EDI Level 5 NVQ in Management

Transcription

1 EDI Level 5 NVQ in Management Support Pack Accreditation Number: 100/5702/X

2 Vision Statement Our vision is to contribute to the achievements of learners around the world by providing integrated assessment and learning services, adapted to meet both local market and wider occupational needs and delivered to international standards. Education Development International plc Company Registration No: All rights reserved. This publication in its entirety is the copyright of Education Development International plc. Reproduction either in whole or in part is forbidden without written permission from Education Development International plc. International House, Siskin Parkway East, Middlemarch Business Park, Coventry, CV3 4PE Telephone: +44 (0) Facsimile: + 44 (0) customerservice@ediplc.com

3 CONTENTS INTRODUCTION 1 About EDI 1 The Support Pack 1 What is a National Vocational Qualification? 2 How are NVQs assessed? 3 EDI Customer Service for NVQs 4 ADMINISTRATIVE PROCEDURES 7 Centre Approval 7 The Candidate Pack 8 Learner Registration 8 On-going Quality Assurance 8 ASSESSMENT FOR LEVEL 5 NVQ IN MANAGEMENT 9 The Assessment Guidance for Level 5 NVQ in Management 9 Occupational Competence and Qualifications for Assessors and Internal Verifiers 10 Evidence Requirements 13 Claims to Competence 17 The Evidence Matrix 17 Learner Statement and Assessor Summative Statement 23 Appeals Procedure for Learners 25 Key Skills signposting 27 EDI Level 5 NVQ in Management 29

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5 INTRODUCTION ABOUT EDI Education Development International plc (EDI) has a history going back over 100 years. It is one of the largest UK and international awarding bodies, and is accredited by the Qualifications and Curriculum Authority (QCA), together with the regulatory authorities for Scotland, Wales and Northern Ireland for the purposes of assessment and the awarding of qualifications within the UK. Qualifications from EDI are internationally recognised standards of attainment and are highly regarded in the UK by professional bodies, employers and educational establishments worldwide. In the UK, EDI is a leading provider of Scottish/National Vocational Qualifications. Learners choosing EDI qualifications can be confident that they are receiving an award which proves to potential and current employers that they have the relevant skills, knowledge and understanding to perform effectively in their jobs. In addition, they are assured of the quality of service that an established internationally recognised awarding body can provide. THE SUPPORT PACK This support pack has been developed to provide additional guidance for training providers, assessors and verifiers who will be helping candidates to achieve the EDI Level 5 NVQ in Management. It has two purposes: (a) (b) To provide, in one place, all of the additional information that may be needed to prepare for, and then support the successful delivery of this NVQ. By collecting this information together, to provide a resource that can be updated easily and quickly when it becomes necessary, and made available to all users. This support pack has a version number and date on the front cover. An up to date copy of this support pack is always downloadable from our website in pdf format. If this pack is updated we will let you know in EDI Update - our monthly newsletter to approved centres, and in the News section on our website: We also provide general information about NVQs in the NVQ Guide for Centres which can be obtained by contacting our Customer Service Team. Note use of terms Note that throughout this Support Pack, the terms learner and candidate are used to refer to the person seeking to gain this NVQ. 1

6 WHAT IS A NATIONAL VOCATIONAL QUALIFICATION? National Vocational Qualifications are developed from National Occupational Standards that are based on typical job responsibilities within an industry. Each Standard is an individual unit of competence. The unit describes an area of an individual's job role and the industry standard that is required. NVQs are work-based qualifications that assess an individual's competence to do a job. NVQs differ from more traditional qualifications in the following ways: there are no formal entry requirements; learners are not required to have any prior qualifications to achieve the NVQ learners are principally assessed on their ability to do the job, rather than by means of examinations assessment is via a portfolio of evidence they can be gained in a variety of ways they take account of previous experience they allow individuals to work at their own pace assessment is undertaken, where possible, in the work environment each unit can be achieved individually as a Unit of Credit; the full NVQ is awarded when the required number of units has been achieved the NVQ is based on the National Occupational Standards and is recognised by the relevant industry. 2

7 HOW ARE NVQS ASSESSED? Assessment is the process used to judge a learner's competence at work. The assessor is usually the person who is responsible for providing training to the learner, and who has the greatest number of opportunities to observe the learner's performance. The assessor may be a work place supervisor. Assessors must be trained and qualified (or working towards a qualification - the 'A Units'). Assessors base their judgements on a learner's performance and decide how it compares with the National Occupational Standard. The assessor will also ask the learner questions based on the knowledge required to do the work to ascertain the learner's understanding of the job role. When all of the required units have been completed and the assessor is satisfied that the learner has met the National Occupational Standard, a recommendation for certification will be made. An Internal Verifier is responsible for the quality assurance of NVQs within the training organisation, for example the assessor's line manager. The Internal Verifier provides advice and support to the assessors and ensures that the assessors apply the standards consistently and fairly. The Internal Verifier will see the learner's portfolio of evidence during the assessment process. An External Verifier, who is appointed by EDI, will verify the assessment and internal verification decisions involved in the development of the learner's portfolio. The External Verifier will quality assure the NVQ process which ensures that certification of the NVQ is reliable, consistent and to the National Occupational Standard, by checking the consistency of assessments made by the training provider, and across training providers. The External Verifier also makes visits to ensure training providers continue to meet the approval criteria. 3

8 EDI CUSTOMER SERVICE FOR NVQS EDI is committed to the highest possible level of customer service. Our customers are our partners sharing the joint objective of developing people and businesses. The following customer service statements aim to provide a summary of the service levels that we offer to our training providers (centres) and learners. 1 Service commitments Centre approval Applications for approval to offer NVQs with EDI for the first time will be processed within 4 weeks of receipt. Requests to offer additional NVQs from existing NVQ Centres will be processed within 2 weeks of receipt. Candidate Pack orders Orders will be despatched within 5 working days of receipt. Learner registrations Learners will be registered and a registration number allocated within 5 working days of receipt. Registration requests using NVQs Online will be processed immediately. Certificates All certificate claims will be processed and despatched within 5 working days; we aim to process all certificates within 2 working days. For centres with direct claims status using NVQs Online, certificates will be despatched within one working day. Queries All requests for information will be responded to within 3 working days of receipt. Verbal enquiries are usually dealt with by the Customer Service Team immediately. 4

9 2 Centre approval and quality assurance EDI offers detailed information and guidance on the following areas of the EDI NVQ centre approval process: the role of the awarding body in the NVQ process the terms and conditions of approved Centre status how applications for approval are processed external verification procedures the frequency and scope of external verification visits external verification reporting mechanisms This information can be found in the EDI Guide to Centres which is available on CD Rom from Customer Services or as a download from the website. EDI also encourages all centres to develop customer service standards in order to build a high level of customer service into the NVQ process. 3 Fees Fees for learner registration, certification (including unit certification), centre approval and additional verification visits are available in the EDI fee sheets. Prices for support materials and occupational standards can be found in the EDI Publications price list or on the EDI website. 4 Support Services Our Customer Service Team can be contacted between the hours of 0830 and 1700 Monday to Friday on or outside those hours by leaving a message on our voic service. All messages will be returned the next working day. In order to provide the maximum access to our Customer Service Team you can also contact us by: at customerservice@ediplc.com website at fax on EDI logs and monitors response times to all queries to the Customer Service Team in order to achieve ongoing customer service standard improvements. 5

10 5 Complaints and appeals procedures Details relating to all aspects of complaints and appeals for centres, including circumstances under which a centre or learner is entitled to appeal are included in the Guide for NVQ Centres. Every EDI NVQ Candidate Pack includes details of the complaints and appeals procedure. All complaints will be responded to within 3 working days. 6 Equal Opportunities Policy EDI operates an Equal Opportunities Policy (see the EDI Guide for Centres). Further general information about NVQs offered by EDI may be found in the EDI Guide for Centres which can be obtained by contacting our Customer Service Team. 6

11 ADMINISTRATIVE PROCEDURES This section of the Support Pack deals with the range of administrative procedures that will need to be in place in order for you to deliver this NVQ. It includes: centre approval the candidate pack learner registration on-going quality assurance CENTRE APPROVAL In order to offer this NVQ, you must be approved by EDI. Centre approval is based upon the training provider s ability to show that necessary resources are in place, and that management systems exist to ensure that standards of delivery and quality can be maintained. Centre approval is based upon completion of form CAUK, which is a formal statement, from the provider confirming what will be provided. This Form can be found on our website or requested via Customer Services. Approval visit Following receipt of Form CAUK, EDI will normally arrange for an External Verifier to carry out an approval visit. The purpose of this visit is to verify the statements made on Form CAUK and to provide guidance and support to all those who will be responsible for delivering this NVQ. 7

12 THE CANDIDATE PACK After a centre has been approved, the first stage in the procedure for registering learners with EDI for this NVQ is to purchase a Candidate Pack. Packs may be ordered by contacting our Customer Service Team by phone or online. Note that for some NVQs we offer a package where candidates can be registered with us for the constituent parts of an Apprenticeship, for example: Key skills The NVQ A technical certificate When you have purchased the pack, you will be provided with a range of pack numbers. The Candidate Pack is individual to each learner and includes everything that is needed for the individual to complete all of the requirements for this NVQ. The Candidate Pack includes: Guidance for the learner The standards Evidence matrices, to be completed by the learner and the assessor as part of the learner s portfolio learner and assessor statement forms, for each unit, to be signed off by the External Verifier before they are sent to EDI LEARNER REGISTRATION The next stage is to register the learners by name. This is usually done early in the process to ensure that the requirements of the 10-week rule are met - learners must be registered with EDI at least 10 weeks before the first claim can be made for a unit or units. ON-GOING QUALITY ASSURANCE EDI maintains the quality of delivery and assessment of this NVQ through a system of on-going monitoring visits undertaken by the External Verifier. To ensure consistency, External Verifiers are trained by EDI to undertake these visits, which are focused on completion of Form CAUK. These visits will also be used by the External Verifier to provide updated information to you about the delivery of this NVQ - for example, interpretation of standards or the assessment strategy. Further information about these visits can be found in the NVQ Guide for Centres. 8

13 ASSESSMENT FOR LEVEL 5 NVQ IN MANAGEMENT Assessment for this NVQ takes the form of: On-going review of candidate performance by the assessor and internal verifier. This section of the Support Pack covers: the assessment guidance for this NVQ the evidence matrix learner and assessor statement forms the appeals procedure for learners THE ASSESSMENT GUIDANCE FOR LEVEL 5 NVQ IN MANAGEMENT General guidance on the approaches to be taken to assessment and the quality of assessment has been developed in the form of assessment guidance. You should consider all aspects of the assessment guidance when preparing to offer this NVQ. The assessment guidance for Management and Leadership NVQs at Levels 2-5 was developed by the Management Standards Centre (MSC) in October The following sections have been taken from the MSC Assessment Strategy and are particularly relevant for centres offering or intending to offer the NVQs. 9

14 Assessment Guidance Assessment of NVQs in management and leadership will be based on a number of key principles, as follows: There must be valid evidence from those who report to the candidate and from those to whom the candidate reports (except in cases where the candidate does not report to anyone for example, they own the organisation); There must be some assessor observation of the candidate s performance - this is high quality evidence. It is not acceptable for a candidate to be awarded a NVQ based on the National Occupational Standards (NOS) for management and leadership, which attests to competent performance in the workplace, if the assessor has never actually observed them undertaking management and leadership functions/activities. Prior to achievement of the full NVQ, there must be an interview between the assessor and the candidate which provides an opportunity to discuss performance and evidence across the suite of completed or soon-to-be completed units. This need not be a face-to-face interview i.e. it could be done over the phone or electronically. Key points from the interview will need to be recorded by the assessor for verification purposes. Assessment through Performance in the Workplace The NVQs in management are intended to be assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony etc. Such evidence, together with information gained from discussion with and questioning by the assessor, should enable candidates to show that they: Have achieved all the stated outcomes of effective performance; Have demonstrated all the behaviours which underpin effective performance; Possess and are capable of applying all the required items of knowledge and understanding. Assessment by Simulation Simulation is not allowed. However, where access to assessment is jeopardised by this, guidance should be sought from EDI. Occupational Expertise Requirements for Assessors and Verifiers Occupational Expertise Requirements for Assessors In order to be appointed and retained as an assessor for the NVQs in management and leadership, individuals must demonstrate that they: have credible expertise in management and leadership relevant to the level(s) of the NVQs they are seeking to assess; keep themselves up-to-date with developments in management and leadership practice; have a thorough understanding of the National Occupational Standards for management and leadership at the level(s) of the NVQs they are seeking to assess. 10

15 The following questions may be useful to approved centres in appointing and retaining individuals as assessors: What management and leadership posts has the individual held, particularly during the past five years? Have the posts been at or above the level of the NVQs the individual is seeking to assess? What relevant formal qualifications does the individual possess and how recently were they achieved? How do the individual s qualifications relate to the level of the NVQs they are seeking to assess? How has the individual kept themselves up-to-date with developments in management and leadership practice? Is the individual familiar with the National Occupational Standards for management and leadership at the level of the NVQs they are seeking to assess? Occupational Expertise Requirements for Internal Verifiers In order to be appointed and retained as an internal verifier for the NVQs in management and leadership, individuals must demonstrate that they: have credible expertise in management and leadership relevant to the level(s) of the NVQs they are seeking to internally verify; keep themselves up-to-date with developments in management and leadership practice; have a thorough understanding of the National Occupational Standards for management and leadership at the level(s) of the NVQs they are seeking to internally verify. The following questions may be useful to approved centres in appointing and retaining individuals as internal verifiers: What management and leadership posts has the individual held, particularly during the past five years? Have the posts been at or above the level of the NVQs the individual is seeking to internally verify? What relevant formal qualifications does the individual possess and how recently were they achieved? How do the individual s qualifications relate to the level of the NVQs they are seeking to internally verify? How has the individual kept themselves up-to-date with developments in management and leadership practice? Is the individual familiar with the National Occupational Standards for management and leadership at the level of the NVQs they are seeking to internally verify? 11

16 Requirements for Competence in Undertaking Assessment and Verification of NVQs In addition to the occupational expertise requirements noted above, individuals will also need to meet the requirements for competence in undertaking assessment and verification of NVQs laid down by the Qualification Curriculum Authority in the NVQ Code of Practice. 12

17 EVIDENCE REQUIREMENTS In order to achieve any unit the learner must demonstrate that they meet all its requirements. This means all of the stated outcomes and behaviours and every item of knowledge and understanding. The assessor must be able to observe the learner in the workplace and/or the learner must provide tangible evidence to the assessor the learner should agree with the assessor the balance between observation and other ways of evidencing performance. Please note that simulation is not allowed for any unit (i.e. all learner evidence must relate to real work activities see assessment guidance). To help the learner and assessor identify relevant, tangible, evidence, the Evidence Requirements of each unit list a wide range of possible items of evidence, and show which Outcomes, Behaviours and Knowledge and Understanding these items might be used to evidence. Please note, the learner is not expected to produce each item of evidence listed the evidence requirements identify examples of the evidence that the learner might be able to produce. Similarly, the references to Behaviours and to Knowledge and Understanding suggest what the evidence may demonstrate. It is the learner s responsibility to collect appropriate evidence, make sure that it demonstrates the Outcomes required, and show which Behaviours and Knowledge and Understanding are also apparent. A learner statement will accompany the evidence for each unit. The Evidence Requirements identify certain Outcomes where this is more likely to be of value. A learner statement is not real work evidence, but it can be useful in helping the learner explain and reflect on their behaviour in achieving certain outcomes and why they behaved as they did, thus helping to link evidence of Outcomes to Behaviours and Knowledge and Understanding. Witness statements should be made both by those who report to the learner and those to whom the learner reports (except if the learner does not report to anyone for example, if they own the organisation). The assessor must be given sufficient time to become familiar with the evidence. The physical evidence will provide the basis for a dialogue between the learner and their assessor. This discussion will provide the learner with an opportunity to show how the physical evidence they have presented covers the Outcomes, Behaviours and items of Knowledge and Understanding. The learner must appreciate that their assessor may feel that further evidence is required and the discussion could be used to identify the type of further evidence required and where this can be obtained. 13

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19 What the Evidence requirements look like: Identifies the Outcomes that this set of evidence is likely to demonstrate The general set of evidence Specific items of evidence that you may have produced Behaviours that this evidence is likely to be able to demonstrate The General, Industry-specific and Context-specific Knowledge and Understanding you may be able to show through this evidence Outcomes O1 Evidence of Outcomes: possible examples of evidence Behaviours Knowledge and Understanding General Industry specific Your evaluation of the current and future requirements of your work role, based on both formal and informal sources: job descriptions 1, 2, 3, 5 1, 2 1, 11 1, 2, 3, 4, 5, 6, notes of conversations with managers and colleagues about their expectations 7, 8, 9 1, 3, 5, 13 1, 2 9, 12 1, 2, 3, 4, 5, 6, personal statement (reflections on role tasks and responsibilities) 7, 8, 9, 10 2, 5, 7 1 1, 3, 4 corporate plans, objectives, mission and vision statements 3, 4, , 4, 9 Context specific Personal statements are accounts by you, describing and explaining events or your actions Witness statements are accounts by others, describing your actions or behaviour. Witness statements cannot be used to show underpinning Knowledge and Understanding 15

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21 CLAIMS TO COMPETENCE Claims to competence comprise of the Evidence Matrix and Learner and Assessor Statement Forms and are located in each Candidate Pack. Claims to competence may be submitted to EDI at any time after the initial 10 weeks has passed since learner registration. However, a full certificate for the EDI Level 5 NVQ in Management will not be awarded until the learner has successfully completed all of the required units for the NVQ. Each form is completed by the assessor and the learner and it is signed off by the EDI External Verifier. It is then sent to EDI for processing. THE EVIDENCE MATRIX The Evidence Matrix is designed to help with evidence collection. It is a mapping activity to ensure that learners have covered the Performance, Behaviours and Knowledge contained in each unit, and is intended to help to keep the volume of evidence to a minimum. One Matrix should be completed for each unit (one Matrix comprises of 4 pages). As outlined in the Evidence Requirements, it is expected that a selection of various types of evidence will be used as appropriate; columns in the Matrix enable learners or assessors to enter the evidence type, eg Report, Log, Written Statement, and also the assessment method, eg Obs (= Observation), as shown in the Assessment method key. By learners inserting portfolio reference numbers in the boxes provided, learners will enable the Assessor, Internal Verifier and External Verifier to quickly locate the evidence which learners are submitting to demonstrate their competence. Examples of types of evidence learners could provide to prove competence: Record of observation of performance in the workplace Professional discussion Reflective account Product evidence (eg implementation plans, correspondence, work records) Work-based projects Testimony from senior colleagues/clients Personal report of actions and circumstances Accreditation of Prior Learning/Achievement (APL/A) Special projects, assignments or simulations Records of questioning Other An example of the Evidence Matrix follows. 17

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23 EVIDENCE MATRIX Learner NVQ EDI Level 5 NVQ in Management Unit 1 page 1 of 4 Portfolio Evidence Description Ass Meth Outcomes of effective performance Ref The above evidence has been assessed against the standards for this unit and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner Signature Date Assessment method key Assessor Signature Date Obs = Observation Wt = Witness testimony P = Product evidence A = APA/APL Internal Verifier Signature Date Q = Questioning Ot = Other (if sampled) Sim = Simulation/assignment 19

24 EVIDENCE MATRIX cont. Learner NVQ EDI Level 5 NVQ in Management Unit 1 page 2 of 4 Portfolio Evidence Description Ass Meth Behaviours which underpin effective performance Ref The above evidence has been assessed against the standards for this unit and has been judged for validity, authenticity, currency, reliability and sufficiency. Assessment method key Obs = Observation Wt = Witness testimony P = Product evidence A = APA/APL Q = Questioning Ot = Other Sim = Simulation/assignment 20

25 EVIDENCE MATRIX cont. Learner NVQ EDI Level 5 NVQ in Management Unit 1 page 3 of 4 Portfolio Ref Evidence Description Ass Meth General Knowledge and Understanding The above evidence has been assessed against the standards for this unit and has been judged for validity, authenticity, currency, reliability and sufficiency. Assessment method key Obs = Observation Wt = Witness testimony P = Product evidence A = APA/APL Q = Questioning Ot = Other Sim = Simulation/assignment 21

26 EVIDENCE MATRIX cont. Learner NVQ EDI Level 5 NVQ in Management Unit 1 page 4 of 4 Portfolio Ref Evidence Description Ass Meth Industry/sector specific knowledge and understanding Context specific knowledge and understanding The above evidence has been assessed against the standards for this unit and has been judged for validity, authenticity, currency, reliability and sufficiency. Assessment method key Obs = Observation Wt = Witness testimony P = Product evidence A = APA/APL Q = Questioning Ot = Other Sim = Simulation/assignment 22

27 LEARNER STATEMENT AND ASSESSOR SUMMATIVE STATEMENT The second section of the Claim to Competence gives learners an opportunity to summarise details of the work they have carried out, paying particular attention to how they have covered the Outcomes of Effective Performance, Behaviours and Knowledge where required. Only one Learner Statement should be completed for each unit. A claim should be submitted only when there is sufficient evidence to fulfil all of the above. It is understood, however, that learners may not always have evidence to cover the full range of situations that are indicated. Nonetheless, the Claim to Competence cannot be agreed and signed by the assessor until the assessor is sure that the learner could operate across a range of different situations. As such, where visible evidence is not present, the assessor will need to interview the learner to cover these aspects. Overall it is recommended that the portfolio is as complete as possible in order to fully demonstrate and support the Claim to Competence and in order to clarify this claim to the assessor as effectively as possible. An example of the Learner and Assessor Summative Statement follows. 23

28 CLAIM TO COMPETENCE AWARD EDI NVQ in Management LEVEL 5 UNIT LEARNER STATEMENT I confirm the evidence I have submitted to claim competence is authentic. Learner signature Date ASSESSOR SUMMATIVE STATEMENT I confirm the evidence I have assessed is authentic. Assessor signature Date Internal Verifier signature (if sampled)

29 APPEALS PROCEDURE FOR LEARNERS If learners are dissatisfied with an assessment outcome, they have the right of appeal. There are three stages in the appeals procedure and each stage must be exhausted before proceeding to the next one. Learners are advised to keep their own copies of all the documents used in the appeals procedure. The main reasons for an appeal are likely to be: learners do not understand why they are not yet regarded as competent, due to lack of or unclear feedback from the Assessor learners believe they are competent and that the Assessor has misjudged them, or has failed to utilise some vital evidence. STAGE 1 If learners receive a decision they are unsatisfied with, they have the right to appeal directly to the Assessor who carried out the assessment. The appeal must be in writing and clearly indicate: the points of disagreement the evidence in the portfolio that the learner believes meets the requirements for claiming competence. STAGE 2 Learners who are not satisfied with the outcome of their Stage 1 appeal can next appeal to the centre Internal Verifier. This appeal must be in writing, but need not repeat the detail provided at Stage 1 as all the documentation used at Stage 1 will be passed to the Internal Verifier. STAGE 3 Learners who are not satisfied with the outcome of their Stage 2 appeal and who have exhausted all centre appeals procedures may proceed to Stage 3. This appeal must be in writing to the EDI Compliance Manager, and must be accompanied by copies of all documentation from Stages 1 and 2. There must also be evidence that the learner has exhausted all the centre internal appeals procedures. An investigation will be undertaken on behalf of EDI and the EDI appeals panel will compile a report for consideration. This consideration will lead to one of two decisions: EITHER OR the appeal will either be upheld or rejected the appeals panel will appoint an independent assessor and require the learner to resubmit their portfolio and be available for interview on an agreed date. The independent assessor will then report to the appeals panel. The appeal will either be rejected or upheld. The decision of the appeals panel will be final. 25

30 Fee for Appeal A fee is payable for an appeal. The current fee is listed in the Fee Sheet available from EDI Customer Service. The fee will be refunded if the appeal is upheld. SUMMARY The appeals procedure aims to ensure the following: the operation of the appeals procedure, and results arising from it, are monitored to determine future policy all learners' complaints are acknowledged and investigated to establish the facts and evidence supporting the appeal. If a complaint is considered justified, remedial action will be taken all learners who register an appeal will receive a formal reply within eight weeks. It is intended that the response will be to the mutual satisfaction of the learner and EDI The appeals procedure must be communicated/available in writing to all learners as well as the action they need to take to make use of it. COMPOSITION OF THE APPEALS PANEL The appeals panel will comprise the chair and three independent members of the Standing Committee, the Head of Product Development and the Compliance Manager. 26

31 KEY SKILLS SIGNPOSTING Key Skill Signposting of Level 5 NVQ in Management Signposting of the key skills is a statements of how and where each unit of the NVQ will contribute to the key skills opportunities. There may be gaps, which the learner will need to address if separate assessment and accreditation of a key skill unit is required. The signposting of the Level 5 NVQ in Management indicates which of the Key Skills can be evidenced (either wholly or in part) from the completion of the appropriate unit/s. Comments on Key Skills Signposting Communication Communication is rarely specified between written and oral within the Level 5 NVQ in Management and in these cases the key skills units may have gaps which would need to be addressed should the learner wish to have separate assessment and accreditation. Information Communication and Technology It would be possible and indeed likely that computers would be used to access and record information in all Management units. However, such use of computers is not explicit within the NVQ and therefore there is generally no opportunity to credit the IT key skills. 27

32 Key Skills Key Skills are available in England and Wales and are listed below Communication (C) Levels 1-4 Application of Number (AON) Levels 1-4 Information and Communication Technology (IT) Levels 1-4 Problem Solving (PS) Levels 1-4 Improving own Learning and Performance (IOL) Levels 1-4 Working with Others (WWO) Levels 1-4 Unit C AON IT PS IOL WWO Pers B7 Provide leadership for your organisation 4 3 / C3 Encourage innovation in your organisation E7 Ensure an effective organisational approach to health and safety F12 Improve organisational performance A2 Manage your own resources and professional 4 4 / / / / development A3 Develop your personal networks 4 2 / B2 Map the environment in which your organisation operates B3 Develop a strategic business plan for your organisation 4 4 / / B4 Put the strategic business plan into operation 4 4 / B8 Ensure compliance with legal, regulatory, ethical and social requirements B9 Develop the culture of your organisation 4 3 / / Unit C AON IT PS IOL WWO Pers 28

33 B10 Manage risk B12 Promote equality of opportunity and diversity in your organisation 4 4 / / C4 Lead change 4 4 / C5 Plan change 4 4 / C6 Implement change 4 3 / D2 Develop productive working relationships with colleagues and stakeholders 4 2 / D4 Plan the Workforce 4 4 / D7 Provide learning opportunities for colleagues 4 2 / E3 Obtain additional finance for the organisation 4 4 / E4 Promote the use of technology within your organisation F2 Manage a programme of complimentary projects / F4 Develop and review a framework for marketing 4 4 / F9 Build your organisation s understanding of its market and customers 4 4 / F10 Develop a customer focussed organisation 4 3 /

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35 EDI LEVEL 5 NVQ IN MANAGEMENT The EDI Level 5 NVQ in Management offered by Education Development International (EDI), has been developed from the National Occupational Standards produced by the Management Standards Centre (MSC), the national Standard Setting Body for Management and Leadership. The aim of this qualification is to contribute to the skills, knowledge and overall performance of Management and Leadership. It provides insight into the principles and processes of Management and Leadership and will aid career progression. This NVQ is designed for those people who: People who have moved in to a senior managerial role at an operational/strategic level People who not only have responsibility for staff, but also responsibility for the organisation 31

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37 EDI LEVEL 5 NVQ IN MANAGEMENT STRUCTURE OF AWARD To achieve a full NVQ Level 5 in Management, the learner must complete 7 units including the 4 mandatory units. MANDATORY UNITS (COMPLETE ALL 4) UNIT 1 (B7) UNIT 2 (C3) UNIT 3 (E7) UNIT 4 (F12) Provide leadership for your organisation Encourage innovation in your organisation Ensure an effective organisational approach to health and safety Improve organisational performance OPTIONAL UNITS (CHOOSE 3) UNIT 5 (A2) UNIT 6 (A3) UNIT 7 (B2) UNIT 8 (B3) UNIT 9 (B4) UNIT 10 (B8) UNIT 11 (B9) UNIT 12 (B10) UNIT 13 (B12) UNIT 14 (C4) UNIT 15 (C5) UNIT 16 (C6) UNIT 17 (D2) UNIT 18 (D4) UNIT 19 (D7) UNIT 20 (E3) UNIT 21 (E4) UNIT 22 (F2) UNIT 23 (F4) UNIT 24 (F9) UNIT 25 (F10) Manage your own resources and professional development Develop your personal networks Map the environment in which your organisation operates Develop a strategic business plan for your organisation Put the strategic business plan into action Ensure compliance with legal, regulatory, ethical and social requirements Develop the culture of your organisation Manage risk Promote equality of opportunity and diversity in your organisation Lead change Plan change Implement change Develop productive working relationships with colleagues and stakeholders Plan the workforce Provide learning opportunities for colleagues Obtain additional finance for the organisation Promote the use of technology within your organisation Manage a programme of complementary projects Develop and review a framework for marketing Build your organisation s understanding of its market and customers Develop a customer focussed organisation 33

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39 EDI LEVEL 5 NVQ IN MANAGEMENT UNIT 1 (B7) PROVIDE LEADERSHIP FOR YOUR ORGANISATION 35

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41 UNIT 1 (B7) PROVIDE LEADERSHIP FOR YOUR ORGANISATION UNIT SUMMARY What is the unit about? This unit is about providing direction to people in the organisation and enabling, inspiring, motivating and supporting them to achieve what the organisation has set out to do. It is expected that you will be aware of and be able to apply different styles of leadership appropriate to different people and situations. For the purposes of this unit, an organisation can mean a self-contained entity such as a private sector company, a charity or a local authority or a significant operating unit, with a relative degree of autonomy, within a larger organisation. Who is the unit for? The unit is recommended for senior managers. Links to other units This unit is linked to units B3. Develop a strategic business plan for your organisation, B4. Put the strategic business plan into action and B6. Provide leadership in your area of responsibility in the overall suite of National Occupational Standards for management and leadership. Skills Listed below are the main generic skills which need to be applied in providing leadership for your organisation. These skills are explicit/implicit in the detailed content of the unit and are listed here as additional information. - Thinking strategically - Empowering - Communicating - Influencing and persuading - Leading by example - Planning - Inspiring - Motivating - Problem solving - Valuing and supporting others - Monitoring - Consulting - Obtaining feedback - Following - Managing conflict 37

42 B7. Provide leadership for your organisation You must be able to do the following: Outcomes of effective performance 1. Develop and clearly and enthusiastically communicate and reinforce the organisation s purpose, values and vision to people across the organisation and, where appropriate, to external stakeholders. 2. Ensure that organisational plans support the organisation s purpose, values and vision. 3. Steer the organisation successfully through difficulties and challenges, including conflict within the organisation. 4. Create and maintain a culture within the organisation which encourages and rewards creativity and innovation. 5. Develop, select and apply leadership styles which are appropriate to the different people and situations you face. 6. Motivate people across the organisation to achieve their objectives and reward them when they are successful. 7. Give people across the organisation support and advice when they need it especially during periods of setback and change. 8. Motivate people across the organisation to present their own ideas and listen to what they say. 9. Empower people across the organisation to develop their own ways of working within agreed boundaries. 10. Encourage people across the organisation to take the lead when they have the knowledge and expertise and show willingness to follow this lead. 11. Win, through your performance, the trust and support of people across the organisation and key stakeholders for your leadership of the organisation and get regular feedback on your performance. 12. Monitor activities and progress in different areas of the organisation without interfering. Behaviours which underpin effective performance 1. You articulate a vision that generates excitement, enthusiasm and commitment. 2. You create a sense of common purpose. 3. You take personal responsibility for making things happen. 4. You present information clearly, concisely, accurately and in ways that promote understanding. 5. You encourage and support others to take decisions autonomously. 6. You act within the limits of your authority. 7. You make time available to support others 8. You show integrity, fairness and consistency in decision-making. 9. You seek to understand people s needs and motivations. 10. You model behaviour that shows respect, helpfulness and co-operation. 11. You make complex things simple for the benefit of others. 38

43 B7. Provide leadership for your organisation You need to know and understand the following: Knowledge and understanding General knowledge and understanding 1. The differences between management and leadership 2. How to develop a compelling vision for an organisation 3. The importance of and what is meant by organisational values 4. Ways of ensuring that organisational plans support the organisation s purpose, values and vision 5. How to select and successfully apply different methods and techniques for communicating with people across an organisation 6. Types of challenges and difficulties that may arise, including conflict within the organisation, and ways of identifying and overcoming them 7. Different theories, models and styles of leadership and how to select and successfully apply these to different people and situations 8. The effect that different leadership styles can have on organisations 9. How to select and successfully apply different methods and techniques for motivating, rewarding, influencing and persuading people 10. How to empower people effectively 11. How to get and make use of feedback on your leadership performance 12. The organisational benefits of and how to create a culture which encourages and recognises creativity and innovation 13. How to recognise and develop the leadership capability of other people and follow their lead Industry/sector specific knowledge and understanding 1. Leadership styles common in the industry/sector and their strengths and limitations 2. Legal, regulatory and ethical requirements in the industry/sector Context specific knowledge and understanding 1. Your own values, motivations and emotions, and the effect these have on your own actions and on other people 2. Your own strengths and limitations in the leadership role The strengths, limitations and potential of people that you lead 3. Your own role, responsibilities and level of power 4. The purpose and values of and vision for your organisation The leadership culture and capability of your organisation 5. The plans of your organisation 6. The types of support and advice that people are likely to need and how to respond to these 7. External stakeholders whom you may need to communicate and work with 39

44 B7. Provide leadership for your organisation Outcomes O1 O2 O4 O11 O12 O1 O2 O3 O4 O5 O6 O7 O8 O9 O10 Evidence of Outcomes: possible examples of evidence Evidence requirements Behaviours Knowledge and Understanding Industry Context General specific specific Policy statements, plans and other documents you have instigated that communicate the organisation s purpose, values and vision and lead to their being implemented: mission, values, ethical trading, corporate social responsibility, equal opportunities, quality and other policy statements you have initiated, and roles, responsibilities, procedures and systems you have agreed reports, newsletters, internet and intranet pages, press releases and other communications you have instigated, prepared or authorised records of meetings you have attended or presentations you have made to promote the organisation s purpose and values strategic and operational plans you have developed or agreed that reflect and seek to fulfil the organisation s purpose and values reports you have commissioned and other information you have had gathered to monitor performance and progress towards the organisation s goals personal statements (describing how you have developed, communicated and sought to fulfil the organisation s purpose and values) witness statements (describing how you have developed, communicated and sought to fulfil the 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 1, 2, 3, 4, 5, 6, 10, 11 1, 2, 3, 4, 6, 10, 11 1, 2, 4, 6, 8, 11 1, 2, 3, 4, 5 1, 2 1, 4, 5, 6, 9 2, 3, 5 2 4, 5, 9 2, 3, 5 2 4, 5, 9 4, 5 2 5, 6, 7, 9 3, 6 1, 4, 6 2 7, 9 1, 2, 3, 4, 6, 8, 10 1, 2, 3, 4, 6, 8, 10, 11 1, 2, 3, 7 1, 2 1, 2, 3, 4, 5, 6, 7, organisation s purpose and values) Decisions you have made and actions you have taken to move the organisation towards fulfilling its purpose and goals, embrace creativity and innovation, empower people and overcome problems or difficulties: reports, letters, s, minutes, memoranda, notes and other records of meetings and discussions that show that you have taken decisions or initiated actions that reflect the values of the organisation and contribute to fulfilling its purpose, in relation to critical incidents (eg significant problems relating to people, resources, finance, customers, etc) training and development, change programmes, projects, improvement groups and other strategies you have initiated, and role descriptions, organisational diagrams, systems and procedures that you have had developed or have agreed, to encourage creativity and innovation, bring about changes, improve performance and enable the organisation to fulfil its values and purpose reward systems you have introduced and used (promotion, job enrichment, responsibility, bonuses, prizes, awards and recognition) to recognise and encourage creativity, innovation, high standards of work performance and achievement of goals personal statements (describing how you have dealt with problems or challenges in ways that reflect the organisation s values and purpose) 2, 3, 4, 5, 6, 7, 8, 9, 10 3, 5, 6, 7, 8, 9, 10, 11 3, 4, 6, 9 2, 3, 5, 6, 7, 8, 9, 10 1, 3, 4, 5, 6, 7, 8, 10, 13 3, 4, 6, 9, 10, 12, 13 3, 4, 6, 9, 10, 12, 13 1, 3, 6, 7, 8, 9, 10, 12, 13 1, 2 1, 2 1, 2 1, 2 1, 2, 3, 4, 5, 6, 7, 9 1, 3, 4, 5, 6, 7, 8, 9 1, 3, 4, 5, 6, 7, 8, 9 1, 2, 3, 4, 5, 6, 7, 9 40

45 O1 O2 O3 O4 O5 O6 O7 O8 O9 O8 O10 witness statements (describing how you have dealt with problems or challenges in ways that reflect the organisation s values and purpose) 2, 3, 5, 6, 7, 8, 9, 10, Records of feedback you have received from those to whom you report, your peers, those you manage and other colleagues, about your management and leadership performance: records of appraisal or performance review interviews with your manager, board or council member 3, 6, 8, 10 1, 2, 3, 7, 8, 9, 11, 13 1, 2 1, 2, 3, 4, 5, 6, 8, 9 records of 360 o appraisals by colleagues notes of informal feedback, reflective logs or CPD records personal statements (reflections on actions you have taken and incidents where you have taken responsibility for making things happen) witness statements (experiences of your leadership and management performance) 3, 4, 5, 6, 7, 8, 9, 10, 11 3, 6, 8, 10 2, 3, 5, 6, 7, 8, 10 2, 3, 5, 6, 7, 8, 10 1, 2, 3, 5, 7, 8, 9, 10, 11 1, 2, 3, 5, 7, 8, 9, 11 1, 2, 3, 5, 7, 8, 9, 11 1, 2 1, 2 1, 2 1, 2, 3, 4, 5, 6, 8, 9 1, 2, 3, 4, 5, 6, 8, 9 1, 2, 3, 4, 5, 6, 8,

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47 EDI LEVEL 5 NVQ IN MANAGEMENT UNIT 2 (C3) ENCOURAGE INNOVATION IN YOUR ORGANISATION 43

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49 UNIT 2 (C3) ENCOURAGE INNOVATION IN YOUR ORGANISATION UNIT SUMMARY What is the unit about? This unit is about encouraging and supporting the identification and practical implementation of ideas across your organisation. The initial ideas will primarily come from people working for your organisation, although you will be expected to look beyond the organisation for opportunities to identify and develop ideas, and will focus on new products and/or services improvements to existing products and/or services improvements to existing practices, procedures, systems, ways of working etc. across the organisation or those of customers or suppliers. For the purposes of this unit, an organisation can mean a self-contained entity such as a private sector company, a charity or a local authority or a significant operating unit, with a relative degree of autonomy, within a larger organisation. Who is the unit for? The unit is recommended for senior managers. Links to other units This unit is linked to units B7. Provide leadership for your organisation and C2. Encourage innovation in your area of responsibility in the overall suite of National Occupational Standards for management and leadership. Skills Listed below are the main generic skills which need to be applied in encouraging innovation in your organisation. These skills are explicit/implicit in the detailed content of the unit and are listed here as additional information. - Communicating - Providing feedback - Leadership - Thinking strategically - Problem solving - Inspiring - Thinking creatively - Motivating - Analysing - Making decisions - Networking - Monitoring - Involving others - Valuing and supporting others - Reporting - Evaluating - Risk management - Reviewing - Information management - Learning - Reflecting 45