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Skillsfirst Awards

Handbook

Level 3 NVQ Certificate in Management (QCF)

MC03

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Contents Page Section 1 – Introduction 1.0 Introduction 2 1.1 What is the Qualification and Credit Framework (QCF) 2 1.2 QCF Units 2 1.3 QCF Terminology 3 Section 2 – Skillsfirst Awards Limited 2.1 Data protection 3 2.2 Equality and accessibility 3 2.3 Enquiries and information sources 3 2.4 Complaints and appeals 4 2.5 Malpractice and maladministration 4 Section 3 – The Council for Administration (CfA) 3.1 The CfA and the Management Standards Centre (MSC) 5 3.2 Occupation competence of those involved in assessment

and verification 5 3.3 Employer Direct Model 6 3.4 Continuing Professional Development (CPD) 6 Section 4 – Summary of Assessment Methods 4.1 Recognised Prior Learning (RPL) 7 4.2 Simulated activities guidelines 7 4.3 Realistic Working Environments (RWEs) 7

Section 5 – Qualification Aim and Design 5.0 Qualification Aim and Design 8 Section 6 – The Qualification Structure 6.1 Rules of combination 8 6.2 List of available units and their credit value 9 6.3 Learner entry requirements 10 6.4 Progression opportunities 10 Section 7 – The Units of Learning 7.0 The units of learning 11 7.1 Group M - mandatory units 13 7.2 Group O – optional units 23

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1.0 Introduction

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

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

All learners should be provided with a copy of the Skillsfirst Qualification Handbook together with the Skillsfirst Learner Guide. This document can be found on our web-site at www.skillsfirst.co.uk 1.1 What is the Qualification and Credit Framework? The Qualification and Credit Framework (QCF) is a new way of recognising achievement through the award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications and enable qualifications to be achieved in smaller steps. Units within the framework will have a level (ranging from entry level to level 8) to indicate the level of difficulty. They will also have a credit value to indicate the size of the unit. The QCF will:

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

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

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

allow learners to transfer credits into an electronic Learner Achievement Record, which they will keep for life.

1.2 QCF units Each unit has a credit value based on the total number of hours learning required to achieve it, (notional learning). Each 10 hours of learning equals 1 credit. For example, if a unit takes 30 hours of learning, it will receive a credit value of 3. The units vary in credit value. In addition all units have a level which may be different from the qualification in which they can be used.

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1.3 QCF terminology Whilst the evidence outcomes required from QCF and NVQ units are the same, the QCF units use different terminology to the NVQ units. The assessment criteria for NVQ units are listed under ‘what you must do’ and ‘what you must know’ whereas the QCF units are all listed under ‘the learner can’. 2.0 Skillsfirst Awards 2.1 Data Protection

Skillsfirst Awards takes the protection of data seriously and to this end has developed a Data Protection Statement outlining how Skillsfirst and our centres, comply with the current legislation on data protection. It is important for centres to read our statement and ensure that our requirements are put in place. It is particularly important that centres make learners aware that data is shared with Skillsfirst Awards. Our policy statement on this and data requirements can be found in our centre handbook on our website www.skilsfirst.co.uk 2.2 Equality and accessibility Equality and accessibility Skillsfirst is committed to giving everyone who wants to gain one of our qualifications an equal opportunity of achieving it in line with current UK legislation and EU directives including the Equality Act (2010) and to ensure this occurs, has in place a policy on equality and accessibility which can be found on our website www.skillsfirst.co.uk and within our centre handbook. Skillsfirst will ensure that centres use a diversity and equality policy that works together with ours and that they maintain an effective appeals procedure which along with the diversity and equality policy, will be monitored by the external verifier. We expect centres to tell learners how to find and use their own diversity and equality and appeals procedures. Access to Assessment Skillsfirst Awards is committed to guaranteeing all learners are treated fairly and equally and to ensure this occurs, has in place a policy on Reasonable Adjustments and Special Considerations. This policy states clearly what centres can and in some cases must, put in place to assist learners who may have particular requirements. We expect centres to tell learners how to find and use their own reasonable adjustments and special considerations policy and will monitor implementation through the external verification process. This policy can be accessed at www.skillsfirst.co.uk and within our centre handbook. Further advice on this policy and its application can be obtained from our customer services team at customerservices@skillsfirst.co.uk 2.3 Enquiries and Information Sources Skillsfirst aims to provide accurate information in a variety of formats and media. Recognised centres are encouraged to make enquiries to the customer services team, or seek clarification from our website. Learners wishing to enquire about qualifications, aspects of qualifications or quality assurance policies and procedures are encouraged, in the first instance, to seek information from the recognised centre or their tutor/assessor. Where a satisfactory answer is unavailable, learners are encouraged to seek clarification from our website, or from the Skillsfirst customer services team.

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As a guide, the majority of frequently requested information is available on our website or on request via the electronic helpline listed below. Website: www.skillsfirst.co.uk email: customerservices@skillsfirst.co.uk Tel: 0121 270 5100 Fax: 0121 747 4102 In writing to: Customer Services Skillsfirst Awards Limited Suite 215 Fort Dunlop Fort Parkway Birmingham B24 9FD 2.4 Complaints and appeals Complaints

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

Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst. The Skillsfirst Awards appeals policy and process can be accessed on our website www.skillsfirst.co.uk and within our centre handbook. Centres are required to have a documented policy and procedure which allows learners to question decisions made by the centre. The final stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy would form part of the original centre recognition process and its implementation will be monitored by the external verifier. 2.5 Malpractice and maladministration Skillsfirst Awards has a responsibility to ensure that malpractice, non compliance and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice (including cheating, copying and plagiarism) on the part of learners, centre staff and any others involved in providing the qualification. To meet this requirement, Skillsfirst Awards has a malpractice policy and process, the details of which can be accessed on our website www.skillsfirst.co.uk

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3.0 The Council for Administration (CfA) This is based on the units developed by the Management Standards Centre (MSC) who were the sector skills council for leadership and management during their development. The sector skills council is now the CfA and their contact details are: 6 Graphite Square Vauxhall Walk London SE11 5EE Phone: 020 7091 9620 email: info@cfa.uk.com This handbook provides details from the MSC’s assessment strategy, which centres will need to apply in order to assess and quality assure the Level 2 NVQ Certificate in Team Leading (QCF) and includes

occupational expertise of those who assess performance and internally verify assessments

continuous professional development

summary of assessment methods The complete assessment strategy is available for view and to download from the MSC website www.management-standards.org 3.1 The CfA and the Management Standards Centre (MSC) The Level 3 NVQ Certificate in Management (QCF) is supported by the CfA who are the Sector Skills Council for Leadership and Management. This qualification has been developed by the MSC and their contact details are: Management Standards Centre 3rd Floor, 2 Savoy Court Strand London WC2R 0EZ Phone: 020 7421 2725 email: management.standards@managers.org.uk 3.2 The occupational competence of those involved in management Managers must demonstrate that they:

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

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

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

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In addition managers must have:

an accredited assessor and/or verifier qualification, or

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

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

3.3 Employer Direct Model

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

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

prepare, validate and review the assessment/verification roles.

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

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

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

The Awarding Organisation/Body must:

offer this model to employers only.

inform the CfA of employers who are using this model.

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

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

3.4 Continuing professional development (CPD)

Centres are expected to support their staff in ensuring that their knowledge remains current of the occupational area and of best practice in delivery, mentoring, training, assessment and verification, and that it takes account of any national or legislative developments.

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4.0 Summary of assessment methods For this qualification, learners will be required to provide evidence for each unit which may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role. 4.1 Recognition of prior learning (RPL) RPL recognises how the contribution of a learner’s previous experience could contribute to a qualification. Should any opportunities for RPL be identified it is important that a complete process of recognising prior experience and learning is undertaken by ensuring that:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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4.2 Simulated activities guidelines for the Level 3 NVQ Certificate in Management (QCF) Simulation is not allowed. 4.3 Assessment through Performance in the Workplace

The Level 3 NVQ Certificate in Management (QCF) is to be assessed using evidence from

the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. 5.0 Qualification aim and design

The Skillsfirst Level 3 NVQ Certificate in Management (QCF) has been designed for team leaders who have some personal autonomy and responsibility, and who collaborate with others to deliver work. The NVQ gives learners the opportunity to develop the core competences needed by team leaders in today’s dynamic business world. Learners take three mandatory units focusing on managing personal development, working relationships with colleagues and communicating information and knowledge. They then choose from a diverse range of optional units to complete the qualification, tailoring their learning to meet their individual and organisational needs. 6.0 Qualification Structure Number of credits required for this qualification Qual no. Level Qualification title Number of credits MC03 3 Level 3 NVQ Certificate in Management (QCF) 25

6.1 Rules of Combination To achieve the Level 3 Certificate in Management (QCF), learners must achieve a minimum of 25 credits. Learners must complete the 3 mandatory Group M units plus 11 credits which must be taken from the optional units in Groups O

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6.2 List of available units and their credit value The list below gives the unit titles, their level and the credit value of each unit. Group M – Mandatory Units

QCF unit no.

Skillsfirst unit no.

Level Unit title Credit value

L/600/9586 MA2 3 Manage own professional development within an organisation

4

M/600/9600 TLB5 3 Set objectives and provide support for team members

5

Y/600/9669 TLD5 3 Plan, allocate and monitor work of a team

5

Group O – Optional Units

QCF unit no.

Skillsfirst unit no.

Level Unit title Credit value

H/600/9674 AV06 4 Plan, allocate and monitor work in own area of responsibility

5

K/600/9711 BA490 4 Manage physical resources

3

M/600/9712 BA491 4 Manage the environmental impact of work activities

5

T/600/9601 BA492 4 Provide leadership and direction for own area of responsibility

5

M/600/9676 BA493 4 Support learning and development within own area of responsibility

5

K/600/9611 BA494 4 Develop working relationships with colleagues and stakeholders

4

L/600/9703 CSS304 4 Develop and implement a risk assessment plan in own area of responsibility

6

R/600/9587 MA3 4 Develop, maintain and review personal networks

4

4 Ensure compliance with legal, 5 H/600/9609 MB8b regulatory, ethical and social requirements

L/600/9619 MB10b 4 Manage risk in own area of responsibility

4

L/600/9622 MB10c 4 Review risk management processes in own area of responsibility

3

M/600/9659 MC6 4 Implement change in own area of responsibility

6

T/600/9663 MD3a 5 Recruit staff in own area of responsibility

4

F/600/9679 MD8 4 Address performance problems affecting team members

3

F/600/9682 MD9

4 Build, support and manage a team 4

D/600/9690 MD13 4 Support individuals to develop and take responsibility for their performance

4

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H/600/9691 MD14 4 Know how to follow disciplinary procedures

4

K/600/9692 MD15

4 Managing grievance procedures 3

H/600/9738 ME16

4 Manage a tendering process 4

J/600/9750 MF1

4 Plan and manage a project 8

K/600/9790 MF4 4 Develop and implement marketing plans

6

M/600/9791 MF9 4 Analyse the market in which your organisation operates

5

A/600/9793 MF11 4 Manage the achievement of customer satisfaction

5

Y/600/9798 MF14

4 Prepare for and support quality audits

4

F/600/9469 TLA1

3 Manage personal development 4

M/600/9628 TLB11 3 Manage or support equality of opportunity, diversity and inclusion in own area of responsibility

4

L/600/9636 TLC1 3 Support team members in identifying, developing and implementing new ideas

4

H/600/9660 TLD1 3 Develop working relationships with colleagues

3

R/600/9685 TLD10

3 Manage conflict in a team 3

Y/600/9686 TLD11

3 Lead and manage meetings 4

H/600/9688 TLD12 2 Participate in meetings

2

F/600/9715 TLE10

3 Make effective decisions 3

H/600/9724 TLE11 2 Communicate information and knowledge

3

T/600/9730 TLE12 3 Manage knowledge in own area of responsibility

4

L/600/9734 TLE15

3 Procure supplies 2

D/600/9804 TLF17 3 Manage customer service in own area of responsibility

4

6.3 Learner entry requirements Formal requirements There are no formal entry requirements; however learners should normally be employed in a management role to gather evidence from the workplace for assessment. Learners who are not currently in employment may be able to achieve the qualification if they are able to gather evidence of recent management experience in a paid or voluntary capacity from within a period of three years of registration.

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Age restrictions There are no age limits attached to learners undertaking this qualification, unless this is a legal requirement of the process or the environment. 6.4 Progression opportunities Learners who achieve this qualification will have the opportunity to progress to the Level 5 NVQ in Management (QCF).

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7.0 The Units of Learning The units which make up these qualifications are written in a standard format and comprise of:

Skillsfirst reference number

unit title

level and credit value

unit aim

relationship to NOS/other qualifications

information on evidence and assessment

learning outcomes

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7.1 Group M – mandatory units

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MA2

Manage own professional development within an organisation

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MA2 Manage own professional development within an organisation

Level: 3 Credit value: 4 Unit aim This unit helps learners to produce, implement and review a personal professional development plan that supports development. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to assess own career goals and personal development. 2. Be able to set personal work objectives. 3. Be able to produce a personal development plan. 4. Be able to implement and monitor own personal development plan.

Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC A2 manage your own resources and professional development. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MA2 Manage own performance in a business environment Learning outcomes and assessment criteria Outcome 1 Be able to assess own career goals and personal development The learner can: 1 identify own career and personal goals. 2 assess how own career goals affect work role and professional development.

Outcome 2 Be able to set personal work objectives The learner can: 1 agree SMART (Specific, Measurable, Achievable, Realistic and Time-bound) personal

work objectives in line with organisational objectives.

Outcome 3 Be able to produce a personal development plan The learner can: 1 identify gaps between objectives set, own current knowledge and skills 2 produce a development plan Outcome 4 Be able to implement and monitor own personal development plan The learner can: 1 plan activities identified in own development plan 2 explain how to monitor and review own personal development plan

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TLB5

Set objectives and provide support for team members

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TLB5 Set objectives and provide support for team members

Level: 3 Credit value: 5 Unit aim This unit helps learners to set and support individuals and teams to achieve objectives. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to communicate a team’s purpose and objectives to the team members. 2. Be able to develop a plan with team members showing how team objectives will be

met. 3. Be able to support team members identifying opportunities and providing support. 4. Be able to monitor and evaluate progress and recognise individual and team

achievement.

Guided learning hours It is recommended that 35 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC B5 Provide leadership for your team. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLB5 Set objectives and provide support for team members Learning outcomes and assessment criteria Outcome 1 Be able to communicate a team’s purpose and objectives to the team members The learner can: 1 describe the purpose of a team 2 set team objectives with its members which are SMART (Specific, Measurable,

Achievable, Realistic and Time-bound) 3 communicate the team’s purpose and objectives to its members Outcome 2 Be able to develop a plan with team members showing how team

objectives will be met The learner can: 1 discuss with team members how team objectives will be met. 2 ensure team members to participate in the planning process and think creatively. 3 develop plans to meet team objectives. 4 set SMART personal work objectives with team members. Outcome 3 Be able to support team members identifying opportunities and

providing support The learner can: 1 identify opportunities and difficulties faced by team members 2 discuss identified opportunities and difficulties with team members 3 provide advice and support to team members to overcome identified difficulties and

challenges 4 provide advice and support to team members to make the most of identified

opportunities Outcome 4 Be able to monitor and evaluate progress and recognise individual and

team achievement The learner can: 1 monitor and evaluate individual and team activities and progress 2 provide recognition when individual and team objectives have been achieved

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TLD5

Plan, allocate and monitor work of a team

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TLD5 Plan, allocate and monitor work of a team

Level: 3 Credit value: 5 Unit aim This unit helps learners to plan and allocate the work for a team, and support, monitor and improve team performance. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Be able to plan work for a team. 2. Be able to allocate work across a team. 3. Be able to manage team members to achieve team objectives. 4. Be able to monitor and evaluate the performance of team members. 5. Be able to improve the performance of a team.

Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D5 Allocate and check work in your team. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLD5 Plan, allocate and monitor work of a team Learning outcomes and assessment criteria Outcome 1 Be able to plan work for a team The learner can: 1 agree team objectives with own manager 2 develop a plan for a team to meet agreed objectives, taking into account capacity and

capabilities of the team Outcome 2 Be able to allocate work across a team The learner can: 1 discuss team plans with a team 2 agree work allocation and SMART (Specific, Measurable, Achievable, Realistic and

Time-bound) objectives with team members 3 agree standard of work required by team Outcome 3 Be able to manage team members to achieve team objectives The learner can: 1 support all team members in order to achieve team objectives

Outcome 4 Be able to monitor and evaluate the performance of team members The learner can: 1 assess team members’ work against agreed standards and objectives 2 identify and monitor conflict within a team 3 identify causes for team members not meeting team objectives

Outcome 5 Be able to improve the performance of a team The learner can: 1 identify ways of improving team performance 2 provide constructive feedback to team members to improve their performance 3 implement identified ways of improving team performance

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7.2 Group O - Optional Units

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AV06

Plan, allocate and monitor work in own area of responsibility

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AV06 Plan, allocate and monitor work in own area of responsibility

Level: 4 Credit value: 5 Unit aim This unit helps learners to plan, allocate and monitor work in own area of responsibility, and make any necessary changes to original work plans. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to produce a work plan for own area of responsibility. 2. Be able to allocate and agree responsibilities with team members. 3. Be able to monitor the progress and quality of work in own area of responsibility and

provide feedback. 4. Be able to review and amend plans of work for own area of responsibility and

communicate changes.

Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D6 Allocate and monitor the progress and quality of work in your area of responsibility. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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AV06 Plan, allocate and monitor work in own area of responsibility Learning outcomes and assessment criteria

Outcome 1 Be able to produce a work plan for own area of responsibility

The learner can: 1 explain the context in which work is to be undertaken. 2 identify the skills base and the resources available. 3 examine priorities and success criteria needed for the team. 4 produce a work plan for own area of responsibility.

Outcome 2 Be able to allocate and agree responsibilities with team members The learner can: 1 identify team members’ responsibilities for identified work activities. 2 agree responsibilities and SMART (Specific, Measurable, Achievable, Realistic and

Time-bound) objectives with team members. Outcome 3 Be able to monitor the progress and quality of work in own area of

responsibility and provide feedback The learner can: 1 identify ways to monitor progress and quality of work. 2 monitor and evaluate progress against agreed standards and provide feedback to team

members. Outcome 4 Be able to review and amend plans of work for own area of

responsibility and communicate changes The learner can: 1 review and amend work plan where changes are needed. 2 communicate changes to team members.

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BA490

Manage physical resources

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BA490 Manage physical resources

Level: 4 Credit value: 3 Unit aim This unit will ensure that learners are able to identify, obtain, manage and review the use of physical resources. The unit also ensures learners are able to take the environmental impact of resource use into consideration. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Understand the importance of sustainability when using physical resources. 2. Be able to identify resource requirements for own area of responsibility. 3. Be able to obtain required resources for own area of responsibility. 4. Be able to monitor and review the quality and usage of resources in own area of

responsibility. Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC E8 Manage physical resources. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the CfA for the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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BA490 Manage physical resources Learning outcomes and assessment criteria

Outcome 1 Understand the importance of sustainability when using physical

resources The learner can: 1 explain the importance of using sustainable resources. 2 explain the potential impact of resource use on the environment. 3 explain how to use resources effectively and efficiently. 4 describe actions one can take to minimise any adverse environmental impact of using

physical resources. Outcome 2 Be able to identify resource requirements for own area of responsibility The learner can: 1 consult with colleagues to identify their planned activities and corresponding resource

needs. 2 evaluate past resource use to inform expected future demand. 3 identify resource requirements for own area of responsibility. Outcome 3 Be able to obtain required resources for own area of responsibility The learner can: 1 submit a business case to procure required resources. 2 review and agree required resources with relevant individuals. 3 explain an organisation’s processes for procuring agreed resources. Outcome 4 Be able to monitor and review the quality and usage of resources in own

area of responsibility The learner can: 1 monitor the quality of resources against required specifications. 2 identify differences between actual and planned use of resources and take corrective

action. 3 analyse the effectiveness and efficiency of resource use in own area of responsibility. 4 make recommendations to improve the effectiveness and efficiency of resource use.

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BA491

Manage the environmental impact of work

activities

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BA491 Manage the environmental impact of work activities

Level: 4 Credit value: 5 Unit aim This unit will ensure that learners understand how to, and are able to, assess the environmental impact of their work and operate in such a way as to reduce the impact on the environment. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand the legal requirements and environmental policies that impact on own area

of responsibility. 2. Understand how to assess the impact of work activities on the environment and how

this can be minimised. 3. Be able to assess and report on the environmental impact of work activities in own

area of responsibility. 4. Be able to organise work activities and resource use to minimise environmental impact 5. Be able to promote ongoing improvement in environmental performance. Guided learning hours It is recommended that 10 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC E9 Manage the environmental impact of your work. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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BA491 Manage the environmental impact of work activities Learning outcomes and assessment criteria

Outcome 1 Understand the legal requirements and environmental policies that

impact on own area of responsibility The learner can: 1 explain the legal requirements that impact on own area of responsibility. 2 explain the environmental policies that impact on own area of responsibility.

Outcome 2 Understand how to assess the impact of work activities on the

environment and how this can be minimised The learner can: 1 explain what specialist advice is available to manage the environmental impact of work

activities. 2 explain how to assess the impact of work activities and resources on the environment. 3 explain how to minimise the environmental impact of work activities. Outcome 3 Be able to assess and report on the environmental impact of work

activities in own area of responsibility The learner can: 1 assess the environmental impact of work activities and resource use. 2 produce a report on the environmental impact of work activities and resource use, with

recommendations for improvement. Outcome 4 Be able to organise work activities and resource use to minimise

environmental impact

The learner can: 1 adapt the use of resources in own area of responsibility to reduce environmental

impact. 2 organise activities in own area of responsibility to reduce environmental impact. Outcome 5 Be able to promote ongoing improvement in environmental performance The learner can: 1 establish means by which individuals can identify and report opportunities for

improving environmental performance. 2 communicate environmental benefits resulting from changes to work activities.

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BA492

Provide leadership and direction for own area

of responsibility

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BA492 Provide leadership and direction for own area of responsibility

Level: 4 Credit value: 5 Unit aim This unit helps learners to develop, maintain and review networking relationships based on personal contacts. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to lead in own area of responsibility. 2. Be able to provide direction and set objectives in own area of responsibility. 3. Be able to communicate the direction for own area of responsibility and collect

feedback to inform improvement. 4. Be able to assess own leadership performance.

Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC B6 Provide leadership in your area of responsibility Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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BA492 Provide leadership and direction for own area of responsibility Learning outcomes and assessment criteria

Outcome 1 Be able to lead in own area of responsibility

The learner can: 1 identify own strengths and ability to lead in a leadership role. 2 evaluate strengths within own area of responsibility. Outcome 2 Be able to provide direction and set objectives in own area of

responsibility The learner can: 1 outline direction for own area of responsibility. 2 implement objectives with colleagues that align with those of the organisation. Outcome 3 Be able to communicate the direction for own area of responsibility and

collect feedback to inform improvement

The learner can: 1 communicate the agreed direction to individuals within own area of responsibility. 2 collect feedback to inform improvement.

Outcome 4 Be able to assess own leadership performance The learner can: 1 assess feedback on own leadership performance. 2 evaluate own leadership performance.

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BA493

Support learning and development within own area of responsibility

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BA493 Support learning and development within own area of

responsibility

Level: 4 Credit value: 5 Unit aim This unit helps learners to understand the importance of learning and to develop a learning environment within own area of responsibility. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to identify the learning needs of colleagues in own area of responsibility. 2. Understand how to develop a learning environment in own area of responsibility. 3. Be able to support colleagues in learning and its application. 4. Be able to evaluate learning outcomes and future learning and development of

colleagues. Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D7 Provide learning opportunities for colleagues. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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BA493 Support learning and development within own area of responsibility Learning outcomes and assessment criteria

Outcome 1 Be able to identify the learning needs of colleagues in own area of

responsibility The learner can: 1 identify gaps between requirements of colleagues’ current or future work roles and

their existing knowledge, understanding and skills. 2 prioritise learning needs of colleagues. 3 produce personal development plans for colleagues in own area of responsibility.

Outcome 2 Understand how to develop a learning environment in own area of

responsibility The learner can: 1 explain the benefits of continual learning and development. 2 explain how learning opportunities can be provided for own area of responsibility.

Outcome 3 Be able to support colleagues in learning and its application The learner can: 1 identify information, advice and guidance to support learning. 2 communicate to colleagues to take responsibility for their own learning. 3 explain to colleagues how to gain access to learning resources. 4 support colleagues to practise and reflect on what they have learned.

Outcome 4 Be able to evaluate learning outcomes and future learning and

development of colleagues. The learner can: 1 examine with each colleague, whether the learning activities undertaken have

achieved the desired outcomes. 2 support colleagues when updating their personal development plan.

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BA494

Develop working relationships with colleagues and stakeholders

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BA494 Develop working relationships with colleagues and stakeholders

Level: 4 Credit value: 4 Unit aim This unit will help learners to develop effective working relationships with colleagues and stakeholders. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Know how to identify stakeholders and their relevance to an organisation. 2. Understand how to establish working relationships with colleagues and stakeholders. 3. Be able to create an environment of trust and mutual respect with colleagues and

stakeholders. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D2 Develop productive working relationships with colleagues and stakeholders. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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BA494 Develop working relationships with colleagues and stakeholders Learning outcomes and assessment criteria

Outcome 1 Know how to identify stakeholders and their relevance to an

organisation The learner can: 1 identify an organisation’s stakeholders. 2 evaluate the roles, responsibilities, interests and concerns of stakeholders. 3 assess the importance of identified stakeholders.

Outcome 2 Understand how to establish working relationships with colleagues and

stakeholders The learner can: 1 clarify how to agree a common sense of purpose with colleagues and stakeholders. 2 summarise how to create an environment of trust and mutual respect with colleagues

and stakeholders. Outcome 3 Be able to create an environment of trust and mutual respect with

colleagues and stakeholders The learner can: 1 review and revise the needs and motivations of colleagues and stakeholders. 2 demonstrate interaction with colleagues and stakeholders that allows respect for the

views and actions of others.

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CSS304

Develop and implement a risk assessment plan in own area of

responsibility

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CSS304 Develop and implement a risk assessment plan in own area of responsibility

Level: 4 Credit value: 6 Unit aim This unit will ensure that learners can promote, monitor and review health and safety in own area of responsibility. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Understand the legal requirements and personal responsibilities for health and safety

within an organisation. 2. Be able to promote the importance of health and safety practices. 3. Be able to ensure that hazards and risks are identified and managed in own area of

responsibility. 4. Be able to monitor and review health and safety performance and policy in own area of

responsibility. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC E6a Implement, monitor and review health and safety policy in own area of responsibility. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the CfA for the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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CSS304 Develop and implement a risk assessment plan in own area of responsibility

Learning outcomes and assessment criteria

Outcome 1 Understand the legal requirements and personal responsibilities for health and safety within an organisation.

The learner can: 1 state the legal requirements that apply to own role in relation to health and safety. 2 consult with specialist advisor(s) on health and safety policy and procedures. 3 explain an organisation’s health and safety responsibilities. 4 describe health and safety responsibilities in own area of responsibility. Outcome 2 Be able to promote the importance of health and safety practices The learner can: 1 communicate an organisation’s written health and safety policy to individuals within

own area of responsibility. 2 allocate sufficient resources to deal with health and safety issues in own area of

responsibility. Outcome 3 Be able to ensure that hazards and risks are identified and managed in

own area of responsibility The learner can: 1 consult with colleagues on health and safety hazards and risks in own area of

responsibility. 2 assess health and safety hazards and risks in own area of responsibility. 3 identify hazards and risks that require action to be taken to ensure compliance with

legal and organisational requirements. 4 develop and implement a plan in own area of responsibility. Outcome 4 Be able to monitor and review health and safety performance and policy

in own area of responsibility. The learner can: 1 establish procedures that monitor health and safety performance in own area of

responsibility. 2 review the health and safety performance of own area of responsibility. 3 review the health and safety policy in own area of responsibility.

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MA3

Develop, maintain and review personal networks

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MA3 Develop, maintain and review personal networks

Level: 4 Credit value: 4 Unit aim This unit helps learners to develop, maintain and review networking relationships based on personal contacts. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand the benefits of networking and the need for data privacy. 2. Be able to develop a personal network of contacts. 3. Be able to review networking relationships. Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC A3 Develop your personal networks. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MA3 Develop, maintain and review personal networks Learning outcomes and assessment criteria Outcome 1 Understand the benefits of networking and the need for data privacy The learner can: 1 evaluate the benefits of networking with individuals and organisations. 2 identify individuals and organisations that would provide benefits to own organisation

and networks. 3 explain the need for confidentiality with networking contacts. Outcome 2 Be able to develop a personal network of contacts The learner can: 1 develop and maintain networks that will provide personal and organisational benefit. 2 develop guidelines for working with networks in line with organisational procedures. Outcome 3 Be able to review networking relationships The learner can: 1 assess the value own current personal network. 2 evaluate own experience with existing contacts and use these to inform future actions.

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MB8b

Ensure compliance with legal, regulatory, ethical and social requirements

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MB8b Ensure compliance with legal, regulatory, ethical and social

requirements

Level: 4 Credit value: 5 Unit aim This unit helps learners to identify and correct failures in compliance with legal, regulatory, ethical and social requirements relating to their own areas of responsibility. Learning outcomes There are two learning outcomes to this unit. The learner will: 1. Be able to monitor the operational compliance of procedures in meeting legal,

regulatory, ethical and social requirements. 2. Be able to identify and make recommendations on areas of non-compliance with

procedures for legal, regulatory, ethical and social requirements relating to own area of responsibility.

Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC B8 Ensure compliance with legal, regulatory, ethical and social requirements. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MB8b Ensure compliance with legal, regulatory, ethical and social requirements Learning outcomes and assessment criteria

Outcome 1 Be able to monitor the operational compliance of procedures in meeting

legal, regulatory, ethical and social requirements

The learner can: 1 monitor the operational compliance of procedures in meeting legal, regulatory, ethical

and social requirements. Outcome 2 Be able to identify and make recommendations on areas of non-compliance with procedures for legal, regulatory, ethical and social

requirements relating to own area of responsibility

The learner can: 1 identify areas of non-compliance with legal, regulatory, ethical and social procedures. 2 examine reasons for non-compliance with procedures. 3 make recommendations for corrections to ensure compliance with procedures.

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MB10b

Manage risk in own area of responsibility

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MB10b Manage risk in own area of responsibility

Level: 4 Credit value: 4 Unit aim This unit will ensure that learners can evaluate and manage risk in own area of responsibility, and communicate information on risks to relevant stakeholders. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Be able to undertake a risk evaluation for current and planned activities within own

area of responsibility. 2. Be able to minimise the impact and likelihood of potential risks occurring in own area of

responsibility. 3. Be able to communicate identified risks.

Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC B10 Manage risk. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MB10b Manage risk in own area of responsibility Learning outcomes and assessment criteria

Outcome 1 Be able to undertake a risk evaluation for current and planned activities

within own area of responsibility

The learner can: 1 Identify potential risks in current and planned activities within own area of

responsibility. 2 Assess the nature of identified risks and potential consequences. 3 Evaluate the probability of identified risks occurring Outcome 2 Be able to minimise the impact and likelihood of potential risks

occurring in own area of responsibility

The learner can: 1 Identify ways and means of minimising the impact and likelihood of potential risks. 2 Allocate responsibility for risk management to relevant individuals within own area of

responsibility Outcome 3 Be able to communicate identified risks The learner can: 1 Provide information on identified risks to relevant stakeholders

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MB10c

Review risk management processes in own area of responsibility

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MB10c Review risk management processes in own area of responsibility

Level: 4 Credit value: 3 Unit aim This unit will ensure that learners are able to monitor, evaluate and improve risk management processes within own area of responsibility. Learning outcomes There are two learning outcomes to this unit. The learner will: 1. Be able to monitor and evaluate risk management processes within own area of

responsibility. 2. Be able to improve the risk management process.

Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC B10 Manage risk. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MB10c Review risk management processes in own area of responsibility Learning outcomes and assessment criteria

Outcome 1 Be able to monitor and evaluate risk management processes within own

area of responsibility

The learner can: 1 identify information from own area of responsibility to review the risk management

process. 2 assess the effectiveness of the risk management process. Outcome 2 Be able to improve the risk management process The learner can: 1 implement changes to the risk management process where potential improvements

have been identified.

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MC6

Implement change in own area of responsibility

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MC6 Implement change in own area of responsibility

Level: 4 Credit value: 6 Unit aim This unit helps learners to support team members in identifying, developing and implementing new ideas. It also helps learners to provide recognition for innovation. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand how to implement change in own area of responsibility. 2. Be able to involve and support others through the change process. 3. Be able to implement and monitor a plan for change in own area of responsibility.

Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC C6 Implement change. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MC6 Implement change in own area of responsibility Learning outcomes and assessment criteria

Outcome 1 Understand how to implement change in own area of responsibility

The learner can: 1 explain the main models and methods for managing change. Outcome 2 Be able to involve and support others through the change process The learner can: 1 communicate the benefits of and reasons for change and how they relate to business

objectives. 2 implement and agree a plan to support change. Outcome 3 Be able to implement and monitor a plan for change in own area of

responsibility The learner can: 1 apply SMART (Specific, Measurable, Achievable, Realistic and Time-bound) objectives

with individuals and teams to plan for change. 2 assess opportunities and barriers to change. 3 review action plans and activities according to identified opportunities and barriers to

change.

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MD3a

Recruit staff in own area of responsibility

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MD3a Recruit staff in own area of responsibility

Level: 5 Credit value: 4 Unit aim This unit helps learners to contribute to the recruitment, selection and induction of staff and evaluate the processes used. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to review human resource requirements to meet business objectives in own

area of responsibility. 2. Understand the importance of ensuring that recruitment and selection processes meet

legal, regulatory, ethical and social requirements. 3. Be able to participate in the recruitment and selection process. 4. Be able to evaluate the recruitment and selection process and identify improvements

for the future.

Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D3 Recruit, select and keep colleagues. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MD3a Recruit staff in own area of responsibility Learning outcomes and assessment criteria

Outcome 1 Be able to review human resource requirements to meet business

objectives in own area of responsibility The learner can: 1 examine the human resources required to meet objectives in own area of

responsibility. 2 identify gaps between current and required human resources to meet objectives. 3 assess the options for human resource requirements to meet objectives. Outcome 2 Understand the importance of ensuring that recruitment and selection

processes meet legal, regulatory, ethical and social requirements The learner can: 1 explain how to ensure recruitment and selection processes are fair. 2 explain how to ensure that legal requirements, industry regulations, organisational

policies and professional codes are met. 3 explain when to seek specialist expertise throughout the recruitment process. Outcome 3 Be able to participate in the recruitment and selection process The learner can: 1 consult with relevant others to produce or update job descriptions. 2 agree with colleagues the stages in the recruitment and selection process for identified

vacancies. 3 identify the methods and criteria that will be used in the recruitment and selection

process. Outcome 4 Be able to evaluate the recruitment and selection process and identify

improvements for the future

The learner can: 1 assess and select learners using agreed methods and criteria. 2 evaluate the recruitment and selection methods and criteria used in own area of

responsibility. 3 identify ways of improving future recruitment and selection.

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MD8

Address performance problems affecting team members

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MD8 Address performance problems affecting team members

Level: 4 Credit value: 3 Unit aim This unit will ensure that learners are able to identify, discuss, resolve and record team members’ performance problems. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Understand legal requirements, industry regulations, organisational policies and

professional codes concerning performance. 2. Be able to identify performance problems of team members. 3. Be able to discuss performance problems with team members. 4. Be able to set a course of action to deal with identified problems with team members. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D8 Help team members address problems affecting their performance. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MD8 Address performance problems affecting team members Learning outcomes and assessment criteria

Outcome 1 Understand legal requirements, industry regulations, organisational

policies and professional codes concerning performance The learner can: 1 identify legal requirements, industry regulations, organisational policies and

professional codes concerning performance. 2 explain limits of own authority relating to performance problems.

Outcome 2 Be able to identify performance problems of team members The learner can: 1 assess team member’s performance against performance criteria. 2 evaluate causes of identified performance problems. Outcome 3 Be able to discuss performance problems with team members The learner can: 1 identify performance problems to the attention of the team member concerned. 2 explain an organisation’s policies for managing performance problems to the team

member concerned. 3 develop a confidential record of discussions with team members about problems

affecting their performance. Outcome 4 Be able to set a course of action to deal with identified problems with

team members The learner can: 1 explain and discuss alternative courses of action with the team member concerned. 2 identify the course of action with the team member concerned. 3 review and revise confidential records of discussions with team members about

problems affecting their performance.

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MD9

Build, support and manage a team

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MD9 Build, support and manage a team

Level: 4 Credit value: 4 Unit aim This unit will ensure that learners understand how to identify potential and actual conflicts within a team and take action to resolve them. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand the purpose and required attributes of a team and select those that match

the team’s requirements. 2. Be able to induct team members and communicate their roles and responsibilities. 3. Understand how to support team development. 4. Be able to manage team performance and understand how to disband a team. 5. Understand how to disband team. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D10 Reduce and manage conflict in your team. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MD9 Build, support and manage a team Learning outcomes and assessment criteria

Outcome 1 Understand the purpose and required attributes of a team and select

those that match the team’s requirements The learner can: 1 explain the role of a team in the achievement of a specific project or activity. 2 identify the attributes needed within the team to achieve its objectives. 3 analyse the skills and knowledge of potential and current team members against the

identified needs. 4 identify individuals whose attributes most closely match the identified requirements. Outcome 2 Be able to induct team members and communicate their roles and

responsibilities The learner can: 1 communicate project aims and objectives to team members. 2 explain how to introduce team members to each other and discuss each member’s role

and responsibilities. Outcome 3 Understand how to support team development The learner can: 1 identify the stages of team development. 2 explain how to resolve conflict between team members. 3 describe methods of encouraging team members to share knowledge and skills to

achieve project objectives. 4 explain how to encourage open communication, trust and respect between team

members. Outcome 4 Be able to manage team performance and understand how to disband a

team The learner can: 1 monitor and review the performance of a team against its purpose. 2 communicate project developments and to team members and support any change in

roles or responsibilities. 3 communicate team and individual successes to the all team members.

Outcome 5 Understand how to disband team The learner can: 1 explain how to prepare team members for project conclusion. 2 describe how a team is disbanded.

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MD13

Support individuals to develop and take

responsibility for their performance

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MD13 Support individuals to develop and take responsibility for their

performance

Level: 4 Credit value: 4 Unit aim This unit will ensure that learners are able to support individuals in assessing and implementing a development plan. It also ensures learners are able to monitor an individual’s progress and provide feedback. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to agree their performance development needs with an individual. 2. Be able to understand how to help an individual create a development plan. 3. Be able to support an individual in implementing their development plan. 4. Be able to evaluate an individual’s progress against a development plan and provide

feedback for continual performance improvement. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D13 Support individuals to develop and maintain their performance. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MD13 Support individuals to develop and take responsibility for their performance Learning outcomes and assessment criteria

Outcome 1 Be able to agree their performance development needs with an

individual The learner can: 1 explain the standards of performance required for current or future role with an

individual. 2 identify and agree the performance development needs for the individual.

Outcome 2 Be able to understand how to help an individual create a development

plan The learner can: 1 identify options available to support an individual in meeting desired standards of

performance. 2 explain specific actions needed to achieve objectives. 3 explain the process for an individual to create a development plan. Outcome 3 Be able to support an individual in implementing their development plan The learner can: 1 describe the opportunities provided for an individual to improve performance. 2 explain the outcome to an individual for improved performance. Outcome 4 Be able to evaluate an individual’s progress against a development plan

and provide feedback for continual performance improvement The learner can: 1 monitor and evaluate an individual’s progress against their development plan. 2 implement feedback to make development plan revisions. 3 explain how to encourage individuals to take responsibility for continuing their

performance development.

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MD14

Know how to follow disciplinary procedures

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MD14 Know how to follow disciplinary procedures

Level: 4 Credit value: 4 Unit aim This unit will ensure that learners understand how to follow disciplinary issues and inform individuals of expected performance. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to understand performance expectations of an organisation. 2. Be able to identify and use communication methods to assess potential cases of

misconduct or unsatisfactory performance. 3. Be able to know how to informally with cases of minor misconduct or unsatisfactory

performance. 4. Be able to follow an organisation’s formal disciplinary procedure. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D14 Initiate and follow disciplinary procedure. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MD14 Know how to follow disciplinary procedures Learning outcomes and assessment criteria

Outcome 1 Be able to understand performance expectations of an organisation The learner can: 1 explain an organisation’s required standards of conduct and performance. 2 explain an organisation’s formal disciplinary procedure. Outcome 2 Be able to identify and use communication methods to assess potential

cases of misconduct or unsatisfactory performance The learner can: 1 explain how to identify when an individual’s performance falls below organisational

standards. 2 identify communication methods used to gather information on potential cases of

misconduct or unsatisfactory performance.

Outcome 3 Be able to know how to informally with cases of minor misconduct or

unsatisfactory performance The learner can: 1 identify the differences between misconduct, gross misconduct and unsatisfactory

performance, and how each should be handled. 2 evaluate whether a case of misconduct or unsatisfactory performance can be dealt

with informally. 3 assess methods available to improve performance or behaviour. 4 explain the importance of recording informal disciplinary proceedings.

Outcome 4 Be able to follow an organisation’s formal disciplinary procedure The learner can: 1 explain the importance of seeking advice and guidance from specialists prior to taking

action. 2 explain when to follow formal disciplinary procedures. 3 assess the importance of communicating disciplinary procedures to individuals. 4 explain how to record and store information throughout the disciplinary process.

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MD15

Managing grievance procedures

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MD15 Managing grievance procedures

Level: 4 Credit value: 3 Unit aim This unit will ensure that learners can follow grievance procedures in their own organisation. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand how to prevent potential grievances. 2. Understand an organisation’s grievance policy and procedure and deal with concerns

raised by individuals informally. 3. Understand how to follow grievance procedures. Guided learning hours It is recommended that 10 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D15 Initiate and follow grievance procedures. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MD15 Managing grievance procedures Learning outcomes and assessment criteria

Outcome 1 Understand how to prevent potential grievances The learner can: 1 identify situations that are likely to lead to grievances in an organisation. 2 explain how to prevent potential grievances.

Outcome 2 Understand an organisation’s grievance policy and procedure and deal

with concerns raised by individuals informally The learner can: 1 explain an organisation’s grievance policy and procedure. 2 identify the circumstances where a concern may be dealt with informally. 3 explain the methods used to deal informally with concerns. Outcome 3 Understand how to follow grievance procedures The learner can: 1 explain how to follow an organisation’s written grievance procedure. 2 explain the importance of communicating grievance procedures. 3 identify how to seek advice and guidance from specialists or colleagues when dealing

with grievances. 4 explain how to record and store information throughout the grievance process.

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ME16

Manage a tendering process

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ME16 Manage a tendering process

Level: 4 Credit value: 4 Unit aim This unit will ensure that learners are able to manage a tendering process, including developing product or service specifications and tender guidelines, evaluating tenders and selecting a supplier to deliver the required products or services. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand tendering processes. 2. Be able to draw up a specification for required products or services. 3. Be able to write an invitation to tender document and communicate it to prospective

suppliers. 4. Understand how to respond fairly to pre-tender queries. 5. Be able to evaluate received tenders. 6. Be able to select a supplier and provide post-tender feedback. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC E16 Select suppliers through a tendering process. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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ME16 Manage a tendering process Learning outcomes and assessment criteria

Outcome 1 Understand tendering processes

The learner can: 1 explain the legal requirements of a tendering process. 2 explain organisational tendering policies and processes. 3 explain how to seek specialist support for the tendering process. Outcome 2 Be able to draw up a specification for required products or services The learner can: 1 consult with colleagues to identify and agree requirements for products or services. 2 draw up a specification that describes the products or services required.

Outcome 3 Be able to write an invitation to tender document and communicate it to

prospective suppliers The learner can: 1 write an invitation to tender outlining required specifications and organisational

tendering processes. 2 communicate the invitation to tender to prospective suppliers. Outcome 4 Understand how to respond fairly to pre-tender queries

The learner can: 1 explain how to respond to pre-tender queries in ways that ensure all prospective

suppliers have the same information. Outcome 5 Be able to evaluate received tenders

The learner can: 1 establish criteria and assess any risks involved which can be used to evaluate received

tenders. 2 receive, record and open tenders in line with stated tendering process. 3 seek clarification from prospective suppliers where necessary. 4 evaluate tenders against established criteria.

Outcome 6 Be able to select a supplier and provide post-tender feedback

The learner can: 1 offer a contract to the chosen supplier. 2 inform unsuccessful suppliers of the outcome and provide feedback.

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MF1

Plan and manage a project

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MF1 Plan and manage a project

Level: 4 Credit value: 8 Unit aim This unit helps learners to clarify the scope and objectives of a project, develop a project plan, and consult and agree the plan with others. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand the principles, processes, tools and techniques of project management. 2. Be able to agree the scope and objectives of a project. 3. Be able to identify the budget in order to develop a project plan. 4. Be able to implement a project plan. 5. Be able to manage a project to its conclusion. 6. Be able to evaluate a project. Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC F1 Manage a project. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MF1 Plan and manage a project Learning outcomes and assessment criteria

Outcome 1 Understand the principles, processes, tools and techniques of project

management The learner can: 1 describe the roles and responsibilities of a project manager. 2 explain how to apply principles, processes, tools and techniques of project

management.

Outcome 2 Be able to agree the scope and objectives of a project The learner can: 1 agree SMART (Specific, Measurable, Achievable, Realistic, and Time-bound)

objectives and scope of the project with stakeholders. Outcome 3 Be able to identify the budget in order to develop a project plan The learner can: 1 identify budget and time-scales in order to develop the project plan with stakeholders. 2 consult with stakeholders to negotiate the project plan. 3 identify potential risks and contingencies. 4 establish criteria and processes for evaluating the project on completion. Outcome 4 Be able to implement a project plan

The learner can: 1 allocate roles and responsibilities to project team members. 2 provide resources identified in the project plan. 3 brief project team members on the project plan and their roles and responsibilities. 4 implement a project plan using project management tools and techniques. Outcome 5 Be able to manage a project to its conclusion

The learner can: 1 apply a range of project management tools and techniques to monitor, control and

review progress. 2 provide support to project team members. 3 review progress against the plan and wider developments affecting the project. 4 make adjustments to the plan or project activities based on the project review. 5 communicate progress to the project sponsor(s), stakeholders and project team

members. 6 confirm completion of project with project sponsor(s) and stakeholders.

Outcome 6 Be able to evaluate a project

The learner can: 1 evaluate the project using agreed criteria. 2 identify lessons learned for future projects. 3 acknowledge the contributions of project team members.

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MF4

Develop and implement marketing plans

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MF4 Develop and implement marketing plans

Level: 4 Credit value: 6 Unit aim This unit will ensure that learners can produce a marketing strategy, implement a plan and monitor and evaluate the plan to determine future marketing activities. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to identify and prioritise marketing objectives for own area of responsibility. 2. Be able to produce a marketing strategy in own area of responsibility. 3. Be able to produce and implement a marketing plan for own area of responsibility. 4. Monitor and evaluate the marketing plan in own area of responsibility. Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC F4 Develop and implement marketing plans for your area of responsibility. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MF4 Develop and implement marketing plans Learning outcomes and assessment criteria

Outcome 1 Be able to identify and prioritise marketing objectives for own area of

responsibility The learner can: 1 analyse the organisation’s business plan to identify marketing objectives for own area

of responsibility. 2 explain the organisation’s culture, vision and values. 3 analyse and prioritise marketing objectives.

Outcome 2 Be able to produce a marketing strategy in own area of responsibility The learner can: 1 describe and evaluate the target markets for own organisation’s products or services. 2 identify and consult with marketing specialists if required. 3 identify marketing tools and models to develop a strategy. 4 develop a marketing strategy based on key success criteria for own area of

responsibility.

Outcome 3 Be able to produce and implement a marketing plan for own area of responsibility

The learner can: 1 evaluate the resource requirements for the marketing plan. 2 produce a marketing plan based on the strategy. 3 agree roles and responsibilities of stakeholders. 4 communicate the marketing plan with key stakeholders.

Outcome 4 Monitor and evaluate the marketing plan in own area of responsibility

The learner can: 1 monitor progress of the marketing plan against business objectives. 2 assess and evaluate the impact of the marketing plan. 3 revise future marketing plans based on the impact evaluation.

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MF9

Analyse the market in which your organisation operates

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MF9 Analyse the market in which your organisation operates

Level: 4 Credit value: 5 Unit aim This unit will ensure that learners are able to analyse an organisation’s market position and trends. Learners can analyse customer needs and communicate to key stakeholders. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Be able to analyse customers’ needs. 2. Be able to analyse the market using research tools and techniques. 3. Be able to communicate research findings to inform managerial decisions.

Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC F9 Build your organisation’s understanding of its market and customers. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MF9 Analyse the market in which your organisation operates Learning outcomes and assessment criteria

Outcome 1 Be able to analyse customers’ needs The learner can: 1 assess the economic environment in which your organisation operates. 2 evaluate your customers’ needs and relate to own organisation. 3 analyse customer perception of own products/ services in comparison to competitors. Outcome 2 Be able to analyse the market using research tools and techniques The learner can: 1 identify and utilise market research specialists if necessary. 2 analyse current and future macro and micro economic trends in own sector. 3 use recognised research tools to assess market trends and opportunities for growth. Outcome 3 Be able to communicate research findings to inform managerial

decisions The learner can: 1 produce a report based on research findings. 2 communicate the report to key individuals within own organisation. 3 evaluate feedback from key individuals. 4 revise and communicate updated report to key individuals. 5 monitor the economic environment and changes in customers’ needs.

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MF11

Manage the achievement of customer satisfaction

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MF11 Manage the achievement of customer satisfaction

Level: 4 Credit value: 5 Unit aim This unit will ensure that learners are able to analyse an organisation’s market position and trends. Learners can analyse customer needs and communicate to key stakeholders. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Be able to understand customer service standards required in own organisation. 2. Be able to implement sustainable processes for customer satisfaction. 3. Be able to manage and support colleagues in delivering customer service standards. 4. Be able to manage and develop culture in own organisation to support customer

service standards. 5. Be able to monitor customer service levels for continuous improvement. Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC F11 Manage the achievement of customer satisfaction. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MF11 Manage the achievement of customer satisfaction Learning outcomes and assessment criteria

Outcome 1 Be able to understand customer service standards required in own

organisation The learner can: 1 explain customer service standards within own organisation. 2 determine customer service best practice in own sector using research techniques. Outcome 2 Be able to implement sustainable processes for customer satisfaction The learner can: 1 define sustainable processes taking into account environmental issues. 2 identify sustainable processes to support customer service standards. 3 produce a plan for implementation. 4 state customer service standards with relevant key stakeholders. 5 ensure resources are provided to deliver agreed standards of customer service Outcome 3 Be able to manage and support colleagues in delivering customer

service standards The learner can: 1 communicate customer service roles and responsibilities with employees in own

organisation. Outcome 4 Be able to manage and develop culture in own organisation to support

customer service standards The learner can: 1 evaluate the culture in own organisation. 2 identify techniques for improving motivation amongst employees. 3 describe motivational strategies for improving customer service standards.

Outcome 5 Be able to monitor customer service levels for continuous improvement The learner can: 1 describe methods of measuring customer satisfaction. 2 develop processes for monitoring customer satisfaction, including customer feedback

mechanisms. 3 review employee performance to ensure customer service standards and

organisational values are met. 4 analyse and monitor customer service.

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MF14

Prepare for and support quality audits

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MF14 Prepare for and support quality audits

Level: 4 Credit value: 4 Unit aim The unit will ensure that learners understand the quality standards and are able to participate in a quality audit and take corrective action. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand the quality standards and procedures that apply to own area of

responsibility. 2. Be able to monitor work in own area of responsibility against quality standards and

procedures. 3. Be able to prepare for a quality audit in own area of responsibility. 4. Be able to discuss quality audit findings with the auditor. 5. Be able to complete agreed actions following a quality audit. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC F14 Prepare for and participate in quality audits. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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MF14 Prepare for and support quality audits Learning outcomes and assessment criteria

Outcome 1 Understand the quality standards and procedures that apply to own

area of responsibility The learner can: 1 describe the quality standards and procedures that apply to own area of responsibility.

Outcome 2 Be able to monitor work in own area of responsibility against quality

standards and procedures The learner can: 1 select and apply methods for monitoring work.

Outcome 3 Be able to prepare for a quality audit in own area of responsibility The learner can: 1 prepare and organise records and documentation for the quality auditor. 2 review previous quality audits and ensure agreed recommendations have been

implemented.

Outcome 4 Be able to discuss quality audit findings with the auditor The learner can: 1 discuss with the auditor the results of the audit and identify any areas for improvement. 2 agree corrective actions to remedy any identified issues, and set a date for their

implementation.

Outcome 5 Be able to complete agreed actions following a quality audit The learner can: 1 take corrective action based on quality audit findings.

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TLA1

Manage personal development

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TLA1 Manage personal development

Level: 2 Credit value: 4 Unit aim This unit will ensure that learners can identify and assess progress against performance requirements in own work role. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to identify performance requirements of own work role. 2. Be able to measure and progress against objectives. 3. Be able to identify gaps in skills and knowledge in own performance. 4. Be able to carry out and assess activities within own development plan.

Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC A1 Manage your own resources. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLA1 Manage personal development Learning outcomes and assessment criteria

Outcome 1 Be able to identify performance requirements of own work role

The learner can: 1 outline work role performance requirements with those they report to.

Outcome 2 Be able to measure and progress against objectives The learner can: 1 identify ways that progress will be measured against own work objectives. Outcome 3 Be able to identify gaps in skills and knowledge in own performance The learner can: 1 explain knowledge and skills required for own work role. 2 identify opportunities and resources available for personal development. 3 produce a development plan to address own needs and agree with line manager. Outcome 4 Be able to carry out and assess activities within own

development plan

The learner can: 1 plan activities in own development plan that address identified needs. 2 collect feedback from colleagues on the result of development activities on own

performance. 3 assess the success of activities carried out as part of own development plan.

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TLB11

Manage or support equality of opportunity,

diversity and inclusion in own area of responsibility

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TLB11 Manage or support equality of opportunity, diversity and

inclusion in own area of responsibility

Level: 3 Credit value: 4 Unit aim This unit helps learners understand how to manage equality, diversity and inclusion in own area of responsibility. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand own responsibilities under equality legislation, relevant codes of practice

and own organisational policies. 2. Be able to communicate an organisation’s written equality, diversity and inclusion

policy and procedures in own area of responsibility. 3. Be able to monitor equality, diversity and inclusion within own area of responsibility.

Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC B11 Promote equality of opportunity, diversity and inclusion in your area of responsibility. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLB11 Manage or support equality of opportunity, diversity and inclusion in own area of responsibility Learning outcomes and assessment criteria

Outcome 1 Understand own responsibilities under equality legislation, relevant

codes of practice and own organisational policies

The learner can: 1 explain how equality of opportunity, diversity and inclusion relate to legal, industry

requirements and organisational policies. 2 describe how equality of opportunity, diversity and inclusion are considered in planning

in own area of responsibility. Outcome 2 Be able to communicate an organisation’s written equality, diversity

and inclusion policy and procedures in own area of responsibility The learner can: 1 outline an organisation’s equality, diversity and inclusion policy and procedures. Outcome 3 Be able to monitor equality, diversity and inclusion within own area of

responsibility

The learner can: 1 monitor how equality, diversity and inclusion activities in own area of responsibility are

in line with own organisation.

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TLC1

Support team members in identifying, developing and implementing new ideas

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TLC1 Support team members in identifying, developing and implementing

new ideas

Level: 3 Credit value: 4 Unit aim This unit helps learners to support team members in identifying, developing and implementing new ideas. It also helps learners to provide recognition for innovation. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to develop team ideas and develop the creativity of team members. 2. Be able to assess the viability of team members’ ideas. 3. Be able to support team members to implement ideas. 4. Be able to implement team ideas.

Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC C1 Encourage innovation in your tea Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLC1 Support team members in identifying, developing and implementing new ideas Learning outcomes and assessment criteria

Outcome 1 Be able to develop team ideas and develop the creativity of team

members

The learner can: 1 encourage team members to identify ideas. 2 record team members’ ideas.

Outcome 2 Be able to assess the viability of team members’ ideas The learner can: 1 assess with team members the potential benefits and risks associated with an idea,

and the resources required.

Outcome 3 Be able to support team members to implement ideas

The learner can: 1 explain how to support team members in submitting formal proposals for approval. 2 explain to team members how to identify and overcome barriers to implementing an

idea. Outcome 4 Be able to implement team ideas

The learner can: 1 monitor the implementation of ideas by own team.

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TLD1

Develop working relationships with colleagues

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TLD1 Develop working relationships with colleagues

Level: 2 Credit value: 3 Unit aim This unit will help learners to establish and develop effective working relationships with colleagues. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand the benefits of working with colleagues. 2. Be able to establish working relationships with colleagues. 3. Be able to act in a professional and respectful manner when working with colleagues. 4. Be able to communicate with colleagues. 5. Be able to identify potential work-related difficulties and explore solutions.

Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D1 Develop productive working relationships with colleagues. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLD1 Develop working relationships with colleagues Learning outcomes and assessment criteria

Outcome 1 Understand the benefits of working with colleagues

The learner can: 1 describe the benefits of productive working relationships.

Outcome 2 Be able to establish working relationships with colleagues The learner can: 1 identify colleagues within own and other organisations. 2 agree the roles and responsibilities for colleagues.

Outcome 3 Be able to act in a professional and respectful manner when working

with colleagues The learner can: 1 explain how to display behaviour that shows professionalism.

Outcome 4 Be able to identify potential work-related difficulties and explore

solutions The learner can: 1 identify, information to others clearly and concisely. 2 explain how to receive and clarify own understanding of information. Outcome 5 Be able to identify potential work-related difficulties and explore solutions The learner can: 1 identify potential work-related difficulties and conflicts of interest. 2 explain how to resolve identified potential difficulties.

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TLD10

Manage conflict in a team

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TLD10 Manage conflict in a team

Level: 3 Credit value: 3 Unit aim This unit will ensure that learners understand how to identify potential and actual conflicts within a team and take action to resolve them. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to support team members’ understanding of their role and position within a

team. 2. Be able to take measures to minimise conflict within a team. 3. Be able to understand how to encourage team members to resolve their own conflicts. 4. Be able to understand legal and organisational requirements concerning conflict. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D10 Reduce and manage conflict in your team. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLD10 Manage conflict in a team Learning outcomes and assessment criteria

Outcome 1 Be able to support team members’ understanding of their role and

position within a team The learner can: 1 communicate to team members the standards of work and behaviour expected of

them. 2 explain how team members can work together and support each other. Outcome 2 Be able to take measures to minimise conflict within a team The learner can: 1 identify issues with organisational structures, systems or procedures that are likely to

give rise to conflict. 2 identify potential conflict between team members. 3 explain action required to avoid potential conflict and agree strategies for conflict

resolution. Outcome 3 Be able to understand how to encourage team members to resolve their

own conflicts The learner can: 1 explain how team members can be encouraged to identify and resolve their own

problems and conflicts. 2 explain how respect can be developed and maintained between team members.

Outcome 4 Be able to understand legal and organisational requirements

concerning conflict The learner can: 1 explain legal and organisational requirements concerning conflict in own team. 2 explain how to maintain complete, accurate and confidential records of conflicts and

their outcomes.

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TLD11

Lead and manage meetings

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TLD11 Lead and manage meetings

Level: 3 Credit value: 4 Unit aim This unit will ensure that learners are able to prepare for, lead and follow up issues identified in meetings. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to prepare to lead a meeting. 2. Be able to manage meeting procedures. 3. Be able to chair a meeting. 4. Be able to undertake post-meeting tasks. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D11 Lead meetings. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLD11 Lead and manage meetings Learning outcomes and assessment criteria

Outcome 1 Be able to prepare to lead a meeting The learner can: 1 perform activities needed to be carried out in preparation for leading a meeting. 2 produce documentation in support of activities.

Outcome 2 Be able to manage meeting procedures The learner can: 1 identify any formal procedures that apply in own organisation. Outcome 3 Be able to chair a meeting The learner can: 1 manage the agenda in co-operation with participants to ensure meeting objectives are

met. 2 produce minutes of the meeting and allocate action points after discussions. Outcome 4 Be able to undertake post-meeting tasks The learner can: 1 explain that the minutes of the meeting provide an accurate record of proceedings. 2 communicate and follow up meeting outcomes to relevant individuals. 3 evaluate whether the meeting’s objectives were met and identify potential

improvements.

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TLD12

Participate in meetings

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TLD12 Participate in meetings

Level: 2 Credit value: 2 Unit aim This unit will ensure that learners are able to prepare for, take part in and communicate information arising from meetings. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Be able to prepare for a meeting. 2. Be able to participate in a meeting. 3. Be able to communicate information to relevant stakeholders. Guided learning hours It is recommended that 10 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC D12 Participate in meetings. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLD12 Participate in meetings Learning outcomes and assessment criteria

Outcome 1 Be able to prepare for a meeting The learner can: 1 explain meeting objectives prior to the meeting. 2 identify own role and prepare as necessary.

Outcome 2 Be able to participate in a meeting The learner can: 1 contribute to meeting discussions using evidence to support own opinions 2 acknowledge other viewpoints presented at a meeting 3 seek clarification or confirmation of own understanding of outcomes

Outcome 3 Be able to communicate information to relevant stakeholders The learner can: 1 communicate information from the meeting to those who have an interest, in line with

any organisational protocol

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TLE10

Make effective decisions

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TLE10 Make effective decisions

Level: 3 Credit value: 3 Unit aim This unit will ensure that learners understand the process of decision-making, and can identify and analyse information to enable them to come to a final decision. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to identify circumstances that require a decision to be made. 2. Be able to collect information to inform decision-making. 3. Be able to analyse information to inform decision-making. 4. Be able to make a decision Guided learning hours It is recommended that 10 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC E10 Take effective decisions. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLE10 Make effective decisions Learning outcomes and assessment criteria

Outcome 1 Be able to identify circumstances that require a decision to be made The learner can: 1 explain the circumstances requiring a decision to be made. 2 state the desired objective(s) for making a decision. 3 establish criteria on which to base the decision, in line with own organisation.

Outcome 2 Be able to collect information to inform decision-making The learner can: 1 identify information needed to inform the decision-making process. 2 communicate with stakeholders affected by the decision. 3 explain how to inform stakeholders about the decision-making process.

Outcome 3 Be able to analyse information to inform decision-making The learner can: 1 identify information for validity and relevance to the decision-making process. 2 analyse information and against established criteria.

Outcome 4 Be able to make a decision

The learner can: 1 apply decision-making technique(s) to determine a decision. 2 explain the decision made in line with desired objectives. 3 communicate the decision taken to relevant stakeholders.

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TLE11

Communicate information and knowledge

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TLE11 Communicate information and knowledge

Level: 2 Credit value: 3 Unit aim This unit will ensure that learners are able to communicate selected information and knowledge to a target audience using appropriate communication techniques and methods. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to identify the information required, and its reliability for communication. 2. Be able to understand communication techniques and methods. 3. Be able to communicate information and knowledge using appropriate techniques and

methods. 4. Be able to adapt communication techniques and methods according to target audience

response. Guided learning hours It is recommended that 10 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC E11 Communicate information and knowledge. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLE11 Communicate information and knowledge Learning outcomes and assessment criteria

Outcome 1 Be able to identify the information required, and its reliability for

communication The learner can: 1 explain the information and knowledge that needs communicating. 2 identify the target audience requiring the information and knowledge. Outcome 2 Be able to understand communication techniques and methods The learner can: 1 identify what techniques and methods can be used to communicate information and

knowledge. 2 explain how to select the most appropriate technique and method. Outcome 3 Be able to communicate information and knowledge using appropriate

techniques and methods The learner can: 1 communicate to target audience using the appropriate techniques and methods. 2 explain how the target audience has received and understood the information

communicated. Outcome 4 Be able to adapt communication techniques and methods according to

target audience response

The learner can: 1 explain how to modify communication techniques and methods in response to verbal

and non-verbal feedback

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TLE12

Manage knowledge in own area of responsibility

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TLE12 Manage knowledge in own area of responsibility

Level: 3 Credit value: 4 Unit aim This unit will ensure that learners are able to understand how knowledge is managed, using agreed procedures and processes in own organisation. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to understand existing knowledge management in own area of responsibility. 2. Be able to develop knowledge. 3. Be able to share knowledge. 4. Be able to monitor and evaluate knowledge management in own area of responsibility.

Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC E12 Manage knowledge in your area of responsibility. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLE12 Manage knowledge in own area of responsibility Learning outcomes and assessment criteria

Outcome 1 Be able to understand existing knowledge management in own area of

responsibility. The learner can: 1 describe how knowledge is gained and applied in own area of responsibility. 2 explain how knowledge is shared in own area of responsibility. 3 outline how intellectual property is protected in own area of responsibility. Outcome 2 Be able to develop knowledge The learner can: 1 identify established processes and procedures which can develop knowledge. 2 explain how to support individuals to ensure knowledge development processes are

followed. Outcome 3 Be able to share knowledge The learner can: 1 communicate established processes and procedures which share knowledge across

own area of responsibility. 2 explain how to support individuals to ensure knowledge-sharing processes are

followed. Outcome 4 Be able to monitor and evaluate knowledge management in own area of

responsibility

The learner can: 1 assess the knowledge development process in own area of responsibility. 2 implement any changes to improve knowledge management. 3 monitor change and development in the knowledge development process.

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TLE15

Procure supplies

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TLE15 Procure supplies

Level: 3 Credit value: 2 Unit aim This unit will ensure that learners are able to identify required supplies, procure supplies and monitor their delivery. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to identify requirements for supplies. 2. Be able to evaluate suppliers that meet identified requirements. 3. Be able to select suppliers and obtain supplies. 4. Be able to monitor supplier performance. Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC E15 Procure supplies. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLE15 Procure supplies Learning outcomes and assessment criteria

Outcome 1 Be able to identify requirements for supplies

The learner can: 1 select colleagues to agree requirements for supplies. 2 produce a specification for supply requirements.

Outcome 2 Be able to evaluate suppliers that meet identified requirements The learner can: 1 identify suppliers that meet resource, organisational and legal requirements. 2 evaluate suppliers against requirements.

Outcome 3 Be able to select suppliers and obtain supplies The learner can: 1 select supplier(s) that best meet requirements. 2 explain how to agree with the contractual terms with selected supplier(s).

Outcome 4 Be able to monitor supplier performance

The learner can: 1 identify how to monitor supplier performance and delivery against agreed contractual

terms. 2 explain the procedure for dealing with breaches of contract.

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TLF17

Manage customer service in own area of responsibility

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TLF17 Manage customer service in own area of responsibility

Level: 3 Credit value: 4 Unit aim The unit will ensure that learners understand the quality standards and are able to participate in a quality audit and take corrective action. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Be able to establish and communicate measurable customer service standards for own

area of responsibility. 2. Be able to support staff in meeting customer service standards. 3. Be able to monitor and evaluate customer service performance, systems and

processes.

Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to MSC F17 Manage the delivery of customer service in your area of responsibility. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by the Management Standards Centre. Assessment Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.

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TLF17 Manage customer service in own area of responsibility Learning outcomes and assessment criteria

Outcome 1 Be able to establish and communicate measurable customer service

standards for own area of responsibility The learner can: 1 state organisational, legal and regulatory requirements for customer service standards. 2 explain expected standards for customer service performance to employees in own

area of responsibility. 3 describe measurement criteria to monitor customer service performance.

Outcome 2 Be able to support staff in meeting customer service standards The learner can: 1 identify staff and other resources to meet customer service standards. 2 communicate roles and responsibilities to employees and provide support. 3 describe how to resolve customer service queries within own organisation’s policy.

Outcome 3 Be able to monitor and evaluate customer service performance,

systems and processes The learner can: 1 monitor customer service performance against established criteria. 2 analyse feedback from staff and customers on the quality of customer service. 3 evaluate customer feedback and identify areas for improvement. 4 recommend changes to customer service processes or standards based on

performance evaluation.

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