

Your evaluation of the current and future requirements of your work role, based on both formal and informal sources:

job descriptions 1, 2, 3, 5 1, 11

notes of conversations with managers and colleagues about their expectations 1, 2, 3, 4, 5, 6, 7, 8, 9 1, 3, 5, 13 9, 12

personal statement (reflections on role tasks and responsibilities) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 2, 5, 7 1, 3, 4

O1

corporate plans, objectives, mission and vision statements 3, 4, 9 3 2, 4, 9

Behaviours that this evidence is likely to be able to demonstrate

The General, Industry-specific and Context-specific Knowledge and Understanding you may be able to show through this evidence

Identifies the likely Outcomes that this set of evidence is likely to demonstrate

Specific items of evidence that you may have produced

The general set of evidence

Witness statements are accounts by others, describing your actions or behaviour. Witness statements cannot be used to show underpinning Knowledge and Understanding

Personal statements are accounts by you, describing and explaining events or your actions


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