level 4 nvq in spectator safety management (4834-46) · level 4 nvq in spectator safety management...

Level 4 NVQ in Spectator Safety Management (4834-46) Standards and assessment requirements 500/1502/3

www.cityandguilds.com November 2006 Version 2.0

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 which offers land-based qualifications and membership services. 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:

• centre staff may copy the material only for the purpose of teaching learners working towards a City & Guilds qualification, or for internal administration purposes

• learners may copy the material only for their own use when working towards a City & Guilds qualification

• the Standard Copying Conditions on the City & Guilds website. Please note: National Occupational Standards are not © The City and Guilds of London Institute. Please check the conditions upon which they may be copied with the relevant Sector Skills Council. Publications City & Guilds publications are available on the City & Guilds website or from our Publications Sales department at the address below or by telephoning +44 (0)20 7294 2850 or faxing +44 (0)20 7294 3387. Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds’ products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication. City & Guilds 1 Giltspur Street London EC1A 9DD T +44 (0)20 7294 2800 www.cityandguilds.com F +44 (0)20 7294 2400 [email protected]

Level 4 NVQ in Spectator Safety Management (4834-46) 3

Level 4 NVQ in Spectator Safety Management (4834-46) Standards and assessment requirements

www.cityandguilds.com November 2006 Version 2.0

4 Level 4 NVQ in Spectator Safety Management (4834-46)

This page is intentionally blank


Contents

1 Introduction 7 2 The Sector Skills Council and the National Occupational Standards 8 3 Candidate entry and progression 10 4 Centre resource requirements 11 5 Assessment method requirements 12 6 Roles and occupational expertise requirements 15 7 Recording assessment and evidence 17 8 The qualification structure and standards 18 9 About the standards 19 10 The National Occupational Standards and unit evidence requirements 20 Unit 206 Plan for the safety of people attending a spectator event (C216) 21 Unit 207 Ensure the safety of people attending a spectator event (C217) 27 Unit 208 Assist the organisation to develop and implement policies (A11) 35 Unit 101 Manage your own resources and professional development (A323) 41 Unit 209 Develop productive working relationships with colleagues and stakeholders

(A311) 47 Unit 210 Provide information to support decision making (A42) 53 Unit 416 Provide learning opportunities for colleagues (A321) 63 Unit 211 Manage the use of physical resources (A22) 69 Unit 212 Encourage innovation in your area of responsibility (B218) 77 Unit 415 Recruit, select and keep colleagues (A319) 83 Unit 417 Allocate and monitor the progress and quality of work in your area of

responsibility (A320) 89 Unit 213 Facilitate meetings (A43) 97 Unit 214 Provide advice and support for the development and implementation of

quality policies (A57) 103 Unit 215 Implement quality assurance systems (A56) 109 Unit 216 Monitor compliance with quality systems (A58) 115 Unit 113 Manage a Project (A44) 121 Appendix 1 Key Skills mapping 127 Appendix 2 Value Statements 129 Appendix 3 Management Standards Centre (MSC) Guidance 131


1 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 NVQ Centre Guide or the NVQ Candidate Guide and this Standards and Assessment Requirements document, this document has the more up-to-date information.


2 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 typically working in stadium manager and safety officer roles within the sport and events management sector. The NOS were developed in consultation with a range of employers such as local authorities, industry bodies and Sports clubs, and with the support of SkillsActive (Sector Skills Council for Active Leisure and Learning). They replace the previously available Level 4 NOS in Spectator Safety Management

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] website 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): Unit 101 / A323 Manage your own resources and professional development (MSC A2) 209 / A311 Develop productive working relationships with colleagues and stakeholders (MSC

D2) 416 / A42 Provide learning opportunities for colleagues (MSC D7) 212 / B218 Encourage innovation in your area of responsibility (MSC C2) 415 / A319 Recruit, select and keep colleagues (MSC D3) 417 / A320 Allocate and monitor the progress and quality of work in your area of responsibility

(MSC D6) 113 / A44 Manage a project (MSC F1)

mailto:[email protected]

http://www.skillsactive.com/


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] website www.management-standards.org

Apprenticeship framework This qualification is part of the SkillsActive Apprenticeship Framework. Full details of the current framework and requirements are available from SkillsActive (contact details above).

mailto:[email protected]

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


3 Candidate entry and progression

Candidate work role requirements This NVQ is for those working in the matchday and events stewarding industry. It can be attained by candidates typically working as stadium managers or safety officers at sports events, concerts or carnivals where the safety of spectators is paramount. Typically the employee would be responsible for the overall stewarding operation.

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. 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. The Level 3 NVQ in Spectator Safety would be a natural progression on to this Level 4 NVQ

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

Progression routes City and Guilds offer a full progression from Level 2 NVQs on to Level 3 and Level 4 NVQs in Spectator Safety. Level 2 would be an ideal award for those candidates wishing to start out in the spectator safety industry, before moving onto a more supervisory role at Level 3. Level 4 is ideal for Safety Officers and managers. 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 qualifications are available on the City & Guilds website (www.cityandguilds.com)

http://www.cityandguilds.com/


4 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 4 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.


5 Assessment method requirements

This guidance is based on and amplifies the assessment strategy for the Level 4 NVQ in Spectator Safety.

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.

Appointment process for External verifiers

Assessment strategy section 4.1 states that “every Awarding Body to seek advice if and when required from the SSC on the technical qualifications, experience and competence of all prospective External Verifiers in the selection and deployment of EVs”; to assist this process for Spectator Safety External Verifiers the sector recommends that:

• Awarding Bodies have an occupationally competent person involved in the selection 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 Spectator Safety Management Unit 101 / A323 Manage your own resources and professional development (MSC A2) 209 / A311 Develop productive working relationships with colleagues and stakeholders (MSC

D2) 416 / A42 Provide learning opportunities for colleagues (MSC D7) 212 / B218 Encourage innovation in your area of responsibility (MSC C2) 415 / A319 Recruit, select and keep colleagues (MSC D3) 417 / A320 Allocate and monitor the progress and quality of work in your area of responsibility

(MSC D6) 113 / A44 Manage a project (MSC F1)

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 Whilst the NVQ is broken down into separate units, the work of the spectator safety manager, with overall responsibility for public safety at spectator events, is not. This means that as the spectator


safety 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, 209, 210 and 212 and much of the naturally occurring evidence for these is likely to come from looking at the products of the candidate going about their normal day-to-day activities at real spectator events. For this reason, we strongly recommend 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 spectator venue, consider the candidate’s work and identify how the evidence the candidate generates matches the requirements of all three 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. For an NVQ to be delivered successfully with the candidate, it is worth noting that the NVQ process is one of awarding a qualification to a worker who demonstrates that their work is competent. This means the spectator safety manager showing that they meet the criteria laid down in the National Occupational Standards. If a pre-assessment investigation of the candidate indicates that they may not yet be competent, the spectator safety manager candidate should undertake appropriate training and/or gain more experience before embarking on their NVQ assessment. As the NVQ is about the candidate (the spectator safety manager) demonstrating their competence, most of the evidence should come from being observed at work and/or looking at other forms of evidence from the candidate’s real work that show how they meet the standard. The Spectator Safety NVQ is not intended as a snapshot of the spectator safety manager’s work, but rather a qualification that shows the spectator safety manager meets the standards consistently. It is expected that the spectator safety manager’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. We recommend that these occasions are separated by at least two months. 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.

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 4 NVQ in Spectator Safety 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.


6 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 spectator safety context for two years full time or equivalent. (eg as a Safety Officer, Senior Steward or equivalent).

o Taken part in a relevant and nationally recognised Spectator Safety training course or qualification from the NQF in England/Wales and Northern Ireland or the SCQF in Scotland. Or an action plan to achieve such

• 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 Values Statements and how they are applied in assessment.

• 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 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 NVQ5) 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 spectator safety context for two years full time or equivalent. (eg as a Safety Officer, Senior Steward or equivalent).

o Taken part in a relevant and nationally recognised Spectator Safety training course or qualification from the NQF in England/Wales and Northern Ireland or the SCQF in Scotland. Or an action plan to achieve such

• 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 Values 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.


7 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 4 NVQ in Spectator Safety 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’. Amendable (MS Word) versions of the forms are available on the City & Guilds website.


8 The qualification structure and standards

Qualification structure The full NVQ qualification will consist of nine completed units. Candidates must complete seven mandatory and two optional units from a selection of nine.

Mandatory Units

QCA unit reference

City & Guilds Unit no Unit title

C216 206 Plan for the safety of people attending a spectator event

C217 207 Ensure the safety of people attending a spectator event

A11 208 Assist the organisation to develop and implement policies

A323 101 Manage your own resources and professional development

A311 209 Develop productive working relationships with colleagues

and stakeholders

A42 210 Provide information to support decision making

A321 416 Provide learning opportunities for colleagues

Optional Units

QCA unit reference

City & Guilds Unit no Unit title

A22 211 Manage the use of physical resources

B218 212 Encourage innovation in your area of responsibility

A319 415 Recruit, select and keep colleagues

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

your area of responsibility

A43 213 Facilitate meetings

A57 214 Provide advice and support for the development and

implementation of quality policies

A56 215 Implement quality assurance systems

A58 216 Monitor compliance with quality systems

A44 113 Manage a project


9 About the standards

Styles and formats of the units and evidence requirements The Level 4 NVQ in Spectator Safety 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 10 are intentional. The units are reproduced here, in the format SkillsActive and the regulatory authorities have agreed for the purpose of this Level 4 NVQ in Spectator Safety 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 10. 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 Statement must be adhered to by assessors and candidates working towards the Level 4 NVQ in Spectator Safety 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, are downloadable from the City & Guilds website. (www.cityandguilds.com ).

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

http://www.cityandguilds.com/


10 The National Occupational Standards and unit evidence requirements


Unit 206 Plan for the safety of people attending a spectator event (C216)

Summary This unit is about the person responsible for public safety at a spectator event assessing the risks involved and specifying procedures to control these risks. The unit is divided into two parts: The first part describes the two things you have to do. These are: 206.1 Identify the hazards and assess the risks to people attending an event 206.2 Specify and agree control procedures The second part describes the knowledge and understanding you must have. Target Group This unit is for those staff with overall responsibility for public safety at spectator events.



206.1 Identify the hazards and assess the risks to people attending an event

What you must do To meet the national standard, you must: 1 undertake detailed inspection of the venue 2 collect all the relevant information about the venue and event 3 make sure this information is accurate and up-to-date 4 collate and analyse this information in a way that will help to identify hazards and assess

risk 5 correctly identify the hazards associated with the event and venue 6 remove the hazards that can be eliminated 7 realistically assess the likely risks associated with hazards that cannot removed 8 liaise with the required organisations on the identified hazards and risks 9 clearly record hazards and risks according to legal, statutory and organisational

requirements. What you must cover This element covers the following: a information

1 nature of the event and programme 2 arrival and departure arrangements for spectators and participants 3 layout and structure of the venue, its capacity and existing risk assessments 4 services at the venue 5 external environment 6 numbers and types of people attending 7 prevailing conditions 8 experience of comparable events in this venue and others 9 forward information 10 available resources.

b hazards 1 unlawful and unsociable behaviour 2 dangerous crowd conditions 3 vulnerable groups 4 physical hazards 5 medical emergencies 6 inappropriate ticketing arrangements 7 lock-out procedures.



206.2 Specify and agree control procedures

What you must do To meet the national standard, you must: 1 specify efficient control procedures that minimise assessed risks according to legal,

statutory and organisational requirements 2 negotiate these control procedures with the relevant people, providing the necessary

level of detail at each stage and agreeing responsibilities 3 make sure these control procedures are effectively resourced 4 clearly record the control procedures according to legal, statutory and organisational

requirements 5 ensure there are adequate human and physical resources to support the control

procedures 6 ensure that control procedures integrate with the emergency plans of other organisations 7 thoroughly prepare all relevant information before briefing others 8 brief all the relevant people and make sure they understand all the relevant information

about the control procedures 9 promptly notify the person responsible for the event of any difficulties in specifying and

resourcing adequate control procedures and advise them of the implications. What you must cover This element covers the following: a control procedures

1 normal operating plan 2 contingency plan (including evacuation) 3 emergency plan 4 activity specific plan.

b relevant people 1 person responsible for the event 2 emergency services 3 certifying authority 4 line manager 5 event staff familiar with venue 6 event staff unfamiliar with venue.



What you must know and understand

To be competent in this unit, you must know and understand the following: For the whole unit K1 All relevant legal, statutory and organisational requirements for controlling safety at public

events. K2 Relevant guidelines covering the organisation of events. Identifying hazards and assessing risks K3 The importance of carrying out hazard identification and risk assessment for each event. K4 How to carry out inspections of a venue and calculate its true capacity. K5 How to calculate and allocate adequate human and physical resources to ensure the control

procedures are effective. K6 Types of events that are likely to take place in the venue and the hazards and risks

associated with these. K7 Sources for the information you need to assess risks and how to collect, collate and analyse

this information. K8 Awareness of medical services and plans. K9 How to identify hazards for the event and the venue and how these hazards can interact

with each other. K10 How to carry out risk assessments for events and venues in a way that is consistent with

legal and statutory requirements. K11 Who are the organisations with whom you have to liaise on risk assessment and why. K12 Legal, statutory and organisational requirements for recording hazard and risk. K13 Why it is important to record this information. Specifying and agreeing control procedures K14 The standard control procedures used in the venue for a range of different events for which

you might be responsible. K15 How to ensure control procedures are efficient and make the best use of available

resources. K16 How to select control procedures that minimise the assessed risks according to legal,

statutory and organisational requirements. K17 Why it is important to ensure that control procedures integrate effectively with the

emergency plans of other organisations. K18 The importance of testing and reflecting on contingency plans and how to do so. K19 Why it may be necessary to negotiate control procedures with relevant people and how to

carry out such negotiations. K20 The resources that are necessary for control procedures and how to make sure that

resources are adequate to ensure safety.

K21 Why it is important to record control procedures and how to do so.

K22 The importance of thoroughly preparing before carrying out a briefing.

K23 How to brief staff effectively on the use of control procedures and make sure that they understand the procedures, particularly what is required of them.

K24 How to respond to situations in which you are unsure about the adequacy of control procedures and the way they are being resourced and organised.



Evidence Requirements

What you must do There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work at real spectator events. Evidence may be gathered through a combination of methods, for example, looking at products of the candidate’s work, observations or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that the candidate can meet the requirements on a consistent basis. What you must cover There must also be evidence that the candidate’s work at real spectator events has met the following requirements: • 206.1 all types of information, and all types of hazards • 206.2 all types of control procedures, and all types of relevant people Simulation Simulation is not allowed for this unit except for performance criteria 205.2.6 and 206.2.8 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 the candidate possesses 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 the candidate and 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 the candidate to show that they know and understand how to do something. If the assessor can reasonably infer from the candidate’s work that they know and understand the required methods and techniques because there is evidence that they have applied them, there is no need for them to be assessed again on this knowledge item, for example through questioning.


Unit 207 Ensure the safety of people attending a spectator event (C217)

Summary This unit is about the person responsible for public safety at an event checking the venue and all provision to make sure it complies with planned control procedures and legal/statutory and organisational requirements and managing these during the event. The unit also covers dealing with a major incident such as fire or dangerous crowd situations that require the intervention of the emergency services. The unit is divided into two parts. The first part describes the three things you have to do. These are: 207.1 Ensure the readiness of the venue and personnel prior to the event 207.2 Monitor and co-ordinate control procedures during an event 207.3 Manage a response to a major incident The second part describes the knowledge and understanding you must have. Target Group This unit is for those staff with overall responsibility for public safety at spectator events.



207.1 Ensure the readiness of the venue and personnel prior to the event

What you must do To meet the national standard, you must: 1 inspect the venue and check all specified control procedures 2 make sure that all provision at the event is in line with planned control procedures and

legal, statutory and organisational requirements 3 take and record effective action when provision is below required standards 4 effectively counter any influences and pressures from other people who are trying to restrict

effective action to deal with inadequate provision 5 check and confirm all delegated responsibilities 6 complete all documentation clearly and accurately. What you must cover This element covers the following: a control procedures

1 normal operating plan 2 contingency plan (including evacuation) 3 emergency plan 4 major incident plan 5 activity specific plan.



207.2 Monitor and co-ordinate control procedures during an event

What you must do To meet the national standard, you must: 1 regularly make sure that the deployment and functioning of personnel and resources are in

line with the standard operating plan 2 continuously monitor available information and promptly identify actual and potential

situations outside acceptable limits 3 check this information for accuracy and significance and take effective action confidently

and correctly according to contingency and emergency plans 4 dynamically assess new risks and activate contingency plans and other control measures to

manage these risks 5 promptly inform relevant people of situations relating to their area of responsibility 6 communicate clearly, concisely and according to agreed procedures 7 record all data and decisions fully and accurately 8 debrief all the relevant people, evaluate this information and agree with them the lessons

for future events. What you must cover This element covers the following: a situations outside acceptable limits

1 dangerous crowd dynamics 2 unlawful and unsociable behaviour 3 physical hazards 4 medical emergencies 5 inappropriate ticketing arrangements

b relevant people 1 person responsible for the event 2 emergency services 3 certifying authority 4 line manager 5 event staff familiar with venue 6 event staff unfamiliar with venue

c ways to communicate 1 by radio 2 by telephone 3 face-to-face 4 using electronic displays 5 using public address.



207.3 Manage a response to a major incident

What you must do To meet the national standard, you must: 1 promptly and correctly identify a major incident when it occurs 2 ensure the emergency services are contacted immediately and given accurate and clear

information about the incident 3 direct staff to deal the emergency in a way that is consistent with the emergency action plan 4 communicate clearly and assertively 5 monitor events and continuously assess the risks involved, modifying the response in such a

way as to reduce the risks to those involved 6 correctly hand over control to the emergency services on their arrival, providing them with

clear and up-to-date information on the emergency and the response 7 continue to support the emergency services as required 8 accurately record the emergency and the response in a way that is consistent with legal and

organisational policies. What you must cover This element covers the following: a major incident

1 fire 2 dangerous crowd conditions 3 structural failure 4 security threat

b staff 1 event staff familiar with venue 2 event staff unfamiliar with venue

c ways to communicate 1 by radio 2 by telephone 3 face-to-face 4 using electronic displays 5 using public address.




To be competent in this unit, you must know and understand the following: For the whole unit K1 All relevant legal, statutory and organisational requirements for controlling safety at public

events. K2 Relevant guidelines covering the organisation of events. K3 The roles, responsibilities and limits of authority of yourself, others and agencies. Ensuring the readiness of events and personnel K4 The importance of making sure that all provision is in line with the planned control

procedures and legal/statutory and organisational requirements. K5 How to check the readiness of venues and personnel. K6 The types of problems that may occur with provision and how to deal with these. K7 Situations in which other people may try to exert influence or pressure to make the event go

ahead without adequate provision and how to deal with these. K8 Responsibilities that will be delegated to others and how to check that these are understood

and in place. K9 Documentation that needs to be completed at this stage in the event and how to complete

it. Monitoring and co-ordinating control procedures K10 The control procedures and resources for the event. K11 The importance of regularly checking that personnel, facilities and control procedures are in

line with plans and requirements and how to do so. K12 The types of information to be monitored during the event, who this information will come

from and how to monitor it. K13 The importance of checking information for accuracy and significance and how to do so. K14 The types of likely situations that are outside of acceptable limits and how to respond to

these. K15 The importance of dynamic risk assessment. K16 How to carry out dynamic risk assessments and use contingency plans and other control

measures to manage new risks. K17 The importance of testing and reflecting on contingency plans and how to do so. K18 The importance of clear, concise communications in line with agreed procedures and how to

follow these. K19 The importance of recording all data and decisions fully and accurately. K20 The importance of debriefing all the relevant people involved, evaluating the success of the

control procedures and learning lessons for future events.




Managing a response to a major emergency K21 How to identify a major emergency when it occurs. K22 The information that needs to be provided to the emergency services at the start of the

emergency. K23 The emergency action plan and each person’s role and responsibility within it. K24 The importance of communicating clearly and assertively in an emergency situation and how

to do so. K25 The importance of continuously risk assessing the emergency and the response and how to

do so. K26 How to modify the response in such a way as to reduce the risks to those involved. K27 Handover procedures to the emergency services. K28 What support the candidate may need to continue to provide to the emergency services. K29 Recording procedures for major emergencies.




What you must do There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work at real spectator events. Evidence may be gathered through a combination of methods, for example, observations, looking at products of the candidate’s work or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that the candidate can meet the requirements on a consistent basis. What you must cover There must also be evidence that the candidate’s work at real spectator events has met the following requirements for the unit: • 207.1 all types of control procedures • 207.2 a minimum of three types of situations outside of acceptable limits, all types of

relevant people, and two ways to communicate • 207.3 a minimum of one type of major incident, both types of staff, and two ways to

communicate Simulation Realistic simulations may be used for performance criteria 207.1.2, 207.1.3, 207.2.2, 207.2.3, 207.2.4 and the whole of element 207.3 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 the candidate possesses 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 the candidate and 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 the candidate to show that they know and understand how to do something. If the assessor can reasonably infer from the candidate’s work that they know and understand the required methods and techniques because there is evidence that they have applied them, there is no need for them to be assessed again on this knowledge item, for example through questioning.


Unit 208 Assist the organisation to develop and implement policies (A11)

Summary This unit is about helping the organisation to develop policies in key areas such as health and safety, customer care, quality, environmental issues, community involvement and changing legislation. The unit covers drafting policy, consulting on it and developing a strategy for implementation. The unit is divided into two parts. The first part describes the three things you have to do. These are: 208.1 Draft policy for the organisation 208.2 Consult on draft policy 208.3 Agree a strategy to implement policy The second part describes the knowledge and understanding you must have.

Target Group This unit is for those staff with overall responsibility for public safety at spectator events.



208.1 Draft policy for the organisation

What you must do To meet the national standard, you must: 1 involve organisations and individuals who have the information and expertise to make a

positive contribution to the policy 2 make sure the draft policy is based on objective research into relevant factors 3 make sure the draft policy is in line with the objectives and values of the organisation or

report any inconsistencies to the appropriate person 4 make sure the draft policy is consistent with relevant legislation and identified best practice 5 make sure the draft policy balances the interests of the organisation’s key stakeholders 6 agree the draft policy with all those organisations and individuals who have been

involved. What you must cover This element covers the following: a organisations and individuals

1 departments and individuals in the same organisation as yourself 2 external organisations and individuals

b policies 1 health and safety 2 customer care 3 quality of services 4 environmental issues 5 community involvement 6 response to changing legislation

c relevant factors 1 internal 2 external 3 medium term 4 long term.



208.2 Consult on draft policy

What you must do To meet the national standard, you must: 1 identify all those organisations and individuals who should be consulted on the policy 2 agree consultation methods and a schedule that are consistent with the needs of the

organisation, and enable all those with an interest to make a useful contribution 3 carry out the consultation methods as agreed 4 collate and objectively analyse all inputs to the consultation 5 provide a report on the consultation that presents all inputs and makes recommendations

that fairly reflect these inputs 6 agree the final policy with those who were involved in drafting it. What you must cover This element covers the following: a organisations and individuals

1 departments and individuals in the same organisation as yourself 2 external organisations and individuals

b policies 1 health and safety 2 customer care 3 quality of services 4 environmental issues 5 community involvement 6 response to changing legislation

c consultation methods 1 questionnaire surveys 2 interviews 3 consultative meetings.



208.3 Agree a strategy to implement policy

What you must do To meet the national standard, you must: 1 identify the implications of the policy for the work of all those affected 2 identify the objectives of the policy implementation, the possible obstacles and methods of

overcoming these obstacles 3 agree a schedule and budget for implementation 4 identify and brief the people who can assist the implementation of policy most effectively 5 invite them to suggest improvements to the implementation strategy and take account of

these suggestions 6 put in place effective support methods for those who will be implementing the policy 7 keep policy implementation under continual review. What you must cover This element covers the following: a policies

1 health and safety 2 customer care 3 quality of services 4 environmental issues 5 community involvement 6 response to changing legislation

b support methods 1 training 2 briefings 3 guidance materials 4 named contacts for guidance.




To be competent in this unit, you must know and understand the following: Drafting policy for the organisation K1 What is policy. K2 Why organisations need policies on certain issues and the types of issues that the

organisation should have policies for. K3 The range of organisations and individuals that could help you to develop policies and how

to identify the ones that are most relevant and likely to make a useful contribution. K4 The types of relevant factors that are likely to influence the development of policy. K5 The importance of the policy being consistent with the objectives and values of the

organisation and what to do if there is a difference. K6 How to identify relevant legislation and best practice in the area covered by the policy and

check to make sure the policy is consistent with these. K7 Who are the organisation’s key stakeholders, why it is important to identify and balance their

interests. K8 Why you need to agree draft policy with all those who have been involved in drafting it. Consulting on draft policy K9 The importance of consulting on policy and what may happen if you do not. K10 The organisations and individuals who will have an interest in the policy and how to identify

them. K11 The range of consultation methods available and how to select ones that will enable those

affected to make a meaningful contribution. K12 The importance of being objective in analysing inputs to the consultation process. K13 The importance of agreeing final policy based on consultation. Agreeing a strategy to implement policy K14 Why it is important to identify the implications of the policy for the work of those who will be

affected. K15 Why it is important to identify objectives for the implementation phase. K16 Likely obstacles to implementation, how to identify these and deal with them. K17 The range of people in the organisation who could assist in implementation and how to

identify those whose assistance will be most effective. K18 The importance of involving other people in deciding how to implement policy. K19 Why people will need support in implementing policy and the types of support that may be

appropriate. K20 The importance of keeping policy implementation under review.




What you must do There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work at real spectator events. Evidence may be gathered through a combination of methods, for example, looking at products of the candidate’s work, observations, or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that the candidate can meet the requirements on a consistent basis. What you must cover There must also be evidence that the candidate’s work at real spectator safety events has met the following requirements: • 208.1 both types relevant organisations and individuals, a minimum of two types of

policies and all relevant factors • 208.2. both types relevant organisations and individuals, a minimum of two types of

policies and two types of consultation methods • 208.3 a minimum of two types of policies and two types of support methods 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 the candidate possesses 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 the candidate and 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 the candidate to show that they know and understand how to do something. If the assessor can reasonably infer from the candidate’s work that they know and understand the required methods and techniques because there is evidence that they have applied them, there is no need for them to be assessed again on this knowledge item, for example through questioning.


Unit 101 Manage your own resources and professional development (A323)

Summary 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 divided into two parts: The first part describes what you have to do and how you should behave. The second part describes the knowledge and understanding you must have. Target Group The unit is recommended for people working in management and development at middle manager level.



Generic standards

Outcomes 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.




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. Sport and Recreation 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




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, 910, 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 - - -







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

- - -


Unit 209 Develop productive working relationships with colleagues and stakeholders (A311)

Summary This unit is about developing productive working relationships with colleagues, within your own organisation and within other organisations with which your organisation works, and with identified stakeholders. It involves being aware of the roles, responsibilities, interests and concerns of colleagues and stakeholders and working with and supporting them in various ways. The need to monitor and review the effectiveness of working relationships with colleagues and stakeholders is also a key requirement of this unit. ‘Colleagues’ are any people you are expected to work with, whether they are at a similar position or in other positions in terms of level of responsibility. For the purposes of this unit, ‘Stakeholder’ refers to individuals or organisations that have a material, legal or political interest in or who may be affected by the activities and performance of your organisation.

This unit is taken from the generic standards developed by the Management Standards Centre where it appears as unit D2.

The unit is divided into two parts: The first part describes what you have to do and how you should behave. The second part describes the knowledge and understanding you must have. Target Group The unit is recommended for people working in management or development at middle manager level.



Generic standards

Outcomes You must: 1 identify stakeholders and the background to and nature of their interest in the activities and

performance of the organisation 2 establish working relationships with relevant colleagues and stakeholders 3 recognise and respect the roles, responsibilities, interests and concerns of colleagues and

stakeholders 4 provide colleagues and stakeholders with appropriate information to enable them to

perform effectively 5 consult colleagues and stakeholders in relation to key decisions and activities and take

account of their views, including their priorities, expectations and attitudes to potential risks 6 fulfil agreements made with colleagues and stakeholders and let them know 7 advise colleagues and stakeholders promptly of any difficulties or where it will be impossible

to fulfil agreements 8 identify and sort out conflicts of interest and disagreements with colleagues and

stakeholders in ways that minimise damage to work and activities and to the individuals and organisations involved

9 monitor and review the effectiveness of working relationships with colleagues and stakeholders, seeking and providing feedback, in order to identify areas for improvement

10 monitor wider developments in order to identify issues of potential interest or concern to stakeholders in the future and to identify new stakeholders.

Behaviours You must show you are consistently: 1 presenting information clearly, concisely, accurately and in ways that promote

understanding 2 showing respect for the views and actions of others 3 seeking to understand people’s needs and motivations 4 complying with and ensure others comply with legal requirements, industry regulations,

organisational policies and professional codes 5 creating a sense of common purpose 6 working towards win-win solutions 7 showing sensitivity to internal and external politics that impact on your area of work 8 keeping promises and honouring commitments 9 considering the impact of your own actions on others 10 using communication styles that are appropriate to different people and situations 11 working to develop an atmosphere of professionalism and mutual support.




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 and

stakeholders. K2 Different types of stakeholder and key principles which underpin the ‘stakeholder’ concept. K3 How to identify your organisation’s stakeholders, including background information and the

nature of their interest in your organisation. K4 Principles of effective communication and how to apply them in order to communicate

effectively with colleagues and stakeholders. K5 Why it is important to recognise and respect the roles, responsibilities, interests and

concerns of colleagues and stakeholders. K6 How to identify and meet the information needs of colleagues and stakeholders. K7 What information it is appropriate to provide to colleagues and stakeholders and the factors

that need to be taken into consideration. K8 How to consult with colleagues and stakeholders in relation to key decisions and activities. K9 The importance of taking account, and being seen to take account, of the views of

colleagues and stakeholders, particularly in relation to their priorities, expectations and attitudes to potential risks.

K10 Why communication with colleagues and stakeholders on fulfilment of agreements or any problems affecting or preventing fulfilment is important.

K11 How to identify conflicts of interest with colleagues and stakeholders and the techniques that can be used to manage or remove them.

K12 How to identify disagreements with colleagues and stakeholders and the techniques for sorting them out.

K13 The damage which conflicts of interest and disagreements with colleagues and stakeholders can cause to individuals and organisations.

K14 How to take account of diversity issues when developing working relationships with colleagues and stakeholders.

K15 How to recognise and take account of political issues when dealing with colleagues and stakeholders.

K16 How to manage the expectations of colleagues and stakeholders. K17 How to monitor and review the effectiveness of working relationships with colleagues and

stakeholders. How to get and make effective use of feedback on the effectiveness of working relationships

from colleagues and stakeholders. K18 How to provide colleagues and stakeholders with useful feedback on the effectiveness of

working relationships. K19 The importance of monitoring wider developments in relation to stakeholders and how to do

so effectively.




Sport and Recreation Specific Knowledge and Understanding K20 Current and emerging political, economic, social, technological, environmental and legal

developments in the industry or sector. K21 Sector-specific legislation, regulations, guidelines and codes of practice. K22 Standards of behaviour and performance in the industry or sector. K23 The culture of the industry or sector. K24 Developments, issues and concerns of importance to stakeholders in the industry or sector. Knowledge and Understanding Relevant to Your Organisation K25 The vision, values, objectives, plans, structure and culture of your organisation. K26 Relevant colleagues, their work roles and responsibilities. K27 Identified stakeholders, their background and interest in the activities and performance of

the organisation. K28 Agreements with colleagues and stakeholders. K29 The identified information needs of colleagues and stakeholders. K30 Mechanisms for consulting with colleagues and stakeholders on key decisions and activities. K31 The organisation’s planning and decision making processes. K32 Mechanisms for communicating with colleagues and stakeholders. K33 Power, influence and politics within the organisation. K34 Standards of behaviour and performance that are expected in the organisation. Mechanisms in place for monitoring and reviewing the effectiveness of working relationships

with colleagues and stakeholders







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 Evidence of Outcomes: possible examples of evidence Behaviours


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

- - -


Unit 210 Provide information to support decision making (A42)

Summary This unit is about collecting and analysing information, and then using it to make important decisions. This unit could cover a very wide range of activities that you could be involved with. Examples would be:

• carrying out customer surveys to decide on whether to alter certain services

• analysing the use of facilities to decide whether more effective use could be made of them • analysing jobs to decide what types of skills, knowledge and experience your staff should have

• looking at journals and researching the local market to decide whether to introduce new services

• collecting and analysing financial information to develop a business plan etc. 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 the four things you have to do. These are: 210.1 Obtain information for decision making 210.2 Record and store information for decision making 210.3 Analyse information to support decision making 210.4 Advise and inform others The third part describes the knowledge and understanding you must have. Target Group The unit is for people who have some responsibility for managing information as part of your work role.



210.1 Obtain information for decision making

What you must do To meet the national standard, you must: 1 identify the information you need to make the required decisions 2 use sources of information which are reliable and sufficiently wide-ranging to meet current

and likely future information requirements 3 use methods of obtaining information that are reliable, effective and make efficient use of

resources 4 use methods of obtaining information that are consistent with organisational values, policies

and legal requirements 5 obtain information that is accurate, relevant and sufficient to support decision making 6 take prompt and effective action to deal with information that is inadequate, contradictory or

ambiguous. What you must cover From your work you must show that you have worked effectively with the following: a information

1 quantitative 2 qualitative

b sources of information 1 people within your organisation 2 people outside your organisation 3 internal information systems 4 published media 5 specially commissioned research

c methods 1 listening and watching 2 reading 3 spoken questioning 4 written questioning 5 formal research conducted personally 6 formal research conducted by third parties.



210.2 Record and store information for decision making

What you must do To meet the national standard, you must: 1 use systems and procedures for recording and storing information that are suitable for the

purpose and make efficient use of resources 2 record and store information in a way that complies with organisational policies and legal

requirements 3 record and store information so that it is readily accessible in the required format to authorised

people only 4 provide opportunities for team members to make suggestions for improvements to systems

and procedures 5 make recommendations for improvements to systems and procedures to the relevant people 6 take into account organisational constraints. What you must cover From your work you must show that you have used the following: a systems and procedures

1 organisation wide 2 specific to the candidate and their team

b information 1 quantitative 2 qualitative

c organisational constraints 1 organisational objectives 2 organisational policies 3 resources.



210.3 Analyse information to support decision making

What you must do To meet the national standard, you must: 1 identify objectives for the analysis that are clear and consistent with the decisions that need to

be made 2 select information that is accurate, relevant to the objectives of the analysis, and sufficient to

arrive at a reliable decision 3 use analysis methods that are suitable to achieve the objectives you identified 4 analyse the information so that you correctly identify the patterns and trends 5 support the conclusions you draw from the analysis with reasoned argument and appropriate

evidence 6 differentiate clearly between fact and opinion when presenting the results of the analysis 7 keep records of the analysis that are sufficient to show the assumptions and decisions made

at each stage. What you must cover From your work you must show that you have used the following: a analysis

1 formal and planned 2 informal and ad hoc.

b decisions concerning 1 day to day operations 2 changes in organisational policy that affect operations.

c information 1 qualitative 2 quantitative.



210.4 Advise and inform others

What you must do To meet the national standard, you must: 1 research the advice and information needs of your recipients in a way which is appropriate

and sufficient and takes account of organisational constraints 2 provide advice and information at a time and place and in a form and manner appropriate to

the needs of your recipients 3 provide information that is accurate, current, relevant and sufficient 4 provide advice that is consistent with organisational policy, procedures and constraints 5 support advice with reasoned argument and appropriate evidence 6 confirm their recipients’ understanding of the advice and information you have given 7 maintain confidentiality according to organisational and legal requirements 8 use feedback from recipients to improve future provision of advice and information. What you must cover From your work you must show that you have used the following: a advice and information

1 in response to a request 2 on your own initiative

b recipients 1 team members 2 colleagues working at the same level 3 higher level managers and sponsors 4 people outside your organisation

c forms 1 spoken 2 written

d organisational constraints 1 organisational objectives 2 organisational policies 3 resources.




To be competent in this unit, you must know and understand the following: Analytical techniques K1 How to judge the accuracy, relevance and sufficiency of information required to support

decision making in different contexts. K2 How to identify information that may be contradictory, ambiguous or inadequate and how to

deal with these problems. K3 Different approaches to, and methods of, analysing information and how to select methods

appropriate to decisions which the manager has to make. K4 How to analyse information to identify patterns and trends. K5 How to draw conclusions on the basis of analysing information. K6 The difference between fact and opinion, how to identify these and present them accordingly. Communication K7 Different formats for presenting qualitative and quantitative information which may be required. K8 How to select a format appropriate to different purposes and recipients of information. K9 How to develop and present a case based on the outcomes of an analysis. K10 How to communicate advice and information effectively both orally and in writing. K11 How to develop and present a reasoned case when providing advice to others. K12 Why it is important to confirm the recipient’s understanding of information and advice provided

and methods which may be used to ensure this. Continuous improvement K13 How to assess the effectiveness of current methods of collecting and storing information and

what procedures to follow in order to make recommendations on improvements. Information handling K14 The importance of information management to the team and organisational effectiveness and

your role and responsibilities in relation to this. K15 The types of qualitative and quantitative information that are essential to your role and

responsibilities and how to identify these. K16 The range of sources of information that are available to you and how to ensure these are

capable of meeting current and likely future information requirements. K17 How to identify new sources of information that may be required. K18 The range of methods of gathering and checking the validity of such information and their

advantages and disadvantages.




K19 Different methods of recording and storing information and their advantages and disadvantages.

K20 How to ensure that information is organised in a way that makes it readily accessible. K21 Principles of confidentiality - what information should be made available to which people. K22 The importance of the effective analysis of information and your role and responsibility in

relation to this. K23 Types of information, both qualitative and quantitative, which you need to able to analyse. K24 How to select information relevant to the decision to be made and ensure such information is

accurate and relevant. K25 The importance of record keeping to the analysis of information and how such records should

be kept and used. K26 Why it is essential to check the validity of advice and information provided to others. K27 How to ensure accuracy, currency, sufficiency and relevance. K28 The principles of confidentiality when handling information and advice - what types of

information and advice may be provided to what people. Involvement and motivation K29 Why it is important to provide opportunities for team members to make recommendations on

improvements to systems and procedures. K30 How to encourage and enable such recommendations. Organisational context K31 Organisational policies and legal requirements which have a bearing on the recording and

storage of information and how to interpret these. K32 Organisational policies, procedures and resource constraints which may influence advice given

to others . Providing support K33 Why it is important to provide advice and information and your role and responsibilities. K34 The types of advice and information which people may require. K35 How to identify information needs. K36 Situations in which it is appropriate to act on one’s own initiative in giving information and

advice. K37 Why it is important to seek feedback on the quality and relevance of the advice and information

you provide.



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

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 Resources For example, finance, advice and information, physical resources (such as equipment and materials, buildings etc), training and development




What you must do There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work at real spectator events. Evidence may be gathered through a combination of methods, for example, observations, looking at products of the candidate’s work or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that the candidate can meet the requirements on a consistent basis. What you must cover There must also be evidence that the candidate’s work at real spectator events has met the following requirements: • 210.1 both types of information and at least three sources of information and four methods • 210.2 a minimum of two types of system and procedure and all types of information and

organisational constraints • 210.3 all types of analysis, decision and information • 210.4 at least two types of recipient and all types of advice and information, forms and

organisational constraints 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 the candidate possesses 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 the candidate and 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 the candidate to show that they know and understand how to do something. If the assessor can reasonably infer from the candidate’s work that they know and understand the required methods and techniques because there is evidence that they have applied them, there is no need for them to be assessed again on this knowledge item, for example through questioning.


Unit 416 Provide learning opportunities for colleagues (A321)

Summary 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.


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 people working in management or development at middle manager level.



Generic standards

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.



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. Sport and Recreation Specific Knowledge and Understanding K17 Sport and recreation 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 sport and

recreation. K19 Working culture and practices in the sport and recreation sector.



Knowledge and Understanding Relevant to Your Organisation K20 Relevant information on the purpose, objectives and plans of your team or area of responsibility

or the wider organisation. K21 The work roles of colleagues, including the limits of their responsibilities and their personal work

objectives. K22 The current knowledge, understanding and skills of colleagues. K23 Identified gaps in the knowledge, understanding and skills of colleagues. K24 Identified learning needs of colleagues. K25 Learning style(s) or combinations of styles preferred by colleagues. K26 The written development plans of colleagues. K27 Sources of specialist expertise available in/to your organisation in relation to identifying and

providing learning for colleagues. K28 Learning activities and resources available in/to your organisation. K29 Your organisation’s policies in relation to equality and diversity. K30 Your organisation’s policies and procedures in relation to learning. K31 Your organisation’s performance appraisal systems.



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





Evidence of Outcomes: possible examples of evidence

Behaviours


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

- - -


Unit 211 Manage the use of physical resources (A22)

Summary This unit is about managing physical resources such as equipment, facilities and consumables. The unit is divided into two parts: The first part describes the four things you have to do. These are: 211.1 Plan the use of physical resources 211.2 Obtain physical resources 211.3 Ensure the availability of supplies 211.4 Monitor the use of physical resources The second part describes the knowledge and understanding you must have. Target Group This unit is aimed at people working in management or development at middle manager level.


Unit 211 Manage the use of physical resources (A22) 211.1 Plan the use of physical resources

What you must do To meet the national standard, you must: 1 give opportunities to relevant people to provide information about the physical resources

required 2 develop plans which take account of relevant past experience, trends and developments and

factors likely to affect future resource use 3 make sure these plans are consistent with the organisation’s objectives, policies and legal

requirements 4 present these plans to relevant people in an appropriate and timely manner. What you must cover This element covers the following: a relevant people

1 team members 2 colleagues working at the same level 3 higher level managers or supervisors 4 people outside the organisation.

b plans 1 short term 2 medium term 3 long term.


Unit 211 Manage the use of physical resources (A22) 211.2 Obtain physical resources

What you must do To meet the national standard, you must: 1 make requests for physical resources that clearly show the costs involved and the anticipated

benefits expected from the use of the resources 2 present requests for physical resources to relevant people in time for the necessary

resources to be obtained 3 present requests for physical resources in ways which reflect the commitment of those who

will be using the resources 4 obtain physical resources that are sufficient to support all activities under their control 5 agree appropriate amendments to their plans with relevant people when you cannot obtain

the physical resources they need in full. What you must cover This element covers the following: a requests

1 spoken 2 written

b relevant people 1 team members 2 colleagues working at the same level 3 higher level managers or supervisors 4 people outside the organisation.


Unit 211 Manage the use of physical resources (A22) 211.3 Ensure the availability of supplies

What you must do To meet the national standard, you must: 1 accurately identify the supplies they need 2 choose from a range of suppliers that is sufficiently wide to ensure adequate competition and

continuity of supplies 3 negotiate with suppliers in a manner which will maintain good relations with them 4 reach agreements with suppliers that provide good value and comply with organisational and

legal requirements 5 monitor the quality and quantity of supplies at appropriate intervals 6 obtain supplies that consistently meet the organisation’s requirements for quality, quantity and

delivery 7 deal with any actual or potential problems with supplies promptly 8 keep records of supplies that are complete, accurate and available only to authorised people. What you must cover This element covers the following: a supplies

1 goods 2 services.

b suppliers 1 inside the organisation 2 outside the organisation.

c ways to monitor 1 direct observation 2 considering oral information from others 3 considering written information from others.


Unit 211 Manage the use of physical resources (A22) 211.4 Monitor the use of physical resources

What you must do To meet the national standard, you must: 1 give opportunities to team members to take individual responsibility for the efficient use of

physical resources 2 make sure their team’s use of physical resources is efficient and takes into account the possible

impact on the environment 3 monitor the quality of physical resources continuously 4 use monitoring methods that are reliable and comply with organisational requirements 5 monitor the actual use of physical resources against an agreed plan at appropriate intervals 6 take prompt corrective action to deal with actual or potential significant deviations from plans 7 keep records relating to the use of physical resources that are complete, accurate and available

to authorised people only. What you must cover This element covers the following: a ways to monitor

1 direct observation 2 considering oral information from others 3 considering written information from others

b corrective action 1 altering activities 2 modifying the use of physical resources for activities 3 renegotiating the allocation of physical resources.


Unit 211 Manage the use of physical resources (A22) What you must know and understand

To be competent in this unit, you must know and understand the following: Agreements and contracts K1 How to establish effective agreements with suppliers and the legal, ethical and organisational

requirements which govern these. Analytical techniques K2 How to carry out cost-benefit analyses for the use of resources. K3 How to analyse work activities to identify required supplies. K4 How to select from a range of suppliers to ensure value for money, consistency, quality and

continuity of supply within organisational and legal requirements. Communication K5 How to present and communicate plans on resource usage effectively. K6 How to develop and present an effective case for resources to relevant people. Information handling K7 Principles of confidentiality regarding the use of resources: which types of information may be

made available to whom. Involvement and motivation K8 How to encourage and enable staff to communicate their needs for resources. K9 How to obtain and maximise commitment to resource planning. K10 How to encourage and empower team members to take responsibility for the efficient use of

resources. Monitoring and evaluation K11 How to monitor the provision of supplies to ensure ongoing quality, quantity, delivery and time

requirements are being met. K12 The importance of effective monitoring of resource use to organisational efficiency and your

role and responsibility in relation to this. K13 How to monitor and control resource usage to maintain consistency and quality in the provision

of products and services. Organisational context K14 Organisational objectives, policies and legal requirements relevant to resource usage, how to

interpret these and identify the implications for resource planning. K15 Procedures to follow in order to request resources. K16 The legal and organisational requirements which govern the selection of suppliers, how to

interpret these and identify the implications for your work.


Unit 211 Manage the use of physical resources (A22) What you must know and understand

K17 The organisational and legal requirements regarding the impact of resource usage on the environment and how to minimise adverse effects.

K18 Your organisation’s requirements for controlling resource usage. K19 Your planned objectives and measures for resource usage. Planning K20 The principles underpinning effective resource planning and your role and responsibility in

relation to this. K21 How to develop short-, medium- and long-term plans for the use of resources. K22 The types of trends and developments which might impact on your use of resources, how to

analyse these and draw out the implications for planning. K23 How to adjust work plans in the event of required resources not being available. Resource management K24 The physical resources which you need to carry out your activities effectively. K25 The importance of continuity of supplies to maintaining the quality of products and services and

your role and responsibility in relation to this. K26 The range of suppliers available for the physical resources you require. K27 The range of problems which may occur with supplies and suppliers and effective corrective

action to take in response to these. K28 The importance of accurate record keeping in managing supplies and suppliers, and systems to

ensure that this happens properly. K29 The range of obstacles to efficient use of resources and effective corrective action to take in

response to these. K30 The importance of effective record keeping in the use of resources and how to ensure that this

happens.


Unit 211 Manage the use of physical resources (A22) Evidence Requirements

What you must do There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work at real spectator events. Evidence may be gathered through a combination of methods, for example, observations, looking at products of the candidate’s work or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that the candidate can meet the requirements on a consistent basis. What you must cover There must also be evidence that the candidate’s work at real spectator events has met the following requirements: • 211.1 a minimum of two types of relevant people and two types of plans • 211.2 both type of requests and a minimum of two types of relevant people • 211.3 both type of supplies, both types of suppliers and a minimum of two types of ways to

monitor • 211.4 a minimum of two ways to monitor and two types of corrective action 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 the candidate possesses 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 the candidate and 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 the candidate to show that they know and understand how to do something. If the assessor can reasonably infer from the candidate’s work that they know and understand the required methods and techniques because there is evidence that they have applied them, there is no need for them to be assessed again on this knowledge item, for example through questioning.


Unit 212 Encourage innovation in your area of responsibility (B218)

Summary This unit is about encouraging and supporting the identification and practical implementation of ideas in your area of responsibility. The initial ideas will primarily come from people who work in your area of responsibility, including yourself, and will focus on:

• new products and/or services

• improvements to existing products and/or services

• improvements to existing practices, procedures

• systems, ways of working etc. within the team or those

• of the wider organisation or customers or suppliers. 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 C2.




Generic standards

Outcomes You must: 1 identify and, periodically, review the approach to and level of innovation within your area of

responsibility 2 motivate all the people working in your area to identify ideas for new products and/or services

and improvements and other potential sources of ideas and encourage the sharing of this information

3 respond enthusiastically to ideas from individuals or teams and provide constructive feedback 4 establish and operate a fair and open method for considering and selecting initial ideas for

further development 5 discuss and agree ways in which selected ideas can be further developed and tested by

individuals or teams 6 provide ongoing support, encouragement and resources to individuals and teams engaged in

the further development and testing of ideas and help to remove any identified obstacles 7 identify, in discussion with the relevant individuals and teams, those ideas which could be

practically implemented, providing help in drawing up and submitting business cases and plans in support of ideas

8 approve the practical implementation of ideas, based on the identified benefits, risks and required resources, when you have the authority to do so and monitor and review their progress

9 champion business cases and plans for ideas submitted by individuals and teams from your area to other people in the organisation and communicate progress and decisions

10 recruit and select creative people and encourage and develop the creativity of other people in your area of responsibility

11 encourage individuals and teams in your area to take acceptable risks in pursuing innovation and to make and learn from mistakes

12 ensure that the originators and developers of any ideas which are successfully implemented receive recognition for their achievement.

Behaviours You must show you are consistently: 1 finding practical ways to overcome barriers 2 encouraging and supporting others to make the best use of their abilities 3 encouraging and supporting others to take decisions autonomously 4 showing integrity, fairness and consistency in decision making 5 inspiring others, championing work to achieve common goals 6 making time available to support others 7 balancing risks against the benefits that may arise from taking risks 8 constructively challenging the status quo and seeking better alternatives 9 acting within the limits of your authority.




To be competent in this unit, you must know and understand the following: General Knowledge and Understanding K1 The benefits of innovation to the organisation, customers and other stakeholders. K2 The difference between creativity and innovation. K3 How to identify the current approach to and level of innovation in a particular area, including any

strengths that can be built upon, any weaknesses that need to be addressed and any obstacles to innovation that need to be removed.

K4 How to select and apply different methods for motivating people to generate and develop ideas. K5 The different potential sources of ideas for new products and/or services and improvements. K6 The importance of communication in innovation and how to encourage communication across

your area of responsibility. K7 The potential obstacles to creativity and innovation and whether and, if so, how they can be

removed. K8 Key stages in the creative process. K9 Key stages in the innovation process. K10 How to provide constructive feedback on ideas to teams and individuals. K11 How to establish and operate fair and open methods for selecting initial ideas for further

development including providing reasons why particular ideas are not being taken forward. K12 The range of ways in which initial ideas can be further developed and tested including setting

guidelines or parameters for the use of resources, the level of acceptable risk and the reporting of progress.

K13 How to recognise and manage risk in innovation. K14 How to develop a business case and plans for the practical implementation of an idea and how

to support others in doing this. K15 The characteristics/traits/competencies of creative people and how to recognise these. K16 How to unlock creativity in yourself and others. K17 The resources required for creativity and innovation, particularly time. K18 How to learn from mistakes. K19 How to recognise the achievements of the originators/ developers of ideas which have been

successfully implemented. Sport and Recreation Specific Knowledge and Understanding K20 The sector(s) in which your organisation works. K21 Information sources on innovation in your sector(s). K22 Current and emerging political, economic, social, technological, environmental and legal

developments in the sector(s) and in related sectors. Knowledge and Understanding Relevant to Your Organisation K23 Your organisation’s strategy, if it has one, for innovation. K24 The approach to and level of innovation in your area of responsibility. K25 The role of innovation in your organisation’s culture. K26 Organisational guidelines and procedures for developing and implementing ideas. K27 The limits of your authority. K28 The needs of your customers.





Evidence of Outcomes: possible examples of evidence Behaviours General Industry

specific Context specific

Policies, practices, people, roles and responsibilities you have developed to encourage the development of creative ideas and innovative products, services and processes in your area of responsibility:

• suggestions or proposals you have made to review or develop systems and procedures, roles and practices to encourage creativity and innovation in your area of responsibility

1, 2, 4

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13

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

• policy statements you have developed, training activities and procedures you have organised to encourage creativity and innovation in your area of responsibility

1, 2, 4, 6, 11

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13

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

• records of the promotion, recruitment or selection of people you have been involved in showing how you have sought evidence of candidates’ creativity and openness to innovation

1, 10 4, 7, 15, 16

- 5

• systems you have introduced or used to encourage, recognise and reward creativity and innovation within your area of responsibility

1, 2, 12 6, 7, 10, 11, 16, 19

1, 2, 3, 4, 5, 6

• personal statement (reflection on your role in encouraging creativity and innovation in your area of responsibility)

1, 3, 4, 10, 12

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 16, 18

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

O1 O2 O3 O4 O10 O11 O12

• witness statements (describing your role in encouraging creativity and innovation in your area of responsibility)

1, 3, 4, 10, 12 - - -







Context specific

Examples of creativity and innovation that you have encouraged and implemented in your area of responsibility:

• creative ideas and proposals for innovative products, services or processes from individuals and teams that you have encouraged, supported, agreed and developed

2, 3, 4, 5, 6, 7 2, 3, 4, 5, 8, 9, 10, 11, 12, 19

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

• cost/benefit analyses, business proposals, action plans and project briefs that you have prepared for the implementation of creative ideas and innovative products, services and processes in your area of responsibility

5, 6, 7, 8, 9, 11, 12

11, 12, 13, 14, 17, 18

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

• specifications for innovative products, services and processes in your area of responsibility that you have developed or instigated

7, 8, 9, 11 9, 12, 13, 17, 18

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

• notes and records of meetings you have led or contributed to, relating to the introduction of innovative products, services and processes in your area of responsibility

8, 9, 11 9, 12, 13, 17, 18

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

• records of rewards or recognition you have given to people for creative ideas and innovative products, services and processes in your area of responsibility

2, 11, 12 4, 15, 16, 19

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

• personal statement (reflection on your role in introducing innovative products, services and processes in your area of responsibility)

6, 7, 8, 9 9, 10, 11, 12, 13, 14, 16, 18

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

O1 O2 O4 O5 O6 O7 O8 O9 O11 O12

• witness statement (describing your role in introducing innovative products, services and processes in your area of responsibility)

8, 9, 11, 12 - - -


Unit 415 Recruit, select and keep colleagues (A319)

Summary 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.


The unit is divided into two parts: The first part describes what you have to do and how you should behave. The second part describes the knowledge and understanding you must have. Target Group The unit is recommended people working in management or development at middle manager level.


Unit 415 Recruit, select and keep colleagues (A319) Generic standards

Outcomes 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.


Unit 415 Recruit, select and keep colleagues (A319) 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. Sport and Recreation 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.


Unit 415 Recruit, select and keep colleagues (A319) What you must know and understand

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.


Unit 415 Recruit, select and keep colleagues (A319) Evidence Requirements




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 from 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


Unit 415 Recruit, select and keep colleagues (A319) Evidence Requirements




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


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

Summary 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.


The unit is divided into two parts: The first part describes what you have to do and how you should behave. The second part describes the knowledge and understanding you must have. Target Group The unit is recommended for first line managers and middle managers.



Generic standards

Outcomes 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.



Generic standards

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.




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.




Sport and Recreation 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.







Records of work allocation to people and teams in your area of responsibility:

• notes or minutes of meetings with your manager regarding the work required from your team, and any priorities

1, 2, 4, 9, 10 1, 2, 3, 18 1, 2 1, 2, 3, 4, 5, 7

• business, operational or production plans or schedules and other documents identifying the work required from your area of responsibility that you have agreed, and any priorities you have identified

1, 2, 4, 7, 9, 10

1, 2, 3, 18 1, 2 1, 2, 3, 4, 5, 7

• detailed work plans or schedules, timetables and other plans for individuals’ and teams’ work activities, tasks, production targets or other ways of defining workloads

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

3, 4, 5, 6, 18

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

• notes of meetings and briefings to discuss work plans or schedules, timetables and allocate individual and team work activities, tasks, production targets, etc

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

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

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

• personal statements (reflections on the process and reasoning behind work planning and allocation, including work priorities, availability of resources, and the relative abilities and development needs of team members)

1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12

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

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

O1 O2 O3 O4 O5

• witness statements (comments on the process of work planning and allocation and perceptions of its fairness, appropriateness and clarity)

3, 6, 7, 8, 11, 12

- - -







Context specific

Records of the quality and quantity of the work of people and teams in your area of responsibility:

• records of the monitoring of work output/production for quality, consistency with specifications, etc (eg quality control sampling records, control charts, etc) that you have collected or commissioned

7, 9, 10 10, 13, 14, 17, 18

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

• records of individual and team work output or production records, production/operational reports that you have prepared, etc

1, 7, 9, 10 13, 14, 15, 17, 18

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

• records of any changes to work plans or schedules that you have initiated

1, 4, 6, 7, 9, 10, 12

14, 15, 16, 17, 18

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

• notes, reports, recommendations to managers or other records of problems or critical incidents and action you have taken in relation to supplied materials; equipment, vehicles or facilities; product/service quality; health, safety or security; customers; or team members’ work performance (including issues requiring disciplinary action, and training or coaching activity you have organised or undertaken)

1, 4, 5, 6, 7, 9, 10, 12

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

1, 2

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

• notes, emails, memos or other records of formal or informal feedback or performance appraisal of team members

3, 5, 6, 7, 8, 10, 11, 12

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

1, 2 1, 4, 5, 6, 7, 8, 9, 10, 11, 12

• personal statement (reflections on your own role in dealing with problems or critical incidents affecting the team and its performance, and how you encourage the team and individual members to work to the best of their ability to achieve or exceed targets for quality and quantity of products or services)

1, 3, 5, 6, 10, 11, 12

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

1, 2

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

O5 O6 O7 O8 O9 O10 O11 O12 O13

• witness statements (comments on your own role in dealing with problems or critical incidents affecting the team and its performance, and how you encourage the team and individual members to work to the best of their ability to achieve or exceed targets for quality and quantity of products or services)

3, 6, 7, 8, 11, 12

- - -


Unit 213 Facilitate meetings (A43)

Summary This unit is about leading meetings and making contributions to discussions. The unit is divided into two parts. The first part describes the two things you have to do. These are: 213.1 Lead meetings 213.2 Make contributions to meetings The second part describes the knowledge and understanding you must have. Target Group This unit is for people working in management or development at middle manager level.


Unit 213 Facilitate meetings (A43) 213.1 Lead meetings

What you must do To meet the national standard, you must: 1 give people, appropriate to the context and purpose of the meeting, sufficient notice and

information to allow them to contribute effectively 2 make sure everyone attending the meeting agrees the objectives of the meeting at the start 3 allocate discussion time to topics in a way which is consistent with their importance, urgency

and complexity 4 lead the meeting in a way that helps those attending the meeting to make useful

contributions 5 discourage unhelpful arguments and digressions 6 present information and provide summaries clearly, at appropriate points during the meeting 7 make sure the meeting achieves its objectives within the allocated time 8 make sure agreed decisions and recommendations fall within the group's authority 9 give clear, accurate and concise information about decisions and recommendations to those

who need it 10 seek feedback from those attending and use this to improve the effectiveness of future

meetings. What you must cover This element covers the following: a meetings

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

b purposes 1 information giving 2 consultation 3 decision making.


Unit 213 Facilitate meetings (A43) 213.2 Make contributions to meetings

What you must do To meet the national standard, you must: 1 make sufficient preparation for the meeting to enable you to participate effectively 2 consult with the people you are representing sufficiently so that they can present their views

effectively 3 make contributions to the meeting that are clear, concise and relevant 4 make contributions to the meeting that help to clarify problems and identify and assess

possible solutions 5 acknowledge and discuss the contributions and viewpoints of others in a constructive manner 6 give clear, accurate and concise information about decisions made at the meeting, promptly

to those who need it. What you must cover This element covers the following: a meetings

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

b people 1 individuals 2 groups.


Unit 213 Facilitate meetings (A43) What you must know and understand

To be competent in this unit, you must know and understand the following: Communication K1 How to identify unhelpful arguments and digressions, and strategies which may be used to

discourage these. K2 How to present information during meetings. K3 How to get and use feedback from others. K4 The information concerning the decisions and recommendations of the meeting which need

to be conveyed to others and how to ensure that this has been done effectively. Leadership styles K5 Styles of leadership which can be used to run meetings and how to choose a style according

the nature of the meeting. Meetings K6 The value and limitations of meetings as a method of exchanging information and making

decisions. K7 How to determine when meetings are the most effective method of dealing with issues and

possible alternatives which may be used. K8 Potential differences between meetings which are internal and those involving people from

outside. K9 The purpose of agendas and how to devise agendas according to the issues, intended

outcomes and time available. K10 The importance of determining the purpose and objectives of meetings and how to do so. K11 the importance of summarising discussions and decisions during meetings and at what points

this is appropriate. K12 How to manage discussions so that the objectives of the meeting are met within the allocated

time. K13 The importance of ensuring decisions taken are within the authority of the meeting. K14 How to prepare for meetings according to different roles and responsibilities which you may

have in relation to the meeting. K15 The importance of consulting in advance with those you are representing and how to do so. K16 The importance of making clear, concise and relevant contributions to meetings and how to

ensure your contributions meet these criteria. K17 How to identify and analyse the problems discussed in meetings and make contributions

capable of clarifying and resolving these. Organisational context K18 How to determine who are the necessary people to attend the meeting. K19 Procedures to follow when calling meetings and preparing for them. Working relationships K20 The importance of constructively acknowledging the contributions and viewpoints of others

and how to do so.


Unit 213 Facilitate meetings (A43) Evidence Requirements

What you must do There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work at real spectator events. Evidence may be gathered through a combination of methods, for example, observations, looking at products of the candidate’s work or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that the candidate can meet the requirements on a consistent basis. What you must cover There must also be evidence that the candidate’s work at real spectator events has met the following requirements: • 213.1 a minimum of one type of meeting and two types of purposes • 213.2 a minimum of one type of meeting and both types of people 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 the candidate possesses 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 the assessor and candidate. 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 the candidate to show that they know and understand how to do something. If the assessor can reasonably infer from the candidate’s work that they know and understand the required methods and techniques because there is evidence that they have applied them, there is no need for them to be assessed again on this knowledge item, for example through questioning.


Unit 214 Provide advice and support for the development and implementation of quality policies (A57)

Summary This unit is about helping other people to develop quality policies and the strategies needed to implement these. The unit is divided into two parts. The first part describes the two things you have to do. These are: 214.1 Provide advice and support for the development of quality policies 214.2 Provide advice and support for the development of strategies to implement quality policies The second part describes the knowledge and understanding you must have. Target Group This unit is for people working in management or development at middle manager level.



214.1 Provide advice and support for the development of quality policies

What you must do To meet the national standard, you must: 1 explain the nature and purpose of quality concepts, standards, systems and programmes

clearly and accurately to relevant people 2 clearly explain the importance of performance measurement to the organisation’s success 3 clearly explain why a documented system for the implementation of quality is necessary and

what benefits it is likely to bring 4 encourage relevant people to articulate their vision of quality, and make their commitment

to quality explicit, so that they can develop policies to support the organisation’s mission 5 highlight any inconsistencies in the aims and commitments of management and propose

options for resolving them 6 resolved any conflict between the aims of suppliers and customers and the organisation’s

vision of quality 7 provide advice to management on appropriate methods of communicating quality policies. What you must cover This element covers the following: a relevant people

1 team members 2 colleagues working at the same level as you 3 higher-level managers or sponsors 4 specialists

b policies 1 design of processes for producing goods 2 design of processes for delivering services 3 processes and systems within the organisation including documentation 4 employees, including their training and development 5 customers 6 suppliers and procurement strategies.



214.2 Provide advice and support for the development of strategies to implement quality policies

What you must do To meet the national standard, you must: 1 give relevant people the necessary information, opportunities and support to identify and

select strategies which are consistent with the organisation’s vision of quality 2 accurately evaluate alternative strategies for implementing quality and identify their

advantages, disadvantages and resource implications 3 present the results of their evaluation to relevant people in an effective manner 4 clarify and emphasise the role of suppliers in implementing policy and identify appropriate

strategies to develop the organisation’s supplier base 5 give relevant people effective opportunities, information and support to translate customer

needs into deliverable products and services at optimum cost and speed 6 give relevant people the necessary information and support to design systems which

control the delivery of products and services which are consistent with quality strategies and policies

7 regularly monitor the implementation of quality policies against agreed criteria 8 make recommendations to relevant people how they could improve quality policies and the

way they are implemented. What you must cover This element covers the following: a relevant people

1 team members 2 colleagues working at the same level as you 3 higher-level managers or sponsors 4 specialists.




To be competent in this unit, you must know and understand the following: Analytical techniques K1 How to evaluate alternative strategies for implementing quality policies. Communication K2 The principles and processes of effective communication and how to apply them. K3 How to communicate quality policies. K4 The principles and processes of effective communication and how to apply them. K5 How to make recommendations for improvements. Customer relations K6 How to identify customer needs and translate them into deliverable products and services. Involvement and motivation K7 How to help people commit themselves to quality and make this commitment explicit. Monitoring and evaluation K8 How to develop and agree criteria to monitor the implementation of quality policies. K9 How to monitor the implementation of quality policies. Organisational context K10 Key decisions makers and their preferred format for the presentation of information. K11 The organisation’s vision, mission, objectives and strategies, values and policies. K12 The organisation’s suppliers and customers, and their aims. K13 The organisation’s vision of quality. K14 The people within the organisation and its networks who need to be involved in implementing

quality policies. K15 The organisation’s structure and the responsibilities of people within it. K16 The organisation’s current and potential customers and suppliers. K17 The organisation’s capability for delivering products and services. Quality management K18 The range of quality concepts, standards, systems and programmes. K19 The principal performance measurement systems and their importance to the organisation’s

success. K20 The range of documented systems for quality assurance and the benefits they are likely to

bring. K21 The role of suppliers in implementing quality policies. K22 The range of systems for controlling processes.




Strategic planning K23 How to help people clarify their vision of quality. K24 The range of strategies which may be adopted to implement quality policies. Working relationships K25 How to identify and resolve inconsistencies and conflicts.




What you must do There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work at real spectator events. Evidence may be gathered through a combination of methods, for example, observations, looking at products of the candidate’s work or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that the candidate can meet the requirements on a consistent basis. What you must cover There must also be evidence that the candidate’s work at real spectator events has met the following requirements: • 214.1 a minimum of two types of relevant people, and two types of policies • 214.2 a minimum of two types of relevant people Simulation Simulation is not allowed for this unit except for performance criteria 214.1.5, 214.1.6 and 214.2.4 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 also be used for 214.1.5, 214.1.6 and 214.2.4 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 the candidate possesses 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 the candidate and assessor. However, other techniques, such as oral questioning, written questions and answers, case studies, reflective accounts, projects and assignments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something. If the assessor can reasonably infer from the candidate’s work that they know and understand the required methods and techniques because there is evidence that they have applied them, there is no need for them to be assessed again on this knowledge item, for example through questioning.


Unit 215 Implement quality assurance systems (A56)

Summary This unit is about establishing, maintaining and improving quality assurance systems. These systems can either be ‘in-house’ – devised by the organisation itself, or externally validated, such as QUEST or ISO 9000. The unit is divided into two parts. The first part describes the three things you have to do. These are: 215.1 Establish quality assurance systems 215.2 Maintain quality assurance systems 215.3 Recommend improvements to quality assurance systems The second part describes the knowledge and understanding you must have. Target Group This unit is for people working in management or development at middle manager level.


Unit 215 Implement quality assurance systems (A56) 215.1 Establish quality assurance systems

What you must do To meet the national standard, you must: 1 make sure your analysis of processes is sufficient to determine appropriate quality

assurance systems and measurements 2 present your recommendations and rationale for establishing quality assurance systems to

relevant people with the appropriate level of detail and degree of urgency 3 agree implementation plans, taking account of feedback from relevant people 4 provide opportunities for those involved in quality assurance systems to contribute to their

development 5 set up systems that clearly specify the processes, procedures and measurements required to

ensure products and services are within the limits of acceptable quality 6 set up quality assurance systems that are capable of making sure that agreed customer

requirements are consistently met 7 communicate the establishment or modification of quality assurance systems in a way

which is clear, detailed and allows adequate time for preparation 8 communicate the results and benefits of assuring quality at times most likely to gain the

commitment of relevant people to the systems. What you must cover This element covers the following: a quality assurance systems

1 externally validated 2 devised and validated in-house

b relevant people 1 team members 2 colleagues working at the same level as you 3 higher-level managers or sponsors 4 specialists

c ways to communicate 1 spoken 2 written 3 using images.


Unit 215 Implement quality assurance systems (A56) 215.2 Maintain quality assurance systems

What you must do To meet the national standard, you must: 1 present information on quality assurance systems, procedures and responsibilities to

relevant people at a time and place and in a format appropriate to their needs 2 confirm relevant people’s understanding of, and commitment to, quality assurance

systems at appropriate intervals 3 collect and evaluate information, and report the results at required intervals, using agreed

methods and against specified performance measures 4 take prompt and effective action to clarify inadequate, contradictory or ambiguous

information 5 actively encourage relevant people freely to report actual and potential variations in quality 6 take timely and effective action, consistent with quality assurance procedures, to rectify

unacceptable variations in products and services. What you must cover This element covers the following: a quality assurance systems



c ways to evaluate 1 qualitative 2 quantitative.


Unit 215 Implement quality assurance systems (A56) 215.3 Recommend improvements to quality assurance

systems

What you must do To meet the national standard, you must: 1 provide opportunities for relevant people to suggest improvements to quality assurance

systems 2 base your recommendations on sufficient, valid and reliable information on the

effectiveness and efficiency of quality assurance systems 3 make recommendations have the potential to improve the contribution which quality

assurance systems make to the organisation and its customers 4 present your recommendations to relevant people clearly, logically and in time to be of

use 5 where recommendations are not accepted, establish the reasons and present these to

relevant people in a manner which maintains morale and motivation. What you must cover This element covers the following: a quality assurance systems



c recommendations 1 in response to a request 2 on own initiative.


Unit 215 Implement quality assurance systems (A56) What you must know and understand

To be competent in this unit, you must know and understand the following: Communication K1 How to communicate effectively to colleagues, team members and higher level managers and

sponsors on quality assurance issues. K2 How to develop and argue an effective case for change. Continuous improvement K3 The importance of continuous improvement to the effectiveness of the team and

organisation and your role and responsibilities in relation to this. Customer relations K4 The importance of customer focus in managing quality. K5 The importance of customer focus in managing activities. Information handling K6 How to validate information which may be inadequate, contradictory and ambiguous. K7 How to collect and validate sufficient information on the effectiveness of quality assurance

systems to make recommendations on improvement. Involvement and motivation K8 How to develop and present an effective case for the introduction of quality assurance

systems. K9 The importance of consulting on the introduction of quality assurance systems and how to do

so effectively. K10 How to gain the commitment of staff for quality assurance systems. K11 How to maintain staff commitment to quality assurance systems. K12 How to encourage and enable feedback on quality. K13 How to encourage and enable feedback on quality systems. Quality management K14 The importance of quality assurance and your role and responsibility in relation to this. K15 The meaning of quality in the context of managing activities (Element A56.1). K16 The principles underpinning effective quality assurance systems and how to apply them. K17 The range of quality assurance systems available and their relative advantages and

disadvantages to the activities for which you are responsible. K18 How to analyse work processes and determine the most appropriate quality assurance

systems and measurements. K19 How to specify the requirements of a quality assurance system. K20 The importance of maintaining quality assurance systems and the procedures required to do

so. Working relationships K21 How to resolve disagreements and disputes in ways which maintain morale and motivation.


Unit 215 Implement quality assurance systems (A56) Evidence Requirements

What you must do There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work at real spectator events. Evidence may be gathered through a combination of methods, for example, observations, looking at products of the candidate’s work or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that the candidate can meet the requirements on a consistent basis. What you must cover There must also be evidence that the candidate’s work at real spectator events has met the following

requirements: • 215.1 a minimum of one type of quality assurance system, two types of relevant people and

two types of ways to communicate • 215.2. a minimum of one type of quality assurance system, two types of relevant people and

both types of ways to evaluate • 215.3 a minimum of one type of quality assurance system, two types of relevant people and

one type of recommendation Simulation Simulation is not allowed for this unit except for performance criteria 215.2.4, 215.2.6 and 215.3.5 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 also be used for 215.2.4, 215.2.6 and 215.3.5 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 the candidate possesses 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 the candidate and 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 the candidate to show that they know and understand how to do something. If the assessor can reasonably infer from the candidate’s work that they know and understand the required methods and techniques because there is evidence that they have applied them, there is no need for them to be assessed again on this knowledge item, for example through questioning.


Unit 216 Monitor compliance with quality systems (A58)

Summary This unit is about monitoring whether an organisation is complying with quality systems. These quality systems may be externally validated (such as QUEST or the ISO 9000 series) or devised by the organisation itself. To be successful in the unit the candidate has to show that they have monitored compliance both for their own organisation and for an outside organisation. The unit is divided into two parts. The first part describes the three things you have to do. These are: 216.1 Plan to audit compliance with quality systems 216.2 Implement the audit plan 216.3 Report on compliance with quality systems The second part describes the knowledge and understanding you must have. Target Group This unit is for people working in management or development at middle manager level.


Unit 216 Monitor compliance with quality systems (A58) 216.1 Plan to audit compliance with quality systems

What you must do To meet the national standard, you must: 1 agree the scope and objectives of the audits with relevant people 2 accurately identify processes in the organisation where non-compliance is most likely 3 accurately identify the relative risks to the organisation of non-compliance with quality

systems in each of the organisation’s processes 4 agree with relevant people a programme of audits which prioritises areas of greatest risk

and likely non-compliance 5 develop a sufficient number of competent people to carry out the programme of audits 6 make sure the programme of audits complies with the organisation’s quality policies and

procedures. What you must cover This element covers the following: a audits

1 within your organisation 2 in other organisations

b relevant people

1 colleagues working at the same level as you 2 higher-level managers or sponsors 3 quality specialists.


Unit 216 Monitor compliance with quality systems (A58) 216.2 Implement the audit plan

What you must do To meet the national standard, you must: 1 allocate audits to competent people, taking account of their expertise, development needs

and the need to provide equal opportunities 2 provide sufficient support and advice to auditors to allow them to work effectively yet

autonomously 3 regularly monitor the progress of audit activity against the plan, and take appropriate

corrective action in the event of significant variations 4 provide relevant people with regular reports of progress against the plan. What you must cover This element covers the following: a audits

1 within your organisation 2 in other organisations

b relevant people 1 colleagues working at the same level as you 2 higher-level managers or sponsors 3 quality specialists

c corrective action 1 changing audit activities 2 changing the way resources are used for audit activities 3 renegotiating the programme of audits.


Unit 216 Monitor compliance with quality systems (A58) 216.3 Report on compliance with quality systems

What you must do To meet the national standard, you must: 1 accurately evaluate the results of quality audits against the organisation’s quality objectives,

relevant standards, legal requirements and industry best practice 2 fully assess the appropriateness of the corrective action agreed to deal with discrepancies

found during audits 3 advise relevant people, with the appropriate level of urgency, of the risks associated with

non-compliance discovered during audits 4 report the findings of the evaluation to relevant people in accordance with organisational

requirements 5 give feedback to those whose performance was audited in a way which enhances their

confidence and commitment to quality 6 accurately assess the auditors’ performance and implement appropriate development

activities. What you must cover This element covers the following: a audits

1 within your organisation 2 in other organisations.

b relevant people

1 colleagues working at the same level as you 2 higher-level managers or sponsors 3 quality specialists.


Unit 216 Monitor compliance with quality systems (A58) What you must know and understand

To be competent in this unit, you must know and understand the following: Analytical techniques K1 How to assess the relative risks of non-compliance with quality systems. Communication K2 The principles and processes of effective communication and how to apply them. K3 How to present progress reports. K4 The principles and processes of effective communication and how to apply them. K5 How to report your findings. K6 How to give feedback in a way which enhances confidence and commitment. Equal opportunities K7 The principles, organisational policies, values and legal requirements affecting equal

opportunities at work. Monitoring and evaluation K8 How to monitor activities against plans, identify significant variations and decide on

appropriate corrective action. K9 How to evaluate the results of quality audits against the organisation’s quality objectives,

relevant standards, statutory requirements and industry best practice. K10 How to assess the appropriateness of corrective actions agreed. Organisational context K11 The relevant structures, responsibilities and processes within the organisation. K12 The people within the organisation, with whom you must agree the scope, objectives and

programme of audits. K13 The organisation’s quality policy and procedures. K14 The organisation’s requirements for reporting on compliance with quality systems. Quality management K15 The principles of quality auditing and how to conduct an audit investigation. K16 How to agree the scope and objectives of quality audits. K17 How to assess which of the organisation’s processes are likely not to comply with quality

systems. K18 The knowledge and skills required by those who will carry out the audits, and how to assess

and develop these knowledge and skills. K19 How to assess the performance of auditors. Team working K20 How to allocate work to a team based on their expertise, development needs and the need to

provide equal opportunities for development to all competent people. K21 How to identify and provide the support and advice people need in order to work effectively

yet autonomously.


Unit 216 Monitor compliance with quality systems (A58) Evidence Requirements

What you must do There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work at real spectator events. Evidence may be gathered through a combination of methods, for example, observations, looking at products of the candidate’s work or using witness testimony from suitably experienced colleagues. There must be sufficient evidence to ensure that the candidate can meet the requirements on a consistent basis. What you must cover There must also be evidence that the candidate’s work at real spectator events has met the following

requirements for the unit: • 216.1 a minimum of one type of audit, and two types of relevant people • 216.2 a minimum of one type of audit, two types of relevant people and two types of

corrective action • 216.3 a minimum of one type of audit, and two types of relevant people Simulation Simulation is not allowed for this unit except for performance criteria 216.2.3 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 also be used for 216.2.3, 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 the candidate possesses 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 the candidate and 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 the candidate to show that they know and understand how to do something. If the assessor can reasonably infer from the candidate’s work that they know and understand the required methods and techniques because there is evidence that they have applied them, there is no need for them to be assessed again on this knowledge item, for example through questioning.


Unit 113 Manage a Project (A44)

Summary 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.



Unit 113 Manage a Project (A44) Generic standards

Outcomes 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.


Unit 113 Manage a Project (A44) 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. Sport and Recreation 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.


Unit 113 Manage a Project (A44) What you must know and understand

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.


Unit 113 Manage a Project (A44) Evidence Requirements




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


Unit 113 Manage a Project (A44) Evidence Requirements




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


Appendix 1 Key Skills mapping

This qualification provides opportunities to gather evidence for the accreditation of Key Skills as shown in the table below. However, to gain Key Skills certification, the Key Skills would need to be taken as additional qualifications. Summary of Links between units in the Level 4 NVQ in Spectator Safety Management and the QCA Key Skills

Spectator Safety Key Skills

No City & Guilds unit no:

Unit Title Comm AON WWO PS IOL ICT

Mandatory Units

C216 206 Plan for the safety of people attending a spectator event

4.1, 4.2, 4.3

2.1, 2.2, 2.3

4.1, 4.2, 4.3

4.1, 4.2, 4.3

- -

C217 207 Ensure the safety of people attending a spectator event

4.1, 4.2, 4.3

2.1, 2.2, 2.3

4.1, 4.2, 4.3

4.1, 4.2, 4.3

- -

A11 208 Assist the organisation to develop and implement policies

4.1, 4.2, 4.3

2.1, 2.2, 2.3

4.1, 4.2, 4.3

4.1, 4.2, 4.3

- -

A323 101

Manage your own resources and professional development (MSC A2)

3 3 3 3 4 -

A311 209

Develop productive working relationships with colleagues and stakeholders (MSC D2)

4 2 4 4 3 -

A42 210 Provide information to support decision making

4.1, 4.2, 4.3

4.1, 4.2, 4.3

4.1, 4.2, 4.3

3.1, 3.2, 3.3

A321 416 Provide learning opportunities for colleagues (MSC D7)

4 2 3 2 3 -


Spectator Safety Key Skills

No City & Guilds unit no:

Unit Title Comm AON WWO PS IOL ICT

Optional Units

A22 211 manage the use of physical resources

4.1, 4.2, 4.3

2.1, 2.2, 2.3

4.1, 4.2, 4.3

4.1, 4.2, 4.3

B218 212 Encourage innovation in your area of responsibility (MSC C2)

4 4 4 4 4 -

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

3 3 4 3 2

A320 417

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

4 3 4 4 3

-

A43 213 Facilitate meetings 4.1,

4.2, 4.3

4.1, 4.2, 4.3

4.1, 4.2, 4.3

4.1, 4.2, 4.3

A57 214

Provide advice and support for the development and implementation of quality policies

4.1, 4.2, 4.3

3.1, 3.2, 3.3

4.1, 4.2, 4.3

4.1, 4.2, 4.3

4.1, 4.2, 4.3

A56 215 Implement quality assurance systems

4.1, 4.2, 4.3

3.1, 3.2, 3.3

4.1, 4.2, 4.3

4.1, 4.2, 4.3

A58 216 Monitor compliance with quality systems

4.1, 4.2, 4.3

3.1, 3.2, 3.3

4.1, 4.2, 4.3

4.1, 4.2, 4.3

4.1, 4.2, 4.3

A44 113 Manage a project (MSC F1)

4 3 4 4 3 -


Appendix 2 Value Statements

The following is the SkillsActive Operational Services Value Statement which candidates and centres must adhere to. A General Values Statements 1 In Active Leisure and Learning performance to the standards expected in employment, i.e.

competence entails the application of the kind of values found in professional codes of ethics. Underpinning values statements have been developed to cover many of the occupational sectors under the SPRITO umbrella.

2 The incorporation of ethical issues within the National Occupational Standards and in consequently in the NVQs has been vital to enhance the credibility of the standards.

3 Care has been taken to incorporate these values within the National 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 Values Statements can greatly assist candidates and assessors to interpret phrases within the National Standards like “recognised good practice”.

5 The Values 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 Values Statement 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; 1.7 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; 3.3 value staff highly, recognise them as a valuable resource and encourage and assist

them to develop their competence, self-esteem and potential 3.4 develop internal relationships on the basis of mutual trust and reciprocal loyalty 3.5 provide safe, congenial and healthy working conditions 3.6 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

3.7 develop and maintain a working climate in which improvements occur naturally and continuously without being enforced or imposed

3.8 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 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 10 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

Evidence of Outcomes: possible examples of evidence

Behaviours General Industry


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


Published by City & Guilds 1 Giltspur Street London EC1A 9DD T +44 (0)20 7294 2800 F +44 (0)20 7294 2400 www.cityandguilds.com City & Guilds is a registered charity established to promote education and training

SP-46-4834

http://www.city-and-guilds.co.uk/

level 4 nvq in spectator safety management (4834-46) · level 4 nvq in spectator safety management...

Documents