Qualification Specification - Achievers Point · 2018. 11. 25. · NCFE Level 4 Certificate in Leadership and Management (603/0987/8) Issue 2 December 2017 3 Call: 0191 239 8000 Email:

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Qualification Specification NCFE Level 4 Certificate in Leadership and Management (603/0987/8) Issue 2 December 2017

NCFE Level 4 Certificate in Leadership and Management (603/0987/8) Issue 2 December 2017 2

Call: 0191 239 8000 Email: [email protected] Visit: ncfe.org.uk

Contents Section 1 4 Qualification overview 5

Introduction 5 Things you need to know 6 Total Qualification Time (TQT) 6 About this qualification 7 Qualification purpose 7 Qualification objectives 7 Achieving this qualification 8 Essential skills 9 Recognition of Prior Learning (RPL) 9 Direct Claim Status 9 Entry guidance 9 Progression opportunities 10 Progression to Higher Level Studies 10 Qualification dates 11 Staffing requirements 11 Assessors and internal quality assurance 11 Support for learners 12 Learner’s Evidence Tracking Log (LETL) 12 Support for centres 12 Customer Support team 12 Reasonable Adjustments and Special Considerations Policy 12 Subject maps 12 Fees and Pricing 12 Training and support 12 Learning resources 13 Mapping to National Occupational Standards 13

Section 2 14 Unit content and assessment guidance 15

Unit 01 Principles of building respectful and productive working relationships in organisations 16 Unit 02 Managing personal and professional development 22 Unit 03 Principles of management and leadership in organisations 27 Unit 04 Operational and human resource planning and management 34 Unit 05 Business performance measurement and improvement 39 Unit 06 Corporate social responsibility and sustainability 43 Unit 07 Budget management 49 Unit 08 Understanding organisational structure, culture and values 53 Unit 09 Staff recruitment and selection 59 Unit 10 Principles of business strategic planning and development 64 Unit 11 Stakeholder engagement and management 68 Unit 12 Principles of innovation and change management 72 Unit 13 Understand the legal context of business 76 Unit 14 Principles of project management 83 Unit 15 Principles of quality management 88



Section 3 93 Assessment and quality assurance 94

How the qualification is assessed 94 Internal assessment 95 Supervision of learners and your role as an Assessor 95 Feedback to learners 95 Presenting evidence 96 Quality assurance 98 Internal quality assurance 98 External quality assurance 98

Section 4 99 Glossary of terms 100

Section 5 102 General information 103

Equal opportunities 103 Diversity, access and inclusion 103 Contact us 104



Section 1 Qualification overview



Qualification overview Introduction We want to make your experience of working with NCFE as pleasant and easy as possible. This qualification specification contains everything you need to know about this qualification and should be used by everyone involved in the planning, delivery and assessment of the Level 4 Certificate in Leadership and Management. All information contained in this specification is correct at the time of publishing. To ensure that you’re using the most up-to-date version of this qualification specification, please check the issue date in the page headers against that of the qualification specification on our dedicated qualifications website www.qualhub.co.uk. If you advertise this qualification using a different or shortened name, you must ensure that learners are aware that their final certificate will state the regulated qualification title.

http://www.qualhub.co.uk/



Things you need to know

Total Qualification Time (TQT) Total Qualification Time is the number of notional hours which represents an estimate of the total amount of time that could reasonably be expected to be required in order for a learner to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification.

Total Qualification Time comprises:

the Guided Learning Hours for the qualification

an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study or any other form of participation in education or training, including assessment, which takes place as directed by – but not under the immediate guidance or supervision of – a lecturer, supervisor, Tutor or other appropriate provider of education or training.

Qualification number (QN) 603/0987/8

Aim reference 60309878

Total Qualification Time (TQT) 242

Guided Learning Hours (GLH) 134

Level 4

Assessment requirements Internally assessed and externally quality assured portfolio of evidence



About this qualification This is a regulated qualification. The regulated number for this qualification is 603/0987/8. This qualification may be eligible for funding. For further guidance on funding, please contact your local funding provider.

Qualification purpose This qualification is designed to provide the underpinning knowledge to support those in leadership and management roles. It will form the knowledge-based component of the Level 4 Higher Apprenticeship in Management and will complement the existing Level 4 NVQ Diploma in Management which forms the skills-based element of the Apprenticeship. It may also prepare the learner to progress to a qualification in another subject area. This qualification will:

focus on the study of leadership and management to support different occupational areas

provide learners with the skills they need to operate as a successful manager

allow learners to develop knowledge and understanding in a range of areas relevant to managerial roles, such as managing resources and budgets, recruitment and selection, and stakeholder engagement.

Qualification objectives The objectives of this qualification are to help learners to:

develop the knowledge and qualities valued in employees by employers

understand and develop their strengths, and improve weaknesses, as a manager.



Achieving this qualification To be awarded the Level 4 Certificate in Leadership and Management, learners are required to successfully complete 4 mandatory units and a minimum of 3 optional units. Mandatory units

Optional units

The learning outcomes for each unit are provided in Section 2 (page 16). The units above may be available as stand-alone unit programmes. Please visit www.ncfe.org.uk/units for further information. To achieve the Level 4 Certificate in Leadership and Management, learners must successfully demonstrate their achievement of all learning outcomes of the units as detailed in this qualification specification. Learners who aren’t successful can resubmit work within the registration period; however, a charge may apply. A Unit Certificate can be requested for learners who don’t achieve their full qualification but who have achieved at least one whole unit.

Unit No Unit title

Unit 01 Principles of building respectful and productive working relationships in organisations

Unit 02 Managing personal and professional development

Unit 03 Principles of management and leadership in organisations

Unit 04 Operational and human resource planning and management

Unit No Unit title

Unit 05 Business performance measurement and improvement

Unit 06 Corporate social responsibility and sustainability

Unit 07 Budget management

Unit 08 Understanding organisational structure, culture and values

Unit 09 Staff recruitment and selection

Unit 10 Principles of business strategic planning and development

Unit 11 Stakeholder engagement and management

Unit 12 Principles of innovation and change management

Unit 13 Understand the legal context of business

Unit 14 Principles of project management

Unit 15 Principles of quality management

http://www.ncfe.org.uk/units



Essential skills While completing this qualification, learners may develop the knowledge, understanding and essential skills employers look for in employees. These range from familiar ‘key skills’ such as team working, independent learning and problem solving, to more tricky-to-measure skills such as:

an appreciation for appropriate behaviour and dress

appropriate interpersonal skills

communicating with professional colleagues/peers and/or hierarchical seniors

supporting other aspiring employees

personal manners and deportment

understanding work practices and how different roles and departments function within an organisation.

Recognition of Prior Learning (RPL) Centres may recognise prior learning at their discretion if they are satisfied that the evidence provided meets the requirements of a qualification. Where RPL is to be used extensively (for a whole unit or more), advice must be given by a qualified RPL Advisor.

Direct Claim Status Direct Claim Status will not be transferred for this qualification as this is a new qualification. For more information about Direct Claim Status, please contact our Customer Support team on 0191 239 8000.

Entry guidance This qualification is designed for learners who want to develop their knowledge and understanding in leadership and management roles.

There are no specific recommended prior learning requirements for this qualification. However, learners may find it helpful if they’ve already achieved a Level 3 qualification.

Entry is at the discretion of the centre. However, learners should be aged 18 or above to undertake this qualification. Centres are responsible for ensuring that this qualification is appropriate for the age and ability of learners. They need to make sure that learners can fulfil the requirements of the learning outcomes and comply with the relevant literacy, numeracy and health and safety aspects of this qualification. Learners registered on this qualification shouldn’t undertake another qualification at the same level with the same or a similar title, as duplication of learning may affect funding eligibility.



Progression opportunities Learners who achieve this qualification could progress to:

Level 4 NVQ Diploma in Management

Level 5 NVQ Diploma in Management and Leadership

Level 4 NVQ Diploma in Business Administration

Level 4 NVQ Diploma in Customer Service

Progression to Higher Level Studies This qualification aims to provide learners with a number of progression options, including higher level studies at university or FE colleges. The skills required to progress to higher academic studies are different from those required at Levels 1 and 2. Level 3 qualifications and above enable the development of these skills. Although there is no single definition of higher level learning skills, they include:

checking and testing information

supporting your points with evidence

self-directed study

self-motivation

thinking for yourself

analysing and synthesising information/materials

critical thinking and problem solving

working collaboratively

reflecting upon learning and identifying improvements. This qualification requires learners to analyse, draw conclusions, interpret or justify, which are all examples of higher-level skills. This means that evidence provided for the portfolio will also demonstrate the development and use of higher-level learning skills.



Qualification dates Regulated qualifications have operational end dates and certification end dates. We review qualifications regularly, working with sector representatives, vocational experts and stakeholders to make any changes necessary to meet sector needs and to reflect recent developments. If a decision is made to withdraw a qualification, we will set an operational end date and provide reasonable notice to our centres. We will also take all reasonable steps to protect the interest of learners. An operational end date will only show on the Ofqual Register of Regulated Qualifications register.ofqual.gov.uk and on our website if a decision has been made to withdraw a qualification. After this date, we can no longer accept learner registrations. However, certification is allowed until the certification end date so that learners have time to complete any programmes of study. The certification end date will only show on the Ofqual Register once an operational end date has been set. After this date, we can no longer process certification claims.

Staffing requirements Centres delivering any of NCFE’s qualifications must:

have a sufficient number of appropriately qualified/experienced Assessors to assess the volume of learners they intend to register

have a sufficient number of appropriately qualified/experienced Internal Quality Assurers to internally quality assure the expected number of Assessors and learners

ensure that all staff involved in assessment and internal quality assurance are provided with appropriate training and undertake meaningful and relevant continuing professional development

implement effective internal quality assurance systems and processes to ensure that all assessment decisions are reliable, valid, authentic, sufficient and current. This should include standardisation to ensure consistency of assessment

provide all staff involved in the assessment process with sufficient time and resources to carry out their roles effectively.

Assessors and internal quality assurance Staff involved in the assessment and internal quality assurance of this qualification must be able to demonstrate that they have (or are working towards) the relevant occupational knowledge and/or occupational competence, at the same level or higher as the units being assessed and internal quality assured. This may be gained through experience and/or qualifications.

https://register.ofqual.gov.uk/



Support for learners Learner’s Evidence Tracking Log (LETL) The LETL covers the mandatory units in this qualification and it can help learners keep track of their work. This document can be downloaded free of charge from our dedicated qualifications website www.qualhub.co.uk. You don’t have to use the LETL – you can devise your own evidence-tracking document instead. Support for centres There are a number of support documents available that you might find useful for delivery. These are available to download from our dedicated qualifications website www.qualhub.co.uk or can be requested from the Customer Support team on 0191 239 8000 or by emailing [email protected]. Customer Support team Our Customer Support team will support you with approvals, registrations, external quality assurance, external assessment, results and certification. You can contact Customer Support on 0191 239 8000 or email [email protected].

Reasonable Adjustments and Special Considerations Policy This policy is aimed at customers – including learners – who use our products and services and who submit requests for reasonable adjustments and special considerations. The policy can be found on our dedicated qualifications website www.qualhub.co.uk. Subject maps Our suite of subject maps showcase the qualifications we have available within each specialist sector and how they connect to each other. They demonstrate how you can plot routes for your learners at different levels from entry level right through to higher education or the workforce, with supporting qualifications along the way.

Fees and Pricing The current Fees and Pricing Guide is available on our dedicated qualifications website www.qualhub.co.uk. Training and support We can provide training sessions for Assessors and Internal Quality Assurers. Bespoke subject-specific training is also available. For further information, please contact our Quality Assurance team on 0191 239 8000.



mailto:[email protected]

mailto:[email protected]

http://www.ncfe.org.uk/download/web/documents/Reasonable-Adjustments-Policy.pdf





Learning resources We offer a wide range of learning resources and materials to support the delivery of our qualifications. Please check the qualification page on our website for more information and to see what is available for this qualification.

Mapping to National Occupational Standards National Occupational Standards (NOS) are owned by a Sector Skills Council (SSC) or Standard-Setting Body (SSB) and describe the skills, knowledge and understanding needed to undertake a particular task or job at different levels of competence. The Level 4 Certificate in Leadership and Management has been mapped against the relevant Management and Leadership standards. More detailed mapping can be found against each unit in this qualification specification.



Section 2 Unit content and

assessment guidance



Unit content and assessment guidance This section provides details of the structure and content of this qualification. The unit overview includes:

unit title and number

unit summary

guided learning hours

level

an indication of whether a unit is mandatory or optional.

Following the unit summary, there’s detailed information for each unit containing:

learning outcomes

achievement descriptors and explanations

delivery and assessment (including types of evidence for internal assessment)

NOS mapping. The regulated unit number is indicated in brackets for each unit (eg M/100/7116). However, to make cross-referencing assessment and quality assurance easier, we’ve used a sequential numbering system in this document for each unit. The types of evidence listed are for guidance purposes only. Within learners’ portfolios, other types of evidence are acceptable if all learning outcomes are covered and if the evidence generated can be internally and externally quality assured. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE. For further information or guidance about this qualification, please contact our Product Development team on 0191 239 8000.



Unit 01 Principles of building respectful and productive working relationships in organisations (D/615/4518)

Unit summary

Learners will understand how communication can affect relationships and performance in the workplace and the processes of conflict resolution and management. They must learn about creating rewarding and supportive workplaces and the importance of equality and diversity.

Guided learning hours 22 Level 4 Mandatory/optional Mandatory NOS mapping CFAM&LDD1 Develop and sustain productive working relationships with

colleagues CFAM&LBA7 Promote equality of opportunity, diversity and inclusion CFAM&LDB9 Promote staff wellbeing

Learning outcome 1 The learner will: Understand how communication can affect relationships and performance in the workplace The learner must know about: 1.1 the principles of effective communication in the workplace 1.2 the importance of constructive feedback in building effective working relationships 1.3 the impact of ineffective communications on working relationships and performance standards

Achievement descriptor Explanation Consistently demonstrates a sound understanding to analyse models and theories in order to draw well-reasoned and balanced conclusions.

Learners must explain how communication can affect relationships and performance. They must analyse principles, models and theories and summarise their ideas to form a well-thought-out conclusion.



Unit 01 Principles of building respectful and productive working relationships in organisations (D/615/4518) (cont’d) Learning outcome 1 (cont’d) Delivery and assessment

The principles of effective communication in the workplace

Learners must explain the principles of effective communication (eg determining purpose, establishing order) and will evaluate theories and models of communication (eg Littlejohn and Jabusch, sender/encoder, decoder, message, channel, feedback, noise), considering how to apply them effectively to different situations. They must explain the importance of communication in a management role. The importance of constructive feedback in building effective working relationships Learners must analyse feedback models (eg Roebuck’s ERASER) and their use. They must evaluate why constructive feedback is important and explain how this can have a positive impact on performance.

The impact of ineffective communications on working relationships and performance standards Learners must analyse the impact that ineffective communications can have on working relationships and performance standards. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence

Evidence could include:

presentation

report/reflective report

professional discussion.



Unit 01 Principles of building respectful and productive working relationships in organisations (D/615/4518) (cont’d) Learning outcome 2 The learner will: Understand practices of conflict resolution and conflict management in the workplace The learner must know about: 2.1 the principles of conflict management and conflict resolution 2.2 the sources and stages of conflict in the workplace 2.3 the techniques that may be used to manage and resolve conflict in the workplace

Achievement descriptor Explanation

Analyses different perspectives and approaches correctly, applying specialist language in context, supporting all points with sophisticated examples.

Learners must show that they understand conflict resolution and conflict management and must analyse different perspectives and approaches.

Delivery and assessment

The principles of conflict management and conflict resolution Learners must define conflict and explain the difference between conflict management and conflict resolution, providing detailed examples of each. The sources and stages of conflict in the workplace Learners must explain sources of conflict in the workplace (eg personalities, change in environment). They must analyse different conflict styles (eg avoidance, compromise) and Pondy’s 5-stage model of conflict. The techniques that may be used to manage and resolve conflict in the workplace Learners must explain and analyse policies, procedures and processes that can be followed to manage conflict (eg external arbitration and conciliation). Learners could use evidence from real conflicts in the evidence where possible. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report

minutes or other documentation from conflicts




Unit 01 Principles of building respectful and productive working relationships in organisations (D/615/4518) (cont’d)

Learning outcome 3 The learner will: Understand the importance of creating an equal and diverse working environment The learner must know about: 3.1 the impact of equality legislation and diversity on productive working relationships 3.2 techniques for promoting equality and diversity in the work environment


Evaluates legislation and techniques, correctly applying specialist language in context.

Learners must show that they understand the legislation related to equality and the impact that this has. They must explain techniques for promoting equality and diversity and evaluate their use.


The impact of equality legislation and diversity on productive working relationships Learners must assess the impact equality legislation can have on productive working relationships, and techniques that can be used when promoting equality and diversity in the work environment to avoid less favourable treatment of any of the 9 protected characteristics, either directly or indirectly. They must consider the value of diversity to the workplace (eg wider talent pool, customer relations). Techniques for promoting equality and diversity in the work environment Learners must evaluate the techniques for promoting equality and diversity in the work environment. Learners must evaluate the techniques that can effectively promote equality and diversity throughout the employee lifecycle from induction to exiting the business/organisation (eg staff appraisals, training, mentoring). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report

annotated case studies




Unit 01 Principles of building respectful and productive working relationships in organisations (D/615/4518) (cont’d) Learning outcome 4 The learner will: Understand the importance of creating a supportive and rewarding working environment The learner must know about: 4.1 the importance of staff wellbeing and how this can be measured 4.2 different methods of recognising achievement in the work environment 4.3 different methods of developing a learning and innovation culture in an organisation 4.4 the value of a learning and innovation culture to organisational performance and how the success

of this can be measured


Evaluates the importance of creating a supportive and rewarding working environment and techniques used to support this, correctly applying specialist language in context.

Learners must show that they understand the impact of staff wellbeing on an organisation. They must explain techniques for promoting wellbeing and evaluate their use.


The importance of staff wellbeing and how this can be measured Learners must evaluate the importance of staff wellbeing, methods that can be used, and how staff wellbeing can be measured (eg absence rates, staff turnover rates, staff satisfaction). They must also evaluate the effect this can have on the business performance/efficiency. Different methods of recognising achievement in the work environment Learners must evaluate the methods that can be used when recognising achievement in the workplace. They could consider public versus private recognition or formal versus informal. They must also evaluate the importance of this and the benefits that it can have for the business. Different methods of developing a learning and innovation culture in an organisation Learners must evaluate different methods (eg creating a learning and development strategy, training of line management) that can be used when developing a learning and innovation culture in an organisation. The value of a learning and innovation culture to organisational performance and how the success of this can be measured Learners must analyse the value of a learning and innovation culture to organisational performance. Learners must also consider methods that can be used to measure the success of this. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.



Unit 01 Principles of building respectful and productive working relationships in organisations (D/615/4518) (cont’d) Learning outcome 4 (cont’d)

Types of evidence


presentation

report




Unit 02 Managing personal and professional development (R/615/4516)

Unit summary

Learners will understand the need for and know how to plan personal and professional development.

Guided learning hours 18 Level 4 Mandatory/optional Mandatory NOS mapping CFAM&LAA2 Develop your knowledge, skills and competence

CFAM&LDB4 Manage people’s performance at work CFAM&LDC1 Identify individuals’ learning needs and styles

Learning outcome 1 The learner will: Understand the factors which influence the need for personal and professional development The learner must know about: 1.1 the influence of developments in management on the need for professional development 1.2 the importance of own values, career and personal goals 1.3 the impact of changes in the work environment 1.4 the benefits of planning own professional development


Analyses different perspectives and approaches when considering the factors that influence the need for personal and professional development, correctly applying specialist language in context.

Learners must show that they understand different perspectives and approaches that influence the need for personal and professional development.



Unit 02 Managing personal and professional development (R/615/4516) (cont’d) Learning outcome 1 (cont’d)


For this learning outcome learners must research and analyse some of the factors that can influence the need for personal and professional development (eg globalisation, technology change, business ecosystems). The influence of developments in management on the need for professional development Learners must analyse developments in management and how they can influence personal development (eg collective leadership and staff empowerment; talent and knowledge management). The importance of own values and career and personal goals Learners must be able to explain how their personal values, career and personal goals are important when planning for their professional development:

values (eg congruence of individual and organisational values, impact of congruence on commitment and work satisfaction (Taylor Cox))

career goals (eg promotion, professional qualification)

personal goals (eg job satisfaction, fulfillment, work-life balance). The impact of changes in the work environment Learners must analyse how changes in the work environment (eg organisational restructuring, succession planning, process improvements) can impact on personal and professional development. The benefits of planning own professional development Learners must assess the benefits of planning their own professional development (eg opportunity for reflection and research; increase own commitment; support achievement of business objectives). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report

professional discussion

appraisals

PDP

CPD records.



Unit 02 Managing personal and professional development (R/615/4516) (cont’d) Learning outcome 2 The learner will: Understand how to plan and implement a personal and professional development plan The learner must know about: 2.1 how to develop and implement an effective personal and professional development plan 2.2 the effectiveness of different development activities in improving personal performance 2.3 how to monitor personal development and progression against objectives 2.4 the value of constructive feedback in implementing and monitoring the development plan


Analyses different perspectives and approaches when considering the need for effective implementation and monitoring of personal and professional development, correctly applying specialist language in context.

Learners must evidence that they understand different perspectives and approaches when considering the need for effective implementation and monitoring of personal and professional development.



Unit 02 Managing personal and professional development (R/615/4516) (cont’d) Learning outcome 2 (cont’d)


How to develop and implement an effective personal and professional development plan

Learners must understand and explain how to implement an effective personal and professional development plan; the importance of prioritising; the value of professional networks and bodies in enabling this; and how different learning styles contribute to personal development planning. Learners must understand and explain some of the factors that contribute to an effective personal and professional plan (eg analyse current job role requirements, development of SMART objectives and the use of skills audits and personal SWOT analysis against National Occupational Standards (NOS)). Learners must understand and assess the value of professional networks and professional bodies in the development of their professional development plan:

value of professional bodies (eg networking and learning opportunities, access to learning resources)

value of professional networks (eg increased knowledge, support for professional development).

Learners must understand and explain how development activities are prioritised for personal and professional development such as: organisational objectives, development needed to fulfil medium-/long-term organisational objectives. Learners must explain how different learning styles contribute to personal development planning (eg Kolb’s learning styles inventory, Fleming’s VARK, Honey and Mumford’s model).

The effectiveness of different development activities in improving personal performance Learners must assess the effectiveness of different development activities and how these can improve personal performance, and the effect this can have on the business (eg Kirkpatrick’s four levels of evaluation model). How to monitor personal development and progression against objectives Learners must understand and explain how to implement a personal development plan (eg schedule development activities, reflect on learning experiences). The value of constructive feedback in implementing and monitoring the development plan Learners must assess the value of constructive feedback in implementing the development plan and explain how personal and professional development can be monitored against set objectives. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.



Unit 02 Managing personal and professional development (R/615/4516) (cont’d) Learning outcome 2

Types of evidence


presentation

report

professional discussion appraisals

PDP

CPD records.



Unit 03 Principles of management and leadership in organisations (L/615/4515)

Unit summary

Learners will understand the concept of leadership and the development of managerial effectiveness within organisations. They must learn about the principles and practices of performance management.

Guided learning hours 20 Level 4 Mandatory/optional Mandatory NOS mapping CFAM&LBA1 Lead your organisation

CFAM&LBA2 Provide leadership in your area of responsibility CFAM&LBA3 Lead your team CFAM&LBA5 Develop your organisation’s vision and strategy

Learning outcome 1 The learner will: Understand the concept of leadership in organisations The learner must know about: 1.1 levels of leadership 1.2 assigned leadership and emergent leadership 1.3 responsibility and accountability in leadership 1.4 relationships between leadership and how styles promote organisational vision, values and goals


Consistently and correctly applies appropriate technical terms/language and demonstrates a sound understanding of theories and concepts of leadership and management. Learners will support points with sophisticated examples and appropriate complex comparisons.

Learners must evidence that they understand a range of management and leadership principles, models and concepts.



Unit 03 Principles of management and leadership in organisations (L/615/4515) (cont’d) Learning outcome 1 (cont’d)


Levels of leadership Learners must compare the difference between leadership and management, and compare the different levels of leadership using theory to support their understanding (eg the 7-S Organisational Framework (Watson), Maxwell’s 5 Levels of Leadership hierarchy).

Assigned leadership and emergent leadership Learners must compare the concepts of assigned and emergent leadership:

assigned leadership (eg power (French and Raven, 1959)) emergent leadership (eg communication behaviours (Fisher, 1974); gender bias (Watson and

Hoffman, 2004)). Responsibility and accountability in leadership Learners must be able to explain and compare responsibility and accountability in leadership:

responsibility (eg obligation of subordinate to perform duties, possibility of reprimand)

accountability (eg responsibility for staff, performance, accountability to senior managers).

Relationships between leadership and how styles promote organisational vision, values and goals

Learners must analyse the relationship between organisational vision, values, goals and leadership (eg vision for future, values shaping actions). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 03 Principles of management and leadership in organisations (L/615/4515) (cont’d) Learning outcome 2 The learner will: Understand the development of managerial effectiveness in an organisation The learner must know about: 2.1 the skills, attitudes, behaviours and practices of effective leaders 2.2 how models and styles of leadership are used effectively in organisations 2.3 delegation and empowerment and how this is used to achieve the aims of the organisation 2.4 the impact of organisational structure, culture and climate on managerial effectiveness


Analyses different perspectives and approaches of managerial effectiveness in an organisation, correctly applying specialist language in context.

Learners must analyse the different perspectives and approaches of managerial effectiveness in organisations. They must correctly apply specialist language in context.





The skills, attitudes, behaviours and practices of effective leaders Learners must describe the skills, attitudes and behaviours of effective leaders using theory to support their understanding:

skills (eg Adair’s Action-Centred Leadership, James Scouller’s Three Levels of Leadership model 2011)

attitudes (eg McGregor’s Theory X and Theory Y)

behaviours (eg Ohio State leadership behaviour theory). How models and styles of leadership are used effectively in organisations Learners must analyse different models and styles of leadership, how they are used effectively by leaders in organisations, and how this is measured:

models (eg Tannenbaum and Schmidt, 1973; Fiedler’s Contingency Model)

styles (eg authoritarian, democratic and laissez-faire)

practices of effective leaders (eg lead by example, thank and reward staff). Delegation and empowerment and how this is used to achieve the aims of an organisation Learners must evaluate the role of delegation and empowerment and how managers use this effectively to meet the needs of an organisation. Learners must also consider the culture of an organisation and how leadership is affected by this. Learners must use theory to support their evaluation (eg Schein; the Johari Window). The impact of organisational structure, culture and climate on managerial effectiveness Learners must assess the impact of organisational structure, culture and climate on managerial effectiveness. They must consider different organisational structures and their appropriateness to different organisations; the benefits and drawbacks of the different structures; and the impact that these structures can have on managerial effectiveness and decision making. They must also consider how the effectiveness of management and decision-making is affected by the climate and culture of an organisation and the impact that this can have on the overall performance of the organisation. Learners could refer to theory such as Goldsmith and Clutterbuck’s study of the world’s top companies to support their understanding:

structure (eg functional, line)

culture (eg aggressive, constructive)

climate (eg atmosphere, level of morale)

managerial effectiveness (eg hierarchies, workload). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.




Types of evidence


presentation

report




Unit 03 Principles of management and leadership in organisations (L/615/4515) (cont’d)

Learning outcome 3 The learner will: Understand the principles and practices of performance management The learner must know about: 3.1 the principles and practices of performance management and how this is implemented within

organisations 3.2 the impact of effective communication in managing the performance of individuals 3.3 the value of mentoring and coaching in managing the performance of individuals


Analyses different perspectives and approaches of managing the performance of individuals in organisations, correctly applying specialist language in context.

Learners must demonstrate that they understand the principles and practices of performance management. They must analyse different perspectives and approaches of managing the performance of individuals.


The principles and practices of performance management and how this is implemented within organisations Learners must analyse the features, benefits and limitations of performance management (eg to control and monitor activities to improve the performance of the organisation). They must also analyse the main tools and techniques used by organisations when managing performance, considering their features and benefits (eg 360-degree feedback objectives and performance standards). They must also consider the tools and techniques used when staff are not performing as expected (eg formal versus informal, managing capability and conduct performance issues, organisational procedures including discipline and grievance). The impact of effective communication in managing the performance of individuals Learners must evaluate the role of effective communication in managing the performance of individuals in an organisation. They must understand the features of effective communication (eg clarity, openness).



Unit 03 Principles of management and leadership in organisations (L/615/4515) (cont’d)

Learning outcome 3 (cont’d)


The value of mentoring and coaching in managing the performance of individuals Learners must assess the value of mentoring and coaching in managing the performance of individuals in an organisation, considering the features of mentoring and coaching. They could also refer to appropriate models and theories to support their understanding (eg GROW model, coaching culture as ‘revitalising’ (Kalinauckas and King)). Features of effective mentoring (eg committed to employee growth and development, willingness to share knowledge and expertise). Features of effective coaching (eg accountability, encouraging and supportive). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 04 Operational and human resource planning and management (J/615/4514)

Unit summary

Learners will understand the principles and practice of operational planning and physical resource management in organisations. They must also learn about health and safety requirements in managing work activities.

Guided learning hours 22 Level 4 Mandatory/optional Mandatory NOS mapping CFAM&LBA9 Develop operational plans

CFAM&LBB1 Manage risks to your organisation

Learning outcome 1 The learner will: Understand the principles and practices of operational planning in organisations and how this can be achieved The learner must know about: 1.1 operational planning and its relationship to strategic planning 1.2 the process of developing an operational plan 1.3 risk analysis and risk management 1.4 interdependencies in work activities and how these impact on operational planning and

implementation


Assesses information and ideas to draw well-reasoned and balanced conclusions about the importance of operational planning.

Learners must provide a clear definition of operational management and be able to discuss its relationship to strategic management, drawing conclusions about the impact it can have on business performance. Tools and techniques must be described and their effectiveness assessed against examples.



Unit 04 Operational and human resource planning and management (J/615/4514) (cont’d) Learning outcome 1 (cont’d)


Operational planning and its relationship to strategic planning Learners must research the importance of operational planning and its key components (eg clear objectives, key targets). They must assess how this may be different for different operations (eg four dimensions of operations) and the impact that this can have on the operational plan. Learners must also assess the relationship between strategic planning and operational plans by determining the essential features of strategic and operational plans, analysing the relationship between them to draw conclusions. The process of developing an operational plan Learners must explain the key features of an operational plan. They must describe the tools and techniques required in developing and managing efficient operational plans and assess their effectiveness:

key features of an efficient operational plan (eg SMART objectives, key performance indicators)

tools and techniques (eg GANTT charts, review techniques (PERT))

decision-making (eg decision tables, cost-benefit analysis). Risk analysis and risk management Learners must explain the purpose of risk analysis and possible causes of risk (internal and external). They must understand some of the categories of risk (eg operational, financial) and assess processes used in risk management (eg identify hazards, implement controls). Learners must explain strategies that can be used to manage risks in operational planning (eg what-if scenarios, statistical techniques). Interdependencies in work activities and how these impact on operational planning and implementation Learners must assess how interdependencies in work activities impact on operational planning and implementation (eg organisational structure, shared resources). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


report

presentation




Unit 04 Operational and human resource planning and management (J/615/4514) (cont’d) Learning outcome 2 The learner will: Understand the key concepts and principles of physical resource management and workforce planning The learner must know about: 2.1 the management of physical resources 2.2 the need for physical resources, the potential impacts these can have on the environment and

how the impact can be minimised 2.3 the management of human resources


Analyses different concepts and principles used when managing physical resources, correctly applying specialist language in context. Supports all points with sophisticated examples and appropriate complex comparisons.

Learners must evidence their understanding of the management of physical resources and the potential impacts these can have on the environment. They must draw conclusions on how these can be minimised. They must report on the management of human resources.


The management of physical resources Learners must analyse the principles that underpin the management of physical resources (eg to meet strategic objectives, gain greater efficiency). Learners must describe the physical resources required (eg premises, materials and stocks) and analyse the principles used in their management (eg cost-benefit analysis). The need for physical resources, the potential impacts they can have on the environment and how the impact can be minimised Learners must analyse the need for physical resources (eg meets customer expectations, meets ethical guidelines); the potential impacts such physical resources can have on the environment; and action that can be taken to reduce this (eg depletion of natural resources and waste management). The management of human resources Learners must evaluate how human resource requirements are identified and met through workforce planning (eg succession planning, flexible working, job analysis). Learners must analyse approaches to talent management and their effectiveness in fulfilling business-critical roles (eg identifying talent, competency frameworks, engagement, retention). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.



Unit 04 Operational and human resource planning and management (J/615/4514) (cont’d) Learning outcome 2 (cont’d)

Types of evidence


presentation

report




Unit 04 Operational and human resource planning and management (J/615/4514) (cont’d) Learning outcome 3 The learner will: Understand the health and safety requirements of work activities in organisations The learner must know about: 3.1 health and safety legislation 3.2 risk assessments


Analyses information and ideas to draw well-reasoned and balanced conclusions which inform future developments.

Learners must show their understanding of health and safety legislation by researching and assessing the impact this can have on work activities within an organisation. They must understand risk assessments and their benefits.


Health and safety legislation Learners must research the Health and Safety at Work etc Act 1974 and any other legislation relevant to their occupational area (eg Control of Substances Hazardous to Health Regulations). They must assess the impact this legislation can have on work activities within an organisation (eg storage and transport, manual handling, duty of care). Learners must also assess the need for and importance of continuous review of the organisation’s policies and procedures for health and safety (eg to respond to changes in legislation, organisational restructuring). Risk assessments Learners must explain the purpose of carrying out a risk assessment when managing work activities and the benefits (eg enhanced reputation, greater efficiency). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 05 Business performance measurement and improvement (F/615/4513)

Unit summary

Learners will understand the nature and value of business performance measurement and the performance measurement systems used in business.

Guided learning hours 20 Level 4 Mandatory/optional Optional NOS mapping There is no mapping for this unit.

Learning outcome 1 The learner will: Understand the importance of business performance measurements in achieving the objectives of the organisation The learner must know about: 1.1 features and benefits of business performance measurements used by organisations 1.2 the relationship between corporate strategy and performance measurement systems 1.3 financial and non-financial performance measures 1.4 leading and lagging performance measures 1.5 key performance indicators and performance measures


Analyses performance management to draw well-reasoned and balanced conclusions about its impact on achieving the objectives of an organisation, supporting all points with sophisticated examples.

Learners must examine the performance management in an organisation and draw conclusions about the impact it has on the success of the organisation in meeting its objectives. They could compare this to systems in other organisations.



Unit 05 Business performance measurement and improvement (F/615/4513) (cont’d) Learning outcome 1 (cont’d)


Features and benefits of business performance measurements used by organisations Learners must analyse the features that make a performance management system effective (eg alignment to vision, cross-functional perspective) and the benefits of an efficient performance management system (eg targets will be achieved, ensures control, assess contribution of employees and suppliers). The relationship between corporate strategy and performance measurement systems Learners must assess the relationship between corporate strategy and business performance measurement systems and why, in order for the performance management system to be effective, they must clearly link to the organisation’s corporate strategy (eg the mission, goals, objectives and action plan), and feed into the long-term and short-term objectives of the organisation.

Financial and non-financial performance measures Learners must differentiate between financial and non-financial performance measures, examining (eg profitability and liquidity/ratio analysis) different non-financial and financial measures of performance used in performance measurement systems. Leading and lagging performance measures Learners must compare the use of ‘leading’ and ‘lagging’ performance measures in performance management systems. Key performance indicators and performance measures Learners must differentiate between key performance indicators (KPIs) and business performance measures. Learners must evaluate the role of KPIs in measuring the performance of an organisation. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 05 Business performance measurement and improvement (F/615/4513) (cont’d) Learning outcome 2 The learner will: Understand the frameworks used in performance measurement systems in business organisations The learner must know about: 2.1 the use of balanced scorecards 2.2 the benefits and limitations of Total Quality Management 2.3 measurement frameworks


Analyses different frameworks used in performance management systems, correctly applying specialist language in context, supporting all points with sophisticated examples and appropriate complex comparisons.

Learners must show evidence that they understand different frameworks of performance management to support their analysis.


Balanced scorecards Learners must analyse the use of balanced scorecard frameworks in measuring business performance.

Total Quality Management Learners must examine the benefits and limitations of Total Quality Management in measuring business performance. Measurement frameworks Learners must compare different measurement frameworks used in business performance measurement (eg activity-based costing, economic value added). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 05 Business performance measurement and improvement (F/615/4513) (cont’d) Learning outcome 3 The learner will: Understand the role management information systems play in improving business performance The learner must know about: 3.1 the functions of a management information system 3.2 how management information systems can be used to improve the performance of an

organisation


Uses technical terms to explain the functions and uses of management information systems (MIS) drawing on complex and sophisticated knowledge and examples.

Learners must study the MIS within their own organisation or in a case study, explaining its functions and assessing its use in improving the performance of the organisation.


The functions of a management information system Learners must research and explain the functions of a management information system (eg collect data, organise data, produce routine or bespoke reports). How management information systems can be used to improve the performance of an organisation Learners must assess how management information systems can be used to improve the performance of an organisation. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 06 Corporate social responsibility and sustainability (A/615/4512)

Unit summary

Learners will understand the characteristics of corporate social responsibility and sustainability and the impact on business performance. They must also understand the strategic requirement for corporate social responsibility and sustainability.

Guided learning hours 32 Level 5 Mandatory/optional Optional NOS mapping CFAM&LBB3 Manage corporate social responsibility (CSR)

Learning outcome 1 The learner will: Understand the characteristics of corporate social responsibility and sustainability The learner must know about: 1.1 corporate social responsibility and sustainability 1.2 legal and regulatory requirements 1.3 corporate responsibility and sustainability management


Analyses information and ideas to draw well-reasoned and balanced conclusions on the importance of corporate responsibility and sustainability. Supports all points with sophisticated examples and appropriate complex comparisons.

Learners must study several organisations looking at their approaches to corporate responsibility and sustainability and the impact this has on the organisation. This could include the ways in which organisations have responded to legal and regulatory requirements.



Unit 06 Corporate social responsibility and sustainability (A/615/4512) (cont’d) Learning outcome 1 (cont’d)


Corporate social responsibility and sustainability

Learners must understand the different types of social corporate responsibility and sustainability activities (eg social, economic and environment). They must understand the importance of corporate responsibility and the impact organisational activities can have on the environment, how this can affect the image/reputation of the organisation and any improvements that can be made. They must also analyse the range of stakeholders who have an interest in corporate responsibility and sustainability, and the roles, responsibilities and influences they have. Legal and regulatory requirements Learners must evaluate the impact legal and regulatory requirements can have on an organisation in terms of corporate and social responsibility. They must consider the legislation and standards that are relevant to the organisation(s) they are studying. Corporate responsibility and sustainability management Learners must examine ways in which corporate responsibility and sustainability can be managed (eg the use of mission statements, company objectives, policies and procedures, culture). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 06 Corporate social responsibility and sustainability (A/615/4512) (cont’d) Learning outcome 2 The learner will: Understand the impact that corporate social responsibility and sustainability can have on the performance of an organisation. The learner must know about: 2.1 corporate social responsibility and sustainability requirements 2.2 impact of stakeholders on corporate social responsibility and sustainability 2.3 how corporate social responsibility and sustainability requirements are incorporated into future

developments 2.4 impact of corporate social responsibility and sustainability on business performance


Analyses information and ideas to draw well-reasoned and balanced conclusions on the impact of corporate responsibility and sustainability on the performance of an organisation. Supports all points with sophisticated examples and appropriate complex comparisons.

Learners must identify stakeholders and their role and influence in corporate social responsibility and sustainability. They must consider the role corporate social responsibility and sustainability have in driving new product and service development and subsequent impact on business performance.



Unit 06 Corporate social responsibility and sustainability (A/615/4512) (cont’d) Learning outcome 2 (cont’d)


Corporate social responsibility and sustainability requirements They must evaluate corporate actions that are only made in the interest of stakeholders and any conflicts of interest that may occur (eg between shareholders and environmental lists, dividend payments). Impact of stakeholders on corporate social responsibility and sustainability Learners must research and evaluate the impact that stakeholders’ (primary and secondary) interests can have on the corporate social responsibility and sustainability of an organisation. How corporate social responsibility and sustainability requirements are incorporated into future developments

Learners must research and evaluate how organisations incorporate corporate social responsibility and sustainability requirements when developing new products and services (eg reduction of energy used, reduction in waste, the use of less packaging, sourcing suppliers with similar corporate social responsibility and sustainability policies). Impact of corporate social responsibility and sustainability on business performance Learners must research and evaluate how corporate social responsibility and sustainability requirements can affect the performance of the business (eg customers can be attracted to businesses with such values vs the cost of allocating suitable resources and how performance is measured). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 06 Corporate social responsibility and sustainability (A/615/4512) (cont’d) Learning outcome 3 The learner will: Understand the strategic requirement and benefits of corporate social responsibility and sustainability for organisations The learner must know about: 3.1 the strategic requirement for a corporate social responsibility and sustainability strategy 3.2 the benefits of a corporate social responsibility and sustainability strategy


Analyses information and ideas to draw well-reasoned and balanced conclusions on the benefits of a corporate social responsibility and sustainability strategy.

Learners must analyse the positive and negative impact that organisations can have on society and on the environment and will draw balanced conclusions about the benefits of a corporate social responsibility and sustainability strategy.


The strategic requirement for a corporate social responsibility and sustainability strategy Learners must consider the strategic requirement for a corporate social responsibility and sustainability strategy for an organisation. Learners must also explore the social and environmental impacts business activities can have on society (eg wellbeing of employees and wider use of renewables). The benefits of a corporate social responsibility and sustainability strategy Learners must consider the benefits of a corporate social responsibility and sustainability strategy (eg improved image leading to investment, more customers, brand differentiation, cost savings, employee engagement). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 06 Corporate social responsibility and sustainability (A/615/4512) (cont’d) Learning outcome 4 The learner will: Understand the benefits of ethical approaches to leadership and management The learner must know: 4.1 how ethical approaches to leadership and management are managed at a strategic level 4.2 the impact ethical approaches can have on an organisation


Analyses information and ideas to draw well-reasoned and balanced conclusions which inform future developments.

Learners must analyse a range of organisations and their approaches to the management of ethical issues. They must consider the role of ethical leadership and management in achieving these strategic objectives.


How ethical approaches to leadership and management are managed at a strategic level Learners must analyse various business approaches used when managing ethical issues at a strategic level. The impact ethical approaches to leadership and management can have on an organisation They must also evaluate the positive impacts an ethical approach can have on an organisation and the responsibility of leaders and managers to ensure that the corporate social responsibility and sustainability strategy of the organisation is followed (eg lead by example, training and development, analysing operations etc). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 07 Budget management (M/615/4510)

Unit summary

Learners will understand the importance of budget planning and management and the role of budgets in organisational decision making. They must develop an understanding of analysing cost information.

Guided learning hours 26 Level 5 Mandatory/optional Optional NOS mapping CFAM&LEA4 Manage budgets

CFAM&LEA3 Manage the use of financial resources

Learning outcome 1 The learner will: Understand the importance of budget management in meeting the needs of an organisation The learner must know about: 1.1 the importance of budgets 1.2 functions of organisations and responsibility centres 1.3 internal and external sources of information and how these are used to determine cost, price and

demand 1.4 budget management strategies

Achievement descriptor Explanation Uses technical terms to explain the importance of budget management in meeting the needs of an organisation, drawing on complex and sophisticated knowledge and concepts.

Learners must show detailed understanding of the importance of budgets and budget management.



Unit 07 Budget management (M/615/4510) (cont’d) Learning outcome 1 (cont’d) Delivery and assessment

The importance of budgets Learners must assess the need for budgets and how they are used to support any decisions that are made within an organisation. They must understand how budgets can be used effectively to assess long-term and short-term plans and are incorporated into strategic planning, operational planning and management control. Functions of organisations and responsibility centres Learners must explore the relationships between the functional departments (eg HR, finance, marketing) and responsibility centres within an organisation, and the difference in how inputs and outputs are measured.

Internal and external sources of information and how these are used to determine cost, price and demand Learners must evaluate how internal and external sources of information are used to determine cost, price and demand for products or services (eg wages, supplier costs, profit margins, exchange rates). Budget management strategies Learners must evaluate strategies that can be used to identify and manage budget variance (eg the difference between budgeted figures and actual figures, adverse/positive variance) and identify the reasons for the variance and action that can be taken to reduce this. They must also assess how budgetary management controls are used to support and optimise the performance of an organisation and how this is done within different organisations. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report.



Unit 07 Budget management (M/615/4510) (cont’d) Learning outcome 2 The learner will: Understand how to analyse cost information in business The learner must know about: 2.1 the different types of cost incurred in business 2.2 the use of cost data when planning and controlling resources 2.3 methods and techniques used to calculate business costs

Achievement descriptor Explanation Consistently and correctly applies appropriate technical terms/language. Demonstrates a sound understanding of types of business cost and the use of cost data, and evaluates different methods and techniques used to calculate business costs.

Learners must evaluate different methods used to calculate business costs. They could draw on examples from their own organisation to demonstrate their understanding of the different types of cost a business might incur and how cost data is used to plan and control resources.


The different types of cost incurred in business Learners must understand and be able to distinguish between the different types of cost businesses can incur (eg startup costs, fixed costs).

The use of cost data when planning and controlling resources Learners must explain cost data and how this is used for business planning and control purposes. They must evaluate the effectiveness of cost-benefit analysis and break-even analysis in supporting business decisions. They must understand how cost-benefit analysis and break-even analysis are used to identify when revenue is equal to costs and how marginal costing is used to contribute to managerial decision-making.

Methods and techniques used to calculate business costs

Learners must evaluate the main methods and techniques that can be used to calculate business costs eg production costs, cost basis (eg average cost, first in first out, specific identification) relevant to their chosen organisation. They must also understand costing methods eg fixed, variable, direct, indirect for their chosen organisation. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.



Unit 07 Budget management (M/615/4510) (cont’d) Learning outcome 2 (cont’d)

Types of evidence


presentation

report.



Unit 08 Understanding organisational structure, culture and values (A/615/4509)

Unit summary

Learners will understand the development and role of organisational structures and how organisational culture is developed. They must understand the value of a high-performance culture and how values and cultures influence behaviour.

Guided learning hours 18 Level 4 Mandatory/optional Optional NOS mapping CFAM&LDB8 Manage conflict in teams

CFAM&LBA8 Develop your organisation’s values and culture

Learning outcome 1 The learner will: Understand the role organisational structures play in the effectiveness of the business The learner must know about: 1.1 formal organisational structures 1.2 informal organisational structures


Describes the concept of organisational structures and analyses the impact of both formal and informal structures on organisational effectiveness, providing sophisticated examples.

Learners must describe the concept of organisational structures and analyse factors that affect their development. They must analyse the impact the structure has on the effectiveness of a business.



Unit 08 Understanding organisational structure, culture and values (A/615/4509) (cont’d) Learning outcome 1 (cont’d) Delivery and assessment

Learners must research the concept of organisational effectiveness (eg achieving objectives, reputation) and the impact that different types of structure will have on this. Formal organisational structures They must also research the concept of formal organisational structures (eg centralised versus decentralised, flat versus tall, mechanistic versus organic), compare how these are used in different organisations and their effectiveness (eg efficiency, framework of authority, effective delegation). Learners must also analyse factors that may affect the development of a formal organisational structure (eg product or service, size, external factors and organisational life cycle). Learners must research and refer to theory to support their analysis such as Hardy’s three significant workforces. Informal organisational structures Learners must assess the role of informal organisational structures in achieving organisational goals in comparison to formal organisational structures. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report

annotated organisational structure diagrams.



Unit 08 Understanding organisational structure, culture and values (A/615/4509) (cont’d) Learning outcome 2 The learner will: Understand how organisational culture is developed and how a high-performance culture can contribute to the effectiveness of the organisation The learner must know about: 2.1 the different types of organisational culture 2.2 the factors influencing the development of organisational culture 2.3 the features of high-performance organisational cultures 2.4 analytical tools and how they are used to align organisational culture to strategy


Analyses theories and ideas to draw well-reasoned and balanced conclusions about organisational culture, supporting all points with sophisticated examples and appropriate complex comparisons.

Learners must analyse the types of organisational culture and the factors that influence it. They should use multiple examples to analyse and explain the features of high-performance organisational cultures and how tools are used to align culture and strategy.


The different types of organisational culture and the factors influencing the development of organisational culture Learners must analyse different types of organisational culture (eg Schein, Handy, Deal and Kennedy, Cameron and Quinn). They must research and examine different theories of organisational culture to examine the factors that can influence its development (eg history, primary function, location, stakeholders). They must consider the limitations and values of the theories discussed. The features of high-performance organisational cultures Learners must research and analyse the different features of high-performance organisational cultures (eg consistency, co-ordination, control) and theories to support this (eg Peters and Waterman, Heller’s study of top European companies). Analytical tools and how they are used to align organisational culture to strategy Learners must explain how the analysis of organisational culture can be used to ensure that the culture is in line with the strategy of the business. They must explain different analytical tools (eg Organizational Culture Assessment Instrument (OCAI), Johnson’s cultural web). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.



Unit 08 Understanding organisational structure, culture and values (A/615/4509) (cont’d) Learning outcome 2 (cont’d)

Types of evidence


presentation

report

research notes.



Unit 08 Understanding organisational structure, culture and values (A/615/4509) (cont’d) Learning outcome 3 The learner will: Understand the relationship between organisational values and organisational culture and behaviour The learner must know about: 3.1 organisational values 3.2 the benefits of shared values 3.3 models of organisational behaviour 3.4 the impact culture and values can have on team and individual behaviour

Achievement descriptor Explanation Uses technical terms to analyse the relationship between organisational value and organisational culture drawing on sophisticated theories and concepts.

Learners must critically evaluate theories to explain the relationship between organisational values and organisational culture.


Organisational values Learners must explain the concept of organisational values using theory to support their explanation (eg DeVito’s organised system of attitudes, Johannsen’s conceptions of the ‘good’ or the ‘desirable’). They must explain the impact that values can have on motivation and human behaviour. Learners must use examples of different organisational value statements to support their explanation. The benefits of shared values Learners must analyse the benefits and challenges a set of shared values can have on an organisation, referring to theory to support their analysis (eg Cloke and Goldsmith). Learners must also examine the relationship between values and culture, and the influence that values can have on the decisions made within an organisation, referring to theory to support their understanding (eg Howe and Mindell’s value dimensions). Models of organisational behaviour Learners must analyse the different models of organisational behaviour (eg autocratic, custodial), and how different models co-exist in one organisation. The impact culture and values can have on team and individual behaviour Learners must assess the impact organisational culture and values can have on team and individual behaviour in an organisation, referring to theories (eg Chatman and Cha, Schein’s quadrant).



Unit 08 Understanding organisational structure, culture and values (A/615/4509) (cont’d) Learning outcome 3 (cont’d)

Types of evidence


presentation

report

research notes.



Unit 09 Staff recruitment and selection (T/615/4508)

Unit summary

In this unit learners will understand how current legislation impacts on the recruitment and selection process and how to carry out a selection process. Learners will also understand how to recruit to meet an identified gap in staff resources.

Guided learning hours 20 Level 5 Mandatory/optional Optional NOS mapping CFAM&LDA2 Recruit, select and retain people

Learning outcome 1 The learner will: Understand how current legislation impacts on the recruitment and selection process The learner must know about: 1.1 how current legislation impacts upon staff recruitment and selection 1.2 how current legislation can be embedded within staff recruitment and selection policies and

processes

Achievement descriptor Explanation Analyses legislation and policies to draw well-reasoned and balanced conclusions about how current legislation impacts on the recruitment and selection process.

Learners must show that they understand relevant legislation and will draw conclusions on the impact it has on recruitment and selection. They must explain what employers have to do as a result of this legislation and why.


How current employment legislation impacts upon staff recruitment and selection Learners must understand current legislation relating to employment (eg Equality Act 2010, Bribery Act 2010) and will analyse how this impacts on recruitment and selection (eg harassment, direct and indirect discrimination, positive action). How current legislation can be embedded within staff recruitment and selection policies and processes Learners must analyse how current legislation can be embedded within internal staff recruitment and selection policies and procedures, which could include (but are not limited to) recruitment and selection, redundancy, discipline and grievances, maternity/paternity, DBS checks. This could be done by comparing recruitment and selection policies from different organisations and analysing the way current legislation has been embedded. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.



Unit 09 Staff recruitment and selection (T/615/4508) (cont’d) Learning outcome 1 (cont’d)

Types of evidence


presentation

report

annotated policies/documentation




Unit 09 Staff recruitment and selection (T/615/4508) (cont’d) Learning outcome 2 The learner will: Understand how to recruit to meet an identified gap in staff resources The learner must know about: 2.1 analysing staff resources to meet current and future business needs 2.2 requirements for a business case for additional staffing resources 2.3 the content of a job description and person specification

Achievement descriptor Explanation Analyses information to draw well-reasoned and balanced conclusions about recruiting to meet an identified gap in staff resources.

Learners must evidence that they understand each stage of the process from analysing the need for recruitment to producing the job description and person specification. They must show that they understand why each stage is completed and the impact that each has.


Analysing staff resources to meet current and future business needs Learners must explain how to identify staff resources needed to meet current and future staffing business needs (eg gap analysis, skills audit, current and future staffing requirements, skills and expertise required). Requirements for a business case for additional staffing resources Learners must assess the different requirements for a business case for additional staffing resources and will explain the role and importance of each. Requirements could include internal and external factors impacting on the need for additional staffing resources, eg increased customer demand or employee turnover. The content of a job description and person specification Learners must explain how to carry out a job analysis to identify the skills that are needed for a role, and will explain the importance of completing this process. They must describe and evaluate the components of a job description (eg job title, role, responsibilities, line management) and person specification (eg essential and desirable skills, knowledge and behaviours). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.



Unit 09 Staff recruitment and selection (T/615/4508) (cont’d) Learning outcome 2 (cont’d)

Types of evidence


presentation

report

job descriptions and person specifications with explanations





Unit 09 Staff recruitment and selection (T/615/4508) (cont’d) Learning outcome 3 The learner will: Understand how to carry out a selection process The learner must know about: 3.1 the stages within a selection process and how they can be used effectively to meet the needs of

the business 3.2 methods to reach a selection decision

Achievement descriptor Explanation Analyses different stages of the selection process and methods of selection. Draws well-reasoned and balanced conclusions.

Learners must evaluate each stage of the selection process, explaining how it meets the needs of the business. They must analyse different methods of selection and draw conclusions about their use.


The stages within a selection process and how they can be used effectively to meet the needs of the business Learners must evaluate the benefits of having a selection process and how the different stages can be used to meet the needs of the business. Learners must make reference to the end-to-end process, which could include advertising, reviewing applications, shortlisting, interview process, offering employment and checking of references. Methods to reach a selection decision Learners must evaluate methods used to reach a selection decision. Methods could include (but are not limited to) psychometric testing, assessment centre and competency-based interviews. Learners must consider factors such as attrition rates and validity of method used. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report





Unit 10 Principles of business strategic planning and development (M/615/4507)

Unit summary

This unit provides the learner with an understanding of strategic planning and how to formulate a strategy. They must also understand the different frameworks and models used in a strategy audit.

Guided learning hours 22 Level 4 Mandatory/optional Optional NOS mapping CFAM&LBA6 Develop strategic business plans

Learning outcome 1 The learner will: Understand the benefits and processes of strategic planning The learner must know about: 1.1 the relationship between ‘strategy’ and ‘tactics’ 1.2 strategic planning as a tool for developing and implementing strategy 1.3 stakeholder involvement in developing organisational strategy

Achievement descriptor Explanation Analyses appropriate models and theories of strategic planning to draw well-reasoned and balanced conclusions.

Learners must explore strategic planning through explanation and analysis of key terms including strategy, tactics and stakeholders. They must assess how strategic planning supports the development and implementation of business strategy.



Unit 10 Principles of business strategic planning and development (M/615/4507) (cont’d) Learning outcome 1 (cont’d) Delivery and assessment

The relationship between ‘strategy’ and ‘tactics’ Learners must describe the terms strategy and tactics and will analyse their development, purpose and benefits in relation to the achievement of organisational objectives. They must evaluate the relationship between the two in terms of their interdependence and the difference between them. Learners must refer to relevant theory eg Goldratt, Goldratt and Abramov. Strategic planning as a tool for developing and implementing strategy Learners must analyse the benefits of strategic planning and how different approaches can be used as tools in developing and implementing business strategy eg Lafley and Martin’s Five-Step Strategy Model. Stakeholder involvement in developing organisational strategy Learners must explain the term ‘stakeholder’ and will evaluate the role of both internal and external stakeholders in the development of organisational strategy. Learners must make reference to appropriate theory, such as Freeman, 1984. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report

annotated documents/policies




Unit 10 Principles of business strategic planning and development (M/615/4507) (cont’d) Learning outcome 2 The learner will: Understand the different frameworks and models used in a strategy audit The learner must know about: 2.1 techniques to conduct a strategic analysis of the business environment 2.2 strategic analysis techniques

Achievement descriptor Explanation Describes different components of a strategy audit and the tools used, consistently and correctly applying appropriate technical terms and demonstrating a sound understanding of model and techniques.

Learners must provide a detailed description of a strategy audit and the tools used, making correct use of terminology such as macro and micro. They must evaluate the usefulness of the different models and tools such as Porter’s five forces and SWOT analysis.


Techniques to conduct a strategic analysis of the business environment Learners must describe components of a strategy audit, including both internal and external analysis. They must explain the components of internal and external (eg micro factors such as competitors and macro factors such as political) analysis. Strategic analysis techniques Learners must explain and evaluate the use of tools such as SWOT (strengths, weaknesses, opportunities, threats) and PESTLE (political, economic, social, technological, legal, environmental (including Porter’s five forces)), in relation to auditing a strategy. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report

annotated SWOT and PESTLE analysis




Unit 10 Principles of business strategic planning and development (M/615/4507) (cont’d) Learning outcome 3 The learner will: Understand different tools used to formulate a strategy The learner must know about: 3.1 using product portfolio analysis in the development of a product strategy 3.2 different growth strategies in strategy development

Achievement descriptor Explanation Describes different tools used to formulate a strategy and analyses models to draw well-reasoned and balanced conclusions.

Learners must provide detailed descriptions of all the aspects of formulating a strategy. They must analyse models such as the Boston Matrix and reach conclusions about using portfolio analysis to support the development of a product strategy and different growth strategies.


Using product portfolio analysis in the development of a product strategy Learners must understand what a product portfolio is and will evaluate how the use of models such as the Boston Matrix can support the development of a product strategy. Different growth strategies in strategy development Learners must describe market growth and strategy formulations and will evaluate the use of models such as Ansoff’s Growth Matrix in relation to the development of strategy, making reference to different contexts (eg sector, life cycle of the organisation, private sector, community, not for profit, service, product). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 11 Stakeholder engagement and management (K/615/4506)

Unit summary

This unit will give learners an understanding of the expectations of stakeholder groups. They must understand the process of stakeholder management and its value, and how to develop and improve stakeholder relationship management.

Guided learning hours 14 Level 4 Mandatory/optional Optional NOS mapping CFAM&LDD2 Develop and sustain productive working relationships with

stakeholders

Learning outcome 1 The learner will: Understand the expectations of stakeholder groups The learner must know about: 1.1 primary and secondary stakeholders 1.2 the expectations and the potential conflicts of interest of different stakeholders

Achievement descriptor Explanation Supports all points with sophisticated examples and appropriate complex comparisons.

Learners must define primary and secondary stakeholders and provide examples of each. They must analyse the expectations of different types, again providing examples, and drawing comparisons between them.


Primary and secondary stakeholders Learners must define stakeholders and differentiate between types of stakeholders (eg primary and secondary). They must provide examples to support their definitions. The expectations and the potential conflict of interest of different stakeholders Learners must analyse the expectations of different stakeholder types and the potential conflicts of interest that can occur eg pricing, business strategy. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 11 Stakeholder engagement and management (K/615/4506) (cont’d) Learning outcome 2 The learner will: Understand the process of stakeholder management and its value The learner must know about: 2.1 the ways in which stakeholder engagement adds value to an organisation 2.2 stages in the stakeholder engagement process 2.3 how to identify relevant stakeholders and the suitability of different methods of engaging with

stakeholders 2.4 strategies for managing risks

Achievement descriptor Explanation Analyses information and ideas to draw well-reasoned and balanced conclusions about the process of stakeholder management and its value.

Learners must evaluate stakeholder suitability through an assessment of their engagement, participation and the value they provide whilst considering the risk stakeholder engagement presents.



Unit 11 Stakeholder engagement and management (K/615/4506) (cont’d) Learning outcome 2 (cont’d) Delivery and assessment

The ways in which stakeholder engagement adds value to an organisation Learners must explain the different definitions of stakeholder engagement, evaluate its importance, and explain how it can add value to an organisation. Stages in the stakeholder engagement process Learners must describe the stages in the stakeholder engagement process eg stakeholder analysis, stakeholder planning. How to identify relevant stakeholders and the suitability of different methods of engaging with stakeholders Learners must analyse methods used to identify and evaluate relevant internal and external stakeholders (eg mind mapping, directories, identifying expectations). Learners must assess the suitability of different methods of engagement with stakeholders (eg focus groups, social media, meetings) based on level of participation and engagement goals. Learners must refer to appropriate stakeholder influence diagrams such as the power and influence grid and will discuss the relationship between power, influence and engagement goals. Strategies for managing risks Learners must explain the risks associated with stakeholder engagement (eg damage to organisation’s reputation, conflicting views, negative impact on customer retention) and analyse strategies for risk management (eg governance and management structure, stakeholder planning, review of stakeholder engagement goals). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report

annotated policies/documents




Unit 11 Stakeholder engagement and management (K/615/4506) (cont’d) Learning outcome 3 The learner will: Understand how to develop and improve stakeholder relationship management The learner must know about: 3.1 strategies that may be used to meet the needs and interests of different stakeholders 3.2 ways of developing and maintaining collaborative relationships with different stakeholders 3.3 ways to monitor the effectiveness of stakeholder relationships


Learners must describe and evaluate the strategies used in managing stakeholder expectations and conflicts. They must draw comparisons between the strategies including when each might be appropriate.


Strategies that may be used to meet the needs and interests of different stakeholders Learners must evaluate strategies for the management of stakeholder expectations including techniques for setting and monitoring expectations, and the use of conflict management techniques (eg avoidance and accommodation). They must discuss best practice in managing expectations and conflicts of different stakeholders. Ways of developing and maintaining collaborative relationships with different stakeholders Learners must evaluate methods of developing and maintaining collaboration (eg focus groups, surveys, webinars), will provide examples of how these are used and discuss the suitability of the different techniques for different stakeholder groups. Ways to monitor the effectiveness of stakeholder relationships Learners must explain the importance of monitoring the effectiveness of stakeholder relationships and evaluate the different methods used (eg review of stakeholder objectives, data collection, surveys, monitoring of social media). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report

annotated policies/documents




Unit 12 Principles of innovation and change management (H/615/4505)

Unit summary

In this unit learners will gain an understanding of why organisations need innovation and change and how innovation can be influenced by organisational culture. They must also understand the principles relating to change management and the role of communication and relationship management within change processes.

Guided learning hours 20 Level 5 Mandatory/optional Optional NOS mapping CFAM&LCA1 Identify and evaluate opportunities for innovation and

improvement

Learning outcome 1 The learner will: Understand why organisations need innovation and change The learner must know about: 1.1 innovation and competitive advantage in an organisation 1.2 internal and external factors that influence organisational change


Learners must use examples from organisations to support their analysis of the relationship between innovation and competitive advantage, and the internal and external factors that influence organisational change, drawing comparisons between each.


Innovation and competitive advantage in an organisation Learners must analyse the relationship between innovation (eg research and development, process improvement) and competitive advantage (eg increased market share) within an organisation. Internal and external factors that influence organisational change Learners must analyse the internal and external factors that influence organisational change. Internal factors could include structure, management style, organisational goals. Analysis of external factors must include use of analytical models such as PESTLE analysis. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.



Unit 12 Principles of innovation and change management (H/615/4505) (cont’d) Learning outcome 1 (cont’d)

Types of evidence


presentation

report




Unit 12 Principles of innovation and change management (H/615/4505) (cont’d) Learning outcome 2 The learner will: Understand how innovation can be influenced by organisational culture The learner must know about: 2.1 the management styles needed to promote an innovative culture in an organisation 2.2 organisational culture that supports innovation 2.3 sources of innovation and ways innovation can be encouraged


Learners must evaluate organisational cultures and management styles that promote innovation. They must use examples from organisations and draw comparisons between them.


The management styles needed to promote an innovative culture in an organisation Learners must evaluate management (eg autocratic, democratic) styles and how they contribute to fostering an innovative climate in an organisation. Organisational culture that supports innovation Learners must evaluate different types of organisational culture and how they contribute to supporting innovation. Sources of innovation and ways innovation can be encouraged Learners must examine sources of innovation within an organisation and how innovation can be encouraged. Learners could refer to idea generation processes. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 12 Principles of innovation and change management (H/615/4505) (cont’d) Learning outcome 3 The learner will: Understand principles relating to change management The learner must know about: 3.1 the factors that might enable and hinder change 3.2 current theory and models relating to change and how they can support effective change

management

Achievement descriptor Explanation Evaluates the factors that might effect change and theories and models relating to change, drawing well-reasoned and balanced conclusions

Learners must draw conclusions about the principles relating to change management based on their analysis of the factors, theories and models that support effective change.


The factors that might enable and hinder change Learners must evaluate the factors that can enable and hinder change (eg the change required, resources, communication needs of internal and external stakeholders). Current theory and models relating to change and how they can support effective change management Learners must evaluate current theories (eg evolutionary, planned change) and models (eg Kurt Lewin’s Force Field Analysis, Kubler-Ross Change Curve, Kotter’s 8-Step Change Model, Prosci ADKAR model) relating to change and how they can be used to support effective change management. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report

research




Unit 13 Understand the legal context of business (D/615/4504)

Unit summary

In this unit learners will understand the legal structures within which businesses operate, and the principles of business governance. Learners will also gain an understanding of employment law and how contract law affects a business.

Guided learning hours 34 Level 3 Mandatory/optional Optional NOS mapping CFAM&LAA3 Develop and maintain your professional networks

CFAM&LEA3 Manage the use of financial resources CFAM&LDA1 Plan the workforce

Learning outcome 1 The learner will: Understand the legal structures within which businesses operate The learner must know about: 1.1 the mandatory regulations and legislation which different types of business must adhere to 1.2 the roles and responsibilities of regulators in business operation 1.3 legislation relating to intellectual property

Achievement descriptor Explanation Analyses legal requirements and the roles of regulators providing sophisticated examples of the legal structure within which businesses operate.

Learners must research the legal requirements, the role of regulators and legislation relating to intellectual property for a range of types of business. They must analyse the impact of these on businesses.



Unit 13 Understand the legal context of business (D/615/4504) (cont’d) Learning outcome 1 (cont’d) Delivery and assessment

The mandatory regulations and legislation which different types of business must adhere to Learners must examine different types of business and compare the legal structures that each operates within. They must consider the mandatory regulations and legislation which different types of business must adhere to.

Learners must analyse the legal requirements of different types of business including the benefits and drawbacks of the different types. Business types could include: sole trader, partnership, private limited company, public limited company, franchises. Legal requirements could include (but are not limited to) Equality Act 2010, Health and Safety at Work etc Act 1974, Sale of Goods Act 1979, Trade Descriptions Act 1968. The roles and responsibilities of regulators in business operation Learners must analyse the role of regulators such as government departments and agencies in the regulation of business (eg Attorney General’s Office, Companies House, Environment Agency) and the powers they hold. They must also compare the role and powers of local authorities. Legislation relating to intellectual property Learners must review the legal requirements relating to intellectual property. Learners must define the term ‘intellectual property’ and describe how it is protected, as well as the impact of infringement of intellectual property rights. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 13 Understand the legal context of business (D/615/4504) (cont’d) Learning outcome 2 The learner will: Understand the principles of business governance The learner must know about: 2.1 the corporate governance of a business 2.2 the roles and responsibilities of an organisation’s governing body 2.3 the financial reporting requirements of an organisation

Achievement descriptor Explanation Analyses the principles of business governance providing sophisticated examples to support all points.

Learners must analyse the principles of business governance. They must provide an explanation of the organisation’s governance, explaining the rationale behind it.


The corporate governance of a business Learners must explain the governance of a business (eg board structure, accountability, audit, legal requirements). The roles and responsibilities of an organisation’s governing body Learners must review the roles and responsibilities (eg financial stability, performance management of chief executive or principal) of an organisation’s governing body (eg board of governors, board of directors). Learners could refer to relevant legislation such as the Companies Act 2006. The financial reporting requirements of an organisation Learners must review the financial reporting requirements (eg profitability, liquidity, cash flow) of an organisation. Financial requirements could include International Accounting Standards (IAS), International Financial Reporting Standards (IFRS) and the main differences between UK Statements of Standard Accounting Practice (SSAP), Financial Reporting Standards (FRS) and the Accounting Standards Board (ASB). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 13 Understand the legal context of business (D/615/4504) (cont’d) Learning outcome 3 The learner will: Understand how contract law affects a business The learner must know about: 2.1 different types of contract 2.2 the contents of a valid business contract 2.3 the difference between negligence and liability

2.4 the liabilities and entitlements of sellers and purchasers of goods and services

Achievement descriptor Explanation Uses technical terms to explain how contract law affects a business, drawing on complex and sophisticated knowledge of best practice and legislation.

Learners must provide a detailed explanation of the legalities of contract law. They could do this using examples of contracts from various organisations. They must be able to identify good practice and know how legislation is applied.


Different types of contract Learners must analyse different types of contract, which could include leases, sales-related contracts and employment-related contracts. The contents of a valid business contract Learners must explain the contents of valid business contracts. Learners must provide a definition of a contract and explain the elements of a valid contract (eg offer and acceptance, lawful consideration) and the matters covered in a contract (eg parties, dates, renewal terms). The difference between negligence and liability Learners must discuss the difference between negligence and liability ie responsibility versus lack of responsibility. The liabilities and entitlements of sellers and purchasers of goods and services Learners must analyse the liabilities and entitlements of sellers and purchasers of goods and services making reference to appropriate legislation such as the Sale of Goods Act 1979, Trade Descriptions Act 1968, Consumer Protection Act 1987, Supply of Goods and Services Act 1982. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.



Unit 13 Understand the legal context of business (D/615/4504) (cont’d) Learning outcome 3 (cont’d)

Types of evidence


presentation

report

annotated contracts




Unit 13 Understand the legal context of business (D/615/4504) (cont’d) Learning outcome 4 The learner will: Understand employment law The learner must know about: 4.1 the sources, institutions and enforcement systems for individual employment rights 4.2 the features of types of worker and employment contracts for service 4.3 the implications of contracts of service and contracts for service 4.4 the implications and features of different types of worker and employment status 4.5 legal health and safety requirements within the workplace/relating to employees 4.6 legal requirements for equality and diversity within the workplace/relating to employees 4.7 the implications for an organisation of wrongful dismissal, unfair dismissal and redundancy 4.8 the impact of human rights legislation on the employment relationship

Achievement descriptor Explanation Uses technical terms to explain employment law, drawing on complex and sophisticated knowledge of best practice and legislation.

Learners must provide a detailed explanation of employment law and the implications for organisations and individuals (they could do this using examples of contracts from various organisations). They must be able to identify good practice and know how legislation is applied.


The sources, institutions and enforcement systems for individual employment rights Learners must explain the employment rights of individuals (eg working hours, minimum wage) and will explain the role of primary and secondary legislation, EU directives and common law. Learners must explain the role of institutions and enforcement systems such as courts and tribunals, the Advisory, Conciliation and Arbitration Service (Acas) and the Equality and Human Rights Commission. The features of types of worker and employment contracts for service Learners must analyse the features (eg working hours, notice period, sick pay) of types of worker and employment contracts (eg full-time and part-time contracts, fixed-term contracts, agency staff, freelance consultants, zero-hours contracts). The implications of contracts of service and contracts for service Learners must evaluate the implications (eg tax and insurance, legal protection) of contracts of service (ie relating to a person in employment) and contracts for service (ie relating to a person who is self-employed). The implications and features of different types of worker and employment status Learners must evaluate the implications (eg job security, benefits) of different types of employment status (eg employee, freelance consultant, volunteer, seasonal worker).



Unit 13 Understand the legal context of business (D/615/4504) (cont’d) Learning outcome 4 (cont’d)

Delivery and assessment (cont’d)

Legal health and safety requirements within the workplace/relating to employees Learners must evaluate the requirements for health and safety (eg compliance with relevant legislation, maintaining a safe workplace, ergonomics, stress). Legal requirements for equality and diversity within the workplace/relating to employees Learners must explain different forms of less favourable treatment (eg direct discrimination, indirect discrimination, harassment, victimisation) and will evaluate the requirements for equality and diversity making reference to the Equality Act 2010 and the 9 protected characteristics. The implications for an organisation of wrongful dismissal, unfair dismissal and redundancy Learners must evaluate the implications for an organisation of wrongful dismissal, unfair dismissal and redundancy, thinking about the effect this can have on the organisation (eg demoralising, compensation claims) and the ways in which exit can be managed (eg legal compliance, offering support). The impact of human rights legislation on the employment relationship Learners must evaluate the impact of human rights legislation, eg the Human Rights Act 1998, considering the impact on organisational policies and trade union recognition. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report

annotated policies

annotated contracts




Unit 14 Principles of project management (Y/615/4503)

Unit summary

In this unit learners will understand the importance of the initiation phase of a project and how to implement and evaluate a project.

Guided learning hours 48 Level 4 Mandatory/optional Optional NOS mapping CFAM&LFA5 Manage projects

Learning outcome 1 The learner will: Understand the importance of the initiation phase of a project The learner must know about: 1.1 the contents of a business case that supports a project 1.2 the aim, scope and objectives of a project 1.3 the importance of identifying the tasks, deliverables, schedule and impact of a project

Achievement descriptor Explanation Consistently and correctly applies appropriate technical terms/language and demonstrates a sound understanding of the initiation phase of a project.

Learners must explain the stages in initiating a project, assessing the importance of each. They could use example business cases to support their ideas.


The contents of a business case that supports a project Learners must evaluate the importance of this stage of project management and the contents of a business case to support a project. A business case must include a rationale for the project based on appropriate analysis, eg PESTLE and/or SWOT, project aims and objectives (SMART), key deliverables, project impact, eg internal, external, short-term, long-term. The aim, scope and objectives of a project Learners must assess the importance of identifying the aim, scope and objectives of a project, making reference to internal and external stakeholders and the relevance of SMART objectives. The importance of identifying the tasks, deliverables, schedule and impact of a project Learners must assess the importance of identifying the tasks, deliverables, schedule and impact of a project and the potential consequences if this does not take place. The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.



Unit 14 Principles of project management (Y/615/4503) (cont’d) Learning outcome 1 (cont’d)

Types of evidence


presentation

report

annotated business case(s)




Unit 14 Principles of project management (Y/615/4503) (cont’d) Learning outcome 2 The learner will: Understand how to implement a project The learner must know about: 2.1 the project lifecycle 2.2 the importance of analysing sources of data and information to support a project 2.3 monitoring and evaluation projects

Achievement descriptor Explanation Consistently and correctly applies appropriate technical terms/language and demonstrates a sound understanding of stages and resources needed to implement a project.

Learners must explain the stages and resources needed in implementing a project, assessing the importance of each.


The project lifecycle Learners must evaluate the different roles of people involved in a project including the Project Manager, the Project Sponsor and stakeholders. They must discuss the importance of defining stakeholders and explain how stakeholder groups can be managed. Learners must discuss the stages of the project lifecycle (stages, roles of people involved in a project, internal stakeholders, other resource needs) showing a clear understanding of what happens at each stage and the roles within them. Learners must also consider other resource needs of a project such as finance, materials and timescales. The importance of analysing sources of data and information to support a project Learners must explain the different sources of both qualitative and quantitative primary and secondary data and will assess the importance of analysing sources of data and information to support a project. Monitoring and evaluating projects Learners must explain the importance of performance measures when managing projects, including the importance of key deliverables that can be monitored and evaluated (eg time, cost, stakeholder expectations). They must evaluate the importance of identifying critical success factors of a project and the impact of not having critical success factors in place. Learners must discuss why it is important to monitor and evaluate a project and will evaluate methods for doing this (eg Gantt Chart, project management templates and software, focus groups). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.



Unit 14 Principles of project management (Y/615/4503) (cont’d) Learning outcome 2 (cont’d)

Types of evidence


presentation

report

annotated documentation from a business project




Unit 14 Principles of project management (Y/615/4503) (cont’d) Learning outcome 3 The learner will: Understand how to evaluate a project The learner must know about: 3.1 the importance of evaluating the outcomes of a project against the original business case 3.2 how outcomes can be presented

Achievement descriptor Explanation Consistently and correctly applies appropriate technical terms/language and demonstrates a sound understanding of how projects are evaluated.

Learners must explain the importance of evaluating a project and will evaluate the methods that can be used to present outcomes.


The importance of evaluating the outcomes of a project against the original business case Learners must assess the importance of evaluating the outcomes of a project (eg implications of achievement and non-achievement) and the ways this can be done (eg against critical success factors, positive and negative outcomes). How outcomes can be presented Learners must explore how outcomes can be presented, considering the methods that can be used and their suitability for different audiences (eg format, formal, style and suitability for intended audience). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report

annotated presentation materials

minutes of evaluation meetings




Unit 15 Principles of quality management (R/615/4502)

Unit summary

In this unit learners will gain an understanding of approaches to quality management and the use of quality controls. Learners will also understand the benefits of quality management and how this contributes to achieving business goals.

Guided learning hours 32 Level 4 Mandatory/optional Optional NOS mapping CFAM&LFE5 Manage continuous improvement

Learning outcome 1 The learner will: Understand approaches to quality management The learner must know about: 1.1 the concept, purpose and scope of quality management 1.2 components of quality management 1.3 different approaches to quality management 1.4 the role of administrative systems in quality management

Achievement descriptor Explanation Consistently and correctly applies appropriate technical terms/language and demonstrates a sound understanding of the approaches to quality management.

Learners must explain the various components and approaches to quality management, evaluating the importance/effectiveness of each.



Unit 15 Principles of quality management (R/615/4502) (cont’d) Learning outcome 1 (cont’d) Delivery and assessment

The concept, purpose and scope of quality management Learners must evaluate the concept, purpose and scope of quality management. Learners could make reference to Plan, Do, Check, Act, meeting customer needs and increasing customer satisfaction. The components of quality management Learners must analyse the components of quality management ie quality planning, quality assurance, quality control and quality improvement. They must also explain the difference between quality control, quality assurance and quality management. Different approaches to quality management Learners must evaluate different approaches to quality management (eg Six Sigma, Deming’s 14 points for management, the benefits of holistic approach to quality management). The role of administrative systems in quality management Learners must analyse the role of administrative systems in quality management (eg gathering data, monitoring). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation report professional discussion.



Unit 15 Principles of quality management (R/615/4502) (cont’d) Learning outcome 2 The learner will: Understand the benefits of quality management The learner must know about: 2.1 the potential benefits to an organisation of effective quality management 2.2 the relationship between quality management and customer satisfaction 2.3 the impact of quality management on continuous improvement

Achievement descriptor Explanation Analyses the benefits of quality management, providing sophisticated examples to support their ideas.

Learners must analyse the benefits of quality management. They must clearly explain all points and consider their importance.


The potential benefits to an organisation of effective quality management Learners must analyse the benefits of effective quality management to an organisation (eg customer satisfaction, competitive advantage). They must make reference to achievement of recognised quality standards such as the International Organization for Standardization (ISO) and Investors in People. The relationship between quality management and customer satisfaction Learners must analyse the relationship between continuous improvement and meeting customer needs and expectations. They must consider how a holistic approach to quality management can be beneficial (eg transparency, customer care). The impact of quality management on continuous improvement Learners must analyse how quality management informs and enables continuous improvement (eg implementing change). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.

Types of evidence


presentation

report




Unit 15 Principles of quality management (R/615/4502) (cont’d)

Learning outcome 3 The learner will: Understand the use of quality controls The learner must know about: 2.1 the purpose of user and non-user surveys 2.2 the relationship between quality controls and customer complaints 2.3 the risks attached to the self-assessment of the quality of business performance 2.4 the benefits of involving others in the management of quality

Achievement descriptor Explanation Analyses the use of quality controls, providing sophisticated examples to support their ideas.

Learners must evaluate the use of surveys and self-assessments and show that they understand their limitations. They must consider the relationship between quality control and customer complaints and the benefits of involving others in the management of quality.


The purpose of user and non-user surveys Learners must evaluate the purpose of user and non-user surveys, making reference to the associated benefits and drawbacks. The relationship between quality controls and customer complaints Learners must analyse the relationship between quality controls and customer complaints, considering customer satisfaction and handling of complaints. The risks attached to the self-assessment of the quality of business performance Learners must analyse the risks attached to the self-assessment of the quality of business performance. Risks could include perceived over-achievement. The benefits of involving others in the management of quality Learners must evaluate the benefits of involving others in the management of quality (eg improved understanding of objectives, collaboration, transparency). The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this qualification.



Unit 15 Principles of quality management (R/615/4502) (cont’d)

Learning outcome 3 (cont’d)

Types of evidence


presentation

report




Section 3 Assessment and

quality assurance



Assessment and quality assurance How the qualification is assessed Assessment is the process of measuring a learner’s skill, knowledge and understanding against the standards set in a qualification. The Level 4 Certificate in Leadership and Management is internally assessed and externally quality assured. All the evidence generated by the learner will be assessed against the standards expected of a Level 4 learner and against the achievement descriptor for each learning outcome. Learners may wish to link their evidence to real-life examples (eg organisational structures, policies and procedures), which could be taken from their own place of work if they are in employment or provided by their Assessor (case studies). At Level 4, learners will address well-defined but complex and non-routine tasks, often with a commercial brief. They must identify, adapt and use appropriate cognitive and practical skills, and will be able to review the effectiveness and appropriateness of methods, actions and results. They must work well with others, showing leadership skills where appropriate, and will communicate effectively using a range of formats. Learners will consistently and correctly apply a broad range of specialist language and demonstrate the use of appropriate technical skills. They must have an informed awareness of different perspectives or approaches to tasks and use appropriate investigation to inform actions. They must be aware of the nature or approximate scope of the area of study or work and have an understanding of underlying theories and concepts. At Level 4, tasks should be well-defined but complex and non-routine, requiring a practical, theoretical or technical understanding of the field of work. They should need some specialist skills or understanding for their completion.



Internal assessment NCFE has created some sample tasks for the internally assessed units. You can contextualise these tasks to suit the needs of your learners to help them build up their portfolio of evidence. The tasks have been designed to cover all the learning outcomes for each unit and provide opportunities for stretch and challenge. For further information about contextualising the tasks, please contact the Quality Assurance team on 0191 239 8000. Each learner must create a portfolio of evidence generated from appropriate assessment tasks which demonstrates achievement of all the learning outcomes associated with each unit. On completion of each unit learners must declare that the work produced is their own. The Assessor must countersign this. Examples of suitable evidence for the portfolio for each unit are provided in Section 2 (page 15). Internally assessed work should be completed by the learner in accordance with the timetable of the course and should be supervised and assessed by the Tutor. Assessment activities can be integrated with the teaching of the unit. Work to be completed outside of the classroom may be set where applicable, such as where learners are required to research a topic. Any work submitted for assessment must be authenticated and attributable to the learner. The Tutor must be satisfied that the work produced is the learner’s own and the learner must declare that the work is their own. In practice, this means that the majority of the portfolio should be completed in normal class time. The internal assessment component is based on 100% coverage of the qualification content which is assessed holistically against descriptors to achieve a Pass.

Supervision of learners and your role as an Assessor Guidance on how to administer the internal assessment and the support you provide to learners can be found on our dedicated qualifications website www.qualhub.co.uk.

Feedback to learners Guidance on providing feedback during teaching and learning and each stage of the assessment can be found on our dedicated qualifications website www.qualhub.co.uk





Presenting evidence Written Written evidence may be presented in word-processed or handwritten form. Audio-visual content (videos, pictures, drawings, audio) may also be used. Tables, graphs and spreadsheets may be produced using appropriate ICT. Any copied material must be suitably acknowledged, and quotations must be clearly marked and a reference provided wherever possible to ensure that learner work can be authenticated. Recorded Where audio-visual evidence of multiple learners is used, centres must ensure that each learner being assessed is clearly visible and can be identified by the Quality Assurer. The recorded evidence should allow the learner to demonstrate the learning outcomes clearly but should only show work relevant to what is being assessed. For example, if a performance/participation is done as part of a group, the Quality Assurer will need to be able to see how each learner being assessed has contributed and met the learning outcomes. To help our Quality Assurers to identify clearly when a particular learner is performing/participating, we’d recommend including the following information:

the exact start and finish times so that the Quality Assurer can go straight to that spot on the tape/recording

a running order list and a description of each learner

information about where the performance/recorded evidence took place

what type of audience they were performing to (if applicable). Centres must also ensure that the camera and microphone are set up in a suitable place to ensure good-quality audio. This will allow the Quality Assurer to hear both the learner(s) and the Assessor (if applicable). If learners are not clearly identified, NCFE may not be able to quality assure or examine the work.



We have set out an example used for a performance: Test High School Recorded evidence: starts 4 mins 30 seconds into the recording and finishes at 16 mins 27 seconds. Venue: School hall Audience: Assessors, parents and friends Band 1: Lead singer – Joe Bloggs (brown hair, front of stage) Drummer – Tom Smith Guitar 1 – Dan Brown (blond hair, blue jumper) Guitar 2 – Mark Jones (brown hair, left hand side) Performance of XXX: Lead male – John Smith Lead female – Ann Jones Choir: Kay Bell (brown hair, back row 3rd from left) Jane Pattison (blonde hair, back row 5th from left) Michael Davies (brown hair, front row 3rd from right) If learners are not clearly identified, NCFE may not be able to quality assure or examine the work.



Quality assurance Internal quality assurance Internal quality assurance is the process of ensuring that everyone who assesses a particular unit in a centre is assessing to the same standards. It’s the responsibility of Internal Quality Assurers to ensure that Assessors’ decisions are sampled and monitored to ensure consistency and fairness. Internal Quality Assurers are also responsible for supporting Assessors by offering advice and guidance. The Internal Quality Assurer will follow the centre’s own sampling strategy in selecting the sample to be internally quality assured. See the guidance on sampling on our dedicated qualifications website www.qualhub.co.uk. The Internal Quality Assurer provides the vital link between the Assessors and the External Quality Assurer and acts as the centre’s quality assurance agent.

External quality assurance External quality assurance of internal assessments is carried out at least once a year to ensure that assessment and grading decisions are in line with required standards. External quality assurance is carried out by External Quality Assurers who are appointed, trained and monitored by NCFE. External Quality Assurers are responsible for monitoring and sampling learners’ evidence to ensure that internal assessment decisions are valid, reliable, fair and consistent with national standards. Centres are notified of their External Quality Assurer’s contact details on registration of learners with NCFE.




Section 4 Glossary of terms



Glossary of terms This glossary explains how the terms used in the unit content are applied to this qualification.

Accurately Learner carries out all stages of a process correctly and without errors (see mostly

accurately). Advanced ways Solutions may be more complex or more considered (see basic ways and considered

ways).

Appropriate Ideas or choices must be realistic and viable to the vocational area and the learner’s resources. They must be selected by the learners, as opposed to in Level 1 where learners are directed.

Application Using skills or knowledge to complete a specific task. Using technical language.

Balanced conclusions

All arguments are considered in making a conclusion (see reasoned conclusions).

Basic ways Straightforward, mostly obvious ideas or solutions (see advanced ways and

considered ways). Comparisons Discussion of the similarities and differences between two or more ideas /

theories / techniques (see complex comparisons)

Complex task/brief

A task/brief made up of several interrelated elements.

Complex comparisons

Detailed analysis of the similarities and differences between interrelated elements. (see comparisons)

Complex technical problems

A problem specific to the vocational area that has several interrelated elements (see technical problems).

Considered experimentation

Experimentation is well thought out and fit for purpose. It is comprehensive enough to draw a reliable conclusion from (see limited experimentation and simple

experimentation). Considered ways

Ideas or solutions show some degree of thought (see advanced ways and basic ways).

Correctly applies

Using the most appropriate skills or knowledge to complete a specific task/using skills or knowledge correctly. Using appropriate technical terms for the task or context (see use)

Directed tasks Learners are given clear instructions on how to complete the task, which may be broken into stages for them by the Tutor/Assessor.

Effective solutions

Solutions are appropriate to the vocational area (see possible solutions).

Efficiently solves

Solves in a manner appropriate to the vocational area

Everyday language

The learner’s own language and terms, the personal vocabulary the learner uses, non-vocational language and terminology (see specialist terms/language and technical

terms/language). Format of source

The style of information – eg a questionnaire, a report, an observation, interview (see type of source).

General understanding

A basic understanding of the vocational area that does not require knowledge of technical skills, techniques or rules of implementation (see technical understanding).



Glossary of terms (cont’d)

Limited experimentation

Experimentation shows some degree of planning and thought but may not be thorough enough to draw a reliable conclusion from (see considered experimentation

and simple experimentation). Mostly accurately

Learner is able to carry out most stages of a process without errors to achieve an outcome (see accurately and some degree of accuracy).

Possible solutions

The solution may not involve technical skills or understanding and may not be a long-term or effective solution (see effective solutions).

Range Frequent use of most common words/techniques/materials (see some and wide

range). Reasoned conclusions

Explanations are provided as to why a conclusion was made (see balanced

conclusions).

Simple experimentation

Straightforward, most obvious experimentation is carried out (see limited

experimentation and considered experimentation).

Some Occasional use of most common words/techniques/materials (see range and wide

range). Some degree of accuracy

Learner is able to carry out the stages of a process to achieve an outcome, but most stages will contain errors (see accurately and mostly accurately).

Sophisticated examples

Complex or less obvious examples provided with detailed explanation. Clearly related to the point being made (see straightforward examples).

Specialist skill Advanced technical skills in context (see technical skills).

Specialist terms/language

Advanced technical terms in context (see everyday language and technical

terms/language).

Straightforward examples

Direct obvious examples which lack complexity of any kind, but clearly relate to the point being made (see sophisticated examples).

Technical problems

A problem specific to the vocational area. This could include equipment, processes etc (see complex technical problems).

Technical skills The application of technical understanding. The ability to put subject-specific skills, measures, techniques or rules of implementation into practice to achieve suitable outcomes (see specialist skills).

Technical understanding

An understanding of the skills, measures, techniques or rules of implementation appropriate to the vocational area. The learner may still be learning how to apply this understanding (see general understanding).

Technical terms/language

Language relating to the vocational area. May include skills, measures, techniques or rules of implementation etc (see everyday language and specialist

terms/language). Techniques The process, skills and abilities used to complete a task.

Technical understanding

An understanding of the skills, measures, techniques or rules of implementation appropriate to the vocational area. The learner may still be learning how to apply this understanding (see general understanding).

Type of source The place that the information comes from – eg the internet, a museum visit, staff, visitors (see format of source).

Use Applying general or basic skills or knowledge to a task (see correctly applies).

Well reasoned Well thought out, logical reasons or solutions carefully considered.

Wide range Uses all relevant words/techniques/materials that could be expected at the level (see range).



Section 5 General information



General information Equal opportunities NCFE fully supports the principle of equal opportunities and opposes all unlawful or unfair discrimination on the grounds of ability, age, colour, culture, disability, domestic circumstances, employment status, gender, marital status, nationality, political orientation, racial origin, religious beliefs, sexual orientation and social background. NCFE aims to ensure that equality of opportunity is promoted and that unlawful or unfair discrimination, whether direct or indirect, is eliminated both in its own employment practices and in access to its qualifications. A copy of NCFE’s Equal Opportunities policy is available on request. Diversity, access and inclusion Our qualifications and associated assessments are designed to be accessible, inclusive and non-discriminatory. NCFE regularly evaluates and monitors the 6 diversity strands (gender, age, race, disability, religion, sexual orientation) throughout the development process as well as throughout the delivery, external quality assurance and external assessment processes of live qualifications. This ensures that positive attitudes and good relations are promoted, discriminatory language is not used and our assessment procedures are fully inclusive. Learners who require reasonable adjustments or special consideration should discuss their requirements with their Tutor, who should refer to our Reasonable Adjustments and Special Considerations policy for guidance. For more information on the Reasonable Adjustments and Special Considerations policy, please see our dedicated qualifications website www.qualhub.co.uk.




Contact us NCFE Q6 Quorum Business Park Benton Lane Newcastle upon Tyne NE12 8BT Tel: 0191 239 8000* Fax: 0191 239 8001 Email: [email protected] Website: www.ncfe.org.uk © NCFE Issue 2 December 2017 Information in this qualification specification is correct at the time of publishing but may be subject to change. NCFE is a registered charity (Registered Charity No. 1034808) and a company limited by guarantee (Company No. 2896700). All the material in this publication is protected by copyright. * To continue to improve our levels of customer service, telephone calls may be recorded for training and quality purposes.

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Qualification Specification - Achievers Point · 2018. 11. 25. · NCFE Level 4 Certificate in Leadership and Management (603/0987/8) Issue 2 December 2017 3 Call: 0191 239 8000 Email:

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