Pearson BTEC Level 2 Diploma in Business Administration (QCF)

Transcription

1 Pearsn BTEC Level 2 Diplma in Business Administratin (QCF) Specificatin Cmbined (Cmpetence and Knwledge) qualificatin First registratin September 2014 Issue 2

2 Edexcel, BTEC and LCCI qualificatins Edexcel, BTEC and LCCI qualificatins are awarded by Pearsn, the UK s largest awarding bdy ffering academic and vcatinal qualificatins that are glbally recgnised and benchmarked. Fr further infrmatin, please visit ur qualificatin websites at r Alternatively, yu can get in tuch with us using the details n ur cntact us page at Abut Pearsn Pearsn is the wrld's leading learning cmpany, with 40,000 emplyees in mre than 70 cuntries wrking t help peple f all ages t make measurable prgress in their lives thrugh learning. We put the learner at the centre f everything we d, because wherever learning flurishes, s d peple. Find ut mre abut hw we can help yu and yur learners at: This specificatin is Issue 2. Key changes are sidelined. We will infrm centres f any changes t this issue. The latest issue can be fund n ur website: References t third party material made in this specificatin are made in gd faith. Pearsn des nt endrse, apprve r accept respnsibility fr the cntent f materials, which may be subject t change, r any pinins expressed therein. (Material may include textbks, jurnals, magazines and ther publicatins and websites.) All infrmatin in this specificatin is crrect at time f publicatin. ISBN All the material in this publicatin is cpyright Pearsn Educatin Limited 2015

3 Cntents Purpse f this specificatin 1 1 Intrducing Pearsn BTEC Cmbined (Cmpetence and Knwledge) qualificatins 2 What are Cmbined (Cmpetence and Knwledge) qualificatins? 2 2 Qualificatin summary and key infrmatin 3 3 Qualificatin ratinale 5 Qualificatin bjectives 5 Relatinship with previus qualificatins 5 Apprenticeships 5 Prgressin pprtunities 6 Industry supprt and recgnitin 6 Relatinship with Natinal Occupatinal Standards 6 4 Qualificatin structure 7 Pearsn BTEC Level 2 Diplma in Business Administratin (QCF) 7 5 Prgramme delivery 11 Elements f gd practice 11 Learner recruitment, preparatin and supprt 11 Training and assessment delivery 12 Emplyer engagement 13 Delivery guidance fr Pearsn BTEC Level 2 Diplma in Business Administratin (QCF) 13 6 Centre resurce requirements 16 7 Access and recruitment 17 Prir knwledge, skills and understanding 17 Access t qualificatins fr learners with disabilities r specific needs 17 8 Assessment 18 Language f assessment 18 Cmpetence units internal assessment 18 Assessment strategy 19 Types f evidence 20 Knwledge units external and internal assessment 21

4 External assessment 21 Internal assessment 23 Appeals 23 Dealing with malpractice 24 Reasnable adjustments t assessment 24 Special cnsideratin 24 Credit transfer 25 9 Centre recgnitin and apprval 26 Centre recgnitin 26 Apprvals agreement Quality assurance f centres Unit frmat 28 Unit title 28 Unit reference number 28 QCF level 28 Credit value 28 Guided learning hurs 28 Unit summary 28 Learning utcmes 28 Assessment criteria 28 Unit amplificatin 29 Infrmatin fr tutrs 29 Unit 1: Cmmunicatin in a Business Envirnment 30 Unit 2: Understand Emplyer Organisatins 36 Unit 3: Principles f Prviding Administrative Services 46 Unit 4: Principles f Business Dcument Prductin and Infrmatin Management 56 Unit 5: Manage Persnal Perfrmance and Develpment 64 Unit 6: Develp Wrking Relatinships with Clleagues 69 Unit 7: Administer the Recruitment and Selectin Prcess 75 Unit 8: Handle Mail 82 Unit 9: Organise Business Travel r Accmmdatin 88 Unit 10: Prvide Receptin Services 94 Unit 11: Prvide Administrative Supprt fr Meetings 99 Unit 12: Prepare Text frm Ntes Using Tuch Typing 106

5 Unit 13: Manage Diary Systems 111 Unit 14: Cllate and Reprt Data 116 Unit 15: Cntribute t the Organisatin f an Event 121 Unit 16: Emplyee Rights and Respnsibilities 129 Unit 17: Prepare Text frm Shrthand 135 Unit 18: Buddy a Clleague t Develp their Skills 140 Unit 19: Stre and Retrieve Infrmatin 145 Unit 20: Administer Parking Dispensatins 151 Unit 21: Administer Finance 157 Unit 22: Prepare Text frm Recrded Audi Instructin 162 Unit 23: Archive Infrmatin 168 Unit 24: Administer Human Resurce Recrds 173 Unit 25: Prduce Business Dcuments 179 Unit 26: Prduce Minutes f Meetings 185 Unit 27: Meet and Welcme Visitrs in a Business Envirnment 191 Unit 28: Health and Safety in a Business Envirnment 196 Unit 29: Use a Telephne and Vic System 202 Unit 30: Cntribute t the Develpment and Implementatin f an Infrmatin System 209 Unit 31: Mnitr Infrmatin System 217 Unit 32: Develp a Presentatin 225 Unit 33: Deliver a Presentatin 232 Unit 34: Analyse and Present Business Data 239 Unit 35: Maintain and Issue Statinery and Supplies 246 Unit 36: Use and Maintain Office Equipment 254 Unit 37: Using 259 Unit 38: Bespke Sftware 263 Unit 39: Spreadsheet Sftware 267 Unit 40: Data Management Sftware 272 Unit 41: Presentatin Sftware 276 Unit 42: Wrd Prcessing Sftware 281 Unit 43: Website Sftware 286 Unit 44: Deliver Custmer Service 291 Unit 45: Participate in a Prject 298 Unit 46: Prcessing Custmers Financial Transactins 304 Unit 47: Payrll Prcessing 308 Unit 48: Prcess Infrmatin abut Custmers 313 Unit 49: Develp Custmer Relatinships 318

6 Unit 50: Understand the Use f Research in Business 324 Unit 51: Understand the Legal Cntext f Business 332 Unit 52: Principles f Marketing Thery 343 Unit 53: Principles f Digital Marketing 352 Unit 54: Principles f Custmer Relatinships 363 Unit 55: Understand Wrking in a Custmer Service Envirnment 371 Unit 56: Knw Hw t Publish, Integrate and Share Using Scial Media 380 Unit 57: Explring Scial Media 391 Unit 58: Understand the Safe Use f Online and Scial Media Platfrms 397 Unit 59: Principles f Equality and Diversity in the Wrkplace 410 Unit 60: Principles f Team Leading Further infrmatin and useful publicatins Prfessinal develpment and training Cntact us 430 Annexe A: Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership 431 Annexe B: e-skills ITQ Assessment Strategy 441 Annexe C: Pearsn Generic Assessment Strategy Fr NVQs, SVQs and Cmpetence-Based Qualificatins 459 Annexe D: Persnal, Learning and Thinking Skills mapping 464

7 Purpse f this specificatin This specificatin sets ut: the bjectives f the qualificatin any ther qualificatin that a learner must have cmpleted befre taking the qualificatin any prir knwledge, skills r understanding which the learner is required t have befre taking the qualificatin the cmbinatin f units that a learner must have cmpleted befre the qualificatin will be awarded and any pathways any ther requirements that a learner must have satisfied befre they will be assessed r befre the qualificatin will be awarded the knwledge, skills and understanding that will be assessed as part f the qualificatin the methd f any assessment and any assciated requirements relating t it the criteria against which a learner s level f attainment will be measured (such as assessment criteria) assessment requirements and/r evidence requirements required as specified by the relevant Sectr Skills Cuncil/Standards Setting Bdy assessment requirements/strategy as published by the relevant Sectr Skills Cuncil/Standards Setting Bdy the Apprenticeship Framewrk in which the qualificatin is included, where apprpriate. 1

8 1 Intrducing Pearsn BTEC Cmbined (Cmpetence and Knwledge) qualificatins What are Cmbined (Cmpetence and Knwledge) qualificatins? A Cmbined (Cmpetence and Knwledge) qualificatin is a wrk-based qualificatin that cmbines cmpetence and technical knwledge t give learners the practical cmpetencies, technical skills and sectr-related knwledge they need t be able t carry ut a jb effectively. Cmbined (Cmpetence and Knwledge) qualificatins are based n the Natinal Occupatinal Standards (NOS) fr the apprpriate sectr. NOS define what emplyees, r ptential emplyees, must be able t d and knw, and hw well they shuld undertake wrk tasks and wrk rles. At Level 2 and abve, these qualificatins are recgnised as the cmpetence cmpnent f Apprenticeship Framewrks. Qualificatins at Level 1 can be used in Traineeships, which are stepping-stnes t Apprenticeship qualificatins. Cmbined (Cmpetence and Knwledge) qualificatins can als be delivered as stand-alne fr thse wh wish t take a wrk-based qualificatin. Cmbined (Cmpetence and Knwledge) qualificatins are utcme based with n fixed learning prgramme allwing flexible delivery that meets the individual learner s needs. They are suitable fr thse in emplyment and fr thse studying at cllege wh have a part-time jb r access t a substantial wrk placement s that they are able t demnstrate the cmpetencies that are required fr wrk. Mst learners will wrk twards their qualificatin in the wrkplace r in settings that replicate the wrking envirnment as specified in the assessment requirements/strategy fr the sectr. Clleges, training centres and emplyers can ffer these qualificatins prvided they have access t apprpriate physical and human resurces. There are three sizes f Cmbined (Cmpetence and Knwledge) qualificatins in the QCF: Award (1 t 12 credits) Certificate (13 t 36 credits) Diplma (37 credits and abve). Every unit and qualificatin in the QCF has a credit value. The credit value f a unit specifies the number f credits awarded t a learner wh has met the learning utcmes f the unit. The credit value f a unit is based n: ne credit fr thse learning utcmes achievable in 10 hurs f learning learning time defined as the time taken by learners at the level f the unit, n average, t cmplete the learning utcmes f the unit t the standard determined by the assessment criteria. 2

9 2 Qualificatin summary and key infrmatin Qualificatin title Pearsn BTEC Level 2 Diplma Business Administratin (QCF) QCF Qualificatin Number (QN) 601/3405/7 Qualificatin framewrk Qualificatins and Credit Framewrk (QCF) Regulatin start date 29/05/2014 Operatinal start date 01/09/2014 Apprved age ranges Credit value 45 Please nte that sectr-specific requirements r regulatins may prevent learners f a particular age frm embarking n this qualificatin. Please refer t the qualificatin Assessment Strategy. Assessment available Prtfli f Evidence (internal assessment) and Pearsn-devised assessment (nscreen testing) Guided learning hurs Grading infrmatin The qualificatin and units are graded pass/fail. 3

10 Qualificatin title Entry requirements Funding Pearsn BTEC Level 2 Diplma in Business Administratin (QCF) N prir knwledge, understanding, skills r qualificatins are required befre learners register fr this qualificatin, hwever it is likely that they will be seeking wrk r may already be emplyed within the business administratin sectr. Centres must fllw the Pearsn Access and Recruitment plicy (see Sectin 7, Access and Recruitment). Details n funding apprval will be available in the future n the Learning Aims Reference Service (LARS) database, which replaces the Learning Aim Reference Applicatin (LARA). In the interim, the LARS Lite database is available t check funding apprval. Alternatively, the Skills Funding Agency s simplified funding catalgues can be used t check funding apprval. Further infrmatin and guidance is available n the website: Centres will need t use the QCF Qualificatin Number (QN) when they seek public funding fr their learners. As well as a QN, each unit within a qualificatin has a QCF unit reference number (URN). The qualificatin title, unit titles and QN will appear n each learner s final certificate. Centres shuld tell learners this when recruiting them and registering them with Pearsn. There is mre infrmatin abut certificatin in ur UK Infrmatin Manual, available n ur website at: 4

11 3 Qualificatin ratinale Qualificatin bjectives The Pearsn BTEC Level 2 Diplma in Business Administratin (QCF) is fr learners wh wrk in, r wh want t wrk in Business Administratin in jb rles such as: Administratr Office Junir Business Supprt Officer Receptinist It gives learners the pprtunity t: develp and demnstrate technical and wider sectr-related knwledge t underpin cmpetence in the jb rles stated abve. This includes the principles and practices underpinning the cre tasks and respnsibilities related t the jb rles abve as well as wider wrk-related knwledge such as rganisatinal structure and envirnment, the use f research in business, equality and diversity and the legal cntext f business develp and demnstrate a range f technical skills and behaviurs that supprts cmpetence in the jb rles stated abve. This includes cmmunicating verbally and in writing, preparing business dcuments, rganising and supprting meetings and events and managing infrmatin and diary systems develp their wn persnal grwth and engagement in learning thrugh the develpment f persnal, learning and thinking skills (PLTS) have existing skills recgnised achieve a natinally-recgnised Level 2 qualificatin. Relatinship with previus qualificatins This qualificatin is a direct replacement fr the Pearsn Edexcel Level 2 NVQ Certificate in Business and Administratin (QCF), which has expired, and the Pearsn BTEC Level 2 Certificate in Principles f Business and Administratin (QCF), which expires December Apprenticeships Skills CFA include the Pearsn BTEC Level 2 Diplma in Business Administratin (QCF) as the cmpetencies cmpnent fr the Intermediate Apprenticeship in Business Administratin. 5

12 Prgressin pprtunities Learners wh achieve the Pearsn BTEC Level 2 Diplma in Business Administratin (QCF) can prgress t: Pearsn BTEC Level 2 Diplma in Custmer Service (QCF) Pearsn BTEC Level 2 Diplma in Team Leading (QCF) Pearsn BTEC Level 3 Diplma in Business Administratin (QCF) Pearsn BTEC Level 3 Diplma in Custmer Service (QCF) Pearsn BTEC Level 3 Diplma in Management (QCF) Jb rles such as Office Executive, Office Supervisr and Persnal Assistant Industry supprt and recgnitin This qualificatin is supprted by Skills CFA, the Sectr Skills Cuncil fr pan-sectr business skills, which includes the business and administratin sectr. Relatinship with Natinal Occupatinal Standards This qualificatin is based n the Natinal Occupatinal Standards (NOS) in Business and Administratin, which were set and designed by Skills CFA, the Sectr Skills Cuncil. 6

13 4 Qualificatin structure Pearsn BTEC Level 2 Diplma in Business Administratin (QCF) The learner will need t meet the requirements utlined in the table belw befre the qualificatin can be awarded. Minimum number f credits that must be achieved 45 Minimum number f credits that must be achieved at level 2 r abve 36 Number f mandatry credits that must be achieved 21 Minimum number f ptinal credits that must be achieved frm Grup B 14 Minimum number f ptinal credits that must be achieved frm Grup B, C r D 10 Maximum number f ptinal credits that can be achieved frm Grup C 10 Maximum number f ptinal credits that can be achieved frm Grup D 6 Unit Unit reference number Mandatry units Level Credit Guided learning hurs 1 H/506/1893 Cmmunicatin in a Business Envirnment A/506/1964 Understand Emplyer Organisatins J/506/1899 Principles f Prviding Administrative Services 4 T/506/1901 Principles f Business Dcument Prductin and Infrmatin Management 5 L/506/1788 Manage Persnal Perfrmance and Develpment 6 R/506/1789 Develp Wrking Relatinships with Clleagues

14 Unit Unit reference number Grup B Optinal units Level Credit Guided learning hurs 7 A/506/1883 Administer the Recruitment and Selectin Prcess D/506/1813 Handle Mail D/506/1875 Organise Business Travel r Accmmdatin H/506/1814 Prvide Receptin Services H/506/1876 Prvide Administrative Supprt fr Meetings 12 K/506/1815 Prepare Text frm Ntes Using Tuch Typing L/506/1807 Manage Diary Systems L/506/1810 Cllate and Reprt Data L/506/1869 Cntribute t the Organisatin f an Event 16 L/506/1905 Emplyee Rights and Respnsibilities M/506/1816 Prepare Text frm Shrthand M/506/1895 Buddy a Clleague t Develp their Skills R/506/1811 Stre and Retrieve Infrmatin R/506/1887 Administer Parking Dispensatins R/506/1890 Administer Finance T/506/1817 Prepare Text frm Recrded Audi Instructin T/506/1865 Archive Infrmatin T/506/1879 Administer Human Resurce Recrds Y/506/1809 Prduce Business Dcuments Y/506/1812 Prduce Minutes f Meetings A/506/1799 Meet and Welcme Visitrs in a Business Envirnment 28 D/506/1794 Health and Safety in a Business Envirnment 29 K/506/1796 Use a Telephne and Vic System

15 Unit Unit reference number Grup B Optinal units Level Credit Guided learning hurs 30 A/506/1916 Cntribute t the Develpment and Implementatin f an Infrmatin System F/506/1917 Mnitr Infrmatin System K/506/1913 Develp a Presentatin M/506/1914 Deliver a Presentatin M/506/1945 Analyse and Present Business Data Y/506/2295 Maintain and Issue Statinery and Supplies J/506/1868 Use and Maintain Office Equipment Unit Unit reference number Grup C Optinal units Level Credit Guided learning hurs 37 M/502/4300 Using F/502/4396 Bespke Sftware F/502/4625 Spreadsheet Sftware J/502/4559 Data Management Sftware M/502/4622 Presentatin Sftware R/502/4628 Wrd Prcessing Sftware R/502/4631 Website Sftware A/506/2130 Deliver Custmer Service F/506/1934 Participate in a Prject F/601/8320 Prcessing Custmers Financial Transactins T/505/1238 Payrll Prcessing R/506/2134 Prcess Infrmatin abut Custmers Y/506/2149 Develp Custmer Relatinships

16 Unit Unit reference number Grup D Optinal units Level Credit Guided learning hurs 50 A/506/1818 Understand the Use f Research in Business 51 D/506/1939 Understand the Legal Cntext f Business D/502/9928 Principles f Marketing Thery D/502/9931 Principles f Digital Marketing K/503/8194 Principles f Custmer Relatinships 55 L/506/2083 Understand Wrking in a Custmer Service Envirnment 56 R/505/3515 Knw Hw t Publish, Integrate and Share Using Scial Media F/505/6880 Explring Scial Media L/505/3514 Understand the Safe Use f Online and Scial Media Platfrms 59 J/506/1806 Principles f Equality and Diversity in the Wrkplace R/506/2294 Principles f Team Leading

17 5 Prgramme delivery Centres are free t ffer these qualificatins using any mde f delivery, fr example full time, part time, evening nly, distance learning, that meets learners needs. Learners must be in emplyment r wrking with a training prvider n a prgramme s that they can develp and demnstrate the ccupatinal cmpetence required. Whichever mde f delivery is used, centres must make sure that learners have access t specified resurces and t the sectr specialists delivering and assessing the units. Centres must adhere t the Pearsn plicies that apply t the different mdes f delivery, in particular the plicy Cllabrative Arrangements fr the Delivery f Vcatinal Qualificatins n ur website at There are varius appraches t delivering a successful cmpetence-based qualificatin. The sectin belw utlines elements f gd practice that centres can adpt in relatin t learner recruitment, preparatin and supprt, training and assessment delivery, and emplyer engagement. Elements f gd practice Learner recruitment, preparatin and supprt Gd practice in relatin t learner recruitment, preparatin and supprt includes: prviding initial advice and guidance, including wrk tasters, t ptential learners t give them an insight int the relevant industry and the learning prgramme using a range f apprpriate and rigrus selectin methds t ensure that learners are matched t the prgramme best suited t their needs carrying ut a thrugh inductin fr learners t ensure that they cmpletely understand the prgramme and what is expected f them. The inductin can include, fr example, the requirements f the prgramme, an initial assessment f current cmpetency levels, assessment f individual learning styles, identificatin f training needs, an individual learning plan, details f training delivery, the assessment prcess. It is gd practice t invlve emplyers in the inductin prcess, this helps them t understand what will be taking place during the prgramme and enables them t start building a relatinship with the centre t supprt the effective delivery f the prgramme keeping in regular cntact with the learner t keep them engaged and mtivated, and ensuring that there are pen lines f cmmunicatin with the learner, the assessr, the emplyer and teaching staff. 11

18 Training and assessment delivery Gd practice in relatin t training and assessment delivery includes: ffering flexible delivery and assessment t meet the needs f the emplyer and learner, thrugh the use f a range f appraches, fr example virtual learning envirnments (VLEs), nline lectures, vide, printable nline resurces, virtual visits, webcams fr distance training, e-prtflis balancing n-the-jb and ff-the-jb training t meet the knwledge and cmpetence requirements f the prgramme: ff-the-jb: the nature f Cmbined (Cmpetence and Knwledge) qualificatins means that the develpment f technical- and sectr-related knwledge is integral t learners achieving them. As a result, learners need t have sufficient time away frm the wrk envirnment t fcus n develping their technical and industry knwledge, and transferable and practical skills related t their jb rle. Tutrs need t use a range f teaching and learning methds t deliver this training effectively, fr example demnstratin, bservatin and imitatin, practising ( trial and errr ), feedback n perfrmance frm experts and peers, reflective practice, real-wrld prblem slving, enquiry-based learning, simulatin and rle play, peer learning, virtual envirnments, questining, discussins n-the-jb: planning pprtunities with the emplyer fr the develpment and practising f skills n the jb. The n-the-jb element f the prgramme ffers pprtunities fr assessment and plays an imprtant rle in develping the learner s rutine expertise, resurcefulness, craftspersnship and business-like attitude. It is imprtant that there is intentinal structuring f practice and guidance t supplement the learning and develpment prvided thrugh engagement in everyday wrk activities. Teaching and learning methds, such as caching, mentring, shadwing, reflective practice, cllabratin and cnsultatin, culd be used in this structured n-the-jb learning integrating the delivery and assessment f Persnal, Learning and Thinking Skills (PLTS) and Emplyment Rights and Respnsibilities (ERR) if the prgramme is being delivered as a part f an Apprenticeship. It is imprtant that learners understand the relevance f these skills in the wrkplace and are aware f when and hw they will be develping them (see Annexe D fr mapping f PLTS t the units in this specificatin) develping a hlistic apprach t assessment by matching evidence t different assessment criteria, learning utcmes and units as apprpriate, thereby reducing the assessment burden n learners and assessrs. It is gd practice t draw up an assessment plan that aligns the units with the learning prcess and the acquisitin f knwledge and skills, and which indicates hw and when the units will be assessed. In prducing the plan, the assessr shuld wrk clsely with the learner t identify any activities that relate t mre than ne unit r learning utcme and t agree the best way t cllect a single piece f evidence that meets the assessment requirements sufficiently. The assessment guidance given in the units identifies pprtunities t assess units hlistically, helping centres t develp assessment plans discussing and agreeing with the learner and emplyer suitable times, dates and wrk areas where assessment will take place. Learners and emplyers shuld be given regular and relevant feedback n perfrmance and prgress. 12

19 Emplyer engagement Gd practice in relatin t emplyer engagement includes: cmmunicating with emplyers at the start f the prgramme t understand their business cntext and requirements s that the prgramme can be tailred t meet their needs wrking with the emplyer t ensure that learners are allcated a mentr in the wrkplace t assist them in the day-t-day wrking envirnment and t act as a cntact fr the assessr/tutr helping the emplyer t better understand their rle in the delivery f the prgramme. It is imprtant that emplyers understand that sufficient and relevant wrk must be given t learners in rder t prvide a culture f learning and t ensure that they are given every pprtunity t participate in aspects f cntinuus prfessinal develpment (CPD). Delivery guidance fr Pearsn BTEC Level 2 Diplma in Business Administratin (QCF) The fllwing delivery guidance is nt intended t be prescriptive. Thse delivering the prgramme f learning can adapt the guidance t meet the needs f learners, emplyers and the specific cntext. Cmpetence units shuld be delivered in the wrkplace as best practice. This shuld invlve tutrs/trainers agreeing with learners a structured prgramme f activities t ensure that the necessary cmpetencies are develped in an effective and cherent way. Where pssible, delivery mdels shuld be integrated acrss mandatry and ptinal units t avid duplicatin and repetitin. The mandatry knwledge-based units, Unit 2 Understand Emplyer Organisatins, Unit 3 Principles f Prviding Administrative Services, Unit 4 Principles f Business Dcument Prductin and Infrmatin Management are best delivered thrugh ff the jb training, where underlying principles f business administratin can be delivered, explred, examined and discussed. Classes, tutrials and seminars can be used t teach the knwledge cmpnents f the units. This will prvide learners with a sund knwledge base fr the develpment f practical skills that can be evidenced in the wrkplace. It is suggested that the delivery f these units can be enriched and extended by the use f teaching and learning methds and activities that draw n current and best practice in a generic range f cntexts as well as the specific cntext f the wrk envirnment. Delivery may include the use f: vcatinally specific wrkplace case-study materials demnstratins expert visiting speakers visits t different types f cmpanies grup and individual prblem slving activities peer learning presentatins 13

20 questining and discussins rle-plays virtual learning envirnments and nline learning resurces. Fr example, in delivering Unit 2 Understand Emplyer Organisatins, it may be pssible t draw n the different types f rganisatins acrss a range f learners. A review f the cmpany website and literature, tgether with discussins with mentrs and supervisrs, can help learners t research and understand the structures and rganisatinal envirnments f their wn cmpany. This culd als be linked with Unit 51 Understand the Legal Cntext f Business and be fllwed up with presentatins t ther learners r grups that culd integrate ther mandatry r ptinal units, r cmpnents f an apprenticeship such as Persnal Learning and Thinking Skills (PLTS) fr example. Unit 3 Principles f Prviding Administrative Services and Unit 4 Principles f Business Dcument Prductin and Infrmatin Management culd be integrated. Fr example, in learning utcme 1 in Unit 3 learners culd examine the different types f cmpany dcuments used in the rganisatin and administratin f meetings twards learning utcme 1 in Unit 4. This culd be develped by researching the strage and distributin requirements f the meeting dcuments within the rganisatin. Unit 3 and Unit 4 can als be integrated with the IT units in Optinal Grup C. Caching and mentring f learners in the wrkplace is an effective methd f prviding training and supprt at the pint f delivery, fr example, huse-style, naming and saving cnventins and hw t minimise waste in the wrk envirnment. The knwledge-based utcmes in cmpetence-based mandatry units such as Unit 1 Cmmunicatin in a Business Envirnment and Unit 6 Develp Wrking Relatinships with Clleagues can be delivered away frm the wrk envirnment t allw the learner t develp these skills in a safe envirnment that can then be transferred t the wrkplace. Learners culd be teamed with experienced prfessinals wh culd act as mentrs prviding help and supprt as the learner develps the necessary skills. There are a number f financially related ptinal units which culd be integrated, depending n learner jb rles, e.g. Unit 21 Administer Finance, Unit 46 Prcessing Custmers Financial Transactins and Unit 47 Payrll Prcessing. An understanding f relevant financial terminlgy wuld als allw learners t speak abut finance and budgeting cnfidently and enable applicatin t real life situatins r t the mathematics cmpnent f an apprenticeship prgramme. The qualificatin als includes a number f persnnel related ptinal units, Unit 7 Administer the Recruitment and Selectin Prcess, Unit 18 Buddy a Clleague t Develp their Skills and Unit 24 Administer Human Resurce Recrds. There are strng links here t mandatry Unit 1 and Unit 6. Qualificatin delivery can be enhanced by c-rdinating and integrating ptinal unit delivery. 14

21 A range f case studies culd be develped and made available t learners in study packs and/r in a cmputer based learning envirnment that relate t travel and accmmdatin arrangements, mail services, ffice equipment, diary systems and custmer service. By discussing a range f cntexts, using speakers and visits t cmpanies, learners knwledge can be extended and enhanced. The fllwing Optinal Units have affinities and links with mandatry Unit 3 Principles r Prviding Administrative Services and Unit 4 Principles f Business Dcument Prductin and Infrmatin Management; Unit 8 Handle Mail, Unit 9 Organise Business Travel r Accmmdatin, Unit 10 Prvide Receptin Services, Unit 11 Prvide Administrative Supprt fr Meetings, Unit 13 Manage Diary Systems, Unit 15 Cntribute t the Organisatin f an Event, Unit 25 Prduce Business Dcuments, Unit 26 Prduce Minutes f Meetings, Unit 27 Meet and Welcme Visitrs in a Business Envirnment, Unit 29 Use a Telephne and Vic System and Unit 36 Use and Maintain Office Equipment. Tutrs shuld make use f a range f teaching and learning appraches and materials, including the suggested resurces within each unit. Frmative assessments are a useful learning tl and in the mandatry units can help learners t identify gaps in their knwledge and any additinal learning that may be required. The use f learning jurnals and reflective accunts is t be encuraged and with guidance, these culd be structured t supprt their achievement f relevant assessment criteria. Links culd be made t n-the-jb training and develpment which may in turn cntribute t the cmpetence-based mandatry unit, Unit 5 Manage Persnal Perfrmance and Develpment. There are many n-line tls that are available fr learners t access t evaluate their current skill levels and these might be useful fr prmting discussins, whether thrugh n-the-jb r ff-the-jb training, that can help learners t frmulate their wn ideas f where they want their develpment and careers t g in the future. Cmpnents f understanding emplyers expectatins and emplyees rights and bligatins culd als be built int the learning fr Unit 5 Manage Persnal Perfrmance and Develpment, which als explres the management f persnal perfrmance, achieving an acceptable wrk-life balance, identifying develpment needs and fulfilling a persnal develpment plan. Delivery can als incrprate relevant aspects f the ERR unit (Unit 16 Emplyee Rights and Respnsibilities) such as training, career pathways, statutry rights and respnsibilities and emplyer expectatins. There are new units in the qualificatin which relate t scial media, Unit 56 Knw Hw t Publish, Integrate and Share Using Scial Media, Unit 57 Explring Scial Media and Unit 58 Understand the Safe Use f Online and Scial Media Platfrms) and these culd als prvide valuable links t the achievement f the ERR unit (Unit 16 Emplyee Rights and Respnsibilities). Fr example, learners culd explre hw their cmpanies use scial media, their cdes f practice fr using scial media and the cnsequences f its misuse. Opprtunities t integrate the delivery and assessment f Persnal Learning and Thinking Skills (PLTS) will arise naturally thrugh the delivery f the knwledge and cmpetence utcmes, particularly in the mandatry units. Unit 5 Manage Persnal Perfrmance and Develpment may be seen as an example where PLTS culd be delivered thrugh ff the jb training but evidenced thrugh the learner s wrk prducts. Centres shuld plan and make full use f the pprtunities t integrate PLTS that are available (Annexe D). Wherever pssible, the knwledge learning utcmes and cmpetence utcmes shuld mutually reinfrce learning f the subject matter. 15

22 6 Centre resurce requirements As part f the apprval prcess, centres must make sure that the resurce requirements belw are in place befre ffering the qualificatin. Centres must have the apprpriate physical resurces t supprt delivery and assessment f the qualificatin. Fr example, a wrkplace in line with industry standards, r a Realistic Wrking Envirnment (RWE), where permitted, as specified in the assessment strategy fr the sectr, equipment, IT, learning materials, teaching rms. Where RWE is permitted, it must ffer the same cnditins as the nrmal day-t-day wrking envirnment, with a similar range f demands, pressures and requirements fr cst-effective wrking. Centres must meet any specific human and physical resurce requirements utlined in the assessment strategy fr the qualificatin (Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership) in Annexe A. Staff assessing learners must meet the ccupatinal cmpetence requirements within the verarching assessment strategy fr the sectr. There must be systems in place t ensure cntinuing prfessinal develpment fr staff delivering the qualificatin. Centres must have apprpriate health and safety plicies, prcedures and practices in place fr the delivery and assessment f the qualificatin. Centres must deliver the qualificatin in accrdance with current equality legislatin. Fr further details n Pearsn s cmmitment t the Equality Act 2010, please see Sectin 7, Access and recruitment. Fr full details n the Equality Act 2010, please g t 16

23 7 Access and recruitment Our plicy n access t ur qualificatins is that: they shuld be available t everyne wh is capable f reaching the required standards they shuld be free frm barriers that restrict access and prgressin there shuld be equal pprtunities fr all wishing t access the qualificatins. Centres must ensure that their learner recruitment prcess is cnducted with integrity. This includes ensuring that applicants have apprpriate infrmatin and advice abut the qualificatin t ensure that it will meet their needs. Centres shuld review applicants prir qualificatins and/r experience, cnsidering whether this prfile shws that they have the ptential t achieve the qualificatin. Prir knwledge, skills and understanding N prir knwledge, understanding, skills r qualificatins are required befre learners register fr this qualificatin, hwever it is likely that they will be seeking wrk r may already be emplyed within the business administratin sectr. Access t qualificatins fr learners with disabilities r specific needs Equality and fairness are central t ur wrk. Pearsn s Equality Plicy requires all learners t have equal pprtunity t access ur qualificatins and assessments and that ur qualificatins are awarded in a way that is fair t every learner. We are cmmitted t making sure that: learners with a prtected characteristic (as defined by the Equality Act 2010) are nt, when they are undertaking ne f ur qualificatins, disadvantaged in cmparisn t learners wh d nt share that characteristic all learners achieve the recgnitin they deserve frm undertaking a qualificatin and that this achievement can be cmpared fairly t the achievement f their peers. Fr learners with disabilities and specific needs, the assessment f their ptential t achieve the qualificatin must identify, where apprpriate, the supprt that will be made available t them during delivery and assessment f the qualificatin. Please see the infrmatin regarding reasnable adjustments and special cnsideratin in Sectin 8, Assessment. 17

24 8 Assessment This qualificatin cntains bth knwledge and cmpetence units, assessed thrugh a cmbinatin f internal and external assessment. All cmpetence units are internally assessed. Knwledge units can be assessed thrugh internal r external assessment. The type f unit, whether knwledge r cmpetence, is stated in the unit infrmatin sectin at the start f each unit. Infrmatin n the methds and requirements fr bth internal and external assessment is given later in this sectin. T achieve a pass fr the full qualificatin, the learner must achieve all the units in the stated qualificatin structure. Language f assessment External assessments fr units in this qualificatin will be available in English. Assessments fr units that are t be internally assessed may be in English, Welsh r Irish. If assessment is t be carried ut in either Welsh r Irish then centres must infrm Pearsn at the pint f learner registratin. A learner taking the qualificatin may be assessed in British r Irish Sign Language where it is permitted fr the purpse f reasnable adjustment. Further infrmatin n the use f language in qualificatins is available in ur plicy dcument Use f languages in qualificatins plicy. Further infrmatin n access arrangements can be fund in the Jint Cuncil fr Qualificatins (JCQ) dcument Access Arrangements, Reasnable Adjustments and Special Cnsideratin fr General and Vcatinal Qualificatins. Bth f the dcuments abve are n ur website at Cmpetence units internal assessment All cmpetence units in this qualificatin are assessed thrugh an internally and externally quality assured prtfli made up f evidence gathered during the curse f the learner s wrk. Each cmpetence unit has specified learning utcmes and assessment criteria. T pass each unit the learner must: achieve all the specified learning utcmes satisfy all the assessment criteria by prviding sufficient and valid evidence fr each criterin prve that the evidence is their wn. The learner must have an assessment recrd that identifies the assessment criteria that have been met. The assessment recrd shuld be crss-referenced t the evidence prvided. The assessment recrd shuld include details f the type f evidence and the date f assessment. Suitable centre dcumentatin shuld be used t frm an assessment recrd. 18

25 It is imprtant that the evidence prvided t meet the assessment criteria fr each unit is: Valid Authentic Current Reliable Sufficient relevant t the standards fr which cmpetence is claimed prduced by the learner sufficiently recent t create cnfidence that the same skill, understanding r knwledge persist at the time f the claim indicates that the learner can cnsistently perfrm at this level fully meets the requirements f the standards Learners can prvide evidence f ccupatinal cmpetence frm: current practice where evidence is generated frm a current jb rle a prgramme f develpment where evidence cmes frm assessment pprtunities built int a learning prgramme. The evidence prvided must meet the requirements f the Sectr Skills Cuncil s assessment requirements/strategy. the Recgnitin f Prir Learning (RPL) where a learner can demnstrate that they can meet a unit s assessment criteria thrugh knwledge, understanding r skills they already pssess, withut undertaking a curse f develpment. They must submit sufficient, reliable, authentic and valid evidence fr assessment. Evidence submitted based n RPL shuld give the centre cnfidence that the same level f skill, understanding and knwledge exists at the time f claim as existed at the time the evidence was prduced. RPL is acceptable fr accrediting a unit, several units, r a whle qualificatin. Further guidance is available in ur plicy dcument Recgnitin f Prir Learning Plicy and Prcess, available n ur website at: a cmbinatin f the abve. Assessment strategy The Assessment Strategy fr the business administratin specific cmpetence units in this qualificatin is given in Annexe A. It sets ut the verarching assessment principles and the framewrk fr assessing these units t ensure that the qualificatin remains valid and reliable. The Assessment Strategy has been develped by Skills CFA in partnership with emplyers, training prviders, awarding rganisatins and the regulatry authrities. Imprted units in this qualificatin are gverned by the Assessment Strategy in Annexe B and C. The unit assessment requirements sectin in each unit states where these strategies apply. 19

26 Types f evidence T achieve a cmpetence unit, the learner must gather evidence shwing that they have met the required standard specified in the assessment criteria, Pearsn s quality assurance arrangements (see Sectin 10, Quality assurance f centres) and the requirements f the Assessment Strategies in Annexe A, B and C. In line with the Assessment Strategies, evidence fr the cmpetence units can take a variety f frms as indicated belw: direct bservatin f the learner s perfrmance by their assessr (O) utcmes frm ral r written questining (Q&A) prducts f the learner s wrk (P) persnal statements and/r reflective accunts (RA) utcmes frm simulatin (S) (Unit 27, 28 and 29 nly) prfessinal discussin (PD) authentic statements/witness testimny (WT) expert witness testimny (EWT) evidence f Recgnitin f Prir Learning (RPL). Learners can use the abbreviatins in their prtflis fr crss-referencing purpses. Learners must prvide evidence f their achievement f the knwledge-based learning utcmes and the assciated assessment criteria in cmpetence units achievement f these cannt be inferred frm perfrmance. Centres must ensure that the assessment methds used are apprpriate fr the specific learning utcmes and assessment criteria and are in line with the Assessment Strategies in Annexe A, B and C. Guidance may need t be given t learners befre the assessment is cnducted t clarify the requirements f different cmmand verbs. This will ensure that evidence prvided has sufficient breadth and depth t meet the assessment requirements. The Unit assessment guidance given in each unit is useful in supprting centres with the assessment prcess. Learners can use ne piece f evidence t prve their knwledge, skills and understanding acrss different assessment criteria and/r acrss different units. It is nt necessary fr learners t have each assessment criterin assessed separately. They shuld be encuraged t reference evidence t the relevant assessment criteria. Hwever, the evidence prvided fr each unit must reference clearly the unit that is being assessed. Evidence must be available t the assessr, the internal verifier and the Pearsn standards verifier. Any specific evidence requirements fr a unit are given in the unit s Assessment sectin. Further guidance n the requirements fr centre quality assurance and internal verificatin prcesses is available n ur website at: 20

27 Knwledge units external and internal assessment The fllwing knwledge units in this qualificatin can be externally assessed thrugh an nscreen test r internally assessed thrugh a Prtfli f Evidence. Centres have the ptin t chse the methd f assessment that is mst suitable fr their learners and cntext. Unit 2: Understand Emplyer Organisatins Unit 3: Principles f Prviding Administrative Services Unit 4: Principles f Business Dcument Prductin and Infrmatin Management Unit 60: Principles f Team Leading Learners can achieve units thrugh a cmbinatin f Prtfli f Evidence and nscreen tests but a single unit must use ne r the ther frm f assessment. The fllwing knwledge units are assessed internally thrugh a Prtfli f Evidence nly. Unit 16: Emplyee Rights and Respnsibilities Unit 50: Understand the Use f Research in Business Unit 51: Understand the Legal Cntext f Business Unit 52: Principles f Marketing Thery Unit 53: Principles f Digital Marketing Unit 54: Principles f Custmer Relatinships Unit 55: Understand Wrking in a Custmer Service Envirnment Unit 56: Knw Hw t Publish, Integrate and Share Using Scial Media Unit 57: Explring Scial Media Unit 58: Understand the Safe Use f Online and Scial Media Platfrms Unit 59: Principles f Equality and Diversity in the Wrkplace External assessment Pearsn sets and marks the externally assessed nscreen tests. These tests must be taken by the learner under examinatin cnditins. The table belw gives infrmatin abut the nscreen tests available fr this qualificatin. Unit 2: Understand Emplyer Organisatins Length f assessment The external assessment will be 35 minutes Number f marks 25 Assessment availability On demand First assessment availability Octber

28 Unit 3: Principles f Prviding Administrative Services Length f assessment The external assessment will be 45 minutes Number f marks 35 Assessment availability On demand First assessment availability Octber 2014 Unit 4: Principles f Business Dcument Prductin and Infrmatin Management Length f assessment The external assessment will be 35 minutes Number f marks 25 Assessment availability On demand First assessment availability Octber 2014 Unit 60: Principles f Team Leading Length f assessment The external assessment will be 45 minutes Number f marks 35 Assessment availability On demand First assessment availability Octber 2014 The nscreen tests assess all the learning utcmes in the identified units t meet the standard specified by the related assessment criteria. All the amplificatin in each unit is mandatry fr the tests. The test writer will use the Unit amplificatin sectin in the unit as a guide when writing questins. Centres need t make sure that learners are: fully prepared t sit the nscreen tests entered fr the tests at apprpriate times, with due regard fr resit pprtunities as necessary. All centres ffering nscreen assessment must cmply with the Jint Cuncil fr Qualificatins (JCQ) dcument Instructins fr the Cnduct f Examinatins (ICE). The current versin f this dcument is available n ur website at: 22

29 Internal assessment Internal assessment f the knwledge units is thrugh an internally and externally quality assured Prtfli f Evidence. All assessments created by centres fr the develpment f prtfli evidence must be fit fr purpse and based n the unit assessment criteria. T pass each internally assessed knwledge unit the learner must: achieve all the specified learning utcmes meet the standard determined by the assessment criteria by prviding sufficient and valid evidence prve that the evidence is their wn. Assessment tasks and activities must enable learners t prduce valid, sufficient, authentic and apprpriate evidence that relates directly t the learning utcmes and assessment criteria in the cntext f the Unit amplificatin. When devising the assessments, centres need t lk clsely at the verb used fr each assessment criterin t ensure that learners can prvide evidence with sufficient breadth and depth t meet the requirements. Centres need t prduce assessment briefs fr learners t shw what evidence is required. Assessment briefs shuld indicate clearly which assessment criteria are being targeted. Centres are encuraged t create strng links between the assessment f the knwledge units and the cmpetence units t reinfrce the relatinship between knwledge and understanding and the jb-related cmpetencies. Unless therwise indicated in the Unit assessment guidance fr each unit, the centre can decide the frm f assessment evidence (fr example presentatins, prjects, tests, extended writing) as lng as the methds chsen allw learners t prduce valid, sufficient and reliable evidence f meeting the assessment criteria. Fr guidance n internal assessment methds, please refer t the Guide t Assessing Wrk Based Learning Qualificatins, available n ur website at: Appeals Centres must have a plicy fr dealing with appeals frm learners. Appeals may relate t incrrect assessment decisins r unfairly cnducted assessment. The first step in such a plicy is a cnsideratin f the evidence by a Lead Internal Verifier r ther member f the prgramme team. The assessment plan shuld allw time fr ptential appeals after learners have been given assessment decisins. Centres must dcument all learners appeals and their reslutins. There is mre infrmatin n the appeals prcess in ur plicy dcument Enquiries and Appeals abut Pearsn Vcatinal Qualificatins, available n ur website at: 23

30 Dealing with malpractice Centres must have a plicy fr dealing with malpractice by learners. This plicy must fllw the Centre guidance fr dealing with malpractice and the JCQ dcument Suspected Malpractice in Examinatins and Assessments JCQ Plicies and Prcedures, available n ur website at: Centres must reprt malpractice t Pearsn, particularly if any units have been subject t quality assurance r certificatin. Reasnable adjustments t assessment Centres are able t make adjustments t assessments t take accunt f the needs f individual learners in line with the guidance given in the dcument Pearsn supplementary guidance fr reasnable adjustment and special cnsideratin in vcatinal internally assessed units, available n ur website. In mst instances, adjustments can be achieved by fllwing the guidance, fr example allwing the use f assistive technlgy, adjusting the frmat f the evidence. We can advise yu if yu are uncertain as t whether an adjustment is fair and reasnable. Any reasnable adjustment must reflect the nrmal learning r wrking practice f a learner in a centre r wrking within the ccupatinal area. Further infrmatin n access arrangements can be fund in the Jint Cuncil fr Qualificatins (JCQ) dcument Access Arrangements, Reasnable Adjustments and Special Cnsideratin fr General and Vcatinal Qualificatins, available n ur website. Special cnsideratin Centres must perate special cnsideratin in line with the guidance given in ur dcument Supplementary guidance fr reasnable adjustment and special cnsideratin in vcatinal internally assessed units. Special cnsideratin may nt be applicable in instances where: assessment requires the demnstratin f practical cmpetence criteria have t be met fully units/qualificatins cnfer licence t practice. Centres cannt apply their wn special cnsideratin applicatins fr special cnsideratin must be made t Pearsn and can be made n a case-by-case basis nly. A separate applicatin must be made fr each learner and certificatin claims must nt be made until the utcme f the applicatin has been received. Further infrmatin n special cnsideratin can be fund in the Jint Cuncil fr Qualificatins (JCQ) dcument Access Arrangements, Reasnable Adjustments and Special Cnsideratin fr General and Vcatinal Qualificatins. Bth f the dcuments mentined abve are n ur website at: 24

31 Credit transfer Credit transfer describes the prcess f using a credit r credits awarded in the cntext f a different qualificatin r awarded by a different awarding rganisatin twards the achievement requirements f anther qualificatin. All awarding rganisatins recgnise the credits awarded by all ther awarding rganisatins that perate within the QCF. If learners achieve credits with ther awarding rganisatins, they d nt need t retake any assessment fr the same units. The centre must keep evidence f unit achievement. Further infrmatin n credit transfer can be fund in the QCF Credit Accumulatin and Transfer plicy (England), available n ur website at: 25

32 9 Centre recgnitin and apprval Centre recgnitin Centres that have nt previusly ffered BTEC vcatinal qualificatins need t apply fr and be granted centre recgnitin and apprval as part f the prcess fr apprval t ffer individual qualificatins. Existing centres will be given autmatic apprval fr a new qualificatin if they are already apprved fr a qualificatin that is being replaced by a new qualificatin and the cnditins fr autmatic apprval are met. Guidance n seeking apprval t deliver BTEC vcatinal qualificatins is available at Apprvals agreement All centres are required t enter int an apprval agreement, which is a frmal cmmitment by the head r principal f a centre, t meet all the requirements f the specificatin and any assciated cdes, cnditins r regulatins. Pearsn will act t prtect the integrity f the awarding f qualificatins. If centres d nt cmply with the agreement, this culd result in the suspensin f certificatin r withdrawal f apprval. 26

33 10 Quality assurance f centres Quality assurance is at the heart f vcatinal qualificatins. Centres are required t declare their cmmitment t ensuring quality and t giving learners apprpriate pprtunities that lead t valid and accurate assessment utcmes. Centres must fllw quality assurance requirements fr standardisatin f assessrs and internal verifiers and the mnitring and recrding f assessment prcesses. Pearsn uses external quality assurance prcedures t check that all centres are wrking t natinal standards. It gives us the pprtunity t identify and prvide supprt t safeguard certificatin and quality standards. It als allws us t recgnise and supprt gd practice. Centres ffering Cmbined (Cmpetence and Knwledge) qualificatins will usually receive tw standards verificatin visits per year (a ttal f tw days per year). The exact frequency and duratin f standards verifier visits will reflect the centre s perfrmance, taking accunt f the: number f assessment sites number and thrughput f learners number and turnver f assessrs number and turnver f internal verifiers. Fr centres ffering a full Pearsn BTEC Apprenticeship (i.e. all elements f the Apprenticeship are delivered with Pearsn thrugh registratin f learners n a BTEC Apprenticeship framewrk) a single standards verifier will nrmally be allcated t verify all elements f the BTEC Apprenticeship prgramme. Centres shuld make use f ur ne-click learner registratin t access this facility. If a centre is als ffering stand-alne NVQs/Cmpetence-based qualificatins in the same sectr as a full BTEC Apprenticeship, the same standards verifier shuld be allcated. If a centre is als ffering stand-alne BTEC qualificatins in the same sectr as a full BTEC Apprenticeship, a different quality assurance mdel applies. In rder fr certificatin t be released, cnfirmatin is required that the Natinal Occupatinal Standards (NOS) fr assessment and verificatin, and fr the specific ccupatinal sectr are being met cnsistently. Fr further details, please g t the NVQ Quality Assurance Centre Handbk, the BTEC Apprenticeships Quality Assurance Handbk and the Pearsn Edexcel NVQs, SVQs and cmpetence-based qualificatins Delivery Requirements and Quality Assurance Guidance n ur website at 27

34 11 Unit frmat Each unit has the fllwing sectins. Unit title The unit title is n the QCF and this frm f wrds will appear n the learner s Ntificatin f Perfrmance (NOP). Unit reference number Each unit is assigned a unit reference number that appears with the unit title n the Register f Regulated Qualificatins. QCF level All units and qualificatins within the QCF have a level assigned t them. There are nine levels f achievement, frm Entry t Level 8. The QCF Level Descriptrs infrm the allcatin f the level. Credit value All units have a credit value. When a learner achieves a unit, they gain the specified number f credits. The minimum credit value is 1 and credits can be awarded in whle numbers nly. Guided learning hurs Guided learning hurs are the times when a tutr, trainer r facilitatr is present t give specific guidance twards the learning aim fr a prgramme. This definitin includes wrkplace guidance t supprt the develpment f practical jb-related skills, tutrials and supervised study in, fr example, pen learning centres and learning wrkshps. It als includes the time spent by staff assessing learners achievements, fr example in the assessment f cmpetence fr cmpetency-based qualificatins. Unit summary This summarises the purpse f the unit and the learning the unit ffers. Learning utcmes The learning utcmes set ut what a learner will knw, understand r be able t d as the result f a prcess f learning. Assessment criteria The assessment criteria describe the requirements a learner is expected t meet t demnstrate that a learning utcme has been achieved. 28

35 Unit amplificatin Unit amplificatin sets ut the range f subject material required fr the prgramme f learning and specifies the knwledge and understanding required fr achievement f the unit. It enables centres t design and deliver a prgramme f learning that will enable learners t achieve each learning utcme and t meet the standard determined by the assessment criteria. Where relevant and/r apprpriate, unit amplificatin is infrmed by the underpinning knwledge and understanding requirements f related Natinal Occupatinal Standards (NOS). Relatinship between amplificatin and assessment criteria Althugh it is nt a requirement that all f the amplificatin is assessed, learners shuld be given the pprtunity t cver it all. Hwever, the indicative amplificatin (see belw) will need t be cvered in a prgramme f learning t enable learners t meet the standard determined in the assessment criteria. Amplificatin structure Amplificatin is given nly fr thse assessment criteria assciated with knwledge-based learning utcmes. Assessment criteria fr cmpetence learning utcmes are nt amplified as the related activities are rganisatin specific. Where a knwledge-based assessment criterin is cntext specific, it is indicated by the fllwing, r similar, statement: The knwledge t meet this AC depends n particular rganisatinal requirements and cntext. Learners need t apply knwledge specific t their rganisatin t meet this AC. Where apprpriate, general infrmatin is given t supprt the delivery f the cntent needed t satisfy the assessment criteria. Cntent in brackets is cntent that must be cvered and delivered. Where cntent is specified as e.g. (indicative cntent) it means that it culd be cvered in delivery r replaced with ther, similar cntent. Legislatin Legislatin cited in the units is current at time f publicatin. The mst recent legislatin shuld be taught and assessed internally. External assessments will als cver the mst recent legislatin. Infrmatin fr tutrs This sectin gives tutrs infrmatin n delivery and assessment. It cntains the fllwing subsectins. Suggested resurces lists resurce materials that can be used t supprt the teaching f the unit, fr example bks, jurnals, websites. Assessment gives infrmatin abut the assessment requirements that learners need t satisfy in rder t achieve the unit. This sectin als gives guidance n the assessment activities that can be used t gather the evidence required t achieve the unit. This sectin shuld be read in cnjunctin with the assessment criteria, learning utcmes and unit amplificatin. 29

36 Unit 1: Cmmunicatin in a Business Envirnment Unit reference number: H/506/1893 QCF level: 2 Credit value: 3 Guided learning hurs: 19 Unit type: Cmpetence Unit summary Cmmunicatin skills are an imprtant part f any business and administratin rle. They underpin all interactins with internal and external audiences and, run thrugh all the units in the verall qualificatin as a thread. In this unit yu will develp the knwledge and skills f cmmunicatin needed in a business envirnment. Yu will explre different methds f hw t cmmunicate with thers, including verbal and nn-verbal cmmunicatin and effective written business cmmunicatin. Yu will lk at hw t use spken language apprpriately, tne f vice, and the bdy language used in verbal discussins and when respnding t thers. Yu will cnsider the language, cntent, structure and accuracy f infrmatin in written cmmunicatins relevant t yur rle and wrkplace. 30

37 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the requirements f written and verbal business cmmunicatin 2 Be able t prduce written business cmmunicatins Assessment criteria 1.1 Explain why different cmmunicatin methds are used in the business envirnment 1.2 Describe the cmmunicatin requirements f different audiences 1.3 Explain the imprtance f using crrect grammar, sentence structure, punctuatin, spelling and cnventins in business cmmunicatins 1.4 Explain the imprtance f using apprpriate bdy language and tne f vice when cmmunicating verbally 2.1 Identify the nature, purpse, audience and use f the infrmatin t be cmmunicated 2.2 Use cmmunicatin channels that are apprpriate t the infrmatin t be cmmunicated and the audience 2.3 Present infrmatin in the frmat that meets the brief 2.4 Adhere t agreed business cmmunicatin cnventins and degree f frmality f expressin when prducing dcuments 2.5 Prduce business cmmunicatins that are clear, accurate and crrect 2.6 Meet agreed deadlines in cmmunicating with thers 31

38 Learning utcmes 3 Be able t cmmunicate verbally in business envirnments Assessment criteria 3.1 Identify the nature, purpse, recipient/s and intended use f the infrmatin t be cmmunicated 3.2 Use language that is apprpriate fr the recipient s needs 3.3 Use bdy language and tne f vice t reinfrce messages 3.4 Identify the meaning and implicatins f infrmatin that is cmmunicated verbally 3.5 Cnfirm that a recipient has understd crrectly what has been cmmunicated 3.6 Respnd in a way that is apprpriate t the situatin and in accrdance with rganisatinal plicies and standards 32

39 Unit amplificatin AC1.1: Explain why different cmmunicatin methds are used in the business envirnment Cmmunicatin methds: verbal; nn-verbal; written, e.g. , letter Use f cmmunicatin methds: speed, efficiency, cst, cnvenience, recipient AC1.2: Describe the cmmunicatin requirements f different audiences Audiences: Internal: wrk fr same rganisatin External: custmers, suppliers, regulatry authrities Cmmunicatin requirements: purpse; apprpriate cmmunicatin methds, e.g. frmal, infrmal, verbal, written; language; level f detail; rganisatin standards and prtcls; custmer expectatins AC1.3: Explain the imprtance f using crrect grammar, sentence structure, punctuatin, spelling and cnventins in business cmmunicatins Cnventins: salutatins; frmal language; prfessinal style; huse style; apprpriate use f punctuatin Imprtance: accuracy; wn standards f wrk; prfessinal image; custmer perceptin AC1.4: Explain the imprtance f using apprpriate bdy language and tne f vice when cmmunicating verbally Verbal cmmunicatin: making and receiving telephne calls; cntributing t discussins; participating in meetings; cnversatins with clleagues abut wrk issues Imprtance: presenting psitive image f self and rganisatin; impact n thers; minimising barriers; discussing sensitive subject 33

40 Infrmatin fr tutrs Suggested resurces Bks Butterfield J Verbal Cmmunicatin: Illustrated Curse Guides (2nd editin) (Cengage Learning, 2012) ISBN Butterfield J Written Cmmunicatin: Illustrated Curse Guides (2nd editin) (Cengage Learning, 2012) ISBN Trimarchi K, Watkins B, Partn N and Majithia P NVQ/SVQ Level 2 Business and Administratin Handbk (NVQ Administratin) (Heinemann, 2011) ISBN Websites BBC Skillswise: learning resurces which include verbal and written methds f cmmunicatin Pearsn qualificatins: prvide guidance fr Functinal Skills English, Essential Skills Wales cmmunicatin and Cre Skills (Sctland) Cmmunicatin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 34

41 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 3 is direct bservatin f the learner cmmunicating verbally with thers in the business envirnment. Verbal cmmunicatins may include telephne and face-t-face. Evidence fr AC3.4 shuld include learners using questining techniques and active listening t identify the meaning f infrmatin cmmunicated and its implicatins. The primary surce f evidence fr demnstrating achievement f learning utcme 2 is the learner s wrk prducts, such as s, letters, reprts and planning ntes, prduced in the natural curse f their wrk rle. The assessr shuld examine these wrk prducts t check accuracy in terms f spelling, grammar and sentence cnstructin as well as judge their clarity and crrectness in relatin t the purpse and audience f the cmmunicatins (AC2.5). The evidence frm the direct bservatin and wrk prducts fr learning utcme 2 and learning utcme 3 shuld be supprted by Q&A t fill any gaps in the evidence f their cmpetence. Fr example, fr specific written cmmunicatins, the learner culd be asked t explain hw they decided that the cmmunicatin methd used was apprpriate and why they have rganised, structured and presented the infrmatin in the way they have. This wuld prvide supprting evidence f cmpetence fr AC2.2, AC2.3 and AC2.5. Similarly, t supprt evidence fr learning utcme 3, the learner culd be asked t explain hw they have used bdy language and tne f vice t meet audience needs and reinfrce messages in specific bserved situatins (AC3.3 and AC3.3). A learner diary culd be used as an alternative t Q&A if apprpriate fr the learner and the assessment cntext. T achieve AC2.6, learners need t prvide evidence f meeting the agreed timescale either frm the date the cmmunicatin was distributed r the date the query was reslved. Witness testimny culd be used t prvide supprting evidence acrss the unit as apprpriate. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC2.1, AC3.1, AC3.4 and AC3.6) as well as meeting the requirements f the knwledge assessment criteria in learning utcme 1. The Q&A shuld be integrated with the assessment fr learning utcme 2 t prvide the pprtunity fr the learner t link and apply their knwledge t their wrkplace activities. Fr example, the learner culd be asked t explain why it is imprtant fr them and their rganisatin that their written r verbal cmmunicatins are accurate, crrect and apprpriate fr the audience and business envirnment. This questin shuld be related t specific bserved verbal cmmunicatins r specific pieces f written cmmunicatins. This relates the knwledge t meet AC1.3 and AC1.4 t the learner s wrk activities in learning utcme 2 and learning utcme 3. If a learner diary is used in the assessment f learning utcme 2 and learning utcme 3, then it can be used as an alternative t the Q&A t demnstrate the achievement f learning utcme 1. The learner diary entries shuld be cntextualised t their wrk activities t link and apply the knwledge requirements in a similar manner as with the Q&A. The learner s respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnses must have sufficient detail abut the imprtance f using crrect writing cnventins (AC1.3) and the imprtance f using apprpriate bdy language and tne f vice when cmmunicating verbally (AC1.4). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 35

42 Unit 2: Understand Emplyer Organisatins Unit reference number: A/506/1964 QCF level: 2 Credit value: 4 Guided learning hurs: 40 Unit type: Knwledge Unit summary Emplyer rganisatins have a wide range f purpses such as supplying gds and services, while thers manufacture gds. Sme rganisatins want t make prfits t satisfy their sharehlders, thers d nt. Yu will learn abut the differences between the different types f rganisatins in the private sectr, frm the small t the large natinal and internatinal rganisatins, thse cntrlled by the Gvernment in the public sectr and thse in the vluntary sectr and hw each type f rganisatin is set up against a specific legal structure. The peratinal functins f rganisatins are different depending n their size and structure. The larger the rganisatin is, rles and respnsibilities becme specialised and yu will gain an understanding f hw functinal activities interrelate. There are varius internal and external factrs that influence hw rganisatins perate and functin, s it is imprtant fr yu t understand hw rganisatins deal with these. Yu will learn hw the impact f plitical, ecnmic, scial, technlgical, legal and envirnmental change has n rganisatins. Different mdels f analysis are used by rganisatins t assess the impact and hw they will be dealt with. N rganisatin can survive unless it fits int the envirnment in which it perates. 36

43 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand rganisatinal structures 2 Understand the rganisatinal envirnment Assessment criteria 1.1 Explain the differences between the private sectr, public sectr and vluntary sectr 1.2 Explain the functins f different rganisatinal structures 1.3 Describe the features f different types f legal structures fr rganisatins 2.1 Describe the internal and external influences n rganisatins 2.2 Explain the use f different mdels f analysis in understanding the rganisatinal envirnment 2.3 Explain why change in the business envirnment is imprtant 37

44 Unit amplificatin This cntent has been written in an expanded frmat t facilitate bth nscreen testing and prtfli assessment. Learners presenting wrk fr prtfli assessment are nt expected t evidence all f the amplificatin. Learners wh are t be assessed by the nscreen test culd be tested n any aspect f the amplificatin. AC1.1: Explain the differences between the private sectr, public sectr and vluntary sectr Private Sectr: run by individuals and cmpanies fr prfit Sle trader Partnership Limited cmpany Public Limited Cmpany Public Sectr: managed by gvernment ministries and departments and financed thrugh public and business taxes; prvide service t public Educatin: schls; clleges Natinal Health Service: hspitals; nursing hmes; GP practices Lcal cuncils Plice Vluntary Sectr: nt fr prfit rganisatins; benefit the public Charities: Oxfam; Red Crss Trusts: Husing Assciatins Lcal cmmunity interest rganisatins: Neighburhd Watch Schemes Scieties: lcal sprts club; unifrmed rganisatins (scuts and guides, theatre grups) 38

45 AC1.2: Explain the functins f different rganisatinal structures Types f rganisatinal structures: Flat hierarchical: few levels; wide areas f respnsibility; shrt lines f cmmunicatin Tall hierarchical: many levels; narrw areas f respnsibility; lng lines f cmmunicatin Functinal: emplyee has a single manager that they reprt t; areas are rganised by functinal areas; issues/queries will be directed t a single pint f cntact Matrix: sub areas within a functinal area (emplyee culd wrk in Prduct A sales Department, Prduct B Operatins department) Organisatinal structure fr small rganisatins: Flat hierarchical: few members f staff therefre mre respnsibility; flexible; mre respnsive t market needs Functinal: in-depth knwledge f a particular prduct/area f the cmpany; knw all emplyees; knwledge f wh t speak t r escalate an issue/query t; issues/queries will be directed t a single pint f cntact; clear f wn respnsibility; clear f respnsibility f ther departments acrss the business Organisatinal structure fr large rganisatins n ne-site: Tall hierarchical: mre peple; mre fcused area f respnsibility; in-depth knwledge f the functinal area; general knwledge f ther areas f the cmpany Functinal: in-depth knwledge f a particular prduct/area f the cmpany; knwledge f wh t speak t r escalate an issue/query t; clear f wn respnsibility; clear f respnsibility f ther departments acrss the business Matrix: in-depth knwledge f a prduct within the functinal area; general understanding/knwledge f ther areas f the business; fcused respnsibilities; difficult t find a pint f cntact fr ther business areas; build relatinships with clleagues acrss sites/business areas Organisatinal structure fr large rganisatins acrss sites r cuntries: Tall hierarchical: mre peple; mre fcused area f respnsibility; in-depth knwledge f the functinal area; general knwledge f ther areas f the cmpany Matrix: in-depth knwledge f a prduct within the functinal area; general understanding/knwledge f ther areas f the business; fcused respnsibilities; difficult t find a pint f cntact fr ther business areas; build relatinships with clleagues acrss sites/business areas 39

46 AC1.3: Describe the features f different types f legal structures fr rganisatins Private Sectr: Sle Trader: ne wner; sle respnsibility; liability fr all debts f business; risks t wn prperty; keeps prfits Partnership: shared wnership; shared respnsibility; jint liability fr all debts f business; partners share prfits r as agreed in deed r partnership; cmmn in prfessinal services (accuntants, slicitrs, veterinary surgery) Limited Cmpany: shared wnership thrugh sharehlding investment; liability limited t investment in business; need fr cmpany registratin (Articles f Assciatin, Memrandum f Assciatin); n-ging submissin f accunting statements Public Limited Cmpany: wned by sharehlders; liability limited t investment in business; need fr cmpany registratin (Articles f Assciatin, Memrandum f Assciatin); financial recrds published; annual general meetings held; Directr reappintments r new appintments vted n Public Sectr: set up and cntrlled by the Gvernment; and financed thrugh taxes by the public Vluntary Sectr: Unincrprated Assciatin: dn t have t register with any regulatry bdy; nt bliged t keep a membership list; if a charity and have an incme abve 5,000 required t register with the Charity Cmmissin Charitable Trust: run by a small grup f peple (trustees); trustees can be appinted fr life r changed regularly; trustees dn t receive any persnal benefit frm its activities A Charitable Incrprated Organisatin: registered and regulated by the Charity Cmmissin; annual accunts and trustees annual reprt must be submitted t Charity Cmmissin A Charitable Cmpany: Limited Cmpany with charitable aims; Directrs are nt persnally liable fr the cmpany s debts; membership rganisatin; has its wn Memrandum & Articles f Assciatin 40

47 AC2.1: Describe the internal and external influences n rganisatins Internal influences: within the rganisatin s cntrl Cmmunicatin: Psitive: gd lines f cmmunicatin; imprtant infrmatin will be given and received; n cnfusin Negative: bad lines f cmmunicatin; imprtant infrmatin may nt be given r received; cnfusin abut what needs t be dne Manager mtivatin: Psitive: staff will be recgnised (staff will becme mtivated, wrk will be cmpleted and cmpleted well) Negative: lack f recgnitin (staff will becme demtivated, wrk nt cmpleted r cmpleted badly) Cmpany image r reputatin: Psitive: gd image r reputatin (peple will cntinue t use the cmpany, cmpany will gain business, cmpany may need t recruit t expand the business) Negative: pr image r reputatin (peple will stp using the cmpany, cmpany will lse business, cmpany may need t dwnsize and staff may lse their jbs) Plicy making: Psitive: staff will knw hw t carry ut their wrk; will knw the expectatins Negative: staff will nt knw hw t carry ut their wrk; will nt knw the expectatins Recruitment prcesses: Psitive: skilled and experienced staff; wrk cmpleted apprpriately Negative: unskilled r inexperienced staff; wrk nt cmpleted apprpriately; wrk re-dne by mre qualified/experienced persn Management skills: Psitive: staff/budget and wrk flw will be cntrlled; cmpany will succeed Negative: staff/budget and wrk flw will nt be cntrlled; cmpany will fail External influences: beynd the rganisatin s cntrl Gd lending cnditins: gd investment pprtunities fr services/prduct develpment; chice f financial surces Tight lending cnditins: make investment pprtunities fr services/prduct develpment difficult; need t explre alternative financing surces 41

48 Decrease in interest rates: supprts spending; lan repayments decreased Increase in interest rates: supprts savings and investments; lan repayments increased Decrease in taxes: increases prfits Increase in taxes: reduces prfits Gvernment regulatins: develp plans fr cmpliance with regulatins Cmpetitin frm similar prviders: enhance innvatin and service t stay ahead f the cmpetitin AC2.2: Explain the use f different mdels f analysis in understanding the rganisatinal envirnment SWOT Analysis: supprts business planning; understanding a situatin and decisin making Strengths: what the rganisatin is gd at; what is ging well (brand image, market grwth, gd custmer service) Weaknesses: need t imprve; changes Opprtunities: new markets; new prducts; new custmers; new technlgy Threats: new cmpetitrs; increase cst f raw materials; increase in energy csts; increase in taxes PESTLE Analysis: examines each factr t assess what the impact r ptential impact will be n the rganisatin Plitical: taxes; VAT rates Ecnmic: inflatin rates; freign exchange rates; interest rates; effect n supply and demand Scial: high/lw emplyment; culture; age demgraphics; gender Technlgical: be up-t-date; cst f new equipment/methds; staff training; web develpments Legal: new sectr legislatin affecting manufacturing csts; meeting standards Envirnmental: recycling; ethical implicatins; carbn ftprint; surces f timber; cntributin f rganisatin t cmmunity; eclgical influences; regulatins 42

49 AC2.3: Explain why change in a business envirnment is imprtant T cntinue t be successful it is imprtant fr rganisatins t: Keep up with cmpetitrs Adapt t changes in the market As the business grws, the envirnment shuld als adapt: structure change; recruitment; new departments/areas created r lst Keep up with legislatin and plitical decisins: emplyment law; health and safety; EU trading Keep up with technlgy: help business becme mre prductive; streamlined; efficient 43

50 Infrmatin fr tutrs Suggested resurces Bks Needle D Business in Cntext: An Intrductin t Business and its Envirnment (4th editin) (Cengage Learning Business Press, 2004) ISBN Websites The business pages f the BBC website Business educatin: a business educatin resurce site The Times 100 business studies resurce centre Other TV prgrammes that have business items mst frequently The Mney Prgramme, BBC2 (weekly) Wrking Lunch, BBC2 (daily) Assessment This unit can be assessed internally thrugh a Prtfli f Evidence, r it can be assessed externally thrugh an nscreen test. Mre infrmatin abut each methd f assessment is given belw. This shuld be read in cnjunctin with Sectin 8 Assessment. External assessment External assessment is thrugh an nscreen test. Pearsn will set and mark this test. The test lasts fr 35 minutes and is wrth 25 marks. The assessment is available n demand. The test assesses all f the learning utcmes and uses each individual assessment criterin and the assciated Unit amplificatin as a base fr the questins. Internal assessment Internal assessment is thrugh an internally and externally quality assured Prtfli f Evidence. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld fllw the Unit assessment guidance given belw. There are n sectr-related assessment requirements fr this unit. 44

51 Unit assessment guidance The fllwing is the required assessment methd fr this unit. All learning utcmes must nly be assessed by structured written assessment t allw the learner t demnstrate the depth and breadth f evidence required t meet the assessment criteria. This culd be ne single prject r a series f linked r separate tasks. While the learning utcmes mainly require the learner t demnstrate knwledge and understanding f general business cncepts, there are sme pprtunities fr learners t relate this t their wrking envirnment and wrking experiences and this shuld be utilised in the design f the assessment. Evidence culd be presented in a range f frmats such as written reprts, presentatin slides, wrkbks and directed assignments, as lng as they allw the learner t present the evidence required t meet the assessment. 45

52 Unit 3: Principles f Prviding Administrative Services Unit reference number: J/506/1899 QCF level: 2 Credit value: 4 Guided learning hurs: 25 Unit type: Knwledge Unit summary Every business rganisatin needs efficient administrative supprt and the rle f an administratin assistant is a varied ne. The administrative functin varies accrding t the size f the rganisatin. In a large rganisatin an administrative assistant may be wrking as part f a large team, r as an assistant t an individual. In a smaller rganisatin the infrastructure is ften nt s clearly defined, and the administrative supprt may be ne rle smetimes cmbined with the rle f anther, e.g. receptinist. Whatever the size f the rganisatin, administratin supprt will be required t carry ut a range f tasks using different equipment, use that equipment efficiently and minimise the wastage f resurces. As part f the supprt rle, an administratin assistant needs t knw hw t rganise and administer different types f meetings, hw t rganise arrangements fr travel, accmmdatin and the managing f diary systems plus the use f mail services. Custmer service is an imprtant part f the administrative rle and, therefre, the administratr needs t have an understanding f gd custmer service within a business envirnment. In this unit yu will learn hw t develp yur knwledge f a range f administrative supprt tasks. Yu will have an understanding f hw t rganise and administer different types f meetings. Yu will als need t understand hw t rganise travel and accmmdatin t meet the needs f the rganisatin. An imprtant functin f administrative supprt is the managing f diary systems, and yu will knw the features and purpse f different systems. An administrative assistant needs t knw hw t use a variety f ffice equipment effectively and hw t keep waste t a minimum when using this equipment. The use f mail services is a regular task and yu will need t knw the different services that are available and the factrs t take int accunt when selecting which t use. Yu will als need t understand the rle gd custmer service has in a business envirnment. 46

53 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the rganisatin and administratin f meetings 2 Understand the rganisatin f travel and accmmdatin 3 Understand hw t manage diary systems 4 Understand hw t use ffice equipment Assessment criteria 1.1 Describe the features f different types f meetings 1.2 Outline the different ways f prviding administrative supprt fr meetings 1.3 Explain the steps invlved in rganising meetings 2.1 Describe the features f different types f business travel and accmmdatin 2.2 Explain the purpse f cnfirming instructins and requirements fr business travel and accmmdatin 2.3 Explain the purpse f keeping recrds f business travel and accmmdatin 3.1 Describe the features f hard cpy and electrnic diary systems 3.2 Explain the purpse f using diary systems t plan and c-rdinate activities and resurces 3.3 Describe the types f infrmatin needed t manage a diary system 3.4 Explain the imprtance f btaining crrect infrmatin when making diary entries 4.1 Describe different types f ffice equipment 4.2 Explain the uses f different types f ffice equipment 4.3 Describe factrs t be cnsidered when selecting ffice equipment t cmplete tasks 4.4 Describe hw t keep waste t a minimum when using ffice equipment 47

54 Learning utcmes 5 Understand the use f mail services in a business cntext 6 Understand custmer service in a business envirnment Assessment criteria 5.1 Describe the types f mail services used in business rganisatins 5.2 Explain the need fr different types f mail services 5.3 Explain the factrs t be cnsidered when selecting mail services 5.4 Explain the factrs t be taken int accunt when chsing pstage methds 6.1 Describe different types f custmers 6.2 Describe the impact f their wn behaviur n a custmer 6.3 Explain the impact f pr custmer service 48

55 Unit amplificatin This cntent has been written in an expanded frmat t facilitate bth nscreen testing and prtfli assessment. Learners presenting wrk fr prtfli assessment are nt expected t evidence all f the amplificatin. Learners wh are t be assessed by the nscreen test culd be tested n any aspect f the amplificatin. AC1.1: Describe the features f different types f meetings Frmal: n fixed prcess; internal t the rganisatin but require a frmal apprach with ntice f meetings sent ut; frmal arrangements fr travel and/r accmmdatin; chairpersn s briefing; minutes; actin pints plus agreement f all present n the draft befre sending ut minutes Annual General meeting (AGM) Extrardinary general meetings Bard meetings Cnferences Infrmal: ad hc shrt ntice meetings; n agenda; n fixed prcess Briefings Training sessins Team meetings One t ne AC1.2: Outline the different ways f prviding administrative supprt fr meetings Administrative supprt fr meetings: arranging facilities; prviding dcumentatin; liaising with participants; ensuring venue is set up apprpriately; taking minutes; circulating minutes nce written up AC1.3: Explain the steps invlved in rganising meetings Steps invlved in rganising meetings: send ut invitatins with a variety f dates frm which ptential delegates may chse; chse mutually agreed date; arrange venue (layut f rm, nsite/ffsite); arrange refreshments (dietary requirements); infrm participants; cllect agenda items; prepare agenda; send ut agenda; prepare resurces; prepare meeting rm 49

56 AC2.1: Describe the features f different types f business travel and accmmdatin Travel: Air: ecnmy; business class (pririty barding, seat allcatin, mre legrm n aerplane) Train: standard; first class; ptin t include bus r tube ticket Sea: ft passenger; car Car: hire vehicle; persnal vehicle Chice: dependant n cst; cnvenience; time; destinatin Accmmdatin: Htel: full range f facilities; cnvenient if accmmdatin needed fr ne r tw nights Apartment: range f facilities; can chse t eat in r ut; cnvenient if accmmdatin needed fr five days r mre Bed and breakfast in a guest huse: half bard (tw meals included nrmally breakfast and dinner); full bard (all fd included) AC2.2: Explain the purpse f cnfirming instructins and requirements fr business travel and accmmdatin Key things t cnfirm: Travel: departure and destinatin pints (check in times, tickets, pick up and drp ff arrangements, car parking facilities); mde f transprt (plane, train, bat, car); need fr passprt/visa; any cultural cnsideratins Accmmdatin: lcatin f accmmdatin (map, instructins); payment arrangements; accmmdatin type (htel, bed and breakfast, apartment) Purpse f cnfirming instructins and requirements: knw where yu are travelling frm; allw time t travel t airprt/train statin; crrect dcumentatin is taken; knw where yu are travelling t; take mney t pay fr accmmdatin if applicable AC2.3: Explain the purpse f keeping recrds f business travel and accmmdatin Travel and accmmdatin: Recrds: destinatin; dates; csts; agencies/cmpanies used Purpse: taxatin; crss reference against recrds (expenses); evaluatin f agencies/cmpanies t infrm future bkings 50

57 AC3.1: Describe the features f hard cpy and electrnic diary systems Hard cpy diary: single cpy; hand written entries; prtable but nt easy t change Electrnic diary system: facility t share; secure thrugh limited access; easy t change; autmatic ntificatins/reminders; view multiple calendars at ne time; send invitatins t multiple attendees; variety f viewing ptins (day, week, mnth) AC3.2: Explain the purpse f using diary systems t plan and c-rdinate activities and resurces Plan: priritise; deadlines; arrange mutually agreed dates; special requirements C-rdinate: peple; places; days/times AC3.3: Describe the types f infrmatin needed t manage a diary system Types f infrmatin needed t manage a diary system: dates; times; venues; peple invlved; mdes f travel t ensure sufficient time available befre and after event AC3.4: Explain the imprtance f btaining crrect infrmatin when making diary entries Imprtance f btaining crrect infrmatin when making diary entries: c-rdinating a number f persnnel; knwledge f any deadlines; any cnflicting demands; passing n accurate infrmatin; length f time needed fr the diary entry and ptential fr cnflicting appintments AC4.1: Describe different types f ffice equipment Office equipment: cmputer (laptp, desk, tablet); printer (laser, black and white, clur); phtcpier (black and white, clur, cllatin, cpies); telephne systems (mbile, headset); mail franking machine; pst weighing scales; shredder; laminatr AC4.2: Explain the uses f different types f ffice equipment Cmputer: preparing dcuments; internal/external cmmunicatin; calculatins and preparing f accunts; electrnic planners; distributin f dcuments Printer: prduce hard cpy f dcuments Phtcpier: duplicatin f dcuments; scanning dcuments; f scanner dcument fr electrnic use Telephne systems: internal/external cmmunicatin; transferring f telephne calls between departments/emplyees; cnference calls Mail franking machine: applies pstage t utging pst Pst weighing scales: check weight t ensure crrect amunt f pstage is used Shredder: destry imprtant/cnfidential paper based dcuments 51

58 AC4.3: Describe factrs t be cnsidered when selecting ffice equipment t cmplete tasks Factrs t cnsider when selecting ffice equipment: safety; apprpriateness fr tasks; availability; cst f effectiveness; time effectiveness; vlume f wrk; cnfidentiality AC4.4: Describe hw t keep waste t a minimum when using ffice equipment Keeping waste t a minimum when using ffice equipment: checking printing r phtcpying befre prducing in bulk; phtcpying back t back; prducing exact number f cpies; printing tw pages t a sheet if apprpriate; making scrap pads frm recycled paper; checking crrect pstage when franking pst AC5.1: Describe the types f mail services used in business rganisatins Types f mail services: External: special delivery (next day by 1pm delivery, guaranteed mney back, end t end tracking, signature n delivery, cmpensatin cver); signed fr (cnfirmatin f delivery, signature n delivery, cmpensatin cver); 1 st class r 2 nd class mail; curier services Internal: grup s; bulk dcuments; internal envelp; pigen hles AC5.2: Explain the need fr different types f mail services Mail services: pstal service; curier cmpany Need fr different types: cst; speed; security; cnvenience; destinatin (internatinal, lcal); weight f letter/package; rbustness f material t be delivered; replacement value f dcuments/package AC5.3: Explain the factrs t be cnsidered when selecting mail services Mail services: pstal service; curier cmpany Factrs: cst; speed; security; cnvenience; destinatin (internatinal, lcal); weight f letter/package; rbustness f material t be delivered; replacement value f dcuments/package AC5.4: Explain the factrs t be taken int accunt when chsing pstage methds Pstage methds: special delivery; signed fr 1st class; signed fr 2nd class; 1st class mail; 2nd class mail; internatinal tracked and signed; internatinal tracked; internatinal signed; internatinal standard; internatinal ecnmy Factrs: external; internal; cst; security; speed; sender and recipient; destinatin (internatinal, lcal) 52

59 AC6.1: Describe different types f custmers Internal: peple within the rganisatin that yu prvide a service t (ther departments, clleagues, sme suppliers) External: peple utside f the rganisatin that yu prvide a service t (ther businesses, custmers, suppliers) AC6.2: Describe the impact f their wn behaviur n a custmer Psitive Impact: custmer will return Welcming, pleasant, plite, helpful, prfessinal: custmer will feel valued; gives a psitive impressin f the rganisatin Negative Impact: custmer will g t anther cmpany/rganisatin Aggressive behaviur, implite r rude: custmer may becme aggressive r rude themselves Shwing a lack f interest: custmer will feel they are nt valued AC6.3: Explain the impact f pr custmer service Impact: custmer will nt return; lack f business pprtunities; pr reputatin f the rganisatin; reductin in prfits; custmer cmplaint; affect custmer service targets; pr internal relatinships between departments/clleagues; stressful t staff 53

60 Infrmatin fr tutrs Suggested resurces Bks Carysfrth C, Nield M and Richards C BTEC Level 2 First Business Student Bk (Edexcel, 2010) ISBN Websites Skills CFA: The Sectr Skills Cuncil fr Business and Administratin Assessment This unit can be assessed internally thrugh a Prtfli f Evidence, r it can be assessed externally thrugh an nscreen test. Mre infrmatin abut each methd f assessment is given belw. This shuld be read in cnjunctin with Sectin 8 Assessment. External assessment External assessment is thrugh an nscreen test. Pearsn will set and mark this test. The test lasts fr 45 minutes and is wrth 35 marks. The assessment is available n demand. The test assesses all f the learning utcmes and uses each individual assessment criterin and the assciated Unit amplificatin as a base fr the questins. Internal assessment Internal assessment is thrugh an internally and externally quality assured Prtfli f Evidence. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld fllw the Unit assessment guidance given belw. There are n sectr-related assessment requirements fr this unit. 54

61 Unit assessment guidance The fllwing are the required assessment methds fr this unit. All learning utcmes in this unit must nly be assessed by structured written assessment r written learner reflective accunts that cver the unit cntent and meet the level f demand f the assessment criteria. If structured written assessment is used, it shuld allw the learners t cntextualise and relate the cncepts t their wn wrking envirnment and wrk experiences. The written assessment can take the frm f a single prject r a series f linked r separate tasks, and learners can prvide evidence in different frmats such as reprts, presentatin slides, wrkbks and directed assignments, as lng as they allw the learner t present the evidence required t meet the assessment criteria. Written reflective accunts shuld nly be used if the learner is als cmpleting any cmbinatin f the fllwing ptinal units t achieve the qualificatin: Manage Diary Systems Use and Maintain Office Equipment Organise Business Travel r Accmmdatin Prvide Administrative Supprt fr Meetings The reflective accunt fr each learning utcme must be underpinned by the learner s evidence f cmpetence frm the relevant cmpetence-based unit stated abve. The learner's reflective accunt must be at the apprpriate depth t meet the assessment requirements. 55

62 Unit 4: Principles f Business Dcument Prductin and Infrmatin Management Unit reference number: T/506/1901 QCF level: 2 Credit value: 3 Guided learning hurs: 21 Unit type: Knwledge Unit summary In a business envirnment, the prductin f dcuments and the managing f infrmatin are crucial skills. Mst administrative rles require the jb hlder t prduce dcuments in a variety f frmats, usually using infrmatin cmmunicatin technlgy t d s. Knwing hw t stre and distribute dcuments, and understanding hw the management f infrmatin cntributes t the efficient running f a business is vital. An imprtant part f these functins is t knw the requirements regarding data prtectin, cpyright, intellectual prperty and the security f data. In this unit yu will learn hw t prepare different types f business dcuments using different types f infrmatin cmmunicatin technlgy. Yu will understand the regulatry requirements fr prducing, string and distributing dcuments. Yu will als learn abut the requirements fr string and distributing dcuments and hw infrmatin is managed in business rganisatins. 56

63 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw t prepare business dcuments 2 Understand the distributin f business dcuments 3 Understand hw infrmatin is managed in business rganisatins Assessment criteria 1.1 Describe different types f business dcuments that may be prduced and the frmat t be fllwed fr each 1.2 Explain the use f different types f infrmatin cmmunicatin technlgy (ICT) fr dcument prductin 1.3 Explain the reasns fr agreeing the use, cntent, layut, quality standards and deadlines fr dcument prductin 1.4 Explain the imprtance f dcument versin cntrl and authrisatin 1.5 Explain hw the requirements f security, data prtectin, cpyright and intellectual prperty legislatin may affect the prductin f business dcuments 1.6 Explain hw t check the accuracy f business dcuments 2.1 Explain hw the requirements f security, data prtectin, cpyright and intellectual prperty legislatin may affect the distributin and strage f business dcuments 2.2 Describe different types f distributin channels 3.1 Describe the types f infrmatin fund in business rganisatins 3.2 Explain the need fr safe strage and efficient retrieval f infrmatin 3.3 Describe the features f different types f systems used fr strage and retrieval f infrmatin 3.4 Describe the legal requirements fr string business infrmatin 57

64 Unit amplificatin This cntent has been written in an expanded frmat t facilitate bth nscreen testing and prtfli assessment. Learners presenting wrk fr prtfli assessment are nt expected t evidence all f the amplificatin. Learners wh are t be assessed by the nscreen test culd be tested n any aspect f the amplificatin. AC1.1: Describe different types f business dcuments that may be prduced and the frmat t be fllwed fr each Business letters: t include frmal and infrmal. Addresses f sender and recipient; date; salutatin and cmplimentary clse; paragraphing Reprts: title; terms f reference; subheadings; findings; cnclusin; recmmendatins s: recipient/s; sender; subject; signature Minutes f meetings: title; date; place; attendees; aplgies; matters arising frm previus meetings; recrd f business; actin pints; details f next meeting Lists: alphabetically rdered; numerically rdered Numerical Infrmatin: tables; graphs; charts Instructins: shrt phrases; bullets r numbering; chrnlgical rder Newsletters: clumns and images Ntices and advertisements: n set frmat r layut AC1.2: Explain the use f different types f infrmatin cmmunicatin technlgy (ICT) fr dcument prductin Cmputer sftware: wrd prcessing sftware (letters, reprts); spreadsheet sftware (financial recrds); database sftware (custmer recrds); custmised sftware (payrll); presentatin sftware (presentatins); desktp publishing sftware (prmtinal items, newsletters) AC1.3: Explain the reasns fr agreeing the use, cntent, layut, quality standards and deadlines fr dcument prductin Agreeing the use f cntent, layut, quality standards and deadlines: business prtcl; fllws crprate r huse style/identity; prfessinal standards; regulatry requirements; deadlines fr cmpletin; cnfidentiality; ease f use; cnsistency; meets the needs f user (custmer satisfactin); apprpriate fr the intended audience 58

65 AC1.4: Explain the imprtance f dcument versin cntrl and authrisatin Dcument versin cntrl: currency f infrmatin (ensure up t date versin, identify which dcument is mst up t date, audit trail f changes) Dcument authrisatin: accuntability (changes nly made by apprved persnnel, ensuring infrmatin is crrect, cnfidentiality) AC1.5: Explain hw the requirements f security, data prtectin, cpyright and intellectual prperty legislatin may affect the prductin f business dcuments Security: infrmatin des nt breach security prtcls; if security breach prductin may need t be minimised r stpped; string f business dcuments may need t be mved Data prtectin: infrmatin is fairly and accurately prcessed (infrmatin is prcessed fr limited purpses, infrmatin is prcessed in line with an individual's rights, infrmatin is stred apprpriately); dcument may need t be authrised by a manager; prduced and cmmunicated n a secure system Cpyright: permissin t use cpyrighted material (cpyright licence in place, special cpyright cnditins); authrisatin by manager/ther departments may need t be sught Intellectual prperty: agreements cvering wnership f materials; authrisatin by manager/ther departments may need t be sught Affect n prductin f business dcuments: take lnger; ther peple/departments may need t be invlved; agreement needed frm multiple parties AC1.6: Explain hw t check the accuracy f business dcuments Hw t check accuracy: electrnic spelling and grammar checks; prf reading; drafts t riginatr; figure checking; crss referencing if brrwed material 59

66 AC2.1: Explain hw the requirements f security, data prtectin, cpyright and intellectual prperty legislatin may affect the distributin and strage f business dcuments Security f stred business dcuments: physical cnditins and lcatins fr paper dcuments; netwrk r remte archive strage fr electrnic dcuments; backup arrangements fr electrnic dcuments; archiving plicy fr identifying stred dcuments; restricted status Security f distributin: use f secure electrnic sites; use f secure systems with public distributrs (the Pst Office); use f private curiers Data prtectin during strage: restricted access; length f time infrmatin may be kept fr Data prtectin requirements during distributin: cnfidential infrmatin t authrised recipients nly; internatinal restrictins fr sending infrmatin cvered by data prtectin requirements Cpyright requirements during strage: length f time infrmatin may be kept fr Cpyright materials being distributed: cpyrighted materials are clearly identified Intellectual prperty restrictins during strage: length f time infrmatin may be kept fr Intellectual prperty being distributed: materials are clearly identified as being the intellectual prperty f an rganisatin r individual AC2.2: Describe different types f distributin channels Electrnically: dcuments sent thrugh r intranet systems Features: name f recipient and sender is seen; send t multiple recipients; send attachments; passwrd prtect dcuments that are being sent Paper: dcuments sent thrugh internal distributin r external distributin Features: cnvenient; dcuments fr sign ff can be sent; n cst fr internal distributin 60

67 AC3.1: Describe the types f infrmatin fund in business rganisatins Types f infrmatin: custmer recrds; financial recrds; statistical data; plicies; prcedures; staff recrds; crrespndence; recrds f service rganisatins/suppliers AC3.2: Explain the need fr safe strage and efficient retrieval f infrmatin Safe strage: cnfidentiality f infrmatin; regulatry requirements fr retaining recrds Efficient retrieval: time saving; speedy retrieval in emergencies; well rganised; archiving AC3.3: Describe the features f different types f systems used fr strage and retrieval f infrmatin Strage f physical dcumentatin: Electrnic: remte strage f electrnic dcuments (archive electrnic dcuments n cmpany netwrk, mbile strage fr electrnic dcuments) Paper: remte strage f electrnic dcuments (archive paper dcuments n-site, archiving paper dcuments ff-site) Retrieval: search prcedures (passwrd prtectin fr restricted access; file naming prtcls, access keys/cards); prcesses (signing dcuments in and ut) AC3.4: Describe the legal requirements fr string business infrmatin Data prtectin requirements: kept nly fr the time permitted; access t authrised persnnel nly; regularly updated t keep accurate Financial requirements: accessible by authrised persnnel nly; kept fr the recmmended time (seven years fr accunts, 50 years fr persnnel recrds) 61

68 Infrmatin fr tutrs Suggested resurces Bks Carysfrth C, Nield M and Richards C BTEC Level 2 First Business Student Bk (Edexcel, 2010) ISBN Websites The Data Prtectin Act Shp: Data Prtectin Act Made Easy Skills CFA: The Sectr Skills Cuncil fr Business and Administratin Assessment This unit can be assessed internally thrugh a Prtfli f Evidence, r it can be assessed externally thrugh an nscreen test. Mre infrmatin abut each methd f assessment is given belw. This shuld be read in cnjunctin with Sectin 8 Assessment. External assessment External assessment is thrugh an nscreen test. Pearsn will set and mark this test. The test lasts fr 35 minutes and is wrth 25 marks. The assessment is available n demand. The test assesses all f the learning utcmes and uses each individual assessment criterin and the assciated Unit amplificatin as a base fr the questins. Internal assessment Internal assessment is thrugh an internally and externally quality assured Prtfli f Evidence. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld fllw the Unit assessment guidance given belw. There are n sectr-related assessment requirements fr this unit. 62

69 Unit assessment guidance The fllwing are the required assessment methds fr this unit. All learning utcmes in this unit must nly be assessed by structured written assessment r written learner reflective accunts that cver the unit cntent and meet the level f demand f the assessment criteria. If structured written assessment is used, it shuld allw the learners t cntextualise and relate the cncepts t their wn wrking envirnment and wrk experiences. The written assessment can take the frm f a single prject r a series f linked r separate tasks, and learners can prvide evidence in different frmats such as reprts, presentatin slides, wrkbks, and directed assignments as lng as they allw the learner t present the evidence required t meet the assessment criteria. Written learner reflective accunts shuld nly be used if the learner is als cmpleting any f the fllwing ptinal units t achieve the qualificatin: Prduce Business Dcuments Stre and Retrieve Infrmatin The reflective accunts fr each learning utcme must be underpinned by the learner s evidence f cmpetence frm the relevant cmpetence-based unit stated abve. The learner's reflective accunt must be at the apprpriate depth t meet the assessment requirements. 63

70 Unit 5: Manage Persnal Perfrmance and Develpment Unit reference number: L/506/1788 QCF level: 2 Credit value: 4 Guided learning hurs: 18 Unit type: Cmpetence Unit summary In this unit yu will learn hw t actively participate in develping yur persnal skills. Acquiring the habit f cntinuusly learning new skills will be useful thrughut yur career and will help yu t adapt t change. Yu will learn hw t agree wrk bjectives and the criteria fr measuring success, and hw t react when faced with a prblem. Yu will learn hw t use timemanagement tls and abut ways f minimising distractin frm the jb in hand. Yu will explre hw yur rganisatin supprts yur persnal develpment thrugh its plicies and by giving yu feedback n yur perfrmance. Yu will lk int all the relevant factrs affecting hw yu learn in the wrkplace, including yur preferred learning style and yur develpment needs fr yur rle. This leads n t yu negtiating and agreeing persnal develpment bjectives and a persnal develpment plan t supprt yu and structure yur learning. Yu will need t shw that yu have made full use f frmal develpment pprtunities, such as training curses, and that yu als use infrmal learning pprtunities, such as bserving experienced clleagues, t cntribute twards achieving yur persnal develpment bjectives. Finally, yu will review yur prgress and revise yur plans, sharing what yu have learned with thers. 64

71 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Be able t manage persnal perfrmance 2 Be able t manage their wn time and wrklad Assessment criteria 1.1 Agree specific, measurable, achievable, realistic and timebund (SMART) bjectives that align with business needs with line manager 1.2 Agree criteria fr measuring prgress and achievement with line manager 1.3 Cmplete tasks t agreed timescales and quality standards 1.4 Reprt prblems beynd their wn level f cmpetence and authrity t the apprpriate persn 1.5 Take actin needed t reslve any prblems with persnal perfrmance 2.1 Plan and manage wrklads and pririties using time management tls and techniques 2.2 Take actin t minimise distractins that are likely t limit the effective management f time and the achievement f bjectives 2.3 Explain the benefits f achieving an acceptable wrk-life balance 65

72 Learning utcmes 3 Be able t identify their wn develpment needs 4 Be able t fulfil a persnal develpment plan Assessment criteria 3.1 Identify rganisatinal plicies relating t persnal develpment 3.2 Explain the need t maintain a psitive attitude t feedback n perfrmance 3.3 Explain the ptential business benefits f persnal develpment 3.4 Identify their wn preferred learning style(s) 3.5 Identify their wn develpment needs frm analyses f the rle, persnal and team bjectives 3.6 Use feedback frm thers t identify their wn develpment needs 3.7 Agree specific, measurable, achievable, realistic and timebund (SMART) develpment bjectives that align with rganisatinal and persnal needs 4.1 Agree a persnal develpment plan that specifies actins, methds, resurces, timescales and review mechanisms 4.2 Make use f frmal develpment pprtunities that are cnsistent with business needs 4.3 Use infrmal learning pprtunities that cntribute t the achievement f persnal develpment bjectives 4.4 Review prgress against agreed bjectives and amend plans accrdingly 4.5 Share lessns learned with thers using agreed cmmunicatin methds 66

73 Infrmatin fr tutrs Suggested resurces Bks Cttrell S Skills fr Success, Persnal Develpment and Emplyability (2nd editin) (Palgrave Macmillan, 2010) ISBN Fleming I Time Management Pcketbk (6th editin) (Management Pcketbks, 2011) ISBN Trugh F Brilliant Emplyability Skills (Pearsn FT Prentice Hall, 2011) ISBN Websites Businessballs: persnal develpment learning resurces and learning styles tests Chartered Management Institute: resurces n setting bjectives and persnal develpment Mind Tls: resurces n persnal and prfessinal develpment Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 67

74 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. Ideally, the apprach t assessment f this unit wuld fllw the learner s jurney thrugh inductin int emplyment, initial bjective setting in the wrkplace and n t prgress reviews and persnal develpment planning. It wuld be helpful if the assessr and the learner were aware f when the abve prcesses are likely t be undertaken s that assessments can be timed t take advantage f naturally ccurring pprtunities. The needs f this unit shuld be cnsidered early n in the curse t allw time fr setting and achieving bjectives, receiving feedback and reviewing prgress. The criteria fr learning utcme 1 relate t the learner s wrk and there will necessarily be a time delay between the learner agreeing t wrk bjectives and their subsequent achievement. Wrk prduct evidence can be used fr the first tw AC1.1 and AC1.2 and pssibly AC1.3. Fr AC1.1 mre than ne bjective is required and each bjective shuld be SMART. A learner lg supprted by a witness testimny frm the learner s line manager wuld be suitable evidence fr the remaining assessment criteria. Fr learning utcme 2 there shuld be pprtunities fr direct bservatin, fllwed by ral questin and answer (Q&A) sessins fr AC2.3 which is knwledge based. Repeated perfrmance using a range f time-management techniques fr different wrklads and pririties is required here. Evidence fr these criteria culd be gathered hlistically whilst cllecting evidence fr ther units. Learning utcme 3 is abut the learner s persnal develpment prgramme. The bjectives fr AC3.7 will fcus n persnal develpment planning. These bjectives will therefre be different frm the bjectives used fr learning utcme 1. Sme learners wuld benefit frm a prfessinal discussin fr the knwledge AC3.1, AC3.2, AC3.3, AC3.4 and AC3.5 but thers wh are happy t write and enjy having time t think may prefer t prduce a reflective accunt. It shuld be pssible t use wrk prduct evidence in the frm f the recrd f the learner s perfrmance review fr AC3.5, AC3.6 and AC3.7. In many rganisatins the learner wuld have a frmal persnal develpment plan which culd be used as wrk prduct evidence fr AC4.1 and AC4.2. If this des nt prvide all the evidence required then the learner culd prduce an expanded versin f their persnal develpment plan. If the emplyer des nt use persnal develpment plans then it may be necessary t prvide a pr frma t help the learner t prduce ne with the supprt f their line manager. Similarly, the emplying rganisatin may have a system fr the recrding f frmal and pssibly infrmal learning as a CPD (Cntinuing Prfessinal Develpment) recrd but if this nt the case then the learner shuld be asked t prduce a learning lg recrding details frm the beginning f their learning prgramme. Fr AC4.4 and AC4.5, the learner needs t review their prgress, amend their persnal develpment plans and share lessns learned. Ideally, this wuld be with their line manager and a recrd f the meeting wuld prvide wrk prduce evidence fr these criteria. If there is n frmal system then a learning lg supprted by a witness testimny frm the line manager wuld prvide suitable evidence. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 68

75 Unit 6: Develp Wrking Relatinships with Clleagues Unit reference number: R/506/1789 QCF level: 2 Credit value: 3 Guided learning hurs: 19 Unit type: Cmpetence Unit summary The ability t frm gd wrking relatinships with clleagues is very imprtant fr bth yur career and yur enjyment f wrk. Yu will nt be able t chse yur clleagues and yet yu are likely t spend a large amunt f time in their cmpany. Effective teamwrk and gd wrking relatinships cntribute t efficient wrking and the achievement f an rganisatin s bjectives. In this unit yu will learn the principles and benefits f effective team wrking, giving feedback t team members and dealing with cnflict, prblems and changes. Yu will shw that yu can put these principles int practice in the wrkplace thrugh maintaining effective relatinships with clleagues, managing decisin making with thers, minimising disruptin t wrk and reslving prblems. This unit will give yu pprtunities t reflect n yur skills and knwledge in this area and supprt yur further develpment. 69

76 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the principles f effective team wrking 2 Be able t maintain effective wrking relatinships with clleagues 3 Be able t cllabrate with clleagues t reslve prblems Assessment criteria 1.1 Outline the benefits f effective team wrking 1.2 Describe hw t give feedback cnstructively 1.3 Explain cnflict management techniques that may be used t reslve team cnflicts 1.4 Explain the imprtance f giving team members the pprtunity t discuss wrk prgress and any issues arising 1.5 Explain the imprtance f warning clleagues f prblems and changes that may affect them 2.1 Recgnise the cntributin f clleagues t the achievement f team bjectives 2.2 Treat clleagues with respect, fairness and curtesy 2.3 Fulfil agreements made with clleagues 2.4 Prvide supprt and cnstructive feedback t clleagues 3.1 Take thers viewpints int accunt when making decisins 3.2 Take wnership f prblems within wn level f authrity 3.3 Take actin t minimise disruptin t business activities within their wn level f authrity 3.4 Reslve prblems within their wn level f authrity and agreed cntributin 70

77 Unit amplificatin AC1.1: Outline the benefits f effective team wrking Benefits t the rganisatin: e.g. meet bjectives, make use f strengths, gd internal cmmunicatins, increased efficiency, less duplicatin f wrk, less risk by sharing wrk, mre flexible wrkfrce Benefits t team members: e.g. stretch talents, increase mtivatin, increase jb satisfactin, pprtunities fr creativity, feeling f belnging AC1.2: Describe hw t give feedback cnstructively Cnstructively giving feedback: builds relatinships; reinfrces gd behaviur; imprves undesirable behaviur Hw t give feedback: have a clear purpse fr feedback; use apprpriate timing (rutine, nn-rutine); feedback in private; give specific examples; fcus n behaviur rather than the persn; ensure feedback is practical; give clear actins; check understanding; balance psitive and negative feedback; ffer supprt AC1.3: Explain cnflict management techniques that may be used t reslve team cnflicts Surces f team cnflict: Interpersnal: cnflict between tw r mre team members due t persnality, values, behaviur r attitude Task-based: the gals r expectatins are unclear r unrealistic Techniques: e.g. jint prblem slving, active listening, tugh n prblem nt the peple, review wn leadership, use cnflict management prcess Listen t bth sides Analyse events, identify causes Identify slutins Implement slutins Review AC1.4: Explain the imprtance f giving team members the pprtunity t discuss wrk prgress and any issues arising Imprtance f discussing wrk prgress: keep t wrk schedules; take crrective actin; maintain respnsibilities (individual, team); build unity; mtivate; value cntributins; build lyalty; develp skills Imprtance f discussing issues arising: avid misunderstandings; agree actins needed; build cnsensus; develp skills; early interventin 71

78 AC1.5: Explain the imprtance f warning clleagues f prblems and changes that may affect them Anticipate wrk prblems and changes Prepare apprpriate respnses and actins Build trust Enable preparatin Ensure accurate cmmunicatin Avid misinfrmatin Cnfirm understanding Explain need fr changes Enable cncerns t be explred Enable supprt t be given 72

79 Infrmatin fr tutrs Suggested resurces Bks Carysfrth et al BTEC First Business (Pearsn Educatin Limited, 2013) ISBN Leigh A and Maynard M Leading yur Team: Hw t Invlve and Inspire Teams, (2nd revised editin) (Nichlas Brealey Publishing, 2002) ISBN Owen J Hw t Lead: What Yu Actually Need t D t Manage, Lead and Succeed (2nd editin) (Pearsn Educatin Limited, 2009) ISBN Websites The Advisry, Cnciliatin and Arbitratin Service: hw t manage change (January 2010), materials t supprt management in the wrkplace Chartered Management Institute: learning resurces Mind Tls: resurces t supprt develpment f the skills needed t succeed in a career Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 73

80 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance as apprpriate fr learners and the particular assessment cntext. Learning utcme 1 is knwledge based, suitable types f evidence include prfessinal discussin, ral questin and answer sessins, and a learner diary r reflective accunt. Assessment f the knwledge assessment criteria fr this learning utcme culd be built arund the assessment f the practical activities required fr learning utcmes 2 and 3. Fr example when AC2.4 Prvide supprt and cnstructive feedback t clleagues is being assessed thrugh use f wrk prducts r bservatin then ral questins culd be asked t fulfil the requirements f AC1.2 Describe hw t give feedback cnstructively. Attentin must be given t the verbs used in the assessment criteria, fr example in AC1.2 requires a descriptin rather than a list f pints. It is nt necessary fr learners t include all the pints listed in the amplificatin but it is necessary fr the learner t describe hw rather than just prduce a list f pints. Similarly, AC1.3, AC1.4 and AC1.5 require explanatins, s there is a need fr greater depth f infrmatin with reasning. Learning utcmes 2 and 3 require the learner t cllabrate in the wrkplace, suitable evidence f achievement wuld be direct bservatin recrds frm the assessr attending, fr example team meetings, wrk prducts such as recrds f meetings r cmmunicatins and witness testimnies frm the line manager and team members. AC2.4, AC3.1, AC3.2, AC3.3 and AC3.4 are likely t be difficult t assess thrugh direct bservatin because the presence f the assessr may nt be acceptable fr cnfidentiality reasns. Prblems are likely t be reslved as they ccur, s reflective accunts supprted by wrk prducts such as meeting minutes r witness testimny frm the line manager culd be used. AC3.1 requires mre than ne decisin t be taken and AC3.2 and AC3.4 require mre than ne prblem t be addressed s it is likely that assessment f this unit will take place ver a perid f time t allw fr prblems t arise. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 74

81 Unit 7: Administer the Recruitment and Selectin Prcess Unit reference number: A/506/1883 QCF level: 2 Credit value: 3 Guided learning hurs: 25 Unit type: Cmpetence Unit summary The administratin functin f HR plays a key rle in the success f recruiting the right candidate and requires gd rganisatinal skills t ensure all activities ccur at the crrect time. In this unit yu will learn hw t wrk thrugh steps which ensure that the recruitment and selectin prcess runs smthly. Yu will be able t ensure that all arrangements fr selectin, interviews and appintments are rganised successfully and prspective candidates and key members f staff have the infrmatin required in preparatin fr the recruitment and selectin prcess. 75

82 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the recruitment and selectin prcess 2 Be able t administer the recruitment prcess Assessment criteria 1.1 Explain the different administrative requirements f internal and external recruitment 1.2 Describe the uses f a jb descriptin and a persn specificatin 1.3 Explain the administrative requirements f different methds f selectin 1.4 Explain the requirements f different pre-emplyment checks t be carried ut 1.5 Explain what infrmatin needs t be cmmunicated t successful and unsuccessful applicants at each stage f the recruitment and selectin prcess 1.6 Explain the requirements f cnfidentiality, data prtectin and system security 2.1 Check that the jb r rle details are crrect and are in accrdance with the brief 2.2 Place jb advertisements in the agreed media in accrdance with the timescales 2.3 Recrd applicant respnses within the timescale 2.4 Prvide requested infrmatin t applicants in accrdance with rganisatinal plicies and prcedures 2.5 Adhere t rganisatinal plicies and prcedures, legal and ethical requirements 76

83 Learning utcmes 3 Be able t administer the selectin prcess Assessment criteria 3.1 Invite shrtlisted applicants t participate in the selectin prcess in accrdance with rganisatinal prcedures 3.2 C-rdinate selectin arrangements in accrdance with the brief 3.3 Carry ut agreed pre-emplyment checks within the agreed timescale 3.4 Infrm applicants f the utcme f their applicatin in accrdance with rganisatinal plicies and prcedures 3.5 Keep selectin recrds up-t-date 77

84 Unit amplificatin AC1.1: Explain the different administrative requirements f internal and external recruitment Internal: advertisement psted n internal ntice bards and intranet; send ut applicatin packs via pst r electrnically; keep recrds f respnses frm ptential candidates; give supprt t ptential candidates and key staff; cllate applicatins; keep recrds f utcmes f applicatins; feedback t applicants External: advertisement in lcal newspapers and media; liaise with agencies r ther parties in respect f the jb vacancy if applicable; keep recrds f respnses frm ptential candidates; cllate applicatins; keep recrds f utcmes f applicatins; feedback t applicants AC1.2: Describe the uses f a jb descriptin and a persn specificatin Jb descriptin: t shw attributes f the jb; functins f the psitin; infrmatin n wh the psitin reprts t; salary band; pssible lcatin f the jb Persn specificatin: t give an utline f the skills and attributes a persn must have t be able t fulfil the rle, e.g. educatinal requirements; t match the right persn t the right jb; derived frm the jb descriptin AC1.3: Explain the administrative requirements f different methds f selectin Administrative requirements f methds f selectin: creating a shrtlist f suitable candidates based n criteria; making pre-interview checks; rganise suitable interview times with key staff and candidates; letters and/r s t candidates wh have been successful fr interview; feedback t thse candidates wh have nt been successful; respnding t queries frm prspective candidates AC1.4: Explain the requirements f different pre-emplyment checks t be carried ut Requirements f pre-emplyment checks: references frm previus emplyment r character references; medical checks if applicable; criminal checks if applicable; right t wrk in the UK; scial media checks if cmpany plicy 78

85 AC1.5: Explain what infrmatin needs t be cmmunicated t successful and unsuccessful applicants at each stage f the recruitment and selectin prcess Unsuccessful: feedback n nt being shrtlisted fr interview; decisin f the interview panel; feedback n the interview giving infrmatin n what went well and what culd be imprved; any skills r knwledge the candidate was lacking in; letter and/r cnfirming candidate was unsuccessful Successful: infrmatin n interview date, time, lcatin and anything they have t prepare ready fr the interview; decisin f the interview panel; feedback frm the interview; ptential start date; starting salary infrmatin; pensin arrangements; letter f appintment; cntract f emplyment AC1.6: Explain the requirements f cnfidentiality, data prtectin and system security Requirements f cnfidentiality, data prtectin and system security: lcking cabinets where recrds are stred; clearing desk f sensitive infrmatin; ensure permissins are in place n HR strage systems; persn details are nly shared with authrised persnnel 79

86 Infrmatin fr tutrs Suggested resurces Bks Carysfrth C Administratin NVQ Level 2 (Heinemann, 2006) ISBN Sutherland J and Sutherland D Business and Administratin NVQ Level 2 (Hdder Educatin, 2011) ISBN Websites Gvernment UK: recruiting and hiring Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 80

87 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 3 is direct bservatin f the learner carrying ut their wrk activities relating t administering the selectin prcess. The primary surce f evidence fr demnstrating achievement f learning utcme 2 is wrk prducts shwing jb advertisements, recrds shwing f applicant respnses and s and letters shwing cmmunicatin t applicants including any infrmatin that the applicant has requested etc. The evidence frm direct bservatin fr learning utcme 3 culd be supprted by examining wrk prducts such as cmmunicatin t applicants, e.g. s, letters, recrds shwing shrtlisting and recrds and frms fr pre-emplyment checks this prvides further evidence t meet the requirements, fr example AC2.1, AC2.2, AC2.3, AC2.4, AC3.1, AC3.2, AC3.3, AC3.4 and AC3.5. T achieve AC2.5, learners need t prvide evidence f adhering t rganisatinal plicies and prcedures, legal and ethical requirements either thrugh checklists r cmpleted frms. Witness testimny culd be used t supprt the evidence frm direct bservatin fr this assessment criterin as well as fr AC2.2. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC2.1, AC2.4, AC2.5, AC3.3 and AC3.5) as well as meeting the requirements f the knwledge assessment criteria in learning utcme 1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnses must have sufficient detail abut the different administrative requirements f internal and external recruitment (AC1.1), the administrative requirements f different methds f selectin (AC1.3), the requirements f different preemplyment checks t be carried ut (AC1.4), infrmatin that needs t be cmmunicated t successful and unsuccessful applicants at each stage f the recruitment and selectin prcess (AC1.5) and the requirements f cnfidentiality, data prtectin and system security (AC1.6). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 81

88 Unit 8: Handle Mail Unit reference number: D/506/1813 QCF level: 2 Credit value: 3 Guided learning hurs: 15 Unit type: Cmpetence Unit summary Businesses have lts f mail cming int the business and ging ut f the business every day. It is vital that this mail is srted and distributed t the crrect peple n time and in line with rganisatinal prcedures. Businesses als receive a lt f junk mail which als needs t be dealt with apprpriately. In this unit yu will learn hw t deal with junk mail, perate a franking machine and prepare packages fr distributin, fllwing rganisatinal prcedures n handling, security and the use f curier services. Yu will als learn hw t reprt suspicius r damaged items and what t d in the event f prblems arising when dealing with incming r utging mail. In this unit yu will demnstrate hw t srt and distribute incming mail and packages t the right peple and in line with rganisatinal prcedures and hw t rganise the cllectin f utging mail and packages, identify the best ptin fr dispatching the items and then dispatch the items n time. 82

89 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes Assessment criteria 1 Understand hw t deal with mail 1.1 Explain hw t deal with junk mail 1.2 Describe what t d in the event f prblems arising when dealing with incming r utging mail 1.3 Describe hw t perate a franking machine 1.4 Explain hw t prepare packages fr distributin 1.5 State rganisatinal plicies and prcedures n mail handling, security and the use f curier services 1.6 Explain the prcess fr reprting suspicius r damaged items in accrdance with rganisatinal prcedures 2 Be able t deal with incming mail 2.1 Srt incming mail in line with rganisatinal prcedures 2.2 Distribute incming mail and packages t the right peple accrding t the agreed schedule 2.3 Deal with incrrectly addressed and junk mail in accrdance with rganisatinal prcedures 3 Be able t deal with utging mail 3.1 Organise the cllectin f utging mail and packages n time 3.2 Identify the best ptin fr dispatching mail accrding t the required degree f urgency, size and value f the item 3.3 Dispatch utging mail n time 83

90 Unit amplificatin AC1.1: Explain hw t deal with junk mail Junk mail: electrnic r paper-based; cmmunicatin received that has nt been asked fr, e.g. advertisements frm windw cleaners, free newspapers, leaflets Dealing with junk mail: Letterbx stickers; pst back t sender AC1.2: Describe what t d in the event f prblems arising when dealing with incming mail r utging mail Prblems: delays; missing deliveries; suspicius mail Slutins: Delays: send mail at crrect time with crrect pstage Missing deliveries: if sending, send via recrded delivery; if receiving, include a message with delivery stating where t be delivered if nt in Suspicius mail: fllw rganisatinal prcedures; reprt t supervisr r site supervisr AC1.3: Describe hw t perate a franking machine Operate a franking machine: stack f envelpes needed; weigh envelp and cntents that needs t be franked; enter weight int machine if applicable; select pstage class; select any special requirements if applicable; place letter face up n the feeding area; select start AC1.4: Explain hw t prepare packages fr distributin Prepare packages fr distributin: use a bx r envelp that the item will fit in cmfrtably; if fragile, use padding inside the package t pad it; seal cntents inside the packaging using tape t ensure it stays secure; write address n the frnt f the package; include return address if applicable 84

91 AC1.5: State rganisatinal plicies and prcedures n mail handling, security and the use f curier services The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Plicies and prcedures culd include: date stamping mail befre distributin; pening and srting accrding t addressee/team/department; delivering persnal, private r cnfidential mail unpened t addressee; recrding mail, e.g. inward register r despatch register; nt pening suspicius packages; reprting suspicins packages t the designated persn; recrding incidents f suspicius packages; curier services nly used in specified circumstances AC1.6: Explain the prcess fr reprting suspicius r damaged items in accrdance with rganisatinal prcedures The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Identifying suspicius mail: missing r bscure return address; dirty r leaking packages; unusual smell r nise frm packages; name, title r address is incrrect r spelt incrrectly; pstmarks differing frm return address; package unusually heavy r f an irregular shape Prcedures culd include: separating the mail; infrming a supervisr r designated persn; recrding all suspicius and damaged items 85

92 Infrmatin fr tutrs Suggested resurces Websites Citizens Advice Bureau: stp un-addressed junk mail Franking Machine Experts: hw t use a franking machine WikiHw: hw t stp spam Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 86

93 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 2 and learning utcme 3 is direct bservatin f the learner dealing with incming and utging mail as a part f their wrk rle. The evidence shuld be based n the handling f traditinal pstal mail, including packages. The unit des nt cver electrnic mail. The mail may be internal r external. Observatin shuld be carried ut ver a sufficient perid f time t prvide evidence f sustained perfrmance. The evidence frm the direct bservatin culd be supprted by examining wrk prducts such letters and flyers that have been dealt with in the apprpriate way this prvides further evidence t meet the requirements, fr example AC2.1, AC2.2 and AC2.3. T achieve AC3.1 and AC3.3, the learner needs t prvide evidence f rganising the cllectin f utging mail and packages n time and then dispatching utging mail n time. Witness testimny culd be used t supprt the evidence frm direct bservatin fr these assessment criteria as well as fr AC2.1 and AC2.2. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC2.3 and AC3.2) as well as meeting the requirements f the knwledge assessment criteria in learning utcme 1. The Q&A shuld be integrated with the assessment fr learning utcme 2 t prvide the pprtunity fr the learner t link and apply their knwledge t their wrkplace activities. There are gd pprtunities t relate the assessment f the knwledge requirements t the cmpetence activities. Fr example, the learner culd be asked t explain hw they decided n the best ptin t despatch mail in a particular bserved situatin (AC3.2). The learner culd als explain hw they have applied the rganisatinal prcedures and prcesses in dealing with incming and utging mail. Alternatively, a learner diary culd be used instead f Q&A. If a learner diary is used, then the entries shuld be cntextualised t the learner s mail handling activities t link and apply the knwledge requirements in a similar manner as with the Q&A. The learner respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnses must have sufficient detail, as apprpriate, abut hw t deal with junk mail (AC1.1), hw t prepare packages fr distributin (AC1.4) and the prcess fr reprting suspicius r damaged items in accrdance with rganisatinal prcedures (AC1.6). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 87

94 Unit 9: Organise Business Travel r Accmmdatin Unit reference number: D/506/1875 QCF level: 2 Credit value: 4 Guided learning hurs: 23 Unit type: Cmpetence Unit summary A key part f a business administratr's rle is t supprt thse members f staff wh need t travel bth hme and abrad and t ensure that their arrangements are made in a timely manner, cver all aspects f travel within the trip, fllw the rganisatinal plicy and prcedure and are within an agreed budget. Cmmunicating the arrangements t staff is als very imprtant as they need t knw timings and cnnectins f trains and planes if this is part f their trip. In this unit yu will learn hw t rganise travel and accmmdatin, within budget, fr different staff within the rganisatin. Yu will wrk within budget and prcedural cnstraints ensuring that all arrangements made are cmmunicated t the staff that are travelling and ensure that any travel dcumentatin required are btained in a timely manner. Yu will have the pprtunity t research and cnsider different types f travel suppliers and make recmmendatins n the best way fr staff t travel t their destinatin. 88

95 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the rganisatin f business travel r accmmdatin fr thers 2 Be able t research business travel r accmmdatin ptins fr thers Assessment criteria 1.1 Explain any budgetary r plicy cnstraints relating t business travel r accmmdatin 1.2 Describe financial arrangements relating t business travel r accmmdatin 1.3 Explain hw t make arrangements fr visas and related freign travel dcumentatin 1.4 Describe the prcedures fr btaining r exchanging freign currency 2.1 Identify different suppliers that are capable f delivering the services required within budget 2.2 Recmmend travel r accmmdatin arrangements that best meet the requirements 2.3 Recmmend suppliers f travel r accmmdatin that best meet the requirements 89

96 Learning utcmes 3 Be able t make business travel r accmmdatin arrangements fr thers Assessment criteria 3.1 Cnfirm the requirements fr travel r accmmdatin 3.2 Agree arrangements that specify any limitatins, prhibitins r respnsibilities and which meet the requirements 3.3 Prepare and issue itinerary/schedule dcumentatin that reflect agreed arrangements accurately 3.4 Obtain travel r accmmdatin dcumentatin within the required timescale 3.5 Cnfirm the acceptability f payments t be made within the limits f their wn authrity 3.6 Keep up-t-date recrds f travel r accmmdatin arrangements and agreed cmmitments 3.7 Adhere t rganisatinal plicies and prcedures, legal and ethical requirements when making business travel r accmmdatin arrangements fr thers 90

97 Unit amplificatin AC1.1: Explain any budgetary r plicy cnstraints relating t business travel r accmmdatin Accmmdatin: type f accmmdatin relating t the level f the traveller in the rganisatin; cst f meals; inclusin f meals with accmmdatin; rganisatinal prcedures Travel: within budget, e.g. first class r standard n train, business class r ecnmy n air travel; whether a hire car will be required at the destinatin Obtain value fr mney AC1.2: Describe financial arrangements relating t business travel r accmmdatin Financial arrangements: pay n departure; pay with cmpany credit card; tickets n departure; cllectin at train statin r airprt; sending tickets t the ffice fr later distributin; arrange petty cash in advance fr the traveller(s), e.g. Sterling, freign currency, travellers cheques; subsistence allwance r expenses allwed; cmpany plicy n payment fr meals, snacks, taxi fares Cmmunicating financial arrangements t traveller(s) as t hw mney related t the trip is t be paid AC1.3: Explain hw t make arrangements fr visa and related freign travel dcumentatin Hw t make arrangements: lcate and cmmunicate with relevant embassy; btain relevant frms and dcuments, e.g. passprt, visa applicatin frm; meet requirements f cuntry visiting, e.g. medical insurance vaccinatins Ensure there is sufficient time t acquire the crrect visas and entry requirements prir t travel AC1.4: Describe the prcedures fr btaining r exchanging freign currency The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC 91

98 Infrmatin fr tutrs Suggested resurces Bks Carysfrth C Administratin NVQ Level 2 (Heinemann, 2006) ISBN Sutherland J and Sutherland D Business and Administratin NVQ Level 2 (Hdder Educatin, 2011) ISBN Websites Persnal Assistant Tips: crprate travel checklist WikiHw: hw t rganize executive accmmdatins Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 92

99 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. Organising business travel r accmmdatin culd be fr a clleague, custmer r manager and culd be lcal r abrad. The primary surce f evidence fr demnstrating achievement f learning utcme 2 and learning utcme 3 is examining wrk prducts such as nn-verbal cmmunicatin t clleagues, suppliers and/r custmers, e.g. s, letters etc. and recrds, e.g. spreadsheets, ntes etc. this prvides further evidence t meet the requirements, fr example AC2.1, AC2.2, AC2.3, AC3.1, AC3.2, AC3.3, AC3.4, AC3.5 and AC3.6. T achieve AC3.7, learners need t prvide evidence f adhering t rganisatinal plicies and prcedures, legal and ethical requirements when making business travel r accmmdatin arrangements fr thers either thrugh checklists r frms. Witness testimny culd be used t supprt the evidence frm direct bservatin fr this assessment criterin as well as fr AC2.2, AC2.3 and AC3.3. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC3.4, AC3.6 and 3.76) as well as meeting the requirements f the knwledge assessment criteria in learning utcme 1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnses must have sufficient detail abut budgetary r plicy cnstraints relating t business r accmmdatin (AC1.1) and hw t make arrangements fr visa and related freign travel dcumentatin (AC1.3). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 93

100 Unit 10: Prvide Receptin Services Unit reference number: H/506/1814 QCF level: 2 Credit value: 3 Guided learning hurs: 15 Unit type: Cmpetence Unit summary The receptinist plays a key rle in prmting the image f the business and ensuring that external and internal stakehlders are linked t the right persn quickly and efficiently. They are very ften the first persn that an external custmer will speak t r see s it is vital that the persn fulfilling this rle is knwledgeable abut the rganisatin and its prducts and services, understands the structure f the rganisatin s can direct queries and questins t the crrect persn r department and that all health and safety prcesses and prcedures are adhered t when visitrs are welcmed int the rganisatin. In this unit yu will learn hw t develp yur skills by explring key functins that a receptinist is respnsible fr. Yu will lk at hw visitrs are welcmed int the rganisatin and hw they are dealt with in terms f recrding their presence and directing them t the crrect area f the rganisatin. Yu will als cnsider hw telephne calls are dealt with and hw t deal with thse calls r visitrs wh can be challenging. 94

101 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes Assessment criteria 1 Understand receptin services 1.1 Explain the receptinist s rle in representing an rganisatin 1.2 Explain an rganisatin s structure and lines f cmmunicatin 1.3 Describe an rganisatin s standards f presentatin 1.4 Explain the health, safety and security implicatins f visitrs t a building 1.5 Explain hw t deal with challenging peple 2 Be able t prvide a receptin service 2.1 Welcme visitrs in accrdance with rganisatinal standards 2.2 Direct visitrs t the persn they are visiting in accrdance with rganisatinal standards 2.3 Recrd visitrs arrivals and departures in accrdance with rganisatinal prcedures 2.4 Prvide advice and accurate infrmatin within rganisatinal guidelines n cnfidentiality 2.5 Keep the receptin area tidy and materials up-t-date 2.6 Answer and deal with telephne calls within rganisatinal standards 2.7 Adhere t rganisatinal prcedures n entry, security, health and safety 95

102 Unit amplificatin AC1.1: Explain the receptinist s rle in representing an rganisatin Receptinist s rle: first Pint f cntact; meet and greet bth internal and external visitrs Persnal attributes: plite; knwledgeable; infrmative; helpful Give psitive image f self and rganisatin AC1.2: Explain an rganisatin s structure and lines f cmmunicatin The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Lines f cmmunicatin: channel thrugh which peple share infrmatin Internal cmmunicatin channels: ; meetings; intranets; telephne Cmmunicatin structure: chain f cmmand; frmal and infrmal cmmunicatins; dwnward and upward cmmunicatins AC1.3: Describe an rganisatin s standards f presentatin The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC General standards f presentatin include: well grmed; dressed accrding t rganisatin's standards; gd persnal hygiene; prfessinal appearance; psitive bdy language AC1.4: Explain the health, safety and security implicatins f visitrs t a building Health, safety and security implicatins f visitrs: legal respnsibility fr visitrs health and safety while they are n the premises; make visitrs aware f planned fire drills; apprpriate level f security clearance and access t certain areas AC1.5: Explain hw t deal with challenging peple Challenging behaviur: arguing with staff, questining staff cmpetence, demanding impssible slutins, nt accepting limitatins and prcedures, making inapprpriate persnal cmments, angry behaviurs Deal with challenging peple via telephne r in persn: remain calm and plite; use active listening techniques; empathise with visitr; aplgise sincerely fr prblems; use questining techniques; ffer slutins within wn authrity; escalate issues where reslutin is difficult r nt pssible 96

103 Infrmatin fr tutrs Suggested resurces Bks Carysfrth C Administratin NVQ Level 2 (Heinemann, 2006) ISBN Sutherland J and Sutherland D Business and Administratin NVQ Level 2 (Hdder Educatin, 2011) ISBN Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 97

104 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 2 is direct bservatin f the learner carrying ut their receptin duties. Receptin services include meeting, greeting and directing visitrs, answering the telephne and keeping the receptin area tidy. The evidence frm direct bservatin culd be supprted by examining wrk prducts such as the recrds f visitrs made by the learner in the rganisatin s systems this prvides further evidence t meet AC2.3. Witness testimny culd als be used t prvide evidence f cnsistent perfrmance as well as supprting evidence fr many f the assessment criteria in learning utcme 2. Questin and answer (Q&A) sessins culd als be used t fill in any gaps in the bservatin evidence. Fr example, the learner culd be asked t describe hw their behaviur and cmmunicatins n particular bserved ccasins cmplied with the rganisatinal plicies n cnfidentiality, security and health and safety (AC2.4 and AC2.7). The learner culd als be asked t describe their rganisatinal standards fr meeting and greeting visitrs and hw they have met these n the bserved ccasins (AC2.1). Questin and answer (Q&A) sessins r learner diary culd be used t meet the requirements f learning utcme 1. If Q&A is used then it shuld be integrated with the assessment fr learning utcme 2 t prvide the pprtunity fr the learner t link and apply their knwledge t their wrkplace activities. There are gd pprtunities t relate the assessment f the knwledge requirements t the cmpetence activities. Fr example, the learner culd be asked t explain their rganisatinal structure and lines f cmmunicatin in relatin t hw they have used it t cntact staff and direct visitrs this links AC1.2 t AC2.2. Similarly, the learner culd be asked t explain hw they represent their rganisatin in their rle as receptinist making reference t their demnstrated behaviurs and activities in learning utcme 2 this links AC1.1 t many f the assessment criteria in learning utcme 2. If a learner diary is used, then the entries shuld be cntextualised t the learner s perfrmance t link and apply the knwledge requirements in a similar manner as with the Q&A. The learner s answers must have sufficient range and breadth t meet the requirements. Fr example, the learner needs t explain at least three different ways f dealing with challenging peple. As sme f the assessment criteria refer t rganisatinal requirements and cntext, witness testimny frm line manager r ther apprpriate persnnel may be required. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 98

105 Unit 11: Prvide Administrative Supprt fr Meetings Unit reference number: H/506/1876 QCF level: 2 Credit value: 4 Guided learning hurs: 28 Unit type: Cmpetence Unit summary Prviding administrative supprt fr meetings is an imprtant functin t enable the meetings t run smthly and achieve the purpse targeted. In this unit yu will learn why meetings are held infrmally r frmally. Yu will als learn abut the rles held by the chairpersn, the legal implicatins f frmal meetings and hw t ensure delegates are able t attend. Cnsidering health, safety and security during a meeting, tgether with planning and setting up resurces needed, are ther imprtant aspects f supprt that yu will learn abut. Yu will have the pprtunity t supprt rganising a meeting, by making all the arrangements t set ne up including bking the meeting rm/venue, sending infrmatin t attendees, rganising resurces, and ensuring all equipment required is set up safely. Yu will als supprt the staff member leading the meeting, e.g. taking ntes f discussins taking place. Yu will als be needed at the end f the meeting t help with any fllw up actin required. 99

106 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the administratin f meetings 2 Be able t make administrative preparatins fr meetings Assessment criteria 1.1 Describe the purpse f the meeting and wh needs t attend 1.2 Explain why it is imprtant t have a minimum number f attendees fr a meeting 1.3 Explain ways t achieve maximum attendance at meetings 1.4 Explain the access, health, safety and security requirements relating t meetings 1.5 Describe hw t set up the resurces needed fr a meeting 1.6 Explain the respnsibilities f the meeting chair and meeting secretary 1.7 Explain the difference between frmal and infrmal meetings 1.8 Explain the legal implicatins f frmal meetings 2.1 Bk meeting venue, resurces, and facilities in accrdance with the brief 2.2 Cllate dcuments needed fr a meeting 2.3 Distribute meeting invitatins, dcuments and ther meetingrelated requirements within the timescale 2.4 Cnfirm meeting attendees and any special requirements 100

107 Learning utcmes 3 Be able t supprt the administratin f meetings Assessment criteria 3.1 Take actin t ensure that the equipment allcated fr use at a meeting functins crrectly 3.2 Prvide supprt t meetings in accrdance with requests 3.3 Ensure the venue is restred t the required cnditins after the meeting 3.4 Distribute meeting recrds prmptly t the agreed distributin list 3.5 Carry ut any fllw-up actins in accrdance with the brief 101

108 Unit amplificatin AC1.1: Describe the purpse f the meeting and wh needs t attend Purpse: meeting brief; bjectives f meeting; what needs t be explained, discussed, feedback required; decisins t be made Wh needs t attend: delegates with required knwledge t supprt the meeting brief; level f senirity f staff required t make decisins; stakehlders impacted by decisins t be made; sufficient numbers t meet the qurum AC1.2: Explain why it is imprtant t have a minimum number f attendees fr a meeting Imprtance f having minimum number f attendees: legal requirements; ensure decisins represents the wishes f the majrity; prevent a small number f attendees acting in ways that d nt represent the majrity AC1.3: Explain ways t achieve maximum attendance at meetings Ways t achieve maximum attendance: plan meeting purpse; send invitatins in gd time with full details; fllw up acceptances and nn-acceptances; decide if acceptances make up the qurum, if nt review date and time; check acceptances AC1.4: Explain the access, health, safety and security requirements relating t meetings Access: accessible by all, e.g. wheelchair access, lifts Health and safety: clean and hazard free facilities; equipment prperly set up and in gd wrking rder; meeting rm crrectly set up; safe furniture; access t first aid facilities Security: checking delegates against attendance register; secure meeting rms during break times; insurance fr brrwed equipment AC1.5: Describe hw t set up the resurces needed fr a meeting Types f resurces: budget; rm/venue; presentatin equipment, e.g. visual, audi; ther equipment, e.g. phtcpier; refreshment facilities; meeting dcumentatin, e.g. meeting brief, agenda, minutes f previus meeting; visiting speakers/presenters; statinery Set up resurces: health and safety hazards, e.g. equipment PAT tested, secure and safe cabling; distributing resurces t delegates 102

109 AC1.6: Explain the respnsibilities f the meeting chair and meeting secretary Chairpersn: cntrls the meeting; intrduces bjectives and agenda items; intrduces new members; leads discussins; facilitates exchanges f pinins; raises mtins (prpsals) t be vted n; has the casting vte if frum is evenly split; summarises any vting utcme r decisins (reslutins) taken at the meeting; cnfirms next meeting date if relevant Meeting secretary: in cnjunctin with the chair, wuld prepare and send ut the agenda; take ntes thrughut the meeting; prepare minutes t recrd discussins and decisins taken at the meeting; distribute the minutes t delegates attending AC1.7: Explain the difference between frmal and infrmal meetings Frmal: set structure and prcedures; require meeting dcuments, e.g. agenda, minutes; specified frmal rles f the chairpersn and meeting secretary; frmal ntice t attend; held at specific time Annual General meeting (AGM) Extrardinary general meetings Bard meetings Infrmal: ad hc shrt ntice meetings; n agenda; n fixed prcess Briefings Training sessins Team meetings One t ne meetings AC1.8: Explain the legal implicatins f frmal meetings Legal implicatins: meetings gverned by rules laid dwn in the rganisatin s gverning dcuments, e.g. Memrandum and Articles f Assciatin; gverned by statutry rules, e.g. Cmpanies Act (2006); qurum required fr binding decisins; rules related t vting, e.g. prxy ntices; requirements fr a mtin t be passed, e.g. prpser and secnder; frmal minutes required and accessible t relevant stakehlders 103

110 Infrmatin fr tutrs Suggested resurces Websites University and Cllege Unin: running frmal meetings Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 104

111 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. This unit can be assessed hlistically with ther units within the qualificatin such as: Prduce Minutes f Meetings, Prduce Business Dcuments and Cmmunicatin in a Business Envirnment. The primary surce f evidence fr demnstrating achievement f learning utcme 2 and learning utcme 3 is direct bservatin f the learner carrying ut their wrk activities in preparing fr, and supprting the administratin f meetings. The evidence frm the direct bservatin fr learning utcme 2 and learning utcme 3 culd be supprted by examining wrk prducts such as recrds f venue and resurces bkings, ntes made during the meeting, checklists and relevant cmmunicatins t clleagues, meeting attendees and/r venues this prvides further evidence t meet the requirements, fr example AC2.1, AC2.3 and AC3.4. T achieve AC3.5, learners need t prvide evidence f fllwing up actins in accrdance with the brief either thrugh s, verbal cmmunicatin and/r recrds shwing actins have been fllwed up. Witness testimny culd be used t supprt the evidence frm direct bservatin fr this assessment criterin as well as fr AC2.3, AC2.4, AC3.2 and AC3.3. Questin and answer (Q&A) sessins culd als be used t prvide supprting evidence f the learner s cmpetence. Fr example, the learner culd be asked t describe the actins they have taken t ensure allcated equipment functin crrectly (AC3.1), r t describe the type f supprt they have prvided t different meetings (AC3.2). Questin and answer (Q&A) sessins r learner diary culd be used t meet the requirements f learning utcme 1. If Q&A is used then it shuld be integrated with the assessment fr learning utcme 2 t prvide the pprtunity fr the learner t link and apply their knwledge t their wrkplace activities. There are gd pprtunities t relate the assessment f the knwledge requirements t the cmpetence activities. Fr example, the learner culd be asked t describe hw they have bked and arrange the resurces fr different meetings; their descriptin culd be supprted by the apprpriate wrk prducts. This links AC1.5 t AC2.1. Similarly, the learner culd be asked t explain the access, health and safety requirements fr different meetings they have supprted in relatin t the purpse and structure f the meetings, venues and the attendees. This relates the assessment f AC1.4 t that f AC2.1 and AC2.4. If a learner diary is used, then the entries shuld be cntextualised t the learner s perfrmance t link and apply the knwledge requirements in a similar manner as with the Q&A. The learner s answers must have sufficient range and breadth t meet the assessment requirements. Fr example, the learner needs t explain at least three differences between frmal and infrmal meetings (AC1.7). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. 105

112 Unit 12: Prepare Text frm Ntes Using Tuch Typing Unit reference number: K/506/1815 QCF level: 2 Credit value: 4 Guided learning hurs: 26 Unit type: Cmpetence Unit summary Preparing text frm ntes using tuch typing is a vital skill fr an administratr that is invlved in prducing dcuments based n their r ther peple s ntes. It is imprtant that the text that is prduced is accurate, frmatted crrectly and prduced within given deadlines. In this unit yu will learn the imprtance f knwing wh dictated the ntes, the recipients f the text and why it is being sent. Yu will als learn abut the prblems that may arise when transcribing hand-written ntes and hw t make use f the features f technlgy t create, frmat and check text fr accuracy. Yu will learn abut the cnsequences f nt fllwing the rules f grammar, punctuatin and spelling crrectly and hw t prf-read yur wrk t make sure it is accurate. Finally yu will learn the imprtance knwing and understanding yur rganisatin s prcedures fr the strage, security and cnfidentiality f bth dcuments and recrdings. 106

113 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw t create text frm ntes 2 Be able t prduce text using tuch typing Assessment criteria 1.1 Explain the imprtance f cnfirming the purpse f the text and intended audience 1.2 Describe the prblems that may ccur in transcribing ntes written by thers 1.3 Explain the cnsequences f incrrect spelling, punctuatin, grammar and sentence structure, and inaccurate cntent 1.4 Explain hw technlgy features can help t create, frmat and check the accuracy f text 1.5 Describe ways f checking prduced texts fr accuracy and crrectness 1.6 Describe rganisatinal prcedures fr the strage, security and cnfidentiality f infrmatin 2.1 Agree the purpse, frmat and deadlines fr texts 2.2 Tuch type texts at the speed and level f accuracy required by the rganisatin 2.3 Check that the text is accurate and the meaning is clear and crrect 2.4 Stre texts and riginal ntes safely and securely fllwing rganisatinal prcedures 2.5 Present texts in the required frmats and within the agreed timescales 107

114 Unit amplificatin AC1.1: Explain the imprtance f cnfirming the purpse f the text and intended audience Purpse: fr infrmatin; persuasin; negtiatin; regulatin Intended audience: in-huse staff (in the UK and verseas); external custmers (in the UK and verseas) Imprtance: meet deadlines; cnfidentiality cnstraints; frmatting requirements; print requirements AC1.2: Describe the prblems that may ccur in transcribing ntes written by thers Prblems when transcribing ntes written by thers: inability t read handwriting; inability t make sense f what has been written; misinterpretatin f unfamiliar vcabulary r technical vcabulary; crrect interpretatin f numerical data AC1.3: Explain the cnsequences f incrrect spelling, punctuatin, grammar and sentence structure, and inaccurate cntent Cnsequences: meaning f the text can be changed; rganisatin s reputatin will suffer; wrng message may be cmmunicated AC1.4: Explain hw technlgy features can help t create, frmat and check the accuracy f text Technlgy features: embldening; italics; underscring; autmatic numbering and bullet pints; tabular design; clumns; text wrapping; spell and grammar checker; thesaurus; dictinaries; calculatr; images; graphics Hw features can help: ease when frmatting; makes dcuments lk presentable and mre prfessinal; ensure accuracy AC1.5: Describe ways f checking prduced texts fr accuracy and crrectness Checking fr accuracy and crrectness: electrnic spelling and grammar checks; persnal prf reading; drafts t riginatr; figure checking; crss referencing if brrwed material AC1.6: Describe rganisatinal prcedures fr the strage, security and cnfidentiality f infrmatin The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC 108

115 Infrmatin fr tutrs Suggested resurces Bks Lester M and Beasn L Handbk f English Grammar and Usage (2nd editin) (McGraw-Hill Cntemprary, 2012) ISBN Sutherland J and Sutherland D Business and Administratin NVQ Level 2 (Hdder Educatin, 2011) ISBN Websites Infrmatin Cmmissiner s Office: guide t data prtectin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 109

116 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 2 is direct bservatin t ensure the learner is tuch typing, wrk prducts such as text prduced frm ntes, questin and answer (Q&A) sessins and learner diary. The wrk prducts prvide evidence t meet the requirements f AC2.3 and AC2.5. Witness testimny culd als be used t supprt the evidence frm wrk prduces fr these assessment criteria as well as AC2.1 and AC2.4. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC2.1, AC2.3 and AC2.4) as well as meeting the requirements f the knwledge learning utcme in learning utcme 1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge ACs; fr example, the respnses must have sufficient detail abut the imprtance f cnfirming the purpse f the text and intended audience (AC1.1), the cnsequences f incrrect spelling, punctuatin, grammar and sentence structure, and inaccurate cntent (AC1.3) and hw technlgy features can help t create, frmat and check the accuracy f text (AC1.4). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 110

117 Unit 13: Manage Diary Systems Unit reference number: L/506/1807 QCF level: 2 Credit value: 2 Guided learning hurs: 12 Unit type: Cmpetence Unit summary Time is very imprtant and it can be utilised in a very efficient way by maintaining a diary management system. The efficient planning and rganisatin f yur wn time and ther peple s is ne f the mst imprtant activities that yu can get invlved with. The diary is ne f the majr resurces within the ffice and withut it nne f us wuld knw where we shuld be r what we shuld be ding at any given time. In this unit yu will learn the verarching purpse f prviding supprt t manage diary systems. Yu will learn hw imprtant it is t keep diary systems up t date and hw bkings and any changes are priritised. With any system there are cnstraints and they will need t be managed efficiently. Yu will learn abut prblems that can ccur and hw t deal with them. This unit als will give yu the pprtunity t manage a diary system in a practical way. Yu will learn what infrmatin is needed befre diary entries can be made and hw imprtant it is that the entries are accurate, timely and kept up t date. Changes can cause incnveniences and therefre yu will need t develp the skills t manage these t meet the needs f thse invlved and keep everybdy infrmed. Yu will als be made aware that sme infrmatin will be cnfidential and hw yu must ensure that this infrmatin remains cnfidential. 111

118 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the management f diary systems Assessment criteria 1.1 Explain the imprtance f keeping diary systems up t date 1.2 Describe the basis n which bkings and changes are priritised 1.3 Explain any cnstraints relating t making bkings fr peple r facilities 1.4 Describe the types f prblems that can ccur when managing diaries 2 Be able t manage diary systems 2.1 Obtain the infrmatin needed t make diary entries 2.2 Make accurate and timely diary entries 2.3 Respnd t changes in a way that balances and meets the needs f thse invlved 2.4 Cmmunicate up-t-date infrmatin t everyne invlved 2.5 Keep diaries up-t-date 2.6 Maintain the requirements f cnfidentiality 112

119 Unit amplificatin AC1.1: Explain the imprtance f keeping diary systems up t date Diary systems: allw rganisatins t plan and c-rdinate activities and resurces; priritise wrklad; effective time management; paper based; electrnic n intranet; shared access by individuals, wrk teams and departments; supprts managers, teams and departmental prcesses; recrd deadlines, e.g. prject targets, specific wrk cmpletin dates; persnal area fr reminders and t d items The imprtance f up t date diary systems: staff access t accurate infrmatin; lcatin f clleagues; when clleagues are free, e.g. meetings/activities arranged t suit availability; resurces fr a meeting/activity can be planned; cancelled activities deleted; allws efficiency f whle rganisatin; changes t arranged meetings advised AC1.2: Describe the basis n which bkings and changes are priritised Priritising bkings: imprtant deadlines t meet, plicies and prcedures, e.g. regular bard meetings, weekly r mnthly team meetings, discussing new plicies r prcedures; prject planning r prduct develpment against targeted stages, need and urgency Priritising changes: availability f facilities/accmmdatin; availability f minimum number f peple needed t meet full attendance; imprtant cntributr unavailable n riginal date; meeting custmers needs; prject prfile, e.g. high, lw; deadlines t be met AC1.3: Explain any cnstraints relating t making bkings fr peple r facilities Cnstraints: cnflicting demands; cmpeting pririties; availability f resurces; insufficient resurces; insufficient infrmatin given; unavailable facilities; unable t access diary management system; specific lcatin request nt available; staff/visitrs availability AC1.4: Describe the types f prblems that can ccur when managing diaries Types f prblems: pssible cnflict with existing requests; verlap f multiple requests; duplicate r duble bkings; nt cmmunicating requests r change in request; nt cnfirming r recrding requests; priritising requests, e.g. rescheduling t high pririty/emergency/urgency; pr cmmunicatin 113

120 Infrmatin fr tutrs Suggested resurces Bks Craven R and Glabwski L The Cmplete Idit s Guide t Meeting and Event Planning (2nd editin) (ALPHA, 2006) ISBN Lapsley A Business & Administratin Student Handbk Level 2 (CFA, 2010) ISBN Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 114

121 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 2 is direct bservatin f the learner carrying ut their wrk activities relating t diary management. The diary system being managed can be either manual r electrnic and culd be the learner s wn diary r that f clleagues. The diary management may relate t items such as travel, meetings, leave, cnferences, deadlines, etc. The evidence frm the direct bservatin culd be supprted by examining wrk prducts such as cmpleted diary entries r cmmunicatins t clleagues ntifying f changes (e.g. s, mems) this prvides further evidence t meet the requirements, fr example AC2.1 AC2.2 and AC2.4. T achieve AC2.3, learners need t prvide evidence f priritising requested changes t bkings and slving prblems f cnflicting demands by suggesting and negtiating alternative arrangements. Witness testimny culd be used t supprt the evidence frm direct bservatin fr this assessment criterin as well as fr AC2.5. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC2.6) as well as meeting the requirements f the knwledge assessment criteria in learning utcme 1. Alternatively, a learner diary culd be used. There are gd pprtunities fr the assessment f the knwledge in learning utcme 1 t applied and related t the learner s cmpetencies in LO2. Fr example, the learner culd be asked t describe the basis n which they made changes t bkings t ensure that they balanced the needs f all cncerned. This allws the learner t apply their knwledge t their activities linked t AC2.3. T achieve the knwledge assessment criteria, the learner s respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnse fr AC1.3 must have sufficient detail abut the different types f cnstraints t meet the standards fr an explanatin. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 115

122 Unit 14: Cllate and Reprt Data Unit reference number: L/506/1810 QCF level: 2 Credit value: 3 Guided learning hurs: 19 Unit type: Cmpetence Unit summary A key rle f a business administratr is t cllate and reprt data within the rganisatin. It is imprtant that the administratr can make decisins n the best way t present data and als understand the implicatins f data prtectin and cnfidentiality f data within the rganisatin. A thrugh understanding f different IT packages is vital t ensure that the crrect decisin n hw t present data can be made, particularly if the data is cmplicated. In this unit yu will learn hw t rganise and present data in a way that the audience will understand the text and/r diagrams being presented. Yu will als learn hw t balance the use f text and diagrams and lk at the different ways that data can be presented. Having accurate data is vital when prducing reprts fr thers and yu will be able t demnstrate ways in which checking data cllected will ensure that the reprts yu prduce are fit fr purpse. 116

123 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw t cllate and reprt data Assessment criteria 1.1 Describe the different ways that data can be rganised 1.2 Explain why data shuld be presented and reprted in different ways 1.3 Explain the use f text and diagrams in helping readers t understand the presented data 1.4 Explain the requirements relating t cnfidentiality, data prtectin, intellectual prperty and cpyright legislatins 2 Be able t cllate data 2.1 Ensure that data cllected is cmplete, accurate and up-t-date 2.2 Check the data against agreed criteria 2.3 Organise data in a way that will enable meaningful analysis 2.4 Meet agreed timescales in the cllatin f data 3 Be able t reprt data 3.1 Present data in the agreed reprting frmat and huse style 3.2 Reprt data within agreed timescale 3.3 Distribute data reprts t authrised readers 117

124 Unit amplificatin AC1.1: Describe the different ways that data can be rganised Different ways t rganise data: spreadsheet r database, e.g. numerical data, custmer data, lists; using filenames which can be easily recgnizable by ther users; versin numbering f dcuments s that latest versin f the dcument is always available AC1.2: Explain why data shuld be presented and reprted in different ways Presented and reprted in different ways: t suit different audiences and their requirements; use f pictures rather than wrds, e.g. use a map f an area rather than trying t describe it in wrds; stand ut n a page; use graphs and charts can help the audience understand figures; in tables r clumns, e.g. a newsletter using a wrd prcessing r desk tp publishing package AC1.3: Explain the use f text and diagrams in helping readers t understand the presented data Use f text and diagrams: presenting graphs and charts frm data t shw trends, differences; help t make cmplicated data mre understandable; deciding hw t balance text and data within dcuments t ensure that maximum impact is gained AC1.4: Explain the requirements relating t cnfidentiality, data prtectin, intellectual prperty and cpyright legislatins Cnfidentiality: nly share with peple wh are allwed sight Data Prtectin (Data Prtectin Act 1998): all dcuments are prduced fairly; stred fr the relevant time nly; infrmatin accessible t thse wh request it, e.g. custmers, staff Cpyright (Cpyright, Designs and Patents Act 1988): limit the use f infrmatin btained frm ther surces; seek permissin befre using; btaining apprpriate licenses Intellectual Prperty: seek permissin t use ther peple's wrk; btaining apprpriate licenses 118

125 Infrmatin fr tutrs Suggested resurces Bks Carysfrth C Administratin NVQ Level 2 (Heinemann, 2006) ISBN Sutherland J and Sutherland D Business and Administratin NVQ Level 2 (Hdder Educatin, 2011) ISBN Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 119

126 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The main evidence cllectin methds fr demnstrating achievement f the unit is likely t be a cmbinatin f bservatin, review f the learner s wrk prducts and questin and answer (Q&A) sessins. The learner s wrk prducts may include planning ntes, cmpleted spread sheets, reprts r cmmunicatins t clleagues utlining the data that is being reprted (e.g. s). The wrk prducts shuld be reviewed by the assessr as a basis fr the Q&A t crrbrate the cmpetence f the learner and prvide evidence fr the knwledge assessment criteria in learning utcme 1. T cnfirm cmpetence, the learner culd be asked t explain hw they checked the accuracy and cmpleteness f data (AC2.2). T achieve AC2.2, AC2.3 and AC3.1, the learner needs t prvide evidence f the riginal data they were prvided with and the data at different stages in the prcess. Witness testimny culd be used t supprt the evidence frm direct bservatin fr AC2.4, AC3.1 and AC3.2. Questin and answer (Q&A) sessins r learner diary culd be used t meet the requirements f learning utcme 1. If Q&A is used then it shuld be integrated with the assessment fr learning utcme 2 and learning utcme 3 t prvide the pprtunity fr the learner t link and apply their knwledge t their wrkplace activities. Fr example, the learner culd be asked t use their wrk prducts t explain hw they have used text and diagrams in presenting data and why data is presented and reprted in different ways fr different tasks (AC1.3 and AC1.2). The learner culd als be asked t explain the requirements relating t cnfidentiality, data prtectin, intellectual prperty and cpyright legislatins in the cntext their wrk tasks (AC1.4). If a learner diary is used, then the entries shuld be cntextualised t the examples f cmpleted tasks t link and apply the knwledge requirements in a similar manner as with the Q&A. The learner s answers must have sufficient range and breadth t meet the requirements f the perative verbs. Fr example, the respnses must have sufficient detail abut the different ways data can be presented (AC1.2), hw text and diagrams help the reader understand the data (AC1.3) and the different legal requirements that affect the reprting f data (AC1.4). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 120

127 Unit 15: Cntribute t the Organisatin f an Event Unit reference number: L/506/1869 QCF level: 2 Credit value: 3 Guided learning hurs: 23 Unit type: Cmpetence Unit summary The management f an event is crucial ensure an event is successful, and can be an activity undertaken by peple wrking in a supprt rle. It culd invlve planning and c-rdinating arrangements fr a variety f events frm arranging meetings, prduct launches, exhibitins and prmtins t rganising a full-scale cnference. There are rganisatins that actually specialise in event management, which shws hw imprtant this functin is. In this unit yu will learn what is invlved in the planning f an event, and the imprtance f being aware f the different needs f delegates attending, the requirements f health, safety and security, and hw t deal with any prblems that may arise during the event. Yu will have the pprtunity t rganise an event as a practical activity t give yu the direct experience t plan, c-rdinate and arrange all the different stages invlved. There will be practical cnsideratins f bking venues and equipment, and ther preparatry wrk, including sending infrmatin t delegates and rganising resurces. Yu will explre the supprt tasks invlved during the event, tgether with fllw up activities at the end f the event. During these challenging activities yu will develp skills in cmmunicatin and liaising with thers, time management, prblem slving, negtiating, planning, resurce management, teamwrk, mnitring and evaluating. 121

128 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes Assessment criteria 1 Understand event rganisatin 1.1 Explain the rles, respnsibilities and accuntabilities f individuals invlved in the event 1.2 Explain the purpse and features f different types f events 1.3 Describe the type f resurces needed fr different types f events 1.4 Describe the different needs attendees may have and hw t meet these 1.5 Explain the requirements f health, safety and security when rganising events 1.6 Describe the types f prblems that may ccur during events and hw t deal with them 2 Be able t carry ut pre-event actins 2.1 Identify venue requirements fr an event 2.2 Obtain resurces within the agreed timescales 2.3 Distribute pre-event dcumentatin t delegates in accrdance with the event plan 2.4 C-rdinate attendee respnses within the agreed timescale 2.5 Identify any special requirements f event attendees 3 Be able t set up an event 3.1 Set up layut and resurces in accrdance with the event plan 3.2 Cnfirm that all identified resurces are in place and meet requirements 3.3 Behave in a way that maintains rganisatinal values and standards 122

129 Learning utcmes 4 Be able t carry ut pst-event actins Assessment criteria 4.1 Ensure the venue is restred t the required cnditins in accrdance with the terms f the cntract 4.2 Carry ut fllw-up actins in accrdance with the event plan and agreements made at the event 123

130 Unit amplificatin AC1.1: Explain the rles, respnsibilities and accuntabilities f individuals invlved in the event Event leader: depending n senirity within rganisatin allcating r btaining budget required; discussing purpse and requirements with the event rganiser, e.g. numbers invlved, type f venue required, facilities, catering, accmmdatin, ther resurces; prviding infrmatin n delegates/target audience t be invited; staff invlved; visiting speakers; mnitring csts and evaluating the event Event rganiser: Liaising with event leader: rganising a venue and lcatin that meets budget and csts allcated; facilities, e.g. presentatin rm, layut, breakut rms; resurces; catering; delegate requirements; parking adjacent t accmmdatin; bkings; access transprt; special needs Respnsibilities: setting up prgramme; liaising with presenters; setting event bjectives; presentatin materials; arranging visiting speakers; invitatins; event prgramme; acceptances; preparatin and distributin f delegate materials; final delegate lists; name badges; cnfirming numbers t venue Current legal requirements: law f cntract (with venue, utside speakers, suppliers); agreements; health and safety, and security (safe keeping f delegate and rganisatin s belngings and equipment) During the event: check rms, equipment, materials, safety and security, meet delegates fr registratin, recrd delegates attending, reslve prblems if arise, mnitr presentatins and activities t meet prgramme times Supprt staff wrking with the event leader: availability; timely preparatin f presentatins and event materials Venue staff: prviding rm accmmdatin and equipment as bked; timely catering requirements; healthy, safe and secure envirnment 124

131 AC1.2: Explain the purpse and features f different types f events Types f event: meetings; cnferences; business dinners/awards ceremnies; exhibitins; curses/wrkshps; netwrking events/cnferences; prmtinal events/prduct launch; fundraising events Internal: invlving wn staff but pssible external speakers External: invlving wn staff and utside delegates, e.g. custmers Cnfidential: cncerning finance, issues f cmpany strategy Rutine/frmal: held n a regular basis and a requirement either legally r as an rganisatin s prcedure, e.g. Annual General Meeting, regular bard meeting Nn-rutine/infrmal: e.g. ad hc meetings as needed by the peratins f an rganisatin, regular team meetings AC1.3: Describe the type f resurces needed fr different types f events Types f resurces: Budget; csts Rm/venue (size, lcatin, date); breakut rms Presentatin equipment Other equipment (cpying facilities) Adjacent vernight accmmdatin Refreshment facilities (bkings, delegates with special dietary requirements) Visiting speakers/presenters List f delegates t be invited; invitatins (event brief, date, venue, map, transprt details); recrd f acceptances r thse unable t attend Prgramme and relevant dcumentatin Attendance list; name badges Writing material fr delegates AC1.4: Describe the different needs attendees may have and hw t meet these Different needs: access arrangements t venue and within meeting rms, e.g. lifts, wheelchair access, ramps, handrails, rm facilities fr any vernight accmmdatin; transprt supprt; audi links r dcuments in braille; special dietary requirements 125

132 AC1.5: Explain the requirements f health, safety and security when rganising events Requirements f health, safety and security: Venue is free f hazards: checks made f rm(s); equipment PAT tested; secure and safe cabling Security f event materials: cnfidentiality f infrmatin and cmmunicatins Security f delegate belngings when breaks taken Aware f any fire alarm systems and practices: infrm delegates; alert delegates t emergency exits and meeting pint Rm and facilities directin signs in place Recrding attendance AC1.6: Describe the types f prblems that may ccur during events and hw t deal with them Prblems and reslutins: Nn-delivery f resurces: last-minute phtcpying Late r nn-arrival f presenter: make cntact t clarify time f arrival; infrm event leader f utcme; re-rganise prgramme timing, e.g. if presenter arriving later; discuss alternative activity with event leader t fill the time slt if nn-arrival Unexpected higher number f delegates than expected creating inadequate rm(s) r resurces: sharing resurces while extras prepared; adding mre chairs; if insufficient space, need larger rm r extra rm; may cause dubling up presentatins; ensuring available presenter Missing specific resurces (special equipment) causing delay in presentatin: rearranging prgramme t allw time t prvide missing resurce r use alternative methd f presentatin Delegate taken ill: hw serius; call emergency services r deal with via venue s first aid facility; infrm cntact persn fr delegate 126

133 Infrmatin fr tutrs Suggested resurces Bks Craven R and Glabwski L The Cmplete Idit s Guide t Meeting and Event Planning (2nd editin) (ALPHA, 2006) ISBN Friedmann S Meeting and Event Planning fr Dummies (Jhn Wiley & Sns, 2003) ISBN Websites casestudies.c.uk The Times 110: business case studies Event Management Cmpany: case studies f events rganised fr majr cmpanies Skills CFA: Sectr Skills Cuncil fr Business Administratin Other Haymarket Business Publicatins Ltd Event Exhibitins and live events infrmatin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 127

134 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 2, learning utcme 3 and learning utcme 4 is direct bservatin f the learner carrying ut their wrk activities relating t the rganisatin f an event. The evidence frm the direct bservatin fr learning utcme 2, learning utcme 3 and learning utcme 4 culd be supprted by examining wrk prducts such as ntes prduced, checklists and nn-verbal cmmunicatin t clleagues, venues and/r custmers, e.g. s, letters etc. this prvides further evidence t meet the requirements, fr example AC2.1, AC2.2, AC2.3, AC2.4, AC2.5 and AC4.2. T achieve AC3.5, learners need t prvide evidence f fllwing up actins in accrdance with the brief either thrugh s, verbal cmmunicatin and/r recrds shwing actins have been fllwed up. Witness testimny culd be used t supprt the evidence frm direct bservatin fr this assessment criterin as well as fr AC2.3, AC2.5, AC3.3 and AC4.1. Questin and answer (Q&A) sessins culd als be used t prvide supprting evidence f the learner s cmpetence. Fr example, the learner culd be asked t explain hw t behave in a way that maintains rganisatinal values and standards (AC3.3). Questin and answer (Q&A) sessins r learner diary culd be used t meet the requirements f learning utcme 1. If Q&A is used then it shuld be integrated with the assessment fr learning utcme 2 t prvide the pprtunity fr the learner t link and apply their knwledge t their wrkplace activities. There are gd pprtunities t relate the assessment f the knwledge requirements t the cmpetence activities. Fr example, the learner culd be asked t describe the types f resurces needed fr different types f events. This relates the assessment f AC1.3 t that f AC2.2. Similarly, the learner culd be asked t describe the different needs attendees may have and hw t meet these; their descriptin culd be supprted by the apprpriate wrk prducts. This links AC1.4 t AC2.5. If a learner diary is used, then the entries shuld be cntextualised t the learner s perfrmance t link and apply the knwledge requirements in a similar manner as with the Q&A. The learner s answers must have sufficient range and breadth t meet the assessment requirements. Fr example, the learner needs t describe at least three types f prblems that may ccur during events and hw t deal with them (AC1.6). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 128

135 Unit 16: Emplyee Rights and Respnsibilities Unit reference number: L/506/1905 QCF level: 2 Credit value: 2 Guided learning hurs: 16 Unit type: Knwledge Unit summary All emplyees shuld have a gd understanding f their rights and respnsibilities specific t the rganisatin, industry and sectr in which they wrk. Being aware f and cnversant with the rules, principles and regulatins gverning emplyment rights and respnsibilities will help prtect bth emplyee and emplyer, ensuring that wrk practice is undertaken in a mutually respectful and safe envirnment. In this unit yu will learn abut the rles and ccupatins in yur rganisatin and industry and in ther rganisatins, industries and sectrs. Yu will explre career pathways and prgressin pprtunities and learn where yu can surce relevant infrmatin and advice t help yu when making decisins abut yur career. Yu will develp an awareness f emplyer rights and respnsibilities including standards and expectatins required f yu as an emplyee. Yu will gain an understanding f emplyment legislatin and hw it affects yur rle and respnsibilities within yur emplyment as well as develp awareness f surces f supprt fr issues affecting yur emplyment. 129

136 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the rle f rganisatins and industries 2 Understand emplyers expectatins and emplyees rights and bligatins Assessment criteria 1.1 Explain the rle f their wn ccupatin within an rganisatin and industry 1.2 Describe career pathways within their rganisatin and industry 1.3 Identify surces f infrmatin and advice n an industry, ccupatin, training and career pathway 1.4 Describe an rganisatin s principles f cnduct and cdes f practice 1.5 Explain issues f public cncern that affect an rganisatin and industry 1.6 Describe the types, rles and respnsibilities f representative bdies and their relevance t their wn rle 2.1 Describe the emplyer and emplyee statutry rights and respnsibilities that affect their wn rle 2.2 Describe an emplyer s expectatins fr emplyees standards f persnal presentatin, punctuality and behaviur 2.3 Describe the prcedures and dcumentatin that prtect relatinships with emplyees 2.4 Identify surces f infrmatin and advice n emplyment rights and respnsibilities 130

137 Unit amplificatin AC1.1: Explain the rle f their ccupatin within an rganisatin and industry The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC1.2: Describe career pathways within their rganisatin and industry The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC1.3: Identify surces f infrmatin and advice n an industry, ccupatin, training and career pathway Surces f infrmatin and advice: Within an rganisatin: e.g. line manager, HR department, rganisatin infrmatin systems Outside an rganisatin: e.g. sectr skills cuncils, careers services, relevant websites, prfessinal bdies AC1.4: Describe an rganisatin s principles f cnduct and cdes f practice The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC1.5: Explain issues f public cncern that affect an rganisatin and industry Issues f public cncern: cnsider the effects f recent high prfile events n the industry, e.g. lss f persnal data, mis-sld prducts r services; phne hacking Effects f public cncern n an rganisatin and industry: intrductin f legislatin and gd practice; increase in public awareness; changes t rganisatinal prcedures; wn respnsibilities AC1.6: Describe the types, rles and respnsibilities f representative bdies and their relevance t their wn rle The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC 131

138 AC2.1: Describe the emplyer and emplyee statutry rights and respnsibilities that affect their wn rle Emplyee statutry rights and respnsibilities: current emplyment legislatin, e.g. Equal Pay Act 1970, Wrking Time Regulatins 2007; current anti-discriminatin legislatin, e.g. Equality Act 2010, gender, sexual preference, natinality, race, religin, clur, disability, age; cntract f emplyment, e.g. written terms and cnditins, minimum wage, sick pay, time ff, grievance prcedures; health and safety (wn, thers, use f equipment, lifting and handling); security, e.g. data prtectin, infrmatin security, premises, equipment Emplyer statutry rights and respnsibilities: duty f care t emplyees, e.g. risk assessments, prvide prtective equipment if needed, emergency prcedures, safe systems f wrk; emplyer liability insurance; safeguarding; apprpriate training and develpment, e.g. inductin, rganisatin systems, use f equipment, health and safety Hw statutry rights affect wn rle: equal pprtunities; career prgressin; persnal safety and security; safeguarding; wn respnsibilities AC2.2: Describe an emplyer s expectatins fr emplyees standards f persnal presentatin, punctuality and behaviur Persnal presentatin: well grmed; dressed accrding t rganisatin s standards; gd persnal hygiene Punctuality: n time (at the start f the wrking day, cming back frm lunch); leave n time; n time fr meetings Behaviur: plite; helpful; cnfident; attentive; psitive bdy language; psitive attitude; respect cnfidentiality; discretin; dependability; tlerance; welcming; pleasant; prfessinal AC2.3: Describe the prcedures and dcumentatin that prtect relatinships with emplyees Prcedures that prtect relatinships with emplyees: health and safety; security; grievance prcedures; whistle blwing Dcumentatin that prtects relatinships with emplyees: cntract f emplyment; written terms and cnditins; payslip; published rganisatin plicies; dcumented prcesses and prcedures; recrds f training and develpment AC2.4: Identify surces f infrmatin and advice n emplyment rights and respnsibilities Surces f infrmatin and advice n emplyment rights and respnsibilities: Inside the rganisatin: cntract f emplyment; written terms and cnditins; line manager; HR department; trade unin representative Outside the rganisatin: Trade Unin; Citizen s Advice Bureau; ACAS; Gvernment websites; emplyment lawyer 132

139 Infrmatin fr tutrs Suggested resurces Bks Trimarchi K, Watkins B, Partn N and Majithia P NVQ/SVQ Level 2 Business and Administratin Handbk (NVQ Administratin) (Heinemann 2011) ISBN Websites The Advisry, Cnciliatin and Arbitratin Service: a gvernment funded agency which prvides advice n industrial relatins and emplyment issues Chartered Institute f Persnnel and Develpment: the prfessinal bdy fr HR and peple develpment Health and Safety Executive: prviding infrmatin n health and safety rights and respnsibilities Managed by the Natinal Archives: publishing all UK legislatin Skills CFA: Sectr Skills Cuncil fr Business Administratin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld apply the Unit assessment guidance given belw. This guidance shuld be read in cnjunctin with Sectin 8 Assessment. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements There are n sectr-related assessment requirements fr this unit. 133

140 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The evidence demnstrating achievement f learning utcme 1 and learning utcme 2 can be cllected thrugh a presentatin. Evidence can be gathered frm the presentatin and can be supprted by any research the learner undertakes in rder t prduce and present their presentatin. Learners shuld use their current ccupatin in the Business Administratin sectr r shuld be allcated a theretical ccupatin and rganisatin they can wrk frm. T achieve AC1.1, AC1.2 and AC1.3, learners need t explain where their ccupatin fits in the Business Administratin sectr and describe the career pathway they can pursue. They will als need t reference places they can g fr infrmatin and advice n the industry, ccupatin, training and career pathway. T achieve AC1.4, AC1.5 and AC1.6, learners need t describe their rganisatin s principles f cnduct and cdes f practice, explain issues f public cncern that affect their rganisatin and industry and then g n t describe representative bdies and hw the rles and respnsibilities f these bdies are relevant t their rle. Learners shuld then fcus n their rganisatin. They shuld describe theirs and their emplyer s statutry rights and respnsibilities and hw these affect their rle (AC2.1), their emplyer s expectatins n persnal presentatin, punctuality and behaviur (AC2.2), prcedures and dcumentatin that the emplyers relatinship with their emplyees (AC2.3) and reference surces where peple can g fr advice n emplyment rights and respnsibilities (AC2.4). It is recmmended that learners d nt reprduce large chunks f infrmatin verbatim frm cmpany handbks r legislatin, but cntextualise it t their jb. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the assessment criteria. Questin and answer (Q&A) sessins culd be used t crrbrate the learners knwledge by allwing them t give examples f gd and/r bad practice t help supprt their presentatin (e.g. AC2.2). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 134

141 Unit 17: Prepare Text frm Shrthand Unit reference number: M/506/1816 QCF level: 2 Credit value: 6 Guided learning hurs: 46 Unit type: Cmpetence Unit summary Preparing text frm shrthand is a vital skill fr an administratr that is invlved in prducing dcuments based n their r ther peple s shrthand ntes. It is imprtant that the text that is prduced is accurate, frmatted crrectly and prduced within given deadlines. In this unit yu will learn the imprtance f knwing wh dictated the ntes, the recipients f the text and why it is being sent. Yu will als learn hw t make use f the techniques ffered by specific shrthand systems when taking ntes t ensure that yu can transcribe them accurately. Yu will learn abut the cnsequences f nt fllwing the rules f grammar, punctuatin and spelling crrectly and hw t prf-read yur wrk t make sure it is accurate. Finally yu will learn the imprtance knwing and understanding yur rganisatin s prcedures fr the strage, security and cnfidentiality f bth dcuments and recrdings. 135

142 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw t use shrthand t create text 2 Be able t use shrthand t prepare text Assessment criteria 1.1 Explain the imprtance f cnfirming the purpse f the text and intended audience 1.2 Describe techniques that may be used when taking shrthand ntes 1.3 Explain the cnsequences f incrrect spelling, punctuatin, grammar and sentence structure, and inaccurate cntent 1.4 Explain hw technlgy features can help t create, frmat and check the accuracy f text 1.5 Describe ways f checking prduced texts fr accuracy and crrectness 1.6 Describe rganisatinal prcedures fr the strage, security and cnfidentiality f infrmatin 2.1 Agree the purpse, frmat and deadlines fr texts 2.2 Take dictatin using shrthand at the speed required by the rganisatin 2.3 Input and frmat text frm shrthand ntes 2.4 Check that text is accurate and the meaning is clear and crrect 2.5 Stre texts and riginal ntes safely and securely fllwing rganisatinal prcedures 2.6 Present texts in the required frmats and within the agreed timescales 136

143 Unit amplificatin AC1.1: Explain the imprtance f cnfirming the purpse f the text and intended audience Purpse: fr infrmatin; persuasin; negtiatin; regulatin Intended audience: in-huse staff (in the UK and verseas); external custmers (in the UK and verseas) Imprtance: meet deadlines; cnfidentiality cnstraints; frmatting requirements; print requirements AC1.2: Describe the techniques that may be used when taking shrthand ntes Techniques: simplifying existing letters; special symbls t represent wrds r phrases; shrthand systems, e.g. Pitman shrthand, Gregg shrthand When techniques are used: identify when a new dictatin sessin started; urgency; cnfidentiality; system print r frmatting requirements; punctuatin; capital letters; paragraphs; shw wrds r phrases that need emphasis; abbreviatins; numbers; technical jargn; specialist vcabulary, e.g. the use f any cntractins r phrasing used in the specific shrthand AC1.3: Explain the cnsequences f incrrect spelling, punctuatin, grammar and sentence structure, and inaccurate cntent Cnsequences: meaning f the text can be changed; rganisatin s reputatin will suffer; wrng message may be cmmunicated AC1.4: Explain hw technlgy features can help t create, frmat and check the accuracy f text Technlgy features: embldening; italics; underscring; autmatic numbering and bullet pints; tabular design; clumns; text wrapping; spell and grammar checker; thesaurus; dictinaries; calculatr; images; graphics Hw features can help: ease when frmatting; makes dcuments lk presentable and mre prfessinal; ensure accuracy AC1.5: Describe ways f checking prduced texts fr accuracy and crrectness Checking fr accuracy and crrectness: electrnic spelling and grammar checks; persnal prf reading; drafts t riginatr; figure checking; crss referencing if brrwed material AC1.6: Describe rganisatinal prcedures fr the strage, security and cnfidentiality f infrmatin The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC 137

144 Infrmatin fr tutrs Suggested resurces Bks Lester M and Beasn L Handbk f English Grammar and Usage (2nd editin) (McGraw-Hill Cntemprary, 2012) ISBN Websites Infrmatin Cmmissiner s Office: guide t data prtectin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 138

145 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 2 is wrk prducts such as ntes, drafts f the text, cmpleted dcuments, wrk plans etc., questin and answer (Q&A) sessins and learner diary. The wrk prducts prvide evidence t meet the requirements f AC2.2, AC2.3 and AC2.4. Witness testimny culd als be used t supprt the evidence frm wrk prduces fr AC2.1, AC2.5 and AC2.6. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC2.1, AC2.5 and AC2.6) as well as meeting the requirements f the knwledge assessment criteria in learning utcme 1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnses must have sufficient detail abut the imprtance f cnfirming the purpse f the text and intended audience (AC1.1), the cnsequences f incrrect spelling, punctuatin, grammar and sentence structure, and inaccurate cntent (AC1.3) and hw technlgy features can help t create, frmat and check the accuracy f text (AC1.4). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 139

146 Unit 18: Buddy a Clleague t Develp their Skills Unit reference number: M/506/1895 QCF level: 2 Credit value: 3 Guided learning hurs: 19 Unit type: Cmpetence Unit summary Buddying is an imprtant part f helping t develp skills and knwledge needed t carry ut any rle in an rganisatin. It will give yu the pprtunity wrk with a new member f staff in yur rganisatin and intrduce them t their new wrk clleagues and surrundings. It gives yu the pprtunity t pass n knwledge learned whilst being emplyed in the cmpany and t help t slve day t prblems that a new member f staff will encunter. Yu will als be able t develp yur wn leadership and peple skills as well as develp the cnfidence f yur buddy. In this unit yu will learn hw t give psitive and cnstructive criticism t a clleague wrking within the cnfines f the expectatins f a buddy. Yu will have the pprtunity t develp new techniques which will build a relatinship with yur buddy, skills yu will be able t use in later life in different situatins. Being a buddy means being rganised and setting dates fr mnitring and checking n prgress, and creating actin plans and sticking t them. Yu will get the pprtunity t pass n yur experience and give yur buddy advice and guidance. 140

147 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw t buddy a clleague 2 Be able t plan t buddy a clleague 3 Be able t supprt a buddy clleague carrying ut wrk activities Assessment criteria 1.1 Describe what is expected f a buddy 1.2 Explain techniques t give psitive feedback and cnstructive criticism 1.3 Explain techniques t establish rapprt with a buddy 2.1 Agree which aspects f a clleague s wrk may benefit frm buddying 2.2 Cnfirm rganisatinal requirements fr standards f behaviur, presentatin, cmmunicatin and perfrmance f a buddy clleague 2.3 Agree a schedule f meetings that minimise disruptin t business 2.4 Agree specific, measurable, achievable, realistic and timebund (SMART) buddying bjectives 3.1 Remain unbtrusive while a buddy clleague carries ut their wrk activities 3.2 Prvide examples f hw t carry ut tasks crrectly 3.3 Identify instances f gd practice and areas fr imprvement thrugh bservatin 3.4 Praise a buddy clleague n well cmpleted tasks 3.5 Give cnstructive feedback n ways in which a buddy culd imprve perfrmance 3.6 Offer a buddy hints and tips based n persnal experience 141

148 Unit amplificatin AC1.1: Describe what is expected f a buddy Expectatins f a buddy: t give key infrmatin abut the rganisatin and reduce uncertainty; intrductins t key members f staff; advise n where t g fr additinal help if required; explain rganisatinal prcesses and prcedures; be a pint f cntact, e.g. supprt, advice, guidance; arrange regular meetings t check prgress and answer questins; maintain cnfidentiality AC1.2: Explain techniques t give psitive feedback and cnstructive criticism Techniques t giving psitive feedback and cnstructive criticism: start and end with a cmpliment; keep eye cntact at all times when giving feedback; use humur where applicable; be specific; include examples; chse a suitable time and place t deliver feedback AC1.3: Explain techniques t establish rapprt with a buddy Techniques t establish rapprt: be friendly and apprachable; hld structured face t face meetings which is infrmative and builds cnfidence; balance the talking between bth peple; be available when required t answer rutine questins, this culd be either face t face r via r telephne; wrk clsely t imprve the situatin and make their intrductin t the rganisatin a better experience; listen; validate thughts and pinins f thers 142

149 Infrmatin fr tutrs Suggested resurces Bks Carysfrth C Administratin NVQ Level 2 (Heinemann, 2006) ISBN Sutherland J and Sutherland D Business and Administratin NVQ Level 2 (Hdder Educatin, 2011) ISBN Websites Mind Tls: mentring skills Mentrs.pdf Medical Research Cuncil: guidance fr mentrs Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 143

150 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The evidence fr demnstrating achievement f learning utcme 2 and learning utcme 3 is likely t cme frm a cmbinatin f direct bservatin f the learner acting within their rle as a buddy, examinatin f the learner s wrk prducts, questin and answer (Q&A) sessins and witness testimny. Buddying can relate t mentring and shadwing and can refer t a new emplyee r an existing clleague. The learner s wrk prducts fr learning utcme 2 culd include the agreed develpment plan fr the buddy, ntes frm meetings, diary shwing schedule meetings and recrds f relevant cmmunicatins, e.g. s these wuld prvide evidence fr AC2.1, AC2.3, AC2.4. Q&A and/r witness testimny culd be used t prvide evidence fr AC2.2. The evidence frm any direct bservatin fr learning utcme 3 culd be supprted by examining wrk prducts such as reprts, ntes frm meetings and recrd f cmmunicatins t buddies, e.g. s this wuld prvide further evidence t meet the assessment requirements, fr example, AC3.3, AC3.4, AC3.5 and AC3.6. Witness testimny culd be used t supprt the evidence frm direct bservatin fr all the assessment criteria in learning utcme 3. Q&A can be used t clse any gaps in the evidence required, fr example AC3.3 and AC3.6. Questin and answer (Q&A) sessins r learner diary culd be used t meet the assessment requirements f learning utcme 1. It is gd practice t relate the assessment f the knwledge with the cmpetence activities carried ut by the learner. Fr example, the learner culd explain the techniques t give psitive feedback and cnstructive criticism by drawing n hw they have dne this t meet AC3.5. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnses must have sufficient detail abut the techniques t give psitive feedback and cnstructive criticism (AC1.2) and the techniques t establish rapprt with a buddy (AC1.3). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 144

151 Unit 19: Stre and Retrieve Infrmatin Unit reference number: R/506/1811 QCF level: 2 Credit value: 4 Guided learning hurs: 19 Unit type: Cmpetence Unit summary String and retrieving f infrmatin ccurs in all rganisatins at all levels and it is imprtant that it is stred safely and accurately s that retrieval can be efficient and quick when it is required. It is imprtant that plicies and prcedures are fllwed s that infrmatin is stred in a way that is easily retrievable and all members f staff carry ut this functin in the same way. Strage in the majrity f rganisatins is nw carried ut in a cmbinatin f manual and electrnic methds and it is imprtant that the difference between the tw is recgnised. In this unit yu will learn abut different types f filing systems as well as relating rganisatinal, legal and ethical issues t these systems. Yu will identify key legislatin cncerning strage f infrmatin and als cnsider hw lng sme infrmatin needs t be kept due t legal r ther reasns. Yu will als cnsider hw t deal with prblems when they arise if infrmatin is missing and have the pprtunity t use the system(s) in place. 145

152 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand infrmatin strage and retrieval 2 Be able t gather and stre infrmatin Assessment criteria 1.1 Describe systems and prcedures fr string and retrieving infrmatin 1.2 Outline legal and rganisatinal requirements fr infrmatin security and retentin 1.3 Explain hw t create filing systems t facilitate infrmatin identificatin and retrieval 1.4 Explain hw t use different search techniques t lcate and retrieve infrmatin 1.5 Describe what t d when prblems arise when string r retrieving infrmatin 2.1 Gather the infrmatin required within the agreed timescale 2.2 Stre files and flders in accrdance with rganisatinal prcedures 2.3 Stre infrmatin in apprved lcatins 2.4 Adhere t rganisatinal plicies and prcedures, legal and ethical requirements 3 Be able t retrieve infrmatin 3.1 Cnfirm infrmatin t be retrieved and its intended use 3.2 Retrieve the required infrmatin within the agreed timescale 146

153 Unit amplificatin AC1.1: Describe systems and prcedures fr string and retrieving infrmatin The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC1.2: Outline legal and rganisatinal requirements fr infrmatin security The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Security f stred business dcuments: physical cnditins and lcatins fr paper dcuments; netwrk r remte archive strage fr electrnic dcuments; backup arrangements fr electrnic dcuments; archiving plicy fr identifying stred dcuments; restricted status Data prtectin requirements: kept nly fr the time permitted; access t authrised persnnel nly; regularly updated t keep accurate Financial requirements: accessible by authrised persnnel nly; kept fr the recmmended time (seven years fr accunts, 50 years fr persnnel recrds) AC1.3: Explain hw t create filing systems t facilitate infrmatin identificatin and retrieval Create filing systems: different types f filing equipment depending upn the type f industry r rganisatin; alphabetical, numerical r chrnlgical filing systems Paper based: lateral r vertical filing systems Use f dcument wallets, suspensin files, bx files, lever arch files depending n type f system used AC1.4: Explain hw t use different search techniques t lcate and retrieve infrmatin Different search techniques: using an index system fr paper based systems, e.g. index cards, strip index cards, visible edge cards; search alphabetically r numerically; use keywrds fr electrnic filing system 147

154 AC1.5: Describe what t d when prblems arise when string r retrieving infrmatin Manual filing systems: check the index list t see if file is still included in the system; check that the infrmatin hasn't been filed in the wrng file; when the file is full fllw cmpany prcedures t create a new file Electrnic filing systems: check in similar named flders t see if dcument has been mis-filed; carry ut a search n the system using keywrds; the file may be visible but cnfidential s nt accessible t sme staff 148

155 Infrmatin fr tutrs Suggested resurces Bks Carysfrth C Administratin NVQ Level 2 (Heinemann, 2006) ISBN Sutherland J and Sutherland D Business and Administratin NVQ Level 2 (Hdder Educatin, 2011) ISBN Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 149

156 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 2 is direct bservatin f the learner carrying ut their wrk activities relating t string and retrieving infrmatin. The evidence frm the direct bservatin fr learning utcme 2 and learning utcme 3 culd be supprted by examining wrk prducts such as screen shts f filing systems used, cpies f infrmatin that has been stred and/r retrieved and s this prvides further evidence t meet the requirements, fr example AC2.2, AC2.3, AC3.1 and AC3.2. T achieve AC2.4, learners need t prvide evidence f adhering t rganisatinal plicies and prcedures, legal and ethical requirements checklists r cmpleted frms. Witness testimny culd be used t supprt the evidence frm direct bservatin fr this assessment criterin as well as fr AC2.1, AC2.2, AC2.3, AC3.1 and AC3.2. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC2.1, AC2.2 and AC2.4) as well as meeting the requirements f the knwledge assessment criteria in learning utcme 1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnses must have sufficient detail abut hw t create filing systems t facilitate infrmatin identificatin and retrieval (AC1.3) and hw t use different search techniques t lcate and retrieve infrmatin (AC1.4). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 150

157 Unit 20: Administer Parking Dispensatins Unit reference number: R/506/1887 QCF level: 2 Credit value: 3 Guided learning hurs: 25 Unit type: Cmpetence Unit summary When dealing with the public in relatin t parking dispensatins, it is vital that all infrmatin is dealt with quickly and effectively s that the crrect paperwrk can be issued and decisins in relatin t apprval r decline are made with cnfidence. This unit als deals with the legal and regulatry bdies invlved in the issuing f parking dispensatins and the skills required t ensure all legislative requirements are met and adhered t. In this unit yu will learn hw t identify key pieces f legislatin which gvern parking dispensatins and hw these rules fit in with yur wn rle within the issuing rganisatin. Yu will als have the pprtunity t cmmunicate with the custmers advising them n eligibility criteria and advising whether r nt, as a result f yur checks, a dispensatin will be issued. Yu will have the pprtunity t examine plicies and prcedures relevant t yur rganisatin and identify yur limits f authrity within thse dcuments. 151

158 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the administratin f parking dispensatins 2 Be able t prcess applicatins fr parking dispensatins Assessment criteria 1.1 Explain the scpe and limits f their wn respnsibilities and authrity in issuing parking dispensatins 1.2 Describe the legal and regulatry requirements relating t parking dispensatins 1.3 Describe the parking dispensatin eligibility criteria and checks 1.4 Describe rganisatinal security and anti-fraud plicies, prcedures and prcesses 1.5 Describe the features f sftware t manage the issues f permits, seasn tickets, suspensins, dispensatins r waivers and blue badges 1.6 Explain where t g fr help when dealing with parking dispensatins 2.1 Advise custmers f the eligibility criteria fr parking dispensatins 2.2 Determine whether custmers are eligible by matching the case t the criteria 2.3 Clarify any areas f dubt r cnfusin with custmers 2.4 Carry ut relevant checks in accrdance with rganisatinal prcedures and legislative prcedures 2.5 Recrd the reasns fr the decisin as t whether r nt t grant parking dispensatins 2.6 Maintain the requirements f cnfidentiality and data prtectin 152

159 Learning utcmes 3 Be able t issue parking dispensatins Assessment criteria 3.1 Cmmunicate the decisin and return related paperwrk n parking dispensatins t custmers in accrdance with rganisatinal prcedures 3.2 Prcess payments and refunds in accrdance with rganisatinal prcedures 3.3 Keep recrds up-t-date 3.4 Adhere t rganisatinal plicies and prcedures, legal and ethical requirements 153

160 Unit amplificatin AC1.1: Explain the scpe and limits f their wn respnsibilities and authrity in issuing parking dispensatins The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC1.2: Describe the legal and regulatry requirements relating t parking dispensatins Legal and regulatry requirements: Lcal Authrities (Transprt Charges) Regulatins 1998; Traffic Management Act 2004; Freedm f Infrmatin Act 2000; Data Prtectin Act; rle f the Plice and Civil Enfrcement Officers in relatin t dispensatin f parking permits AC1.3: Describe the parking dispensatin eligibility criteria and checks Parking dispensatins eligibility criteria and checks: custmers have applied fr dispensatin within the required perid f time; reasns fr custmers applying fr a dispensatin are valid and meet the rganisatinal requirements; relevant dcumentatin has been sent; decisin has been cmmunicated t custmers in relatin t apprval r decline f an applicatin within required perid f time; relevant paperwrk has been issued AC1.4: Describe the rganisatinal security and anti-fraud plicies, prcedures and prcesses The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC1.5: Describe the features f sftware t manage the issues f permits, seasn tickets, suspensins, dispensatins r waivers and blue badges Features f sftware: lgging f persnal infrmatin against reference numbers; lgging f date, time, lcatin, persn issuing; infrmatin visible t all internal users AC1.6: Explain where t g fr help when dealing with parking dispensatins Where t g fr help: supervisr; line manager; team leader; regulatry authrity, e.g. Plice; fllw rganisatinal plicies and prcedures where an issue arises 154

161 Infrmatin fr tutrs Suggested resurces Bks Carysfrth C Administratin NVQ Level 2 (Heinemann, 2006) ISBN Sutherland J and Sutherland D Business and Administratin NVQ Level 2 (Hdder Educatin, 2011) ISBN Websites Skills CFA: Sectr Skills Cuncil fr Business Administratin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 155

162 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 2 and learning utcme 3 is direct bservatin f the learner carrying ut their wrk activities relating t administering parking dispensatins. The evidence frm direct bservatin fr learning utcme 2 and learning utcme 3 culd be supprted by examining wrk prducts such as cmmunicatin t custmers, e.g. s, letters, recrds applicatins and the actin that has been taken and databases this prvides further evidence t meet the requirements, fr example AC2.1, AC2.3, AC2.4, AC2.5, AC2.6, AC3.1, AC3.2 and AC3.3. T achieve AC2.6 and AC3.4, learners need t prvide evidence f maintaining the requirements f cnfidentiality and data prtectin and adhering t rganisatinal plicies and prcedures, legal and ethical requirements either thrugh checklists r cmpleted frms. Witness testimny culd be used t supprt the evidence frm direct bservatin fr this assessment criterin as well as fr AC3.3. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC2.2, AC2.4, AC2.6, AC3.2 and AC3.4) as well as meeting the requirements f the knwledge assessment criteria in learning utcme 1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnses must have sufficient detail abut the scpe and limits f their wn respnsibilities and authrity in issuing parking dispensatins (AC1.1) and where t g fr help when dealing with parking dispensatins (AC1.6). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 156

163 Unit 21: Administer Finance Unit reference number: R/506/1890 QCF level: 2 Credit value: 4 Guided learning hurs: 21 Unit type: Cmpetence Unit summary The finance department plays a key rle in the survival f the rganisatin and it is imprtant that accurate and up t date recrds are kept and that everyne in the department knws hw t generate key dcumentatin t ensure cash cntinually flws int the business. In this unit yu will learn hw t identify wh is respnsible fr ensuring payments are authrised in the cmpany as well as ensuring that key dcuments which need t leave the department are dne s in a timely manner. It is vital that activities within this area fllw rganisatinal plicies and prcedures and yu will have the pprtunity t wrk within these guidelines whilst carrying ut yur day t day duties. 157

164 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand finance fr administratrs Assessment criteria 1.1 Describe rganisatinal hierarchy and levels f authrity fr financial transactins 1.2 Explain rganisatinal systems fr sales invicing, purchasing, payments and receipts 1.3 Describe the use f a purchase rder, invice, receipts and expenses 2 Be able t administer finance 2.1 Recrd incme and expenditure in accrdance with rganisatinal plicies and prcedures 2.2 Prcess purchase rders, invices r expenses in accrdance with rganisatinal plicies and prcedures 2.3 Prcess utging payments t the crrect recipient 2.4 Accept r allcate incming payments in accrdance with rganisatinal plicies 158

165 Unit amplificatin AC1.1: Describe rganisatinal hierarchy and levels f authrity fr financial transactins The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC1.2: Explain rganisatinal systems fr sales invicing, purchasing, payments and receipts The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC1.3: Describe the use f a purchase rder, invice, receipts and expenses Purchase rder: dcument required befre an item can be purchased; must be authrised r signed by crrect staff; purchase rder number shuld be quted n the invice; items listed n the purchase rder must match thse n the invice Invice: required dcument prir t a payment being made; must be signed by crrect staff t ensure accuracy f amunt and items; gives the ttal amunt due t be paid, including VAT where required; hw the final invices are distributed Receipts: mney cming int the cmpany as a result f invices paid, e.g. sales; ther surces f incme, e.g. funded prjects; hw invices cming int the cmpany are administered within the finance department Expenses: csts t the cmpany, e.g. rent, salaries; hw these expenses cme int the cmpany, e.g. via invice; thse expenses incurred by staff whilst wrking n behalf f the cmpany whilst away frm the ffice, e.g. mileage expenses, htel expenses 159

166 Infrmatin fr tutrs Suggested resurces Bks Carysfrth C Administratin NVQ Level 2 (Heinemann, 2006) ISBN Sutherland J and Sutherland D Business and Administratin NVQ Level 2 (Hdder Educatin, 2011) ISBN Websites Skills CFA: Sectr Skills Cuncil fr Business Administratin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 160

167 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 2 is direct bservatin f the learner carrying ut their wrk activities relating t administering finance. Finance can relate t invices, receipts, purchase rders and expenses either fr the rganisatin r yur team. The evidence frm the direct bservatin fr learning utcme 2 culd be supprted by examining wrk prducts such as written r electrnic recrds, spreadsheets, s etc. this prvides further evidence t meet the requirements f AC2.1, AC2.2, AC2.3 and AC2.4. Witness testimny culd be used t supprt the evidence frm direct bservatin fr AC2.4. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC2.1, AC2.2, AC2.3 and AC2.4) as well as meeting the requirements f the knwledge assessment criteria in learning utcme 1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnses must have sufficient detail abut the rganisatinal systems fr sale invicing, purchasing, payments and receipts (AC1.2). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 161

168 Unit 22: Prepare Text frm Recrded Audi Instructin Unit reference number: T/506/1817 QCF level: 2 Credit value: 4 Guided learning hurs: 15 Unit type: Cmpetence Unit summary Preparing text frm recrded audi instructin is a vital skill fr an administratr that is invlved in prducing dcuments based n recrded audi instructin. It is imprtant that the text that is prduced is accurate, frmatted crrectly and prduced within given deadlines. In this unit yu will learn the imprtance f knwing wh dictated the ntes, the recipients f the text and why it is being sent. Yu will als learn abut the different types f media n which ntes can be dictated and hw the different styles f dictatin affect yur understanding f what has been recrded. Yu will learn abut the cnsequences f nt fllwing the rules f grammar, punctuatin and spelling crrectly and hw t prf-read yur wrk t make sure it is accurate. Finally yu will learn the imprtance knwing and understanding yur rganisatin s prcedures fr the strage, security and cnfidentiality f bth dcuments and recrdings. 162

169 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the preparatin f text frm recrded ntes 2 Be able t prepare text frm recrded ntes Assessment criteria 1.1 Explain the imprtance f cnfirming the purpse f the text and intended audience 1.2 Describe the main features f the different types f technlgy that can be used fr playing back recrdings 1.3 Explain hw different speaking styles f thse giving dictatin can affect utputs 1.4 Explain the cnsequences f incrrect spelling, punctuatin, grammar and sentence structure, and inaccurate cntent 1.5 Describe ways f checking prduced texts fr accuracy and crrectness 1.6 Describe rganisatinal prcedures fr the strage, security and cnfidentiality f infrmatin 2.1 Agree the purpse, frmat and deadlines fr texts 2.2 Input and frmat text frm audi recrding 2.3 Check that text is accurate and the meaning is clear and crrect 2.4 Stre texts and riginal recrdings safely and securely fllwing rganisatinal prcedures 2.5 Present texts in the required frmats and within the agreed timescales 163

170 Unit amplificatin AC1.1: Explain the imprtance f cnfirming the purpse f the text and intended audience Purpse: fr infrmatin; persuasin; negtiatin; regulatin Intended audience: in-huse staff (in the UK and verseas); external custmers (in the UK and verseas) Imprtance: meet deadlines; cnfidentiality cnstraints; frmatting requirements; print requirements AC1.2: Describe the main features f the different types f technlgy that can be used fr playing back recrdings Main features f different types f technlgy: Dedicated cmmercial dictating machines with ft cntrl and headset: usually clearer recrdings; easy readable scales t help with dcument lengths; indicatin f dcument urgency; easy t find pririty items fr cmpletin Cmputers, laptps and tablets with the use f a headset may be used as playback machines if dictatin is upladed frm a digital vice recrder r mbile phne; pssible t replay and fast frward; absence f a ft cntrl makes it less easy t perate Specific digital transcriptin kits r sftware that allw any cmputer t act as a playback machine AC1.3: Explain hw different speaking styles f thse giving dictatin can affect utputs Different speaking styles: reginal accents r freign accents; use f lcal vcabulary; ver-use f technical jargn r use f unfamiliar technical jargn Hw different speaking styles affect utputs: mre time needed t review what has been dictated; mre time needed t make sure understanding is crrect; dcuments may be delayed; ptential fr incrrect infrmatin t be used AC1.4: Explain the cnsequences f incrrect spelling, punctuatin, grammar and sentence structure, and inaccurate cntent Cnsequences: meaning f the text can be changed; rganisatin s reputatin will suffer; wrng message may be cmmunicated 164

171 AC1.5: Describe ways f checking prduced texts fr accuracy and crrectness Checking fr accuracy and crrectness: electrnic spelling and grammar checks; persnal prf reading; drafts t riginatr; figure checking; crss referencing if brrwed material AC1.6: Describe rganisatinal prcedures fr the strage, security and cnfidentiality f infrmatin The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC 165

172 Infrmatin fr tutrs Suggested resurces Bks Lester M and Beasn L Handbk f English Grammar and Usage (2nd editin) (McGraw-Hill Cntemprary, 2012) ISBN Websites Infrmatin Cmmissiner s Office: guide t data prtectin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 166

173 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 2 is wrk prducts such as ntes, drafts f the text, cmpleted dcuments, wrk plans etc., questin and answer (Q&A) sessins and learner diary. The wrk prducts prvide evidence t meet the requirements f AC2.2, AC2.3 and AC2.5. Witness testimny culd als be used t supprt the evidence frm wrk prduces fr AC2.1, AC2.4 and AC2.5. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC2.1, AC2.4 and AC2.5) as well as meeting the requirements f the knwledge assessment criteria in learning utcme 1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnses must have sufficient detail abut the imprtance f cnfirming the purpse f the text and intended audience (AC1.1), hw different speaking styles f thse giving dictatin can affect utputs (AC1.3) and the cnsequences f incrrect spelling, punctuatin, grammar and sentence structure, and inaccurate cntent (AC1.4). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 167

174 Unit 23: Archive Infrmatin Unit reference number: T/506/1865 QCF level: 2 Credit value: 3 Guided learning hurs: 14 Unit type: Cmpetence Unit summary Archiving desn t sund very interesting, but yu will learn it is becming mre imprtant and mre cmplex than ever. The majr challenge behind archiving is t knw what, when, where, and hw ften t archive. Understanding prcedures fr managing and string infrmatin is a crucial skill in business envirnments. With mre and mre recrding f business dcumentatin electrnically, it is imprtant that rganisatins have retentin and archiving plicies in place, as guidance t staff n strage time required fr different dcuments and the methds t use. There are als rganisatins wh ffer an archiving service and yur emplyer may cnsider this t be the best methd t use. When using an utside rganisatin, it is essential that there are prcedures agreed t ensure all dcuments are kept secure when ffsite and can be accessed when required. In this unit yu will learn that there will be sme dcuments that will cntinue t be held as hard cpies fr legal requirements r because the business rganisatin yu wrk fr requires this t happen. It will be necessary fr yu t understand which archive methd t use. Yu will learn hw t supprt managers t ensure that infrmatin can be retrieved quickly and efficiently whatever methd is selected t archive it. There will be times when it is thught infrmatin is nt needed any mre and can be destryed r deleted, s strage times shuld be included in the rganisatin s archive plicy. The rganisatin s archive plicy shuld include all aspects f archiving infrmatin including methds used, rganisatinal prcedures fr archiving, retrieving and deleting infrmatin, retentin f dcuments, security and access t ffsite archives. 168

175 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes Assessment criteria 1 Understand archiving requirements 1.1 Describe different ways f archiving infrmatin 1.2 Describe hw t retrieve archived infrmatin 1.3 Describe rganisatinal prcedures fr archiving, retrieving and deleting infrmatin 1.4 Explain the imprtance f dcument retentin plicies t rganisatins 1.5 Describe the security and access requirements f ffsite archives 2 Be able t archive infrmatin 2.1 Cnfirm the infrmatin t be archived 2.2 Identify the retentin perid pstarchiving 2.3 Archive infrmatin within the agreed timescale 2.4 Keep archive recrds up-t-date and indexed 2.5 Reprt prblems t the right persn 2.6 Adhere t rganisatinal plicies and prcedures, legal and ethical requirements when archiving infrmatin 169

176 Unit amplificatin AC1.1: Describe the different ways f archiving infrmatin Different ways f archiving: keeping hard cpies in a filing cabinet/cupbard; using a Micrfiche strage system; archiving electrnically in additin t any electrnic regular back-up system; using an ffsite archiving rganisatin (hard cpies, scanning electrnically) Advantages and disadvantages: time; space; cst; ease f retrieval AC1.2: Describe hw t retrieve archived infrmatin Hw t retrieve archived infrmatin: authrised staff given access; reasn fr retrieval needed; manager authrisatin; recrd when dcuments where accessed and by whm; recrd when dcuments were returned and by whm AC1.3: Describe rganisatinal prcedures fr archiving, retrieving and deleting infrmatin The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Archiving: rganising and string dcuments/data with the ability t retrieve dcuments if required at a later date Retrieving: remving infrmatin frm archived strage system fr a specific purpse during the retentin perid Deleting: permanently destrying dcuments/data that have been archived AC1.4: Explain the imprtance f dcument retentin plicies t rganisatins Imprtance f dcument retentin plicies t rganisatin: limits security risks f unauthrised access t infrmatin/data; avids damage t an rganisatin s business, e.g. cmpetitrs, related new prduct develpments, cstings; secures histrical infrmatin/data; meets legal requirements AC1.5: Describe the security and access requirements f ffsite archives Security and access requirements f ffsite archives: cntract terms with ffsite archive rganisatin, including cnfidentiality; secure cllectin and delivery arrangements; hard cpy archiving, dcument scanning, file indexing, secure file destructin; Electrnic/digital archiving, barcde scanning, secure retentin and deletin prcedures; recrding systems and access arrangements; allcated accunt manager respnsible fr all the rganisatin s archived dcumentatin/data 170

177 Infrmatin fr tutrs Suggested resurces Bks Masanès J Web Archiving (Springer-Verlag, 2006) ISBN Williams C Managing Archives: Fundatins, Principles and Practice (Chands Infrmatin Prfessinal Series) (Chands Publishing, 2006) ISBN Websites Library f Cngress: digital preservatin Digital Frmats Website: infrmatin abut file frmats fr electrnic archiving and their sustainability Pinnacle Data Management: paper dcument archive strage Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 171

178 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 2 is direct bservatin f the learner carrying ut their wrk activities relating t archiving infrmatin. Archiving infrmatin can relate t electrnic r paper-based. The evidence frm direct bservatin fr learning utcme 2 culd be supprted by examining wrk prducts such as cmmunicatin t clleagues, e.g. s, archive recrds etc. this prvides further evidence t meet the requirements, fr example AC2.1, AC2.4 and AC2.5. T achieve AC2.6, learners need t prvide evidence f adhering t rganisatinal plicies and prcedures, legal and ethical requirements when archiving infrmatin either thrugh checklists r cmpleted frms. Witness testimny culd be used t supprt the evidence frm direct bservatin fr this assessment criterin as well as fr AC2.1 and AC2.5. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC2.2, AC2.3, AC2.4, AC2.5 and AC2.6) as well as meeting the requirements f the knwledge assessment criteria in learning utcme 1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnses must have sufficient detail abut the imprtance f dcument retentin plicies t rganisatins (AC1.4). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 172

179 Unit 24: Administer Human Resurce Recrds Unit reference number: T/506/1879 QCF level: 2 Credit value: 3 Guided learning hurs: 28 Unit type: Cmpetence Unit summary This unit gives yu the pprtunity t explre hw recrds in an HR setting are administered. The rle is key t the success f the HR sectin, very ften the administratr in HR is the persn wh is respnsible fr ensuring all infrmatin is up t date and t ensure that any infrmatin inputted int an HR system r sent ut t ptential new staff is accurate and fit fr purpse. The rle requires the administratr t be very rganised and disciplined. In this unit yu will learn hw t wrk t rganisatinal plicies and prcedures in terms f keeping and maintaining up t date recrds f staff in yur rganisatin. Yu will als learn abut the implicatins f nt keeping up t date recrds and what the cnsequences wuld be if this were the case. Yu will learn abut cnfidentiality and the key legal issues surrunding this as well as ensuring that cnfidentiality is maintained at all times. 173

180 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the administratin f human resurce (HR) recrds 2 Be able t administer HR infrmatin Assessment criteria 1.1 Explain what HR-related infrmatin needs t be kept and why 1.2 Explain the relatinship f HR t ther parts f an rganisatin 1.3 Describe the impact f ther rganisatins n HR activities 1.4 Describe the features and uses f rganisatinal systems fr managing human resurce infrmatin 1.5 Explain the requirements f cnfidentiality, data prtectin and system security 1.6 Describe the infrmatin t be prvided fr different management reprts 1.7 Explain the limits f their wn authrity in administering HR recrds 1.8 Explain the implicatins f nt keeping HR recrds up-t-date 1.9 Explain the actins t be taken in the event f prblems arising r incmplete r inaccurate data 2.1 Keep HR recrds up-t-date 2.2 Prcess data in accrdance with rganisatinal prcedures 2.3 Prvide infrmatin within the limits f cnfidentiality 2.4 Adhere t rganisatinal plicies and prcedures, legal and ethical requirements 174

181 Unit amplificatin AC1.1: Explain what HR-related infrmatin needs t be kept and why HR-related infrmatin that needs t be kept: dcuments relating t emplyees, e.g. cntract f emplyment, interview and appintment details, persnal infrmatin, medical r disability infrmatin is applicable; cmpleted staff appraisal frms; salary infrmatin; pensin infrmatin; certificates and qualificatins held by staff; infrmatin requested by regulatry bdies, e.g. CRB/DB checks, cpy f passprt/birth certificate; staff training recrds, CPD Why is the infrmatin kept: t meet legal requirements and internal prcedures AC1.2: Explain the relatinship f HR t ther parts f an rganisatin Relatinship with ther parts f an rganisatin: advisry, e.g. in the case f grievances raised; supprtive, e.g. taking ntes at a disciplinary meetings, attending interviews with ptential new staff, supprting the recruitment and selectin prcess; the first pint f cntact fr all aspects f staffing f the business; supprting the recruitment and selectin prcess, e.g. rganising interviews and sending ut key dcuments and cmmunicatins t ptential new staff; advising n key aspects f emplyment law as required; keeping staff recrds up t date AC1.3: Describe the impact f ther rganisatins n HR activities Impact f ther rganisatins: changes by gvernment, e.g. minimum wage change, changes in emplyment legislatin; trade unins; prfessinal bdies; gvernment guidelines n minimum standards f qualificatin required within particular prfessins, e.g. teaching, nursing, care hme staff AC1.4: Describe the features and uses f rganisatinal systems fr managing human resurce infrmatin The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC1.5: Explain the requirements f cnfidentiality, data prtectin and system security Requirements f cnfidentiality, data prtectin, system security: keep sensitive infrmatin abut emplyees lcked in cabinets; limit access t electrnic recrds, e.g. give permissins t particular staff nly; keep infrmatin fr a certain amunt f time; distribute infrmatin t authrised recipients nly 175

182 AC1.6: Describe the infrmatin t be prvided fr different management reprts Infrmatin t be prvided fr different management reprts: staff retentin; staff sickness; headcunt; csts assciated with staff, e.g. salaries, tax, NI; vertime hurs/payments AC1.7: Explain the limits f their wn authrity in administering HR recrds The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC1.8: Explain the implicatins f nt keeping HR recrds up-t-date Implicatins: salaries nt being prcessed at the crrect time; key infrmatin sent ut t emplyees hmes may g t the wrng address if the recrds are inaccurate AC1.9: Explain the actins t be taken in the event f prblems arising r incmplete r inaccurate data Actins t take: gather the crrect infrmatin; create an actin plan t crrect errrs; brief HR staff; schedule training n the systems in place 176

183 Infrmatin fr tutrs Suggested resurces Bks Carysfrth C Administratin NVQ Level 2 (Heinemann, 2006) ISBN Sutherland J and Sutherland D Business and Administratin NVQ Level 2 (Hdder Educatin, 2011) ISBN Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 177

184 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 2 is direct bservatin f the learner carrying ut their wrk activities relating t administering human resurce recrds. The evidence frm direct bservatin fr learning utcme 2 culd be supprted by examining wrk prducts such as recrds and cmmunicatin t clleagues, e.g. s, etc. this prvides further evidence t meet the requirements, fr example AC2.1 and AC2.3. T achieve AC2.4, learners need t prvide evidence f adhering t rganisatinal plicies and prcedures, legal and ethical requirements either thrugh checklists r cmpleted frms. Witness testimny culd be used t supprt the evidence frm direct bservatin fr this assessment criterin as well as fr AC2.2 and AC2.3. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC2.2, AC2.3 and AC2.4) as well as meeting the requirements f the knwledge assessment criteria in learning utcme 1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnses must have sufficient detail abut what HR-related infrmatin needs t be kept and why (AC1.1), the relatinship f HR t ther parts f an rganisatin (AC1.2), the requirements f cnfidentiality, data prtectin and system security (AC1.5), the limits f their wn authrity in administering HR recrds (AC1.7), the implicatins f nt keeping HR recrds up-t-date (AC1.8) and the actins t be taken in the event f prblems arising r incmplete r inaccurate data (AC1.9). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 178

185 Unit 25: Prduce Business Dcuments Unit reference number: Y/506/1809 QCF level: 2 Credit value: 3 Guided learning hurs: 24 Unit type: Cmpetence Unit summary A key part f the rle f business administratr is t prduce dcuments that are fit fr purpse, that are accurate, and that cmply with rganisatinal guidelines. The dcuments may need t be prduced in different sftware packages s yu will need t have a gd understanding f the IT sftware that the rganisatin uses. In this unit yu will learn hw t prduce dcuments that are fit fr purpse, that are free frm errrs in spelling and grammar, and that meet the requirements f the intended audience. Yu will have the pprtunity t explre the rganisatin s prcedures n versin cntrl and security f dcumentatin, and t fllw rganisatinal requirements in relatin t styles, fnts and frmatting. 179

186 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw t prepare business dcuments 2 Be able t prepare business dcuments 3 Be able t distribute business dcuments Assessment criteria 1.1 Explain the requirements fr language, tne, image and presentatin fr different dcuments 1.2 Explain hw t integrate images int dcuments 1.3 Describe hw crprate identity impacts upn dcument prductin 1.4 Explain the requirements f data prtectin, cpyright and intellectual prperty legislatin relating t dcument prductin 1.5 Describe rganisatinal prcedures fr versin cntrl 1.6 Describe security requirements relating t dcument prductin 2.1 Identify the purpse, audience, cntent, style, frmat and deadlines f a dcument 2.2 Use dcument prductin resurces in line with rganisatinal guidelines 2.3 Use crrect grammar, spelling, punctuatin and sentence structure 2.4 Prduce dcuments that meet the requirements within the agreed timescale 3.1 Prvide final dcuments in the apprpriate medium fr authrised readers 3.2 Specify restrictins and distributin lists in accrdance with the requirements 3.3 Maintain the requirements f security in the prductin, distributin and strage f dcuments 180

187 Unit amplificatin AC1.1: Explain the requirements fr language, tne, image and presentatin fr different dcuments Language: dcument aimed at the crrect audience; avid technical terms that the audience may nt understand Tne: frmal, e.g. avid using slang, use full sentences Image and presentatin: spelling, grammar and punctuatin are accurate; crprate guidelines have been fllwed Dcuments: business letters, reprts, s, minutes f minutes, instructins, newsletters AC1.2: Explain hw t integrate images int dcuments Integrate images int dcuments: chsing the crrect image t suit the tpic within the dcument; image fit fr purpse, e.g. picture, vide; ensuring image can be viewed easily by audience AC1.3: Describe hw crprate identity impacts upn dcument prductin Crprate identity: fllwing crprate guidelines n fnts, styles etc ensures standardisatin f dcumentatin acrss the rganisatin; prtraying a cnsistent image f the rganisatin; using specific huse styles and structures apprpriate t the rganisatin Impact: dcument prductin may take lnger; ther peple/departments may need t be invlved; agreement needed frm multiple parties AC1.4: Explain the requirements f data prtectin, cpyright and intellectual prperty legislatin relating t dcument prductin Data prtectin (Data Prtectin Act 1998): infrmatin is fairly and accurately prcessed (infrmatin is prcessed fr limited purpses, infrmatin is prcessed in line with an individual's rights, infrmatin is stred apprpriately); dcument may need t be authrised by a manager; prduced and cmmunicated n a secure system Cpyright (Cpyright, Designs and Patents Act 1988): permissin t use cpyrighted material (cpyright licence in place, special cpyright cnditins); authrisatin by manager/ther departments may need t be sught Intellectual prperty: agreements cvering wnership f materials; authrisatin by manager/ther departments may need t be sught 181

188 AC1.5: Describe rganisatinal prcedures fr versin cntrl The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Versin cntrl prcedures may include: numbering each versin f a dcument; using versin cntrl tables; use f Draft watermark; preventing editing f apprved dcuments AC1.6: Describe security requirements relating t dcument prductin Security: infrmatin des nt breach security prtcls; if security is breached prductin may need t be minimised r stpped; string f business dcuments, e.g. rms either lcked r with restricted access; prtecting dcuments, e.g. passwrd prtectin, read-nly access; use a screen filter n the cmputer screen 182

189 Infrmatin fr tutrs Suggested resurces Bks Carysfrth C Administratin NVQ Level 2 (Heinemann, 2006) ISBN Sutherland J and Sutherland D Business and Administratin NVQ Level 2 (Hdder Educatin, 2011) ISBN Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 183

190 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The main surce f evidence fr demnstrating the achievement f learning utcme 2 and learning utcme 3 is a cmbinatin f direct bservatin f the learner using available technlgy t prduce business dcuments, examinatin f the learner s wrk prducts and questin and answer (Q&A) sessins. The learner s wrk prducts culd include a range f business dcuments such as letters, s, newsletters and presentatins as well as the learner s planning ntes. The wrk prducts shuld be reviewed by the assessr t check fr accurate spelling, grammar and sentence cnstructin as well as frmatting and styling apprpriate t the purpse f the dcument (AC2.1, AC2.3 and AC2.4). Witness testimny culd be used t cnfirm cnsistent perfrmance as well as prvide supprting evidence AC2.4, AC3.1 and AC3.3. Questin and answer (Q&A) sessins shuld be used t prvide further evidence fr AC2.2, AC3.2 and AC3.3. Fr example, the learner culd be asked t explain hw they identified the restrictins and distributin list fr particular dcuments prduced and hw they met the requirements fr security in the prductin, distributin and strage f the dcuments prduced. Alternatively, a learner diary culd be used t prvide this evidence. Questin and answer (Q&A) sessins r learner diary culd be used t meet the requirements f learning utcme 1. If Q&A is used then it shuld be integrated with the assessment fr learning utcme 2 and learning utcme 3 t prvide the pprtunity fr the learner t link and apply their knwledge t their wrkplace activities. There are gd pprtunities t relate the assessment f the knwledge requirements t the cmpetence activities. Fr example, the learner culd explain hw t integrate images in a dcument while they are prducing a dcument and, if apprpriate, they culd use the dcument t describe hw crprate identity impacts n its prductin (AC1.2 and AC1.3). If a learner diary is used, then the entries shuld be cntextualised t the cmpleted dcuments t link and apply the knwledge requirements in a similar manner as with the Q&A. The learner s answers must have sufficient range and breadth t meet the requirements. Fr example, the respnse fr AC1.4 must have sufficient detail abut the different legal requirements that affect the prductin f business dcuments. As sme f the assessment criteria refer t rganisatinal requirements and prcedures, witness testimny may als be required t verify the learner s evidence. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 184

191 Unit 26: Prduce Minutes f Meetings Unit reference number: Y/506/1812 QCF level: 2 Credit value: 3 Guided learning hurs: 13 Unit type: Cmpetence Unit summary Taking minutes at meetings is a respnsible supprt rle and it is imprtant that minutes are recrded accurately. In this unit yu will learn abut the different types f meetings, the recrds that are needed t meet legal requirements and the different prcedures invlved. Yu will als have the pprtunity t develp the skills invlved in prducing minutes f meetings. There are specific prcedures that have t be fllwed befre, during and after meetings, including accurate nte taking, summarising discussins, using listening skills, recrding clear actins and cllating all the infrmatin in rder t prepare the final minutes. It is als imprtant t maintain cnfidentiality f meetings, discussins and actins. Yu will be able t put this knwledge and understanding int actin by taking n the rle f a minute taker t prduce minutes f meetings. 185

192 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw t take minutes f meetings Assessment criteria 1.1 Explain the purpse f different types f minutes and ther meeting recrds 1.2 Explain the legal requirements f frmal minutes 1.3 Describe rganisatinal cnventins fr prducing minutes 1.4 Describe the respnsibilities f the minute taker in a meeting 1.5 Explain why it is imprtant t maintain cnfidentiality f meetings, discussins and actins 1.6 Explain why it is necessary t recrd wh prpsed and secnded suggestins and changes 2 Be able t take ntes f meetings 2.1 Take accurate ntes f the attendance, prceedings, areas f discussin and agreed actins f meetings 2.2 Recrd allcated respnsibilities fr agreed actins 3 Be able t prduce minutes f meetings 3.1 Transcribe ntes accurately int meeting minutes using crrect language, grammar, punctuatin and sentence structure and in the agreed style 3.2 Include agreed attachments r appendices 3.3 Obtain apprval fr the final dcuments 3.4 Distribute minutes t the agreed distributin list 3.5 Maintain the requirements f cnfidentiality 186

193 Unit amplificatin AC1.1: Explain the purpse f different types f minutes and ther meeting recrds Meeting recrds: agenda; minutes; meeting ntes; related dcumentatin Purpse f frmal meetings minutes: recrds mtins made and actins taken by members; evidence that actins were taken in accrdance with prcedures; prtect the rganisatin and peple wh participate in the meeting; prvide stakehlders with infrmatin; frmal recrd fr absentees; clarity f actins if challenged Purpse f infrmal meetings minutes and meeting recrds: infrming targeted deadlines prgress; infrmatin updating general and cmpany strategies; prduct develpment updates AC1.2: Explain the legal requirements f frmal minutes Cntent f frmal minutes: title f meeting r meeting number; date, time and lcatin; numbers present; prxy vters; names f attendees; cnfirmatin f qurum; detail f actins taken; details f reslutins made; names f nminatr and secnder; vting utcmes; any ther matters Circulatin f minutes: circulated in stipulated; timely apprval; signed by chairpersn AC1.3: Describe rganisatinal cnventins fr prducing minutes The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC General guidelines fr prducing minutes include: structure the minutes in an acceptable frmat r rganisatinal huse style; present the infrmatin accrding t type f minutes required; use prfessinal language, crrect tne and grammar; use past tense; limit the use f the passive vice; write in the third persn; check minutes fr accuracy AC1.4: Describe the respnsibility f the minute taker in a meeting Respnsibility: clarifying pints with the Chairpersn; summarising discussins and recrding accurate actins; recrd prpser and secnder f mtins; recrding attendance, late arrivals and early departures; recrding utcmes f vting; check each agenda item is being cvered; cnfirm qurum present; alert t cnfidential items 187

194 AC1.5: Explain why it is imprtant t maintain cnfidentiality f meetings, discussins and actins Pssible cnfidential infrmatin discussed: rganisatinal strategies; rganisatin s finances r manufacturing prcesses; ptential custmers; new prducts services being develped Imprtance: avid lss f cmpetitive edge; avid risks t imprtant cmmercial interest; encurages pen discussin and unity at meetings; cmply with data prtectin regulatins; t avid cnflict amng staff AC1.6: Explain why it is necessary t recrd wh prpsed and secnded suggestins and changes Key terms: mtin; prpser; secnder; reslutin Dcumenting wh prpsed, secnded and changes: written dcumentatin if cntested; recrd f change is available 188

195 Infrmatin fr tutrs Suggested resurces Bks Lapsley A Business & Administratin Student Handbk Level 2 (CFA, 2010) ISBN Websites SearchBx Bing: infrmatin n taking minutes and ther prcedures Skills CFA: Sectr Skills Cuncil fr Business Administratin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 189

196 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. This unit can be assessed hlistically with ther units within the qualificatin such as: Prvide Administrative Supprt fr Meetings, Prduce Business Dcuments and Cmmunicatin in a Business Envirnment. The minutes t be prduced can relate t frmal r infrmal meetings and can be distributed either electrnically r manually. The primary surce f evidence fr demnstrating achievement f learning utcme 2 is a cmbinatin f direct bservatin f the learner engaging in meetings, where permitted, and examinatin f related wrd prducts, i.e. ntes taken f the bserved meetings. The ntes f the meetings shuld be reviewed by the assessr t judge the accuracy against the meetings prceedings. If unable t bserve the learner in meetings then it may be necessary t use questin and answer (Q&A) sessins and witness testimny t supprt the wrk prduct evidence. The primary surce f evidence fr demnstrating achievement f learning utcme 3 is a cmbinatin f examinatin f the learner s wrk prducts and witness testimny. Examples f the learner s wrk prducts culd include, draft minutes, final apprved minutes and recrds f related cmmunicatins, e.g. used t circulate minutes this wuld prvide evidence fr AC3.1, AC3.2, AC3.3 and AC3.4. The assessr needs t review the minutes prduced t cnfirm use f crrect language, grammar, punctuatin and sentence structure. Witness testimny culd be used t prvide supprting evidence fr AC3.1, AC3.3, AC3.4 and AC3.5. If necessary, Q&A can be used t fill gaps n evidence; fr example, the learner culd be asked t describe hw they have maintained the cnfidentiality f meeting prceedings. This wuld als lead t meeting the assessment requirements fr AC1.5. Questin and answer (Q&A) sessins r learner diary culd be used t meet the requirements f learning utcme 1. If Q&A is used then it shuld be integrated with the assessment fr learning utcme 2 and learning utcme 3 t prvide the pprtunity fr the learner t link and apply their knwledge t their wrkplace activities. There are gd pprtunities t relate the assessment f the knwledge requirements t the cmpetence activities. Fr example, the learner culd be asked t describe their respnsibility as minute taker in relatin t the meeting ntes they prduced; the meeting ntes they prduced culd be used t supprt this. This links AC1.4 t AC2.1. A similar apprach culd als be taken fr AC1.6 and AC1.3. If a learner diary is used, then the entries shuld be cntextualised t the learner s perfrmance t link and apply the knwledge requirements in a similar manner as with the Q&A. The learner s answers must have sufficient range and breadth t meet the assessment requirements. Fr example, the learner needs t explain the legal requirements f frmal minutes bth in terms f cntent and circulatin; they need t detail at least fur cntent requirements (AC1.2). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. 190

197 Unit 27: Meet and Welcme Visitrs in a Business Envirnment Unit reference number: A/506/1799 QCF level: 1 Credit value: 2 Guided learning hurs: 20 Unit type: Cmpetence Unit summary In many business envirnments, administratin staff may need t meet and welcme visitrs. An administratin assistant carrying ut this rle is representing the rganisatin they are wrking fr, s it is imprtant that they behave in a prfessinal manner and fllw the rganisatin s prcedures and requirements. In this unit yu will learn hw t welcme visitrs by fllwing yur rganisatin's prcedure. Yu will learn hw t cnfirm a visitr s identity and the reasn fr their visit, and then hw t infrm the relevant persn f the visitr's arrival. Yu will learn hw t recrd the visitr s arrival and departure and t check that any health and safety and security actins are carried ut. Yu will als learn hw t present a psitive persnal image in keeping with yur rganisatin's requirements. 191

198 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Knw hw t meet visitrs in a business envirnment 2 Be able t meet visitrs in a business envirnment Assessment criteria 1.1 State an rganisatin s prcedures fr dealing with visitrs 1.2 Describe the standards f persnal behaviur and presentatin that an rganisatin shuld expect frm staff that meet and welcme visitrs 1.3 Identify any rganisatinal health, safety and security requirements relevant t visitrs 1.4 Describe what t d and wh t cntact when prblems with visitrs arise 2.1 Welcme visitrs plitely in accrdance with rganisatinal standards 2.2 Cnfirm the identity f visitrs and the reasns fr their visit 2.3 Check that any health, safety and security actins are carried ut 2.4 Recrd visitrs arrival and departure in accrdance with rganisatinal prcedures 2.5 Infrm thse wh are being visited f the arrival f their visitr(s) in accrdance with rganisatinal standards 2.6 Present a psitive persnal image in accrdance with rganisatinal standards 192

199 Unit amplificatin AC1.1: State an rganisatin s prcedures fr dealing with visitrs The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC General prcedures fr dealing with visitrs include: acting in a prfessinal and capable manner; greeting visitr(s) in a clear, audible vice; cnfirming the visitr s appintment; cnfirming the visitr s name and its prnunciatin; issuing visitr and security badges; updating visitr recrds; cmmunicating health and safety prcedures t visitrs; infrming clleagues f a visitr s arrival; giving infrmatin and directins t facilities AC1.2: Describe the standards f persnal behaviur and presentatin that an rganisatin shuld expect frm staff that meet and welcme visitrs Persnal behaviur: e.g. plite, helpful, cnfident, attentive, psitive bdy language, psitive attitude, respect fr cnfidentiality, dependability, tlerance, prfessinal Persnal presentatin: e.g. well grmed, dressed accrding t rganisatin's standards, gd persnal hygiene AC1.3: Identify any rganisatinal health, safety and security requirements relevant t visitrs The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC General health, safety and security requirements include: Health and safety: e.g. displaying safety ntices, fllwing fire and emergency evacuatin prcedures, reprting any hazards immediately, keeping receptin area clean and tidy Security: e.g. issuing visitrs cards and permits, signing visitrs in and ut, keeping cnfidential dcuments secure, mnitring CCTV cameras; maintaining cntrl f entrance, e.g. entry phne, maintaining swipe card access prcedures AC1.4: Describe what t d and wh t cntact when prblems with visitrs arise The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Pssible cntacts include: ffice manager; supervisr/line manager Pssible actins include: staying calm; asking a clleague fr help; cntacting security; using escalatin prcedures 193

200 Infrmatin fr tutrs Suggested resurces Bks Lapsley A Business and Administratin Student Handbk Level 1 (Cuncil fr Administratin, 2011) ISBN Tetley C BTEC Entry 3/Level 1 Business Administratin Student Bk (Pearsn, 2010) ISBN Websites Health and Safety Executive: prviding infrmatin n health and safety rights and respnsibilities Skills CFA: The Sectr Skills Cuncil fr Business and Administratin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements Simulatin is allwed fr this unit and s the unit may be assessed either under real wrkplace cnditins r in a Realistic Wrk Envirnment (RWE). Please refer t the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A fr further guidance n the use f simulatin and RWE. 194

201 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The main surce f evidence fr demnstrating the achievement f learning utcme 2 is direct bservatin f the learner meeting and welcming visitrs, either as a part f their jb rle in a real wrk envirnment r a Realistic Wrk Envirnment (RWE). The evidence frm direct bservatin culd be supprted by examining wrk prducts such as the recrds f visitrs made by the learner in the rganisatin s systems this prvides further evidence t meet AC2.4. Witness testimny culd als be used t prvide evidence f cnsistent perfrmance. Observatin evidence culd be supprted by questin and answer (Q&A) sessins if felt necessary. Questin and answer (Q&A) sessins r a learner diary culd be used t meet the requirements f learning utcme 1. If Q&A is used then it shuld be integrated with the assessment fr learning utcme 2 t prvide the pprtunity fr the learner t link and apply their knwledge t their wrkplace activities. There are gd pprtunities t relate the assessment f the knwledge requirements t the cmpetence activities. Fr example, the learner culd be asked t describe hw their standards f persnal behaviur and presentatin in particular bserved situatins presented a psitive persnal image t visitrs and reflected the rganisatinal standards this links AC1.2 t AC2.6. Similarly, the learner culd be asked t describe hw they used the rganisatinal prcedures in dealing with visitrs; this creates a general link between learning utcme 1 and learning utcme 2. If a learner diary is used, then the entries shuld be cntextualised t the learner s perfrmance t link and apply the knwledge requirements in a similar manner as with the Q&A. The learner s answers must have sufficient range and breadth t meet the requirements. As sme f the assessment criteria refer t rganisatinal requirements and prcedures, witness testimny frm line manager r ther apprpriate persnnel may be required. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 195

202 Unit 28: Health and Safety in a Business Envirnment Unit reference number: D/506/1794 QCF level: 1 Credit value: 2 Guided learning hurs: 10 Unit type: Cmpetence Unit summary Health and safety in the wrkplace is a vital part f wrking in a business envirnment. There are legal requirements such as the Health and Safety at Wrk Act (HASAWA), which sets ut the requirements fr bth emplyers and emplyees. Whatever tasks are carried ut in the business envirnment, health and safety will be cvered by these legal requirements. This unit is abut knwing the requirements, the imprtance f the requirements and applying them t wrking in a business envirnment. In this unit yu will learn hw t learn t wrk in and cntribute t a safe wrking envirnment. Yu will learn abut health and safety respnsibilities in a business envirnment and hw t wrk safely. Yu will learn the techniques t use t prevent injury r strain whilst carrying ut wrk activities and hw t wrk in a safe manner whilst at the same time ensuring that yu fllw rganisatin plicies and prcedures cncerning health and safety. 196

203 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand health and safety respnsibilities in a business envirnment 2 Knw hw t wrk in a safe way in a business envirnment 3 Be able t cmply with health and safety requirements in a business envirnment Assessment criteria 1.1 State health and safety respnsibilities f emplyers 1.2 State their wn respnsibilities fr health and safety in the business envirnment 1.3 State the ccupatinal health and safety guidelines t be fllwed when using a keybard and visual display unit 1.4 Explain the imprtance f cmplying with health and safety requirements 2.1 Identify pssible health and safety hazards in the business envirnment 2.2 Describe ways in which accidents can be avided in the business envirnment 2.3 Outline why it is imprtant t reprt hazards and accidents that ccur in the business envirnment 2.4 Outline rganisatinal emergency health and safety prcedures 3.1 Use apprved techniques t prevent strain r injury when carrying ut wrk activities 3.2 Take actin t ensure that their wn cnduct des nt endanger thers 3.3 Fllw manufacturers r rganisatinal instructins fr the use f equipment, materials and prducts 3.4 Fllw rganisatinal prcedures and legal requirements t minimise risks t health and safety 197

204 Unit amplificatin AC1.1: State health and safety respnsibilities f emplyers Emplyer respnsibilities: ensure the health, safety and welfare at wrk f all their emplyees; prvide and maintain safe systems f wrk and a safe wrkplace; ensure staff bserve all general and specific health and safety regulatins and cdes f practice; train staff hw t deal with health and safety risks; ensure key plicies and prcedures are in place and accessible t all emplyees; prvide Persnal Prtective Equipment t thse emplyees wh require it, e.g. thse wrking n a building site r in a factry AC1.2: State their wn respnsibilities fr health and safety in the business envirnment Emplyee respnsibilities: fllw all health and safety training prvided; take reasnable care t prtect the health and safety f bth themselves and thers; reprt any health and safety cncerns t the apprpriate persn; cperate with their emplyer t cmply with any legal duty in relatin t health and safety AC1.3: State the ccupatinal health and safety guidelines t be fllwed when using a keybard and visual display unit Occupatinal health and safety guidelines: chairs must be capable f swivelling up and dwn with an adjustable back rest; desks must be f a 68cm high and be large enugh t hld all the equipment; keybards shuld be separate frm the visual display unit (VDU) and adjustable between flat and angled; screens shuld be adjustable and the screen shuld be nn-reflective and flicker free; prvide supprt fr wrists when keybard wrk is required; ensure frequent breaks are taken whilst using the VDU and keybard AC1.4: Explain the imprtance f cmplying with health and safety requirements Health and safety requirements include: reprting injuries and accidents; use f wrk equipment; use f persnal prtective equipment; lifting and handling prcedures; fllwing health and safety prcedures Imprtance f cmplying with health and safety requirements: t ensure the safety f self and thers; avid damage t equipment; ensure cmpliance with health and safety regulatins 198

205 AC2.1: Identify pssible health and safety hazards in the business envirnment Hazard: smething that may cause harm r damage; ptential threat t health and safety Pssible health and safety hazards: unsafe machinery; incrrect wrkstatin set-up; trailing wires; lifting r mving heavy items; verladed shelves and drawers; pr lighting; pr layut f furniture and equipment; electrical faults; pr husekeeping e.g. spillages n flr nt cleaned up quickly AC2.2: Describe ways in which accidents can be avided in the business envirnment Types f accidents: tripping/falling ver bjects, e.g. wires, pen drawers, lse carpeting; imprper lifting and manual handling; bumping int furniture and equipment; electric shcks; lng term wrkstatin injuries; falling bjects Aviding accidents: by fllwing rganisatinal prcedures and instructins, e.g. electrical appliance testing, filing; by reprting any pssible hazards; fllw lifting and manual handling prcedures; use an ergnmically crrect wrkstatin; be alert in the wrk envirnment; maintain a clutter free wrk envirnment AC2.3: Outline why it is imprtant t reprt hazards and accidents that ccur in the business envirnment Imprtance f reprting hazards and accidents: legal requirement; t reduce the risk f future harm; t prtect emplyee welfare; remve hazards AC2.4: Outline rganisatinal emergency health and safety prcedures The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Typical emergency health and safety prcedures include: fire evacuatin prcedures; first aid and medical assistance 199

206 Infrmatin fr tutrs Suggested resurces Bks ERR Wrkbk frm CFA Lapsley A Business and Administratin Student Handbk Level 1 (Cuncil fr Administratin, 2011) ISBN Tetley C BTEC Entry 3/Level 1 Business Administratin Student Bk (Pearsn, 2010) ISBN Websites Health and Safety Executive: prviding infrmatin n health and safety rights and respnsibilities Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements Simulatin is allwed fr this unit and s the unit may be assessed either under real wrkplace cnditins r in a Realistic Wrk Envirnment (RWE). Please refer t the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A fr further guidance n the use f simulatin and RWE. 200

207 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance as apprpriate fr learners and the particular assessment cntext. This unit can be assessed hlistically with ther units within the qualificatin such as: Using , Meet and Welcme Visitrs and Handle Mail. The primary surce f evidence fr demnstrating the achievement f learning utcme 3 is direct bservatin f the learner carrying ut their wrk activities, either in a real wrk envirnment r a Realistic Wrk Envirnment (RWE). The evidence frm direct bservatin culd be supprted by questin and answer (Q&A) sessins. Fr example, the learner culd be asked t describe the technique(s) they have used t prevent strain and injury and t give reasns why different techniques are suitable in different situatins (AC3.1). Similarly, the learner culd be asked t describe hw they have fllwed the manufacturer s instructins r rganisatinal guidelines when using different ffice equipment (AC3.3). Witness testimny culd als be used t prvide evidence f cnsistent perfrmance and t cnfirm cmpliance with rganisatinal prcedures and legal requirements (AC3.4). Where apprpriate, phtgraphic evidence f learners using ffice equipment whilst fllwing health and safety guidelines culd als be used; these culd be anntated by bth the learner and the assessr and prvide additinal evidence t back up any written witness testimnies r bservatins. Questin and answer (Q&A) sessins r learner diary culd be used t meet the requirements f learning utcme 1 and learning utcme 2. If Q&A is used then it shuld be integrated with the assessment fr learning utcme 3 t prvide the pprtunity fr the learner t link and apply their knwledge t their wrkplace activities. Fr example, the learner culd be asked t identify health and safety hazards in their wn wrk envirnment and describe ways in which accidents in their wn wrk envirnment may be avided (AC2.1 and AC2.2). There are als pprtunities t link the learner s respnsibility fr health and safety in their wrk envirnment (AC1.2) with the actins they have taken t avid endangering thers and the techniques used t prevent strain and injury (AC3.1 and AC3.2). If a learner diary is used, then the entries shuld be cntextualised t the learner s perfrmance t link and apply the knwledge requirements in a similar manner as with the Q&A sessin. The learner s answers must have sufficient range and breadth t meet the requirements. Fr example, the learner wuld need t state at least three health and safety respnsibilities f the emplyer (AC1.1); at least three wn persnal health and safety respnsibilities (AC1.2); at least tw reasns why it is imprtant t cmply with health and safety requirements (AC1.4) and at least tw reasns why it is imprtant t reprt hazards and accidents (AC2.3). As sme f the assessment criteria refer t rganisatinal requirements and prcedures, witness testimny frm line manager r ther apprpriate persnnel may be required. 201

208 Unit 29: Use a Telephne and Vic System Unit reference number: K/506/1796 QCF level: 1 Credit value: 2 Guided learning hurs: 20 Unit type: Cmpetence Unit summary First impressins cunt! It is s imprtant that gd cmmunicatin skills are used when making r receiving calls t make sure the right impressin is given t the persn yu are calling r t the caller yu are speaking t. When yu make r take calls yu are representing the rganisatin yu are wrking fr and the calls must be handled crrectly. In this unit yu will develp the skills t deal with calls using the telephne r ther electrnic equipment. Yu will be able t identify and use the crrect prtcls when making and receiving calls, and learn the prcedures that must be fllwed. Yu will learn abut reprting faults, why it is imprtant t fllw security and dataprtectin prcedures, and what yu shuld d when transferring a call. Accuracy is imprtant when taking r leaving messages and yu will g thrugh the infrmatin yu need t take t be able t pass it n t the right persn. Vic is anther way f receiving messages, gd husekeeping is necessary and yu will learn when yu can r cannt delete vic messages. Overall, yu will develp yur knwledge f hw t create a psitive impressin while making and receiving calls s that yu fllw yur rganisatin s prcedures. 202

209 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Knw hw t use a telephne and vic system Assessment criteria 1.1 Outline hw a caller s experiences affect their view f an rganisatin 1.2 Outline rganisatinal standards and prcedures fr cmmunicating n the telephne 1.3 State the imprtance f fllwing rganisatinal standards and prcedures when making and receiving telephne calls 1.4 State rganisatinal fault reprting prcedures 1.5 Describe why it is imprtant t fllw security and data prtectin prcedures when using a telephne system 1.6 State the infrmatin t be given ut when transferring calls, taking r leaving messages 1.7 State rganisatinal guidelines fr deleting vic messages 2 Be able t make telephne calls 2.1 Identify the reasn fr making a call 2.2 Obtain the name and number(s) f the persn t be cntacted 2.3 Cmmunicate infrmatin t achieve the call bjective(s) 2.4 Cmmunicate in a way that meets rganisatinal standards and guidelines 203

210 Learning utcmes Assessment criteria 3 Be able t receive telephne calls 3.1 Identify the caller in accrdance with rganisatinal prcedures 3.2 Deal with calls in accrdance with rganisatinal prcedures 3.3 Pass calls t the right persn/department 3.4 Take messages when the persn t be cntacted is unavailable 3.5 Represent an rganisatin in a way that meets the required standards and guidelines 4 Be able t use vic systems 4.1 Use vic systems in accrdance with manufacturers instructins 4.2 Keep the vic message system up t date 4.3 Pass n accurate messages in accrdance with rganisatinal plicies 204

211 Unit amplificatin AC1.1: Outline hw a caller s experiences affect their view f an rganisatin Different callers: internal custmers, e.g. clleagues, department staff, ther departments; external custmers, e.g. frm different rganisatins, members f the public; peple with individual needs, e.g. thse fr whm English is nt the first language, thse with hearing lss; dealing with difficult callers Giving the right impressin: gd telephne manner, e.g. answer prmptly, be plite, standard rganisatinal greeting; active listening; use f questining techniques; advise r arrange what is needed; give the caller cnfidence that the call will be dealt with; speed f actin taken; knw wh t ask if unsure f infrmatin needed AC1.2: Outline rganisatinal standards and prcedures fr cmmunicating n the telephne The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Standards culd include: using rganisatinal greeting; answering within a certain number f rings; advising f caller details befre transferring calls; use f frmal language Prcedures culd include: hw t take messages and transfer calls; when and hw t escalate difficult calls; hw t cnfirm details f a telephne call AC1.3: State the imprtance f fllwing rganisatinal standards and prcedures when making and receiving telephne calls Imprtance f standards and prcedures: e.g. all staff maintain cnsistent standards, prviding giving gd custmer service, psitive rganisatinal reputatin, prmpt service may result in repeat business AC1.4: State rganisatinal fault reprting prcedures The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Fault reprting prcedures culd include: wh t reprt t, e.g. ffice/facilities manager, service prvider, team leader; hw t reprt the fault, including recrding it; dealing with internal and external faults 205

212 AC1.5: Describe why it is imprtant t fllw security and data prtectin prcedures when using a telephne system Imprtance: e.g. security f business-sensitive infrmatin, cmply with data-prtectin regulatins, aviding infrmatin security breaches that may damage the reputatin f the rganisatin AC1.6: State the infrmatin t be given ut when transferring calls, taking r leaving messages Transferring calls: name f caller and rganisatin; purpse f call Taking r leaving messages: date, time, caller s name and rganisatin; telephne number; address; purpse f call; accurate and clear details f actin required by the caller; level f urgency AC1.7: State rganisatinal guidelines fr deleting vic messages The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Guidelines culd include: hw lng messages shuld be kept fr; a recrd f actin taken n the message; wh can delete messages 206

213 Infrmatin fr tutrs Suggested resurces Bks Barker A Imprve Yur Cmmunicatin Skills (Creating Success) (Kgan Page Ltd, 2013) ISBN Tetley C BTEC Entry 3/Level 1 Business Administratin Student Bk (Pearsn, 2010) ISBN Websites Chalkface prject: wrksheets n practical cmmunicatin skills fr the wrkplace Skills CFA: The Sectr Skills Cuncil fr Business and Administratin YuTube: ffers a range f vides prviding guidance and advice n making and receiving business telephne calls; use the search functin t find apprpriate vides Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements Simulatin is allwed fr this unit and s the unit may be assessed either under real wrkplace cnditins r in a Realistic Wrk Envirnment (RWE). Please refer t the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A fr further guidance n the use f simulatin and RWE. 207

214 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating the achievement f learning utcmes 2, 3 and 4 is direct bservatin f the learner using a telephne and vic system either as a part f their jb rle in a real wrk envirnment r in a Realistic Wrk Envirnment (RWE). The bservatin shuld cver the learner making and receiving telephne calls in a range f situatins. Evidence culd be based n the use f land-telephne lines, mbiles, internet telephne cnnectins r any ther technlgy that invlves a cnversatin at a distance. The use f vic may apply t either centralised systems r t individual vic message bxes. The evidence frm direct bservatin culd be supprted by examining wrk prducts such as messages taken r ntes made t supprt making and taking calls this prvides additinal evidence t meet the requirements, fr example AC2.1 t AC2.2, AC3.4 and AC4.3. Vide r audi recrdings f the learner making and receiving telephne calls culd als prvide evidence t supprt their cmpetence. Witness testimny frm the line manager (r the apprpriate persn, if assessed in RWE) culd be used t supprt the evidence, fr example fr AC3.5 and AC4.2, t cnfirm that the learner has cnsistently met the criteria. Questin and answer (Q&A) sessins r a learner diary culd be used t meet the requirements f learning utcme 1, as well as t crrbrate the cmpetence f the learner. The Q&A r diary entries shuld be cntextualised t the learner s perfrmance t link and apply the knwledge requirements. Fr example, linking the learner s knwledge f the rganisatinal prcedures fr cmmunicating n the telephne (AC1.2) with the cmmunicatin style and techniques they used in cmmunicating with the callers (AC2.4 and AC3.5). The learner s answers must have sufficient range and breadth t meet the requirements, fr example the learner wuld need t give mre than ne reasn why fllwing rganisatinal prcedures is imprtant t shw that they have the required knwledge. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 208

215 Unit 30: Cntribute t the Develpment and Implementatin f an Infrmatin System Unit reference number: A/506/1916 QCF level: 3 Credit value: 6 Guided learning hurs: 21 Unit type: Cmpetence Unit summary Businesses and rganisatins use a variety f infrmatin systems t supprt prcesses needed t carry ut their business functins. Each system has a particular purpse r fcus that will require regular analysis and review t ensure it cntinues t meet the changing needs f the business and its stakehlders. This unit is abut yur cntributin t the develpment and implementatin f an infrmatin system that will meet identified needs in a business envirnment. In this unit yu will learn hw an rganisatin uses infrmatin t meet the needs f internal functinal areas as well as stakehlders. Yu will develp skills t analyse business requirements and make cnstructive cntributins t develpment slutins t meet business needs. Yu will be required t demnstrate yur awareness f system users and the mst apprpriate infrmatin systems t meet business and infrmatin requirements. Yu will explre budgets, functinality and security f a range f infrmatin systems and cntribute t making infrmed decisins based n systems analysis activities. Yu will be fllwing infrmatin system develpment prjects thrugh t implementatin and using test results t make recmmendatins fr further systems develpments. 209

216 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the design and implementatin f an infrmatin system 2 Be able t cntribute t the develpment f an infrmatin system Assessment criteria 1.1 Explain the types f infrmatin t be managed by a system 1.2 Explain hw infrmatin will be used and by whm 1.3 Explain wh needs t be cnsulted in the design and implementatin f an infrmatin system and why 1.4 Explain the impact f legal and rganisatinal security and cnfidentiality requirements fr the design and implementatin f an infrmatin system 2.1 Cnfirm the purpse, use and features f an infrmatin system 2.2 Identify the infrmatin that will be managed by the system 2.3 Cnfirm requirements fr reprting infrmatin 2.4 Recmmend the functins that will be used t manipulate and reprt infrmatin 2.5 Develp guidance fr the use f an infrmatin system that is accurate and easy t understand 2.6 Recmmend user access and security levels fr the infrmatin system 2.7 Make cntributins t the develpment f an infrmatin system that are cnsistent with business bjectives and values and within budgetary cnstraints 2.8 Participate in system tests in accrdance with the specificatin 210

217 Learning utcmes 3 Be able t cntribute t the implementatin f an infrmatin system Assessment criteria 3.1 Implement the infrmatin system in accrdance with the plan, minimising disruptin t business 3.2 Cnfirm that staff are trained t use the system prir t its launch 3.3 Reslve r reprt prblems r faults with the infrmatin system within the limits f their wn authrity 3.4 Adhere t rganisatinal plicies and prcedures, and legal and ethical requirements in the implementatin f an infrmatin system 211

218 Unit amplificatin AC1.1: Explain the types f infrmatin t be managed by a system Infrmatin systems: management infrmatin systems Infrmatin types: marketing infrmatin, e.g. sales perfrmance, cmpetitr intelligence; financial infrmatin, e.g. financial csts, investment returns; human resurces (HR) infrmatin, e.g. staffing, prfessinal develpment; Custmer Relatinship Management infrmatin (CRM) Infrmatin requirements: internal and external infrmatin strage; infrmatin security; accuracy; relevance; utputs e.g. payrll, invicing, rdering, bkings, stck cntrl, persnnel recrds, gds tracking, decisin making, marketing, custmer service Ways f managing infrmatin: peple, e.g. users, stakehlders; prcess, e.g. flws, prcedures, security, testing; technlgy, e.g. hardware, sftware, telecmmunicatins; cntent, e.g. relevance, validity, level f detail, accuracy; risk; analysis; reprting; mnitring; reviewing AC1.2: Explain hw infrmatin will be used and by whm Infrmatin system uses: capture; transmit; stre; retrieve; manipulate; display; distributin; analysis, e.g. strategic, tactical, peratinal Functinal areas f an rganisatin: typical areas, e.g. finance, human resurces, stck cntrl, sales, marketing, research and develpment, prductin, distributin, custmer service, administratin Infrmatin system users: internal, e.g. system users, management, infrmatin system develpers, technical supprt; external, e.g. custmers, prduct suppliers, regulatry bdies AC1.3: Explain wh needs t be cnsulted in the design and implementatin f an infrmatin system and why Stakehlders: internal, e.g. system users, management, infrmatin system develpers, technical supprt; external, e.g. custmers, prduct suppliers, regulatry bdies Reasns fr cnsultatin: agreeing system bjectives, e.g. desired system utcmes, actual system utcmes; efficiencies, e.g. cst, time, resurces; infrmatin handling, e.g. input, prcessing, utput, reprting, analysis, strage; system peratins, e.g. interfaces, lgical prcesses, usability, technical supprt; predicting issues, e.g. hardware, sftware, peple, prcesses, data; recmmendatins fr imprvement, e.g. reslving issues, system updates, system develpments 212

219 AC1.4: Explain the impact f legal and rganisatinal security and cnfidentiality requirements fr the design and implementatin f an infrmatin system Design f an infrmatin system: target audience; infrmatin requirements, e.g. input, utput; hardware; sftware, e.g. language, bespke, ff the shelf ; telecmmunicatins Implementatin f infrmatin system: cst; impact n prcedures; impact n staff, e.g. up skilling/training, dealing with redundancies, balancing cre emplyees with cntractrs and utsurced staff, enabling hme and remte wrking, dealing with impact f regular restructuring n staff; integratin f legacy systems; system dwn time ; cntinuity f service; system testing Legal requirements: relevant and current legislatin, e.g. Data Prtectin Act 1998, Freedm f Infrmatin Act 2000, Cmputer Misuse Act 1990 Ethical cnsideratins: cdes f practice, e.g. use f , internet, whistle blwing ; rganisatinal plicies; infrmatin wnership Operatinal issues: security f infrmatin; backups, e.g. hardware, peripherals, sftware, strage media, lcal strage, remte strage, clud strage; rganisatinal plicies, prcedures and prcesses; staff training Implicatins f data prtectin: access, e.g. lgin, passwrds; infrmatin security, e.g. internal threats, external threats, data crruptin; cst; reputatin; effects n business sustainability Managing security (risk): cyber-crime, e.g. diverting financial assets, cmmunicatins sabtage, intellectual prperty theft, denial f service attacks; preventive technlgies, e.g. firewalls, access cntrl methds, secure payment systems; disaster recvery prcedures 213

220 Infrmatin fr tutrs Suggested resurces Bks Bcij P, Greasley A and Hickie S Business Infrmatin Systems: Technlgy Develpment and Management fr the E-Business (4th editin) (FT Prentice Hall, 2008) ISBN Chaffey D and White G Business Infrmatin Management (2nd editin) (FT/Prentice Hall, 2010) ISBN Lucey Y Management Infrmatin Systems (9th editin) (Cengage Learning, 2005) ISBN Websites Data Prtectin Act made easy Skills CFA: The Sectr Skills Cuncil fr Business and Administratin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 214

221 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance as apprpriate fr learners and the particular assessment cntext. Assessrs shuld ensure learners undertaking this unit, are able t demnstrate wn cntributin t the design and develpment f infrmatin systems in the scpe f their rle and respnsibilities. Fr learning utcme 1, assessrs shuld expect mre cmprehensive evidence such as detailed written reflective accunts, well-planned prfessinal discussins r embedded knwledge in cmpetence evidence (prviding cmmand verbs have been met and evidence is sufficient) t meet the requirements f each knwledge assessment criterin. Learners at this level culd chse t present their findings and recmmendatins regarding infrmatin system effectiveness, design and develpment in a presentatin. Where such presentatins are a naturally ccurring activity in the wrkplace, assessrs can use direct bservatin t capture evidence f cntributins in the frm f meetings and cmmunicatins with stakehlders. Infrmatin presented culd be btained t supprt evidence f direct bservatin where infrmatin presented is nt cmmercially sensitive. Learning utcmes 2 and 3 will require assessment ver a perid f time t capture evidence f individual cntributins t the design and develpment f infrmatin systems thrugh t implementatin f infrmatin system slutins. Assessrs culd capture all r parts f the design, develpment and implementatin prcesses depending n the cmplexities f the infrmatin system being designed r develped. Full assessment frm end t end f specific prjects culd be difficult t achieve, and therefre is nt expected. Learners shuld be able t present naturally ccurring evidence during the cmpletin f this unit. Evidence frm wrk prducts such as prject plans, technical specificatins and budgets shuld remain in its usual lcatin and be signpsted in recrds f assessment. Such evidence shuld be supprted with additinal assessment methds such as discussin, reflective accunt r direct bservatin t cnfirm relevance and hw this evidence has been used t meet the requirements f assessment criterin. Opprtunities culd arise t assess the design and develpment f infrmatin systems prjects that have already cmmenced. This is permitted assessment practice prviding system design and develpment cmmenced within an acceptable timescale t cnfirm currency. Validated discussins culd be used t assess histrical cmpetences demnstrated by the learner where system design and develpment is still taking place. Learners wrking at this level, designing and develping infrmatin systems can present detailed reflective accunts relating t cmpetence demnstrated thrughut a prject. This evidence shuld be supprted with clear timelines, prject tasks, cntributins, respnsibilities and utcmes. Alternatively, prject plans, implementatin schedules, technical specificatins and evidence f system mnitring, testing and review culd be cnsidered fr assessment with effective use made f supprtive r supplementary assessments t cnfirm relevance and cmpetences demnstrated. 215

222 Assessrs can access testimnies and statements frm witnesses in the wrkplace wh can cnfirm cntributins f the learner t specific infrmatin systems prjects. Evidence f Recgnitin f Prir Learning (RPL) can be used in the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 216

223 Unit 31: Mnitr Infrmatin System Unit reference number: F/506/1917 QCF level: 3 Credit value: 8 Guided learning hurs: 43 Unit type: Cmpetence Unit summary Infrmatin is the mst valuable resurce that an rganisatin pssesses. The effective gathering, prtectin, analysis, prcessing and disseminatin f infrmatin is vital t the success f any rganisatin. As glbalisatin and the 24- hur ecnmy develp and increase, rganisatins must ensure that their infrmatin systems are effective, reliable, efficient and able t cpe with rapid change. Organisatins whse infrmatin systems previusly dealt purely with data prcessing have nw intrduced systems t supprt strategic management and decisin-making. Managers at all levels need apprpriate and timely infrmatin t plan successfully in the shrt, medium and lng term, and that infrmatin can have many surces and destinatins. As rganisatins diversify and centralise infrmatin als needs t be available t nn-managerial staff in a variety f lcatins. In this unit yu will learn the imprtance and benefits f mnitring infrmatin systems, and recgnise methds and techniques that supprt infrmatin system mnitring activities within a business envirnment. Yu will demnstrate a range f prblem-slving skills needed t investigate, analyse and evaluate infrmatin systems in rder t reslve system and system user prblems befre develping and implementing apprpriate slutins t the identified prblems. Yu will actively cntribute t the develpment and imprvement f infrmatin systems and their use based n results f mnitring activities. Yu will be required t wrk with stakehlders t imprve effectiveness f infrmatin input and utput within the business envirnment. Yu will learn abut the ptential cnsequences f inaccurate r unsubstantiated infrmatin and breaches f cnfidentiality fr individuals, teams and rganisatins. 217

224 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw infrmatin systems are used Assessment criteria 1.1 Explain hw the intended use f reprts affects the chice f frmat and language 1.2 Explain hw the audience f reprts affects the chice f frmat and language 1.3 Explain the features f different prblem-slving techniques related t infrmatin systems 1.4 Evaluate the suitability f pssible prblem-slving actins related t infrmatin systems 1.5 Explain techniques t validate the reliability f infrmatin 1.6 Analyse the suitability f different evaluatin techniques related t infrmatin systems 1.7 Assess the ptential cnsequences f breaches f cnfidentiality 1.8 Evaluate the ptential cnsequences f publishing reprts cntaining inaccurate r unsubstantiated infrmatin 218

225 Learning utcmes 2 Be able t mnitr infrmatin systems Assessment criteria 2.1 Develp a plan t mnitr infrmatin systems that specifies bjectives, scpe, timescale, resurce implicatins, the techniques t be used and reprting requirements 2.2 Carry ut mnitring activities in accrdance with the plan 2.3 Prvide training and supprt t system users that is apprpriate t their needs 2.4 Identify the cause f prblems with an infrmatin system 2.5 Suggest slutins t prblems with an infrmatin system 2.6 Recmmend adaptatins t the system in respnse t identified prblems r develpments 2.7 Adhere t rganisatinal plicies and prcedures, and legal and ethical requirements when mnitring infrmatin systems 219

226 Unit amplificatin AC1.1: Explain hw the intended use f reprts affects the chice f frmat and language Intended uses f reprts: peratinal supprt, e.g. mnitring and cntrlling activity; analysis t identify patterns r trends; decisin making, e.g. peratinal, tactical, strategic; gaining cmmercial advantage, e.g. getting the desired results Frmat: media, e.g. paper based, electrnic, web-based; presentatin, e.g. list, tabular, summary, graphical; branding Language: relevance f infrmatin; terminlgy; rganisatin cmmunicatins prtcls AC1.2: Explain hw the audience f reprts affects the chice f frmat and language Audience: internal, e.g. immediate team, ther teams, management; external, e.g. custmers, suppliers, regulatry bdies AC1.3: Explain the features f different prblem-slving techniques related t infrmatin systems Prblem-slving techniques: Defining the prblem: hw t d this; the key prcesses invlved, e.g. bservatin, data sampling, staff reprting Rt causes f infrmatin system prblems: hardware, e.g. reliability, perfrmance, speed, accessibility; sftware, e.g. perating systems, applicatins, cmpatibility; cmmunicatins, e.g. netwrks, telecmmunicatins; infrmatin surces, e.g. validity, reliability, relevance, currency; data input, e.g. accuracy, frmat, language; data manipulatin, e.g. queries, frmulae, filters; data utput, e.g. reprting, presentatin, cmmunicatin; users, e.g. capability, system knwledge, prductivity Alternative slutins: re-run f data; alternative prcesses; system repair; system develpment Evaluatin f alternatives: suitability; advantages; disadvantages; cst; cnclusin; decisin Best slutins: reasn fr this decisin; cnsultatin Actin planning: infrmal, e.g. discussin; frmal, e.g. prject plan Implement slutins: issuing instructin; allcatin f respnsibilities; mnitring prgress; cnfirming cmpletin Evaluate slutins: system testing; system interrgatin; data analysis; bservatin 220

227 AC1.4: Evaluate the suitability f pssible prblem-slving actins related t infrmatin systems Prblem slving actins: system repair; system upgrade; system develpment; data validatin; user training; alternative surces Suitability criteria: budgets; effectiveness, e.g. usability, functinality, utput; technlgy, e.g. hardware, sftware, telecmmunicatins; capacity, e.g. strage, memry; staff, e.g. capabilities, training requirements; envirnment; legal and ethical restrictins; prduct and/r service suppliers; custmers and stakehlders; timeliness f slutin AC1.5: Explain techniques t validate the reliability f infrmatin Reliability f infrmatin: surces; cllectin; input; accuracy; relevance; currency Techniques: verificatin, e.g. nscreen prmpts, dual input; validatin, e.g. presence check, type check, length check, range check, frmat check, parity check AC1.6: Analyse the suitability f different evaluatin techniques related t infrmatin systems Infrmatin system effectiveness parameters: system bjectives, e.g. desired utcmes, actual utcmes; efficiencies, e.g. cst, time, resurces; handling infrmatin, e.g. input, prcessing, utput, reprting, strage; system peratins, e.g. interfaces, usability, technical supprt; issues, e.g. hardware, sftware, prcesses, data; recmmendatins fr imprvement, e.g. reslving issues, system updates, system develpments Evaluatin techniques: actin research; benchmarking; cunts; fcus grups; impact assessment; pre-pst testing; interviews Suitability: time; expected utcmes; envirnment; users AC1.7: Assess the ptential cnsequences f breaches f cnfidentiality Cnfidentiality breaches: unlcked systems; lst r stlen laptps; lst r stlen USB/flash drives; accessing infrmatin withut permissins; unencrypted data; incrrect recipients; unsecured prtcls (FTP); unsecure dispsal f dcumentatin; infrmatin disclsure Ptential cnsequences: lss f stakehlder trust; damage t reputatin; risk t business sustainability; lawsuit damages; criminal charges; identity theft AC1.8: Evaluate the ptential cnsequences f publishing reprts cntaining inaccurate r unsubstantiated infrmatin Inaccurate r unsubstantiated infrmatin: errrs; missins; infrmatin integrity Ptential cnsequences: mistrust; stakehlder satisfactin; bad r delayed decisins; reduced revenue; reduced thrughput; tarnished reputatin 221

228 Infrmatin fr tutrs Suggested resurces Bks Bcij P, Greasley A and Hickie S Business Infrmatin Systems: Technlgy Develpment and Management fr the E-Business (4th editin) (FT Prentice Hall, 2008) ISBN Brek A et al Ttal Infrmatin Risk Management: Maximising the Value f Data and Infrmatin Assets (Mrgan Kaufmann, 2013) ISBN Brckman J Thinking: The New Science f Decisin-Making, Prblem-Slving and Predictin (Harper Perennial, 2013) ISBN Chaffey D and White G Business Infrmatin Management (2nd editin) (FT/Prentice Hall, 2010) ISBN Websites Data Prtectin Act made easy Pearsn qualificatins: prvide guidance fr Wider Key Skills, in particular prblem slving Skills CFA: The Sectr Skills Cuncil fr Business and Administratin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 222

229 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance as apprpriate fr learners and the particular assessment cntext. Assessrs shuld ensure learners undertaking this unit are able t demnstrate mnitr, review and develpment f infrmatin systems within the scpe f their rle and respnsibilities. Learners wrking with cmplex infrmatin system mnitring prjects at this level culd present detailed reflective accunts relating t cmpetence demnstrated thrughut a prject. This shuld include clear timelines, prject tasks, respnsibilities and utcmes. Alternatively, wrk prducts such as prject plans, implementatin strategies, technical specificatins and evidence f system mnitring, review and evaluatin culd be cnsidered fr assessment. Learners shuld make effective use f supprtive r supplementary assessments such as discussin, reflective accunt r direct bservatin t cnfirm relevance and demnstratin f knwledge and cmpetence against the requirements f the assessment criteria. Learners shuld be able t evidence naturally ccurring evidence during cmpletin f this unit. Wrk prduct evidence such as system perating prcedures and training materials, shuld remain in its usual lcatin and be signpsted in recrds f assessment. Learners culd present their findings and recmmendatins regarding infrmatin system effectiveness and develpment in a presentatin. Where such presentatins are a naturally ccurring activity in the wrkplace, assessrs culd use direct bservatin t capture evidence f the cmmunicatin and feedback prvided t the rganisatin r stakehlders. Learning utcme 1 requires learners t adhere t the use f advanced cmmand verbs such as analyse and evaluate. Guidance may be needed t clarify requirements f cmmand verbs befre assessment activities are planned. T meet the requirements f each knwledge assessment criterin in learning utcme 1, assessment methds culd include the presentatin f detailed written reflective accunts r well-planned prfessinal discussins. Fr AC1.1 and AC1.2, evidence f wrk prducts relating t reprting f infrmatin culd be used as the basis f discussins and learner-led evidence such as reflective accunts. AC1.3 and AC1.4 may require learners t research prblem-slving techniques and prcesses befre identifying causes f prblems (AC2.4) and suggesting slutins (AC2.5). Learners culd prvide evidence f wrk prducts that supprt the prblem slving prcess, fr example prject plans and review dcumentatin. Fr AC1.5 and AC1.6, assessrs must acknwledge that methds and prcesses can differ depending n the type f infrmatin systems learners have access t in their wrking envirnment. It shuld be encuraged that data validatin and evaluatin methds are cntextualised with the systems familiar t the learner. Assessrs culd be presented with pprtunities fr direct bservatin where learners can demnstrate data validatin thrugh infrmatin systems mnitring activities (AC2.2). 223

230 This unit culd prvide pprtunities fr AC1.7 t be hlistically assessed with AC2.7 prviding bth knwledge and cmpetence have been sufficiently satisfied. Fr AC1.8, evidence shuld include an evaluatin f cnsequences that are cntextualised with rganisatin systems and prcesses relating t data published. Assessrs can accept reflective accunts where evaluatins lead t cnclusins that culd be used t infrm and imprve practices and prcedures. Learning utcme 2 may require assessment ver a perid f time t capture all, r parts f infrmatin system mnitring activities demnstrated by the learner. The assessment perid will depend n the cmplexities f individual infrmatin system prjects, therefre it cannt be expected that assessment f specific prjects frm start t end will ccur. Fr AC2.3, assessrs culd be presented with evidence relating t training n infrmatin system prcesses r have the pprtunity t bserve the delivery f apprpriate training t system users. Other valid evidence frm wrk prducts t supprt AC2.3 culd include system user guides, prcess flws r technical specificatins that supprt learning and develpment f system users and imprve effectiveness f infrmatin system activities. Fr AC2.7, assessment will require existing understanding f relevant plicies and guidance t cnfirm adherence t these. At this level, learners shuld be able t cnfirm these in the cntext f their rle. Plicies and guidelines culd relate t cmmunicatins prtcls, branding f resurces, quality cntrl f develped resurces r guidance n the use f audi-visual equipment r achieving business bjectives and targets. Opprtunities culd arise t assess infrmatin systems prjects that have already cmmenced. This is permitted assessment practice prviding system-mnitring activities and prblem-slving prcesses have cmmenced within an acceptable timescale t cnfirm currency. Validated discussins culd be used t assess histrical cmpetences demnstrated by the learner where system management is still taking place. Evidence f Recgnitin f Prir Learning (RPL) can be used in the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 224

231 Unit 32: Develp a Presentatin Unit reference number: K/506/1913 QCF level: 3 Credit value: 3 Guided learning hurs: 11 Unit type: Cmpetence Unit summary Whatever rle yu have within a business r the crprate wrld, presenting infrmatin clearly and effectively is an essential skill whenever yu are infrming, instructing r persuading an audience. Failing t prepare and therefre preparing t fail is a situatin t be avided by anyne cnsidering develping a presentatin in a business envirnment. The success f yur presentatins is determined by hw well yu have prepared and develped the infrmatin yu need t cmmunicate r demnstrate. In this unit yu will learn hw best t prepare and develp effective presentatins. Yu will explre best practices and factrs that need t be taken int accunt and cnsider hw these can be applied t yur presentatin plans. Yu will make decisins and wrk with thers t ensure yur presentatins achieve their intended bjectives. Yu will learn abut the advantages and disadvantages f using different methds fr presenting infrmatin as well as the cmmunicatin media yu use. Yu will demnstrate yur ability t plan, design, rganise and prepare presentatins t be delivered by yurself and thers. 225

232 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw t develp a presentatin Assessment criteria 1.1 Explain best practice in develping presentatins 1.2 Explain wh needs t be cnsulted n the develpment f a presentatin 1.3 Explain the factrs t be taken int accunt in develping a presentatin 1.4 Analyse the advantages and limitatins f different cmmunicatin media 2 Be able t develp a presentatin 2.1 Identify the purpse, cntent, style, timing and audience fr a presentatin 2.2 Select a cmmunicatin media that is apprpriate t the nature f a presentatin, message and audience 2.3 Tailr a presentatin t fit the timescale and audience s needs 2.4 Prepare a presentatin that is lgically structured, summarises the cntent and addresses the brief 2.5 Take actin t ensure that a presentatin adheres t rganisatinal guidelines and plicies 2.6 Develp materials that supprt the cntent f a presentatin 226

233 Unit amplificatin AC1.1: Explain best practice in develping presentatins Presentatins: types, e.g. slideshw, practical demnstratin, training, interview, pitching cncepts and prpsals Best practices in develping presentatins: plan, e.g. define purpse, define presentatin bjective, understand audience, research tpic; design, e.g. chse apprpriate media, cnsider frmat, cntent, review against purpse and audience; rganise and prepare, e.g. assess venue, review resurces, review equipment t be used; practice, e.g. rehearse presentatin, timings and transitins, review, amend and imprve AC1.2: Explain wh needs t be cnsulted n the develpment f a presentatin Wh needs t be cnsulted with: Audience: invitatin t presentatin; resurce and/r supprt needs; receipt f any pre-presentatin materials Clleagues: line manager, e.g. pre-defined cntent, cmmunicatin prtcls, agreeing bjectives; immediate clleagues, e.g. prviding cntent, prviding feedback Supprting functins: IT Department, e.g. prviding audi visual equipment, telecmmunicatins supprt; reprgraphics department, e.g. prviding printed material and resurces External stakehlders: venue; catering; guest speakers 227

234 AC1.3: Explain the factrs t be taken int accunt in develping a presentatin Factrs: Preparatin: establishing purpse; setting bjectives; audience; venue Objectives: intended presentatin utcmes, e.g. intended learning, intended understanding, intended actins t fllw presentatin Audience: prir knwledge f tpic; linking new material; winning them ver Venue: lcatin; rm arrangement; atmsphere; audi visual resurces Presentatin remit/brief: presentatin purpse; alltted time; specified frmat/style; cntent cnstraints Chsing main pints: structure; lgic; cherence; linking statements Supprting infrmatin: t add clarity; t explain cmplex terms; t remind audience f supprting theries; t add authrity Develping an pening: intrductin; tpic; bjective; materials; intended utcme; expectatins f the audience Develping a cnclusin: review bjectives; summarise main pints; summarise the prcess; cnclusin drawn frm main pints; parting statement t stimulate thughts f audience Reviewing presentatin: audience respnse; achievement f bjectives; presentatin structure; relevance f cntent and materials; apprpriateness f length/timings AC1.4: Analyse the advantages and limitatins f different cmmunicatin media Cmmunicatin Media: verbal cmmunicatin; written cmmunicatin, e.g. slides, hand-uts; images, e.g. graphs, charts, diagrams; sund, e.g. audi clips, recrdings; vide, e.g. animatins, embedded vides Advantages and limitatins: audience, e.g. learning styles, ability; tpic, e.g. apprpriateness f media, validity, reliability; budget; audi visual equipment, e.g. availability, accessibility, telecmmunicatins, pwer; written resurces, e.g. prductin time, cntent, relevance, cst; verbal cmmunicatin, e.g. effectiveness, direct cmmunicatin, misinterpretatin 228

235 Infrmatin fr tutrs Suggested resurces Bks Harvard Business Review Press Develping a Business Case (Pcket Mentr) (Harvard Business Schl Publishing, 2011) ISBN Reynlds G Presentatin Zen Design: Simple Design Principles and Techniques t Enhance yur Presentatin (2nd editin) (New Riders, 2014) ISBN Reynlds G Presentatin Zen: Simple Ideas n Presentatin Design and Delivery (2nd editin) (New Riders, 2011) ISBN Websites Micrsft Office: guidance f effective use f Micrsft PwerPint t develp and deliver presentatins Skills CFA: The Sectr Skills Cuncil fr Business and Administratin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 229

236 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance as apprpriate fr learners and the particular assessment cntext. This unit can be assessed hlistically with ther units within the qualificatin such as: Deliver a Presentatin and Presentatin Sftware. Learners undertaking this unit shuld be able t prvide naturally ccurring evidence f their cmpetence t develp presentatins in the cntext f their rle, respnsibilities and rganisatin. Evidence can be derived frm activities including; the preparatin f training sessins, staff briefings, presenting management infrmatin r pitching a cncept r idea. Fr learning utcme 1, assessrs shuld ensure learners evidence full adherence f the use f cmmand verbs such as explain and analyse. Guidance may be needed t clarify requirements f cmmand verbs befre assessment activities begin. Assessments shuld prvide learners with the pprtunity t respnd apprpriately t cmmand verbs. Fr AC1.1, AC1.2 and AC1.3, evidence satisfying the assessment criteria culd take the frm f a discussin where the learner describes best practices relating t different presentatin methds (AC1.1), demnstrates understanding f the imprtance f cnsultatins and with whm they wuld cnsult as part f the develpment prcess (AC1.2) and relate the different factrs t the develpment f presentatins (AC1.3). Learners may be able t recall familiar best practices hwever, at this level it is expected that learners research a range f best practices t demnstrate breadth f knwledge. Learners shuld relate their discussins t instances which ccur naturally in their rle and cnsider anntating wrk prduct t capture knwledge and understanding t satisfy these assessment criteria. Fr learning utcme 2, learners culd present evidence frm the wrkplace, including research ntes, presentatin plans, crrespndence, draft dcuments r presentatin materials t evidence their ability t plan, prepare and develp a presentatin. Evidence f this nature shuld be supprted with prfessinal discussin, persnal statements r witness testimnies t cnfirm bth its relevance t this unit and cmpetence that has been demnstrated by the learner which meets assessment criteria. Fr AC2.1, learners culd present a reflective accunt recunting their develpment f a presentatin t meet a specific purpse, cntent, style, timing and audience. Fr AC2.4 and AC2.5, assessrs culd have the pprtunity t bserve the learner cnsulting with thers fr the purpse f develping a presentatin. Such cnsultatins can be dcumented in an assessment recrd r recrded using audivisual devices. This evidence culd cntribute t the achievement f AC2.4 and AC2.5, hwever, nly as part f preparatin activities and ensuring adherence t rganisatinal guidelines and plicies. Additinal evidence wuld be required t demnstrate cmpetence f wider preparatin areas. AC2.5 requires Learners t adhere t rganisatinal guidelines and plicies when develping presentatins. Assessment f this assessment criterin will require an existing understanding f relevant plicies and guidance t cnfirm adherence t these. This understanding culd be assessed via prfessinal discussin. 230

237 Althugh a sund understanding f relevant rganisatinal plicies and guidelines is expected, dcumentatin and infrmatin relating t these shuld remain in its usual lcatin and be signpsted in assessment recrds. Evidence f Recgnitin f Prir Learning (RPL) can be used in the unit t cnfirm cmpetence. 231

238 Unit 33: Deliver a Presentatin Unit reference number: M/506/1914 QCF level: 3 Credit value: 3 Guided learning hurs: 17 Unit type: Cmpetence Unit summary Whatever rle yu have within a business r the crprate wrld, presenting infrmatin clearly and effectively is an essential skill whenever yu are infrming, instructing r persuading an audience. Business presentatins take many frms. Sme are frmal with lts f detailed infrmatin. Hw d yu make sure the audience desn t get lst in the detail and lse fcus n the verall message? Sme are infrmal and the difficulty is cntrlling the crss-talk. What abut the technical aspects? What will yu d if the prjectr breaks dwn; d yu have a cntingency plan? The utcme yu want is that when the audience leaves the venue, they will remember the infrmatin and be impressed with the verall presentatin. This unit ffers sme guidelines n hw t accmplish that purpse. In this unit yu will learn hw t identify the mst apprpriate presentatin methds and media thrugh analysis f advantages and limitatins. Yu will cnsider yur audience and hw they can affect yur presentatin delivery. Yu will demnstrate yur ability t rganise all aspects f a presentatin including the venue, equipment and resurces. Yu will cnsider the imprtance f develping cntingency plans t vercme issues during delivery f the presentatin. Yu will demnstrate yur ability t engage an audience during presentatins and address questins, queries and behaviurs effectively. Yu will explre a range f evaluatin methds and apply these techniques in rder t identify if utcmes f delivered presentatins have been achieved and where imprvements culd be made t future presentatins. 232

239 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the principles underpinning the delivery f presentatins 2 Be able t prepare t deliver a presentatin Assessment criteria 1.1 Analyse the advantages and limitatins f different methds f, and media fr, making presentatins 1.2 Explain hw the type and size f the audience affects the delivery f a presentatin 1.3 Explain the factrs t be taken int accunt in develping cntingency plans when delivering presentatins 1.4 Explain vice prjectin and timing techniques when delivering presentatins 1.5 Explain the factrs t be taken int accunt in respnding t questins frm an audience 1.6 Explain different methds fr evaluating the effectiveness f a presentatin 2.1 Cnfirm the layut f the venue and crrect functining f equipment and resurces prir t making a presentatin 2.2 Develp cntingency plans fr ptential equipment and resurce failure 2.3 Take actin t ensure that the presentatin fits the time slt available 233

240 Learning utcmes Assessment criteria 3 Be able t deliver a presentatin 3.1 Speak clearly and cnfidently, using language that is apprpriate fr the tpic and the audience 3.2 Vary their vice tne, pace and vlume apprpriately when delivering a presentatin 3.3 Use bdy language in a way that reinfrces messages 3.4 Use equipment and resurces effectively when delivering a presentatin 3.5 Deliver a presentatin within the agreed timeframe 3.6 Respnd t questins in a way that meets the audience s needs 3.7 Evaluate the effectiveness f a presentatin 234

241 Unit amplificatin AC1.1: Analyse the advantages and limitatins f different methds f, and media fr, making presentatins Cmmunicatin Media: verbal cmmunicatin; written cmmunicatin, e.g. slides, hand-uts; images, e.g. graphs, charts, diagrams; sund, e.g. audi clips, recrdings; vide, e.g. animatins, embedded vides Advantages and limitatins: audience, e.g. learning styles, ability; tpic, e.g. apprpriateness f media, validity, reliability; budget; audi visual equipment, e.g. availability, accessibility, telecmmunicatins, pwer; written resurces, e.g. prductin time, cntent, relevance, cst; verbal cmmunicatin, e.g. effectiveness, direct cmmunicatin, misinterpretatin AC1.2: Explain hw the type and size f the audience affects the delivery f a presentatin Presentatins: types, e.g. slideshw, practical demnstratin, training, interview, pitching cncepts and prpsals Audience size: ne t ne; pairs; grup, e.g. small, large; webinar, e.g. web-based delivery, unlimited in size Delivery effects: apprpriate presentatin type; apprpriate cmmunicatins media; cntent; delivery methd and style; resurce requirements; audience participatin; technlgy; venue; length f presentatin AC1.3: Explain the factrs t be taken int accunt in develping cntingency plans when delivering presentatins Cntingency plans: definitin; reasns fr cntingency plans; pssible alternatives, e.g. back up files, hard cpy resurces, replacement technlgy; technical/nn-technical assistance Factrs: Infrmatin Technlgy: pssible failure; availability f replacements Access t resurces: crrupted r lst; accessibility f back up files Incrrect resurces: wrng versins; missing infrmatin Presentatin hand-uts and materials: incrrect number f cpies Prfessinal presentatin behaviur: cmpsure; respect Issues with venue: emergency evacuatin; catering; rm size and arrangement; lighting and ventilatin Prblems with audience: illness; emergencies; level f understanding; disruptive behaviur 235

242 AC1.4: Explain vice prjectin and timing techniques when delivering presentatins Vice prjectin techniques: physical, e.g. psture, breathing, resnance; nn-physical, e.g. relax, persnality, passin Timing techniques: awareness f time limit; cntent planning, e.g. number f slides, cmplexity f infrmatin being presented; rehearsal f presentatin timings; start n time; measure prgress, e.g. timing check pints; adjust if necessary; keep t plan AC1.5: Explain the factrs t be taken int accunt in respnding t questins frm an audience Factrs when respnding t questins: Planning: audience analysis, e.g. interest and cncerns, anticipatin f questins based n cntent; pprtunities fr questining, e.g. during, after Understanding the questin: listen carefully t full questin; establish understanding befre respnding; seeking clarificatin Nt knwing the answer: hnesty; indicate when audience can expect a respnse Maintaining cntrl: avid side cnversatins during questins; repeat cntent if necessary; manage disruptin Main questiner: actively include ther attendees Irrelevant questins: keep discussin fcussed n subject Hstile questins: stick t facts; find areas f agreement N questins asked: find subject/pinin that stimulates thught; pprtunities fr ne t ne questins afterwards AC1.6: Explain different methds fr evaluating the effectiveness f a presentatin Effectiveness f a presentatin: purpse and bjectives met; level f audience understanding and respnse; clarity f presentatin; quality f infrmatin and resurces presented; apprpriateness f cntent and level fr audience; apprpriateness f length; cnfidence f presenter; impact f envirnmental factrs Evaluatin methds: pre and pst presentatin testing; presenter review; self-assessment; grup discussin; evaluatins cmpleted by attendees; mnitring f pst-presentatin actins 236

243 Infrmatin fr tutrs Suggested resurces Bks Reynlds, G Presentatin Zen Design: Simple Design Principles and Techniques t Enhance yur Presentatin (2nd editin) (New Riders, 2014) ISBN Reynlds G Presentatin Zen: Simple Ideas n Presentatin Design and Delivery (2nd editin) (New Riders, 2011) ISBN Websites Micrsft Office: guidance f effective use f Micrsft PwerPint t develp and deliver presentatins Skills CFA: The Sectr Skills Cuncil fr Business and Administratin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 237

244 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance as apprpriate fr learners and the particular assessment cntext. This unit can be assessed hlistically with ther units within the qualificatin such as: Develp a Presentatin and Presentatin Sftware. Learners undertaking this unit shuld be able t prvide naturally ccurring evidence f their cmpetence t deliver presentatins in the cntext f their rle, respnsibilities and rganisatin. Evidence can be derived frm activities including presentatins assciated with the delivery f training sessins, staff briefings, presenting management infrmatin r pitching a cncept r idea. In additin t assessment f presentatins being delivered, learners are als required t capture evidence f preparatins they make t ensure effective delivery f presentatins. Assessrs are encuraged t plan assessment f AC2.1 early int the unit, capturing the early stages f presentatin preparatin. Learners culd have wrk prducts such as presentatin plans, planning ntes, internal r external crrespndence r presentatin materials that supprt achievement f this criterin, fr example AC1.3 and AC2.2 (cntingency planning). Assessrs shuld ensure the wrk prducts are sufficiently anntated, discussed r recrded in a reflective accunt t cnfirm its relevance and hw it has been used t capture the knwledge and/r cmpetence f the learner. Fr learning utcme 1, assessrs shuld ensure learners adhere t the use f cmmand verbs such as and explain and analyse. Guidance may be needed t clarify requirements f cmmand verbs prir t assessment activities being planned. Assessment f learning utcme 1 wuld best be thrugh a reflective accunt prviding the pprtunity fr the learner t link and apply their knwledge and understanding t their wrk activities in learning utcmes 2 and 3. Fr example learners culd reflect n the advantages and limitatins f the presentatin methd(s) used and hw they culd ptentially imprve n their use f the different methds in the future. Similarly, the learner culd explain hw they used the infrmatin abut the type and size f the audiences in the planning and delivery f their presentatins, and the vice prjectin and timing techniques used in their presentatin delivery. The pprtunity t btain witness testimnies frm presentatin attendees culd als be cnsidered t validate this. AC1.5 shuld be cnsidered when planning assessment f AC1.2 as there are likely t be clear links between the type f audience and the predicted audience questins. Learning utcme 2 lends itself well t the use f wrk prducts, hwever assessrs must judge whether evidence can cntain cnfidential r cmmercially sensitive infrmatin, in which case, signpsting f evidence is acceptable. AC3.1, AC3.2, AC3.3, AC3.4 and AC3.5 shuld be achieved thrugh the assessment f learners delivering presentatin(s). It is recmmended, where pssible, t use direct bservatin and audi visual devices t capture the presentatin. Where it is nt pssible t use direct bservatin, assessrs culd chse t interview attendees r encurage learners t present materials such as speaker ntes, slideshws, hand-uts, pstpresentatin attendee evaluatins and presentatin planning ntes fr the purpse f assessment. Fr AC1.6 and AC3.7, learners culd cnsider prviding a summative reprt t attendees and/r ther relevant stakehlders based n feedback received during the evaluatin prcess. Learners are encuraged t use feedback t suggest areas fr presentatin develpment and imprvement. Evidence f Recgnitin f Prir Learning (RPL) can be used in the unit t cnfirm cmpetence. 238

245 Unit 34: Analyse and Present Business Data Unit reference number: M/506/1945 QCF level: 3 Credit value: 6 Guided learning hurs: 24 Unit type: Cmpetence Unit summary In rder t ensure a business survival and grwth it is essential fr that business t manage infrmatin and data t identify past and current perfrmance in rder t predict and plan fr the future. Analysing and presenting essential data will help t identify strengths and weaknesses, therefre infrming decisin-making and strategic planning. This prvides the basis t supprt the achievement f business bjectives. In this unit, yu will learn hw t cllect quantitative and qualitative data using primary and secndary surces. Yu will learn hw t manipulate infrmatin using data management sftware t prduce infrmatin in suitable frmats t infrm business decisins and future strategies. Yu will use a range f IT tls t carry ut research relevant t the requirements and bjectives. Yu will rganise and analyse data using a variety f techniques and methds including quantitative and qualitative analysis. Yu will check the accuracy f data, as this is essential t prviding valid cnclusins. Yu will present yur infrmatin using different frmats and techniques that acknwledge the limitatins f yur analysis and reference yur data surces. 239

246 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the analysis and presentatin f business data 2 Be able t analyse quantitative and qualitative business data Assessment criteria 1.1 Explain the uses and limitatins f primary and secndary data 1.2 Explain the uses and limitatins f quantitative and qualitative data 1.3 Evaluate the issues relating t the validity and reliability f data and its analysis 1.4 Explain the use f IT tls t carry ut research 1.5 Assess the risks attached t making judgments based n limited r unrepresentative samples 1.6 Assess the risks attached t generalizing research findings 1.7 Explain different frmats and techniques fr the presentatin f the analysis 2.1 Agree the parameters f the analysis 2.2 Clarify any ethical requirements f the analysis 2.3 Organise the data in a way that will facilitate its analysis 2.4 Select valid and reliable data analysis methds and techniques that are apprpriate t the data and analysis bjectives 2.5 Apply analytical techniques that are apprpriate t the purpse f the research and the nature f the data 2.6 Cnfirm the accuracy f data analysis and make necessary adjustments 2.7 Draw cnclusins that are valid and supprted by evidence 240

247 Learning utcmes 3 Be able t present the analysis f business data Assessment criteria 3.1 Present data in the agreed reprting frmat and huse style 3.2 Acknwledge the limitatins f the analysis 3.3 Reference data surces 241

248 Unit amplificatin AC1.1: Explain the uses and limitatins f primary and secndary data Primary data: definitin; examples f surces Secndary data: definitin; examples f surces Uses: supprt peratins; infrm business decisins; benchmark perfrmance; prmte efficiency; develp cmpetitive advantage; increase market share Limitatins: accuracy and reliability f data; misinterpretatins; bias; access and cnfidentiality; legal and regulatry issues, e.g. Data Prtectin Act 1998, Freedm f Infrmatin Act 2000, Cmputer Misuse Act 1990; timescale requirements; ethical issues; IT prtcls, cdes f practice frm the Infrmatin Cmmissiner s Office (ICO) AC1.2: Explain the uses and limitatins f quantitative and qualitative data Quantitative data: infrmatin measured in numbers; sizes r percentages; amenable t statistical manipulatin Limitatins f quantitative data: see limitatins in AC1.1 Qualitative data: descriptive infrmatin; relates t the quality f a service r prcess; persnal; subjective and pen t interpretatin Limitatins f qualitative data: knwledge prduced may nt generalise t ther settings; difficult t make quantitative predictins; mre difficult t test hyptheses and theries with large participant pls; timescales invlved in cllecting data; ethical issues; subjectivity and bias Uses f quantitative and qualitative data: prduct develpment; human behaviur and capability; prvide depth and detail; identify trends; t infrm business decisins and marketing strategies 242

249 AC1.3: Evaluate the issues relating t the validity and reliability f data and its analysis Validity: unbiased; representative; verifiable Reliability: cnsistent; stable; dependable; plausible Analysis: qualitative and quantitative prcessing f data; examinatin f facts; patterns and trends Issues relating t data validity and reliability: accuracy and relevance f data; level f detail; trusted surces; wnership f data; currency f data; cst f data cllectin Issues relating t data analysis: purpse, scpe and size f sample; validity and reliability f data; cllectin f data, limited r unrepresentative samples; validatin f data; presentatin f infrmatin; bias; errrs in methdlgy used, e.g. insufficient statistical pwer, ignring measurement errr, perfrming multiple cmparisns; interpretatin prblems, e.g. cnfusin ver significance, precisin and accuracy, causality, graphical representatin AC1.4: Explain the use f IT tls t carry ut research IT tls: sftware, e.g. database, spreadsheet, analytical r bespke sftware, management infrmatin system; functins, e.g. internet searches, nline surveys; questinnaires; prcesses, e.g. cding, frmulae, calculating mean, median and mde AC1.5: Assess the risks attached t making judgments based n limited r unrepresentative samples Risks: sampling errr, e.g. selectin bias, randm sampling errr, measurement errr; ver cverage, under cverage; variability; recgnise similarities, identify differences; bias AC1.6: Assess the risks attached t generalizing research findings Generalizing research findings: inferring results frm a small sample can be applied t an entire ppulatin Risks: inaccurate predictin f trends; inapprpriate sample size; nndiverse surces; bias; transfer f data; narrw fcus; reliability f findings, e.g. repeatability f findings, whether findings supprt the thery being tested AC1.7: Explain different frmats and techniques fr the presentatin f the analysis Frmats: table; chart; graph; diagram; reprt; presentatin; case study; scenari; screen-based; paper-based Techniques: sftware manipulatin; ratis; percentages; predictive mdelling 243

250 Infrmatin fr tutrs Suggested resurces Bks Alexander M and Walkenbach J Excel Dashbards and Reprts (2nd editin) (Jhn Wiley & Sns, 2013) ISBN Andersn K et al BTEC Level 3 Natinal IT Student Bk 1: Student Bk 1 (BTEC Natinal fr IT Practitiners) (1st editin) (Pearsn, 2010) ISBN Bevan J, Dransfield R, Gymer J and Richards C BTEC Level 3 Natinal Business Student Bk 1(Level 3 BTEC Natinal Business) (Edexcel, 2010) ISBN Krieger S Dcuments, Presentatins, and Wrkbks: Using Micrsft Office t Create Cntent that gets Nticed (Micrsft Press, 2011) ISBN Kupersmith K, Mulvey P and McGey K Business Analysis fr Dummies (Jhn Wiley & Sns, 2013) ISBN Nelsn E C and Nelsn S L Excel Data Analysis fr Dummies (2nd editin) (Jhn Wiley & Sns, 2014) ISBN Websites Business educatin: teaching and learning surce relating t data handling Businessballs: persnal and prfessinal develpment learning resurces Cmputer Weekly: nline infrmatin fr IT users Infrmatin Cmmissiner s Office: guide t data requirements, bligatins and sharing Micrsft Office: tls and supprt fr Micrsft Office users (PC r Mac) Office fr Natinal Statistics: prviding statistics relating t the ecnmy, ppulatin and sciety Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. 244

251 Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance as apprpriate fr learners and the particular assessment cntext. Pssible surces f evidence fr demnstrating achievement f this unit culd be thrugh direct bservatin, prfessinal discussin r review f wrk prducts relating t the analysis and presentatin f business data. A hlistic apprach t assessment is recmmended. Assessrs are encuraged t leave evidence in its usual lcatin (with apprpriate signpsting) due t ptential cmmercial sensitivity f infrmatin. Fr learning utcme 1, reflective accunts culd be used t supplement ther evidence t demnstrate the achievement f the knwledge-based criteria. Learners culd prvide examples f the types f data they analyse and their surces (AC1.1 and AC1.2). They culd identify the risks invlved with the cllatin f business data and risks invlved in the analysis (AC1.5 and AC1.6), cnfirming hw they check validity and reliability f infrmatin, based n specific sampling strategies (AC1.3). Learners culd explain the techniques invlved in presenting data and the reasn fr the chice f frmat (AC1.7). The evidence frm direct bservatin in learning utcmes 2 and 3 culd be supprted by examining wrk prducts such as riginal data surces, evidence f analysis and checking accuracy f data, spreadsheets, databases, tables, graphs, charts, diagrams, presentatins, reprts, case studies and scenaris. Evidence shuld acknwledge data surces. A diary r reflective accunt culd be used t dcument wn rle, respnsibilities and skills. The assessr will need t ensure that the cntent f the diary r accunt captures the requirements f the assessment criteria. The diary r accunt culd be used t dcument the parameters f the analysis, analytical techniques used and hw the data was checked t ensure accuracy. The dcument culd als cnfirm the reprting style frmat and huse style. Fr AC2.1, AC2.4, AC3.1 and AC3.2 witness testimny culd be used t supprt the evidence frm direct bservatin and wrk prducts. Fr AC 2.2, AC2.3, AC2.4, AC2.5, AC2.6, AC2.7, AC3.1 and AC3.2 prfessinal discussin r questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner. Similar assessment methds culd als prvide evidence at the cgnitive level required t satisfy the breadth and depth f the level and demand f the assessment criteria in learning utcme 1. Evidence f Recgnitin f Prir Learning (RPL) can be used in the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 245

252 Unit 35: Maintain and Issue Statinery and Supplies Unit reference number: Y/506/2295 QCF level: 2 Credit value: 3 Guided learning hurs: 18 Unit type: Cmpetence Unit summary All businesses need statinery supplies fr effective functinal peratins, which are purchased frm external suppliers. It is critical fr rganisatins t select apprpriate suppliers based n type f item, quality, apprpriate delivery frequency, rder quantities and cst. In this unit yu will learn abut the benefits gained, as well as sme limitatins, t cntracting mre than ne supplier fr an item r items. It is usual practice fr rganisatins t have a Purchasing Plicy which cntains prcedures and staff respnsibilities t ensure expenditures made are cst effective. Yu will learn hw imprtant these are t the efficient management f statinery supplies. Whether a small r a large rganisatin, statinery stck checks are imprtant t maintain supplies and t re-rder in time t replace used stck. Yu will learn hw t calculating and re-rder quantities, while taking int cnsideratin any quantity discunts befre final rders are placed. Careful checks need t be made when deliveries arrive and yu will learn hw t deal with any prblems that ccur. Yu will als have the pprtunity t keep recrds f statinery supplies in yur wrk envirnment, maintain stck cntrl systems, place new rders and deal with any prblems as they arise. The rganisatin s prcedures shuld be fllwed but yu will be able t make suggestins yu think will imprve hw stck is received and issued. Althugh rganisatins are mving twards a paperless ffice, mst still have paper waste which needs t be dispsed f cnfidentially r recycled. Yu will learn hw this is managed. 246

253 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the maintenance f statinery and supplies 2 Be able t maintain stcks f statinery and supplies Assessment criteria 1.1 Describe rganisatinal plicies, prcedures and levels f authrity in maintaining supplies 1.2 Explain hw t carry ut a stck check f statinery 1.3 Describe the types f prblems that may ccur with deliveries and stck items 1.4 Explain hw t deal with prblems that ccur with deliveries and stck items 1.5 Explain the factrs t take int accunt when rdering statinery 1.6 Explain the benefits and limitatins f different ptential suppliers, against rganisatinal requirements 1.7 Explain hw t calculate quantities f statinery and supplies t be rdered 1.8 Describe hw t dispse f r recycle waste 2.1 Maintain stcks f statinery and supplies at the required levels 2.2 Maintain the requirements f strage and security 2.3 Carry ut stck checks in accrdance with rganisatinal plicies and prcedures 2.4 Chase up late r incrrect rders with suppliers 247

254 Learning utcmes 3 Be able t issue stck f statinery and supplies Assessment criteria 3.1 Issue statinery and supplies in accrdance with rganisatinal requirements 3.2 Maintain up-t-date recrds f stck issued, received and in strage 3.3 Deal with unwanted r damaged statinery and supplies safely 3.4 Recmmend ways in which the system fr receiving and issuing stck culd be imprved 248

255 Unit amplificatin AC1.1: Describe rganisatinal plicies, prcedures and levels f authrity in maintaining supplies The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC1.2: Explain hw t carry ut a stck check f statinery Manual checks: physical checks; stck in; stck ut; balance; all dated Item re-rder level: checked t see if balance is belw the re-rder level and replacement stck required Electrnic recrding: scanning barcdes n items nt used; data electrnically analysed against delivered stck and giving inventry remaining Just In Time (JIT): rdered and delivered when needed and used immediately; reduces csts by cutting stck t a minimum Re-rder Lead time: allws time between placing rder and delivery AC1.3: Describe the types f prblems that may ccur with deliveries and stck items Types f prblems: Late deliveries: nt meeting re-rder lead time Damaged deliveries: packaging split r wet; cntent expsed t pssible damage Inaccurate deliveries: wrng item(s) supplied against item(s) rdered Incrrect number f item delivered: 12 f ne item rdered and nly 11 received AC1.4: Explain hw t deal with prblems that ccur with deliveries and stck items Hw t deal with prblems: Late deliveries: chase up late rders with suppliers Damaged deliveries: always check cntent f damaged packaging; check if cntent damaged; reprt and return items; recrd against delivery nte and rder; chase replacement stck Inaccurate deliveries: check incming deliveries against rders; recrd and reprt prblems; chase crrect replacement stck Incrrect number f item delivered: recrd and reprt incrrect rder quantity delivered; chase crrect replacement Ensure all errrs are reprted t Accunts Department s invices can be checked 249

256 AC1.5: Explain the factrs t take int accunt when rdering statinery Factrs t take int accunt: re-rder lead times (time between placing an rder and delivery); quality f current deliveries; is a change f supplier needed r new supplier t be trialled; tendering and cntracting; price increases may affect cntinuing with same supplier; quantity discunts may invlve frmal cntracts with suppliers; cst advantages t blanket rders with call ff rders; delivery time AC1.6: Explain the benefits and limitatins f different ptential suppliers, against rganisatinal requirements The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC1.7: Explain hw t calculate quantities f statinery and supplies t be rdered Calculating quantities: Organisatin s usage cllated frm individual department requirements Allcated member f staff t cntrl departmental usage during a delegated perid f time linked t re-rdering system cntrlled by central purchasing Methd culd be physical with stck item recrd cards, stck in stck ut, balance and date recrded n stck card, manual r electrnic Quantities unused reprted t central Purchasing, template rerder frms indicating department, prduct cde, quantity received and date, quantity used, balance and date, signed Calculatins made by Purchasing t bring stck level up t maximum level, cllated with ther departments fr individual items Calculate supplies t be rders: decisin taken n final rder level cnsidering quantity discunts and cntractual terms, tgether with re-rder lead times, new expenditure may need authrisatin 250

257 AC1.8: Describe hw t dispse f r recycle waste Hw t dispse f r recycle waste: Fllw recycling f paper waste within wn brugh recycling prcedures Separate paper waste frm ther types f statinery waste, e.g. printer cartridges, batteries, cmputers Use apprpriate bins fr designated paper recycling, separate bin fr cnfidential paper waste Use an utside rganisatin t cllect and recycle excessive paper waste, with separate cnfidential dispsal arrangements fr cnfidential paper waste Other rganisatins ffer t cllect items such as printer cartridges ffering small payments t the rganisatin Alternative methd t rganise paper waste t be taken t a recycling centre 251

258 Infrmatin fr tutrs Suggested resurces Websites Inf fr Entrepreneurs: stck cntrl and inventry Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 252

259 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 2 and learning utcme 3 is direct bservatin f the learner carrying ut their wrk activities relating t maintaining and issuing statinary and supplies. The evidence frm direct bservatin fr learning utcme 2 and learning utcme 3 culd be supprted by examining wrk prducts such as recrds f rders, stck checks and stck that has been issued, frms and checklists, cmmunicatin t suppliers, e.g. s this prvides further evidence t meet the requirements, fr example AC2.1, AC2.2, AC2.3, AC2.4, AC3.1, AC3.2 and AC3.4. Witness testimny culd be used t supprt the evidence frm direct bservatin fr AC3.4. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC2.1, AC2.2, AC2.3, AC3.1, AC3.2 and AC3.4) as well as meeting the requirements f the knwledge assessment criteria in learning utcme 1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnses must have sufficient detail abut rganisatinal plicies, prcedures and levels f authrity in maintaining supplies (AC1.1), hw t carry ut a stck check f statinary (AC1.2), hw t deal with prblems that ccur with deliveries and stck items (AC1.4), the factrs t take int accunt when rdering statinary (AC1.5), the benefits and limitatins f different ptential suppliers, against rganisatinal requirements (AC1.6) and hw t calculate quantities f statinary and supplies t be rdered (AC1.7). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 253

260 Unit 36: Use and Maintain Office Equipment Unit reference number: J/506/1868 QCF level: 2 Credit value: 2 Guided learning hurs: 10 Unit type: Cmpetence Unit summary Emplyees use a range f equipment t cmplete rutine and nn-rutine tasks everyday. It is vital that the equipment is used and maintained fllwing rganisatinal and manufacturer instructins and prcedures and that faults are escalated t the apprpriate persn. In this unit yu will learn hw t use different types f ffice equipment, fllw rganisatinal plicies and prcedures and levels f authrity when maintaining ffice equipment, knw the reasns fr fllwing manufacturer s and rganisatinal instructins when perating equipment and the types f equipment faults that yu are likely t experience and the crrect way f dealing with them. In this unit yu will select the equipment that is apprpriate t the task, maintain the equipment t the standard specified by yur rganisatin and/r the manufacturer, make sure the equipment cnfrms with health and safety requirements, reprt prblems that cannt be reslved t the crrect persn and fllw rganisatinal prcedures t keep waste t a minimum. 254

261 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw t use ffice equipment 2 Be able t use and maintain ffice equipment Assessment criteria 1.1 Describe rganisatinal plicies, prcedures and levels f authrity in maintaining ffice equipment 1.2 Describe hw t use different types f ffice equipment 1.3 Explain the reasns fr fllwing manufacturer s and rganisatinal instructins when perating equipment 1.4 Describe the types f equipment faults likely t be experienced and the crrect way f dealing with these 2.1 Use the equipment that is apprpriate t the task in accrdance with the manufacturer s instructins 2.2 Fllw rganisatinal prcedures t keep waste t a minimum 2.3 Maintain the equipment t the standard specified by the rganisatin r the manufacturer 2.4 Make sure that equipment cnfrms with health and safety requirements 2.5 Reprt prblems that cannt be reslved t the right persn 255

262 Unit amplificatin AC1.1: Describe rganisatinal plicies, prcedures and levels f authrity in maintaining ffice equipment The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC1.2: Describe hw t use different types f ffice equipment Persnal equipment: persnal cmputer and equipment, e.g. printers, scanners, speakers r earphnes, memry sticks, prjectrs, digital cameras; desk and chair; security systems, e.g. security pass, keys t desk drawers; telephnes Shared equipment: printers; phtcpiers; fax machine; telephnes; shredders Specialist equipment: digital prjectrs; cnferencing equipment, e.g. vide, audi equipment, webcam; franking machine; laminatrs; binding machines Resurces fr equipment: paper; ribbn; ink cartridges; labels; envelps; tner AC1.3: Explain the reasns fr fllwing manufacturer s and rganisatinal instructins when perating equipment Reasns fr fllwing manufacturer s instructins: crrect perating instructins; useful tips; trubleshting Reasns fr fllwing rganisatinal instructins: wh can perate equipment; wh t reprt a fault t; wh can d repairs AC1.4: Describe the types f equipment faults likely t be experienced and the crrect way f dealing with these Typical faults: paper jam; paper runs ut; tner cartridge empty; junk faxes; dcument failed t print; cmputer crashed; cnnectin t the internet lst Dealing with faults: fllw rganisatinal r manufacture prcedures; fllw n-screen instructins, e.g. paper jam in phtcpier; cntact IT department in rganisatin; check cnnectins 256

263 Infrmatin fr tutrs Suggested resurces Bks Lapsley A Business & Administratin Student Handbk Level 2 (CFA, 2010) ISBN Trimarchi K, Watkins B, Partn N and Majithia P NVQ/SVQ Level 2 Business and Administratin Handbk (NVQ Administratin) (Heinemann, 2011) ISBN Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 257

264 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The main surce f evidence fr demnstrating achievement f learning utcme 2 is a cmbinatin f direct bservatin f the learner using available equipment, examinatin f learner s wrk prducts and questin and answer (Q&A) sessins. The learner s wrk prducts culd include a range f dcuments such as printuts, binded dcuments and franked envelps ready fr distributin. Witness testimny culd be used t cnfirm cnsistent perfrmance as well as prviding supprting evidence fr AC2.1, AC2.2, AC2.3, AC2.4 and AC2.5. Questin and answer (Q&A) sessins shuld be used t prvide further evidence fr AC2.1, AC2.2, AC2.4 and AC2.5. Fr example, the learner culd be asked t explain hw they decided the equipment t use fr a specific task, the rganisatinal prcedures they fllwed t keep waste t a minimum, made sure the equipment cnfrmed with health and safety requirements and hw they dealt with the prblems they culd nt reslve. Alternatively, a learner diary culd be used t prvide this evidence. Questin and answer (Q&A) sessins r learner diary culd be used t meet the requirements f learning utcme 1. If Q&A is used then it shuld be integrated with the assessment fr learning utcme 2 t prvide the pprtunity fr the learner t link and apply their knwledge t their wrkplace activities. There are gd pprtunities t relate the assessment f the knwledge requirements t the cmpetence activities. Fr example, the learner culd describe rganisatinal plicies, prcedures and levels f authrity in maintaining ffice equipment (AC1.1 and AC2.3) and describe the types f equipment faults likely t be experienced and the crrect way f dealing with these (AC1.4 and AC2.5). The learner s answers must have sufficient range and breadth t meet the requirements. Fr example, the respnse fr AC1.3 must have sufficient detail abut the reasns fr fllwing manufacturer s and rganisatinal instructins when perating equipment. As sme f the assessment criteria refer t rganisatinal requirements and prcedures, witness testimny may als be required t verify the learner s evidence. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 258

265 Unit 37: Using Unit reference number: M/502/4300 QCF level: 2 Credit value: 3 Guided learning hurs: 20 Unit type: Cmpetence Unit summary is a cmmn methd t use when cmmunicating t peple internal and external t yur rganisatin, therefre it is imprtant that everyne knws hw t use it effectively. In this unit yu will learn hw t use t cmpse, include dcuments as attachments and send messages t individuals and grups f peple. Yu will als learn hw t stay safe when using , rganise cntact details and archive s. 259

266 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Use sftware tls and techniques t cmpse and send messages Assessment criteria 1.1 Select and use sftware tls t cmpse and frmat messages, including attachments 1.2 Determine the message size and hw it can be reduced 1.3 Send messages t individuals and grups 1.4 Describe hw t stay safe and respect thers when using 1.5 Use an address bk t rganise cntact infrmatin 2 Manage incming effectively 2.1 Fllw guidelines and prcedures fr using 2.2 Read and respnd t messages apprpriately 2.3 Use sftware tls and techniques t autmate respnses 2.4 Describe hw t archive messages, including attachments 2.5 Organise, stre and archive messages effectively 2.6 Respnd apprpriately t prblems 260

267 Infrmatin fr tutrs Suggested resurces Bks Dyszel B Outlk 2007 fr Dummies (Jhn Wiley & Sns, 2006) ISBN Lambert J and Cx J Micrsft Office Outlk 2007 Step by Step (Micrsft Press, 2007) ISBN Websites BBC Schls: resurces fr ICT Hw Stuff Wrks: easy t understand answers and explanatins f hw the wrld wrks Other T deliver this unit centres will need t have a LAN with applicatin sftware r access t web-based ing sftware and access t the internet. Centres will need the facilities t enable learners t carry ut the practical aspects f the unit as defined by the cntent and grading criteria. Centres will als need a range f suitable sftware tls and equipment t supprt the chrt size undertaking the units. Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements Evidence f achievement can be derived frm a variety f surces. Learners wh use IT skills directly in their day-t-day wrk can prve their cmpetence while ding s. Alternatively, learners can use scenaris and knwledge tests, r a mixture f bth, t demnstrate cmpetence. Fr further guidance n assessing this unit, please refer t the e-skills UK ITQ Assessment Strategy in Annexe B. 261

268 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 1 and learning utcme 2 is direct bservatin f the learner using apprpriate sftware t send and receive s in the business envirnment. The evidence frm the direct bservatin shuld be supprted by examining wrk prducts such as draft and sent s t clleagues and/r custmers this prvides further evidence t meet the requirements fr AC1.3, AC2.2, AC2.4, AC2.5 and AC2.6. T achieve AC1.1, AC1.2, AC1.5, AC2.1 and AC2.3, learners need t prvide evidence that they have used the crrect sftware functins (including attachments), address bk and sftware tls t autmate respnses. Witness testimny can be used t supprt the evidence frm direct bservatin fr AC2.1, AC2.2 and AC2.6. Questin and answer (Q&A) sessins culd be used t assess AC1.4 and AC2.4 as well as fill in any gaps in the evidence f cmpetence in using the sftware. Fr example, the learner culd be asked t explain hw they rganised and archived messages and hw they have dealt with, r culd deal with, prblems. A learner diary culd be used as an alternative t Q&A. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 262

269 Unit 38: Bespke Sftware Unit reference number: F/502/4396 QCF level: 2 Credit value: 3 Guided learning hurs: 20 Unit type: Cmpetence Unit summary Bespke sftware is sftware that is created t perfrm a specific functin in an rganisatin. In this unit yu will learn hw data can be edited and manipulated thrugh sftware tls t meet specified needs and presentatin requirements. This includes cmbining data frm different surces and respnding t errr messages generated during data input. 263

270 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Input and cmbine infrmatin using bespke applicatins 2 Use apprpriate structures t rganise and retrieve infrmatin efficiently 3 Use the functins f the sftware effectively t prcess and present infrmatin Assessment criteria 1.1 Input relevant infrmatin accurately s that it is ready fr prcessing 1.2 Select and use apprpriate techniques t link and cmbine infrmatin f different frms r frm different surces within the sftware 1.3 Respnd apprpriately t data entry errr messages 2.1 Describe what functins t apply t structure and layut infrmatin effectively 2.2 Select and use apprpriate structures and/r layuts t rganise infrmatin 2.3 Apply lcal and/r legal guidelines and cnventins fr the strage and use f data, where available 3.1 Select and use apprpriate tls and techniques t edit, prcess and frmat infrmatin 3.2 Check infrmatin meets needs, using IT tls and making crrectins as necessary 3.3 Select and use apprpriate methds t present infrmatin 264

271 Infrmatin fr tutrs Suggested resurces Bks The textbks used depend n which sftware is used. The sftware manufacturer's user guides and resurces are ften sufficient fr the level f wrk required in this unit. Third party user guides such as in-huse tutrials, may als be available fr bespke sftware. Websites Sme bespke sftware packages have their wn websites/help pages. These are ften sufficient fr the level f wrk required in this unit. Other Learners need access t suitable hardware and sftware plus resurce material such as images and sund files. The exact nature f the hardware and sftware will depend n the packages used fr training and assessment. Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements Evidence f achievement can be derived frm a variety f surces. Learners wh use IT skills directly in their day-t-day wrk can prve their cmpetence while ding s. Alternatively, learners can use scenaris and knwledge tests, r a mixture f bth, t demnstrate cmpetence. Fr further guidance n assessing this unit, please refer t the e-skills UK ITQ Assessment Strategy in Annexe B. 265

272 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 1, learning utcme 2 and learning utcme 3 is direct bservatin f the learner using a bespke sftware in carrying ut their wrk activities. Bespke sftware can relate t any sftware that is unique t the business. The evidence frm the direct bservatin culd be supprted by examining wrk prducts this prvides further evidence t meet the requirements, fr example AC1.1, AC1.2, AC2.2, AC3.1 and AC3.3. T achieve AC1.3 and AC2.3, learners need t prvide evidence that they have respnded apprpriately t data entry errr messages and applied lcal and legal guidelines and cnventins when string data. This can be in the frm f screen shts. Witness testimny can be used t supprt the evidence frm direct bservatin fr AC1.3 and AC2.3. Questin and answer (Q&A) sessins culd be used t assess AC2.1 and AC3.2. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the assessment criteria; fr example learners need t describe the functins t apply t structure and layut infrmatin (AC2.1) and check infrmatin meets needs making crrectins where necessary (AC3.2). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 266

273 Unit 39: Spreadsheet Sftware Unit reference number: F/502/4625 QCF level: 2 Credit value: 4 Guided learning hurs: 30 Unit type: Cmpetence Unit summary Spreadsheet sftware is used regularly in businesses t present data, t calculate csts and t create graphs and charts. In this unit yu will learn hw t enter, edit and rganise numerical data, and hw t manipulate and analyse data using frmulae and data analysis tls. Yu will als learn hw t rganise and present data by using page layut and graph and chart tls where apprpriate. 267

274 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Use a spreadsheet t enter, edit and rganise numerical and ther data 2 Select and use apprpriate frmulas and data analysis tls t meet requirements Assessment criteria 1.1 Identify what numerical and ther infrmatin is needed in the spreadsheet and hw it shuld be structured 1.2 Enter and edit numerical and ther data accurately 1.3 Cmbine and link data acrss wrksheets 1.4 Stre and retrieve spreadsheet files effectively, in line with lcal guidelines and cnventins where available 2.1 Identify which tls and techniques t use t analyse and manipulate data t meet requirements 2.2 Select and use a range f apprpriate functins and frmulas t meet calculatin requirements 2.3 Use a range f tls and techniques t analyse and manipulate data t meet requirements 268

275 Learning utcmes 3 Select and use tls and techniques t present and frmat spreadsheet infrmatin Assessment criteria 3.1 Plan hw t present and frmat spreadsheet infrmatin effectively t meet needs 3.2 Select and use apprpriate tls and techniques t frmat spreadsheet cells, rws, clumns and wrksheets 3.3 Select and frmat an apprpriate chart r graph type t display selected infrmatin 3.4 Select and use apprpriate page layut t present and print spreadsheet infrmatin 3.5 Check infrmatin meets needs, using spreadsheet tls and making crrectins as necessary 3.6 Describe hw t find errrs in spreadsheet frmulas 3.7 Respnd apprpriately t any prblems with spreadsheets 269

276 Infrmatin fr tutrs Suggested resurces Bks Frye C Excel 2007 Step by Step (Micrsft Press, 2007) ISBN Harvey G Excel 2007 fr Dummies (Jhn Wiley & Sns, 2006) ISBN Websites Business educatin: an intrductin t spreadsheets OpenOffice Calc: tl fr spreadsheets Other Learners will need access t relevant sftware (Micrsft Excel r similar, Micrsft Wrd r similar, packages cmpatible t allw cmbining f infrmatin), plus hardware capable f running these sftware packages including printers. Further useful resurces wuld include sets f example spreadsheets with ntes and slutins prvided n a drive accessible t learners utside nrmal lessn time t give pprtunity fr independent study. It is prbable that learning resurce centres will als have purchased self teach packages fr spreadsheets and again access t these ut f lessn time wuld be valuable. Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements Evidence f achievement can be derived frm a variety f surces. Learners wh use IT skills directly in their day-t-day wrk can prve their cmpetence while ding s. Alternatively, learners can use scenaris and knwledge tests, r a mixture f bth, t demnstrate cmpetence. Fr further guidance n assessing this unit, please refer t the e-skills UK ITQ Assessment Strategy in Annexe B. 270

277 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 1, learning utcme 2 and learning utcme 3 is direct bservatin f the learner using spreadsheet sftware t enter, rganise, edit and present data. Spreadsheets can relate t the prductin and frmatting f data fr clleagues and/r custmers. The evidence frm the direct bservatin culd be supprted by examining the learner s wrk prducts frmatted, prduced and/r distributed t clleagues and/r custmers this prvides further evidence t meet the requirements fr AC1.1, AC1.2, AC1.3, AC2.2, AC3.3 and AC3.4. T achieve AC1.4, learners need t prvide evidence f string and retrieving files in line with lcal guidelines and cnventins either frm screen shts r witness testimny. T achieve AC2.1, AC2.3 and AC3.1, learners need t prvide evidence f planning hw t present and frmat spreadsheet infrmatin and using a range f tls t analyse and manipulate data. This can be dne thrugh draft ntes, witness testimny r questin and answer (Q&A) sessins. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 271

278 Unit 40: Data Management Sftware Unit reference number: J/502/4559 QCF level: 2 Credit value: 3 Guided learning hurs: 20 Unit type: Cmpetence Unit summary Businesses need t keep up-t-date infrmatin n many different types f recrds, fr example custmers and suppliers. Sme businesses chse t use data management sftware t help create, edit and maintain these recrds. In this unit yu will learn hw t enter, edit and maintain data recrds, and hw t retrieve and display them. Yu will learn the imprtance f data security, and the legal and rganisatinal guidelines that relate t string and using the data. 272

279 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Enter, edit and maintain data recrds in a data management system 2 Retrieve and display data recrds t meet requirements Assessment criteria 1.1 Describe the risks t data security and prcedures used fr data prtectin 1.2 Enter data accurately int grups f recrds t meet requirements 1.3 Lcate and amend data assciated with grups f recrds 1.4 Check data recrds meet needs, using IT tls and making crrectins as necessary 1.5 Respnd apprpriately t data entry and ther errr messages 1.6 Apply lcal and/r legal guidelines fr the strage and use f data where available 2.1 Identify what queries and reprts need t be run t utput the required infrmatin 2.2 Select and use queries t search fr and retrieve infrmatin t meet given requirements 2.3 Create and view reprts t utput infrmatin frm the system t meet given requirements 273

280 Infrmatin fr tutrs Suggested resurces Websites Micrsft Office: training and tutrials Other Learners will require access t suitable data management sftware such as Micrsft Access. Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements Evidence f achievement can be derived frm a variety f surces. Learners wh use IT skills directly in their day-t-day wrk can prve their cmpetence while ding s. Alternatively, learners can use scenaris and knwledge tests, r a mixture f bth, t demnstrate cmpetence. Fr further guidance n assessing this unit, please refer t the e-skills UK ITQ Assessment Strategy in Annexe B. 274

281 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 1 and learning utcme 2 is direct bservatin f the learner using data management sftware t maintain data. The evidence frm the direct bservatin culd be supprted by examining wrk prducts prduced and distributed t clleagues and/r custmers this prvides further evidence t meet the requirements fr AC1.2, AC1.3, AC2.1, AC2.2 and AC2.3. T achieve AC1.4, AC1.5 and AC1.6, learners need t prvide evidence that they have checked data recrds meet the needs, respnded apprpriately t data entry and ther messages and have stred data fllwing lcal and legal guidelines. Witness testimny can be used t supprt the evidence frm direct bservatin fr AC1.6. Questin and answer (Q&A) sessins culd be used t assess AC1.1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the assessment criteria; fr example learners need t describe the risks t data security and the prcedures that are fllwed t ensure data prtectin. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 275

282 Unit 41: Presentatin Sftware Unit reference number: M/502/4622 QCF level: 2 Credit value: 4 Guided learning hurs: 30 Unit type: Cmpetence Unit summary Mst presenters chse t use presentatin sftware t help fcus the audience n the infrmatin that is being presented. In this unit yu will learn hw t use presentatin sftware t cmbine text and ther infrmatin, structure, edit and frmat slide sequences and prepare the final presentatin. 276

283 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Input and cmbine text and ther infrmatin within presentatin slides 2 Use presentatin sftware tls t structure, edit and frmat slide sequences Assessment criteria 1.1 Identify what types f infrmatin are required fr the presentatin 1.2 Enter text and ther infrmatin using layuts apprpriate t type f infrmatin 1.3 Insert charts and tables int presentatin slides 1.4 Insert images, vide r sund t enhance the presentatin 1.5 Identify any cnstraints which may affect the presentatin 1.6 Organise and cmbine infrmatin f different frms r frm different surces fr presentatins 1.7 Stre and retrieve presentatin files effectively, in line with lcal guidelines and cnventins where available 2.1 Identify what slide structure and themes t use 2.2 Select, change and use apprpriate templates fr slides 2.3 Select and use apprpriate techniques t edit slides and presentatins t meet needs 2.4 Select and use apprpriate techniques t frmat slides and presentatins 2.5 Identify what presentatin effects t use t enhance the presentatin 2.6 Select and use animatin and transitin effects apprpriately t enhance slide sequences 277

284 Learning utcmes Assessment criteria 3 Prepare slideshw fr presentatin 3.1 Describe hw t present slides t meet needs and cmmunicate effectively 3.2 Prepare slideshw fr presentatin 3.3 Check presentatin meets needs, using IT tls and making crrectins as necessary 3.4 Identify and respnd t any quality prblems with presentatins t ensure that presentatins meet needs 278

285 Infrmatin fr tutrs Suggested resurces Bks Lwe D PwerPint 2007 fr Dummies (Jhn Wiley & Sns, 2006) ISBN Websites OpenOffice Impress: tl fr creating multimedia presentatins Other Learners shuld be presented with a variety f cntent t chse frm, as well as an industry standard presentatin applicatin such as Micrsft PwerPint r OpenOffice Impress. This sftware shuld include slide tls and multimedia capabilities. Access t a range f infrmatin resurces, such as CD ROMs and the internet, is necessary fr carrying ut research. Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements Evidence f achievement can be derived frm a variety f surces. Learners wh use IT skills directly in their day-t-day wrk can prve their cmpetence while ding s. Alternatively, learners can use scenaris and knwledge tests, r a mixture f bth, t demnstrate cmpetence. Fr further guidance n assessing this unit, please refer t the e-skills UK ITQ Assessment Strategy in Annexe B. 279

286 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. This unit can be assessed hlistically with ther units within the qualificatin such as: Develp a Presentatin and Deliver a Presentatin. The primary surce f evidence fr demnstrating achievement f learning utcme 1, learning utcme 2 and learning utcme 3 is direct bservatin f the learner carrying ut their wrk activities relating t using presentatin sftware. The evidence frm the direct bservatin culd be supprted by examining wrk prducts prduced and distributed t clleagues and/r custmers this prvides further evidence t meet the requirements fr AC1.2, AC1.3, AC1.4, AC1.6, AC2.1, AC2.2, AC2.3, AC2.4, AC2.5, AC2.6 and AC3.2. T achieve AC1.1, AC1.5, AC1.6 and AC1.7, learners need t prvide evidence that they knw the different types f infrmatin that are needed, identified any cnstraints which may affect the presentatin, cmbined and merged infrmatin frm different surces. Witness testimny can be used t supprt the evidence frm direct bservatin fr AC1.7. Questin and answer (Q&A) sessins culd be used t assess AC3.1, AC3.3 and AC3.4. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the assessment criteria; fr example learners need t describe hw t present slides that cmmunicate effectively and meet needs (AC3.1), check presentatin meets needs and making crrectins where necessary (AC3.3), identify and respnd t quality prblems with presentatins s that it meets the needs (AC3.4). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. 280

287 Unit 42: Wrd Prcessing Sftware Unit reference number: R/502/4628 QCF level: 2 Credit value: 4 Guided learning hurs: 30 Unit type: Cmpetence Unit summary Mst dcuments are created using wrd prcessing sftware as it is cnvenient, efficient and dcuments are easy t stre and retrieve nce created. In this unit yu will learn hw t enter text, mdify layut and structures and use wrd prcessing tls t frmat, check and present dcuments. Yu will als learn hw t stre and retrieve template files. 281

288 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Enter and cmbine text and ther infrmatin accurately within wrd prcessing dcuments 2 Create and mdify layut and structures fr wrd prcessing dcuments Assessment criteria 1.1 Identify what types f infrmatin are needed in dcuments 1.2 Use apprpriate techniques t enter text and ther infrmatin accurately and efficiently 1.3 Select and use apprpriate templates fr different purpses 1.4 Identify when and hw t cmbine and merge infrmatin frm ther sftware r ther dcuments 1.5 Select and use a range f editing tls t amend dcument cntent 1.6 Cmbine r merge infrmatin within a dcument frm a range f surces 1.7 Stre and retrieve dcument and template files effectively, in line with lcal guidelines and cnventins where available 2.1 Identify the dcument requirements fr structure and style 2.2 Identify what templates and styles are available and when t use them 2.3 Create and mdify clumns, tables and frms t rganise infrmatin 2.4 Select and apply styles t text 282

289 Learning utcmes 3 Use wrd prcessing sftware tls t frmat and present dcuments effectively t meet requirements Assessment criteria 3.1 Identify hw the dcument shuld be frmatted t aid meaning 3.2 Select and use apprpriate techniques t frmat characters and paragraphs 3.3 Select and use apprpriate page and sectin layuts t present and print dcuments 3.4 Describe any quality prblems with dcuments 3.5 Check dcuments meet needs, using IT tls and making crrectins as necessary 3.6 Respnd apprpriately t quality prblems with dcuments s that utcmes meet needs 283

290 Infrmatin fr tutrs Suggested resurces Websites BBC GCSE Bitesize: ICT resurces Teach ICT: ICT resurces Other Learners will need access t apprpriate text prcessing sftware (Micrsft Wrd r similar). In additin learners must have access t either different types f infrmatin, e.g. graphic images, r t ther surces f infrmatin. Learners shuld als be given access t pre-prepared templates, tables and frms. Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements Evidence f achievement can be derived frm a variety f surces. Learners wh use IT skills directly in their day-t-day wrk can prve their cmpetence while ding s. Alternatively, learners can use scenaris and knwledge tests, r a mixture f bth, t demnstrate cmpetence. Fr further guidance n assessing this unit, please refer t the e-skills UK ITQ Assessment Strategy in Annexe B. 284

291 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 1, learning utcme 2 and learning utcme 3 is direct bservatin f the learner using wrd prcessing sftware t prduce a range f dcuments. The evidence frm the direct bservatin shuld be supprted by examining wrk prducts such as business dcuments prduced and distributed t clleagues and/r custmers this prvides further evidence t meet the requirements fr AC1.3, AC2.1, AC2.3, AC2.4, AC3.2, AC3.3 and AC3.5. T achieve AC1.1, AC1.2, AC1.4, AC1.5, AC1.6 and AC1.7, learners need t prvide evidence that they knw the different types f infrmatin that are needed, used apprpriate techniques t enter text and ther infrmatin, cmbined and merged infrmatin frm ther dcuments, used a range f editing tls t amend the dcument cntent and cmbined and merged infrmatin within a dcument. Witness testimny can be used t supprt the evidence frm direct bservatin fr AC1.7. Questin and answer (Q&A) sessins culd be used t assess AC2.2, AC3.1, AC3.4 and AC3.6. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the assessment criteria; fr example learners need t identify the different templates and styles that are available and when t use each (AC2.2), identify hw a dcument shuld be frmatted t aid meaning (AC3.1), describe quality prblems with dcuments and respnd t the prblems s that the dcument meets the need (AC3.4 and AC3.6). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 285

292 Unit 43: Website Sftware Unit reference number: R/502/4631 QCF level: 2 Credit value: 4 Guided learning hurs: 30 Unit type: Cmpetence Unit summary Using website sftware t create webpages smetimes falls within the business administratr s rle. In this unit yu will learn hw t plan and create web page templates, select and use website features and structures t help the user navigate, prepare cntent and rganise and cmbine the infrmatin that will be used n the webpages. Yu will learn hw legal and rganisatin guidelines, cpyright and access issues affect the website. 286

293 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Create structures and styles fr websites 2 Use website sftware tls t prepare cntent fr websites Assessment criteria 1.1 Describe what website cntent and layut will be needed fr each page 1.2 Plan and create web page templates t layut 1.3 Select and use website features and structures t help the user navigate rund web pages within the site 1.4 Create, select and use styles t keep the appearance f web pages cnsistent and make them easy t understand 1.5 Describe hw cpyright and ther cnstraints may affect the website 1.6 Describe what access issues may need t be taken int accunt 1.7 Describe what file types t use fr saving cntent 1.8 Stre and retrieve files effectively, in line with lcal guidelines and cnventins where available 2.1 Prepare cntent fr web pages s that it is ready fr editing and frmatting 2.2 Organise and cmbine infrmatin needed fr web pages including acrss different sftware 2.3 Select and use apprpriate editing and frmatting techniques t aid bth clarity and navigatin 2.4 Select and use apprpriate develpment techniques t link infrmatin acrss pages 2.5 Change the file frmats apprpriately fr cntent 2.6 Check web pages meet needs, using IT tls and making crrectins as necessary 287

294 Learning utcmes Assessment criteria 3 Publish websites 3.1 Select and use apprpriate testing methds t check that all elements f websites are wrking as planned 3.2 Identify any quality prblems with websites and hw t respnd t them 3.3 Select and use an apprpriate prgramme t uplad and publish the website 3.4 Respnd apprpriately t prblems with multiple page websites 288

295 Infrmatin fr tutrs Suggested resurces Bks Crwder D Building a Web Site fr Dummies (4th editin) (Jhn Wiley & Sns, 2010) ISBN Online Training Slutins Micrsft Office FrntPage 2003 Step by Step (Micrsft Press, 2003) ISBN Vandme D Dreamweaver MX 2004 in Easy Steps (Cmputer Step, 2004) ISBN Websites CffeeCup sftware: respnsive layut maker Other T deliver this unit, learners must have access t a sftware applicatin design specifically fr creating websites thrugh a visual design prcess and nt just thrugh writing HTML cde. Learners will need t be able t uplad their websites nt the Wrld Wide Web r nt a lcal netwrk. Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements Evidence f achievement can be derived frm a variety f surces. Learners wh use IT skills directly in their day-t-day wrk can prve their cmpetence while ding s. Alternatively, learners can use scenaris and knwledge tests, r a mixture f bth, t demnstrate cmpetence. Fr further guidance n assessing this unit, please refer t the e-skills UK ITQ Assessment Strategy in Annexe B. 289

296 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 1, learning utcme 2 and learning utcme 3 is direct bservatin f the learner carrying ut their wrk activities relating t creating structures and styles fr websites. The evidence frm the direct bservatin culd be supprted by examining wrk prducts such as strybards, websites that are in cnstructin, cmpleted and/r launched this prvides further evidence t meet the requirements, f AC1.1, AC1.2, AC1.3, AC1.4, AC2.1, AC2.2, AC2.3, AC2.4 and AC2.5. T achieve AC1.8, learners need t prvide evidence f string and retrieving files in line with lcal guidelines and cnventins either frm screen shts r witness testimny. Direct bservatin supprted by wrk prducts (cmpleted testing prcesses, testing in prgress and websites that have been launched) and witness testimnies can be used t evidence AC3.1 and AC3.3. Questin and answer (Q&A) sessins culd be used t crrbrate the cmpetence f the learner (e.g. fr AC3.1, AC3.2 and AC3.3) as well as meeting the requirements f the knwledge ACs in learning utcme 1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, learners must describe hw cpyright and ther legal cnstraints may affect the website (AC1.5), describe what access issues may need t be taken int accunt (AC1.6), describe what file types t use fr saving cntent (AC1.7) and identify and respnd t quality prblems with websites (AC3.2 and AC3.4). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 290

297 Unit 44: Deliver Custmer Service Unit reference number: A/506/2130 QCF level: 2 Credit value: 5 Guided learning hurs: 27 Unit type: Cmpetence Unit summary Delivering custmer service is an imprtant part f any custmer service rle. It is vital that it is carried ut crrectly and effectively in rder t prvide custmer satisfactin, t meet the needs and expectatins f the custmer and t present a favurable image f the rganisatin. In this unit yu will learn hw t deliver custmer service by understanding the relatinship between custmer needs, expectatins and custmer satisfactin. Yu will need t understand the meaning f the terms 'feature' and 'benefit' when discussing a prduct r service. Yu will als need t knw why it is imprtant t treat custmers as individuals and why it is imprtant t be able t balance the needs f custmers with thse f the rganisatin. Yu will need t understand when and t whm yu can escalate prblems when delivering custmer service, and understand the methds yu can use t measure yur wn effectiveness in custmer service delivery. Yu need t knw what a brand is, why it is imprtant t an rganisatin, hw it can affect an rganisatin s custmer service ffer and why it is imprtant t use custmer service language that supprts a brand prmise. Yu will learn hw yur wn rle can ensure that a brand prmise can be delivered. 291

298 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand custmer service delivery 2 Understand the relatinship between custmer service and a brand 3 Be able t prepare t deal with custmers Assessment criteria 1.1 Explain the relatinship between custmers needs and expectatins and custmer satisfactin 1.2 Describe the features and benefits f an rganisatin s prducts and/r services 1.3 Explain the imprtance f treating custmers as individuals 1.4 Explain the imprtance f balancing prmises made t custmers with the needs f an rganisatin 1.5 Explain when and t whm t escalate prblems 1.6 Describe methds f measuring their wn effectiveness in the delivery f custmer service 2.1 Explain the imprtance f a brand t an rganisatin 2.2 Explain hw a brand affects an rganisatin s custmer service ffer 2.3 Explain the imprtance f using custmer service language that supprts a brand prmise 2.4 Identify their wn rle in ensuring that a brand prmise is delivered 3.1 Keep up t date with an rganisatin s prducts and/r services 3.2 Prepare resurces that are necessary t deal with custmers befre starting wrk 292

299 Learning utcmes Assessment criteria 4 Be able t prvide custmer service 4.1 Maintain rganisatinal standards f presentatin and behaviur when prviding custmer service 4.2 Adapt their wn behaviur t meet custmers needs r expectatins 4.3 Respnd t custmers requests in line with rganisatinal guidelines 4.4 Infrm custmers f the prgress f their requests 4.5 Cnfirm that custmers expectatins have been met in line with the service ffer 4.6 Adhere t rganisatinal plicies and prcedures, legal and ethical requirements when prviding custmer service 5 Be able t supprt imprvements t custmer service delivery 5.1 Identify ways that custmer service culd be imprved fr an rganisatin and individuals 5.2 Share infrmatin and ideas with clleagues and/r service partners t supprt the imprvement f service delivery 293

300 Unit amplificatin AC1.1: Explain the relatinship between custmers needs and expectatins and custmer satisfactin Custmer needs: definitin; results in psitive impact n custmer satisfactin and return sales Custmer expectatins: definitin e.g. shaped by service ffer, marketing materials and rganisatinal reputatin; results in custmer retentin and lng-term custmer relatinships Custmer satisfactin: definitin e.g. based n custmer perceptin f quality AC1.2: Describe the features and benefits f an rganisatin s prducts and/r services The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Features: distinguishing characteristics f a prduct r service; deliver benefits t custmers Benefits: reasns why custmers buy a prduct r service; meet custmers needs AC1.3: Explain the imprtance f treating custmers as individuals Imprtance f treating custmers as individuals: e.g. custmer satisfactin, custmer lyalty, custmer retentin, cmpliance with legislatin (Equality Act 2010) AC1.4: Explain the imprtance f balancing prmises made t custmers with the needs f an rganisatin Imprtance f balancing prmises made t custmers t an rganisatin s needs: e.g. achievement f rganisatinal bjectives, budget restrictins, cnsistency and transparency f rganisatinal practices AC1.5: Explain when and t whm t escalate prblems When t escalate prblems: in line with escalatin prcedures; dealing with a cmplaint r prblem utside wn authrity; lack f knwledge/experience frm the custmer service assistant T whm t escalate prblems: managers; supervisrs; mre experienced clleagues; suppliers; manufacturers 294

301 AC1.6: Describe methds f measuring their wn effectiveness in the delivery f custmer service Measures: feedback frm thers; sales targets being met and exceeded; custmer cmplaints; direct feedback frm custmers AC2.1: Explain the imprtance f a brand t an rganisatin Brand: definitin; brand name; trade mark; brand image; types f brands e.g. manufacturer s and wn-label Imprtance f a brand: legal prtectin f unique prduct features; gives the custmer a specific perceptin f the rganisatin e.g. Jaguar linked t prestige cars; market segmentatin; distinguishes the prduct and/r service frm cmpetitrs, builds a reputatin, encurages custmer lyalty AC2.2: Explain hw a brand affects an rganisatin s custmer service ffer Effects n custmer service ffer: negative will tarnish the image f rganisatin and reduce sales; psitive assciatin with prducts/services enhances image f rganisatin and increases sales; respnsiveness t custmer needs by intrductin f new prducts t enhance existing nes can increase the custmer service ffer AC2.3: Explain the imprtance f using custmer service language that supprts a brand prmise Brand prmise: rganisatin cmmitment (implicit, explicit); rganisatin character; missin Custmer service language: types, e.g. rganisatin specific custmer language r industry accepted best practice language Imprtance f using: e.g. reassures the custmer, helps t cement the perceptin f the brand and rganisatin in the custmer s mind, reminds staff f the expected service standards AC2.4: Identify their wn rle in ensuring that a brand prmise is delivered Identifying wn rle in ensuring brand prmise delivery: knwing what the brand prmise is, and what it means t wn rle within the rganisatin/team; understand hw this rle helps t deliver the brand t custmers thrugh knwledge f prducts/services 295

302 Infrmatin fr tutrs Suggested resurces Bks Leland K and Bailey K Custmer Service fr Dummies (3rd editin) (Wiley Publishing Inc, 2011) ISBN Lucas R W Custmer Service Skills fr Success (5th editin) (McGraw-Hill Higher Educatin, 2011) ISBN Websites Design Cuncil: infrmatin specifically n branding Management Help: infrmatin n custmer service branding needs, basic custmer service Abut.cm Marketing: infrmatin n gd custmer service Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 296

303 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements f the unit. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. T pass this unit, the learner must prvide evidence that they can cnsistently deliver excellent custmer service in line with their rganisatinal standards and requirements, t different types f custmers and in different circumstances ver a perid f time. The learner culd be delivering custmer service t external r internal custmers. The primary surce f evidence fr this unit shuld be bservatin f the learner carrying ut their wrk activities in prviding custmer service. This bservatin can be carried ut unbtrusively by the assessr with the use f questin and answer (Q&A) sessins t shw the knwledge underlying the learner's perfrmance. Fr example, the learner culd be asked t explain hw they have adapted their wn behaviur t meet custmer needs and expectatins in a particular bserved situatin (AC4.2). They culd als be asked t explain their rganisatinal prcedures and plicies and hw they have adhered t them in delivering custmer service (AC4.6). Prduct evidence, such as an sent by the learner t a custmer infrming them f the prgress f their request fr AC4.4, seen during r separately frm an bserved perfrmance, must be evaluated and cmmented n by the assessr. Witness testimny is als a suitable assessment methd t cnfirm the learner s cmpetence against the learning utcmes and assessment criteria. This culd be used, fr example, fr learning utcmes 3 t 5. Questin and answer (Q&A) sessins are an apprpriate assessment methd fr learning utcmes 1 and 2. This methd shuld be integrated with the assessment fr learning utcmes 3 t 5 t give the learner the pprtunity t link and apply their knwledge t their wrk activities. Fr example, the learner culd be asked t describe hw they have used custmer service language t supprt their rganisatin s brand prmise and give reasns why this is imprtant t their rganisatin. Learners may be mre cmfrtable using a learner diary t demnstrate their knwledge level fr learning utcme 1, and this is als acceptable. Learners respnses must be at the apprpriate depth and breadth t meet the level f demand f the knwledge assessment criteria, fr example the respnse fr AC1.1 must have sufficient detail abut hw custmers needs and expectatin are interrelated with custmer satisfactin. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 297

304 Unit 45: Participate in a Prject Unit reference number: F/506/1934 QCF level: 3 Credit value: 3 Guided learning hurs: 19 Unit type: Cmpetence Unit summary In this unit yu will lk at prject management and the imprtance f creating a slid prject business case that predicts as many f the dangers as pssible and plans, rganises and cntrls activities s that a prject is cmpleted successfully despite the risks. Yu will lk at the rle f the prject manager, creating a prject team and the need t use related infrmatin t actively mnitr prgress t keep that team n the right path. Yu will lk at the imprtance f mnitring the prject management triangle t keep the prject n track. Yu will be able t supprt the delivery f a prject in line with a prject plan and in accrdance with the plicies f the business reprting n prblems as they ccur. 298

305 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw t manage a prject 2 Be able t supprt the delivery f a prject Assessment criteria 1.1 Explain the features f a prject business case 1.2 Explain the stages f a prject lifecycle 1.3 Explain the rles f peple invlved in a prject 1.4 Explain the uses f prject-related infrmatin 1.5 Explain the advantages and limitatins f different prject mnitring techniques 1.6 Analyse the interrelatinship f prject scpe, schedule, finance, risk, quality and resurces 2.1 Fulfil their rle in accrdance with a prject plan 2.2 Cllect prject-related infrmatin in accrdance with prject plans 2.3 Use apprpriate tls t analyse prject infrmatin 2.4 Reprt n infrmatin analysis in the agreed frmat and timescale 2.5 Draw issues, anmalies and ptential prblems t the attentin f prject managers 2.6 Adhere t rganisatinal plicies and prcedures, legal and ethical requirements in supprting the delivery f a prject 299

306 Unit amplificatin AC1.1: Explain the features f a prject business case Business case: predecessr fr any prject; visual/written presentatin t management t gain apprval t prceed with the prject; structured and defined dcument using a template that cmplies with business rules and prcesses Features: describes the prblem/issue at hand; reasn fr prject; research t back up findings; hw prject will be executed t include expenses, timeline; prject milestnes and items that will be cmpleted (deliverables) AC1.2: Explain the stages f a prject lifecycle Initiatin: defines scpe, purpse, bjectives, resurces, deliverables, timescales and structure f the prject Planning: creatin f; prject plan, resurce plan, financial plan, quality plan, risk plan, acceptance plan Executin: mnitring and cntrlling; time management, cst management, quality management, change management, risk management, issue management, acceptance management, cmmunicatins management Clsure and Evaluatin: determines prject s verall success; dcuments lessns learned fr future prjects AC1.3: Explain the rles f peple invlved in a prject Prject Manager: rle, e.g. develps definitin f prject; ensures that prject is delivered n time, n budget and t required quality standard; manages relatinships with grups t include all cntributrs Prject spnsr: rle, e.g. cmmissins thers t deliver the prject; defines prject with Prject Manager; ensures prject is actively reviewed Prject Bard (ptinal grup): versees prgress f prject; reacts t strategic prblems Senir Cnsultant: manages supplier-side input Prject Team Members: staff wh actively wrk n prject; varies with type f prject; typical rles, e.g. prvisin f functinal expertise, identify and map infrmatin, train users Prject Administratr/C-rdinatr (in larger prjects): rle, e.g. maintains prject plan; prvides administrative supprt t Prject Manager 300

307 AC1.4: Explain the uses f prject-related infrmatin Uses f prject-related infrmatin: mnitring prject prgress; mnitring prject team; allwing decisins t be made; suggesting adjustments t plan; steering team in right directin; evaluatin f prject; lessns learnt t infrm future prjects AC1.5: Explain the advantages and limitatins f different prject mnitring techniques Mnitring f Prject Team: advantages, e.g. prvides picture f brader trends, enables effective decisin making by capturing detailed task level prgress; limitatins, e.g. reprts nt always hnest, may give n real indicatin f prgress r may give favurable impressins withut any substantiating evidence Pulse meetings: advantages, e.g. face t face r virtual meeting where brief status updates are shared, usually nly 10 minutes maximum; limitatins, e.g. separate meetings required t reslve prblems raised Milestne mnitring: advantages, e.g. identifies Critical Path activities/ther majr stages and decisin pints n prject, deadlines are predetermined, plans can be adjusted in light f perfrmance r changing circumstances; limitatins, e.g. unscheduled changes, unpredicted lack f prgress AC1.6: Analyse the interrelatinship f prject scpe, schedule, finance, risk, quality and resurces Scpe (quality): clear, specific statement as t what has been agreed t be perfrmed/achieved in a prject; lays ut functins, features, data, cntent; clearly expresses the desired final result f a prject Schedule: time required t cmplete cmpnents f a prject; time required t carry ut each task; duratin f the prject Resurces (cst): cst f a prject; what and hw many/much resurces need t be dedicated t prject; what needs t be applied r assigned t the prject in terms f mney and effrt in rder t make things happen such as resurces t include manpwer, materials, resurces fr risk management and assessment and third party resurces Triple cnstraint (the prject management triangle): prject scpe/quality, resurces/csts/finances and schedule/time as three aspects wrking tgether in balance; scpe, schedule and cst are fully inter-related; each aspect affects anther; aspects can change/fluctuate; any adjustment t any aspect must affect the ther; if ne is restricted/extended, thers will need t be extended/increased; must be cntinually mnitred by Prject Manager 301

308 Infrmatin fr tutrs Suggested resurces Bks Barker, S, Brilliant Prject Management: What the Best Prject Managers Knw, D and Say (Brilliant Business) (Pearsn, 2012) ISBN Graham, N, Prject Management Fr Dummies (Jhn Wiley & Sns, 2010) ISBN Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 302

309 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements f the unit. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. T achieve this unit, learners must shw participatin in a prject. The main surces f evidence t meet learning utcme 2 are a review f learner wrk prducts and witness statements supprted by prfessinal discussin. Fr learning utcme 2 learner wrk prducts culd include their ntes n the prject plan and their assciated rle (AC2.1 and AC2.2) and the tls used t cllect and analyse prject infrmatin and reprts n infrmatin (AC2.2, AC2.3 and AC2.4). Witness statements culd be used t supprt the learner s delivery f a prject (AC2.2 t AC2.6) These wrk prducts shuld be used as the basis fr a prfessinal discussin with the learner t meet the requirements f AC2.1 as well t evidence the learner s cmpetence. Fr example, within the prfessinal discussin the learner culd explain the prcess they used t ensure they fulfilled their rle whilst adhering t rganisatinal plicies and prcedures (AC2.6). Evidence t cnfirm the achievement f learning utcme 1 culd be integrated int the prfessinal discussin r reflective accunt fr learning utcme 2, prviding the pprtunity fr the learner t link and apply their knwledge t the wrkplace activities. Fr example, the relatinship between the thery f managing a prject and the ability t deliver a prject culd be explred. Learner respnses r statements t meet the requirements fr AC1.1 t AC1.6 must be at a sufficient depth and breadth t meet the level f demand expected frm an explanatin and analysis. Fr example, the learner s respnse n the features f effective cllabratin (AC1.3) shuld g beynd just statements but shuld include reasning arund hw interrelatinship f prject scpe, schedule, finance, risk, quality and resurces can affect a prject (AC1.6). A reflective accunt can als be used t meet the requirements f the knwledge assessment criteria in learning utcme 1, in particular AC1.6, which requires the learner t analyse the interrelatinship f prject scpe, schedule, finance, risk, quality and resurces. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Whenever pssible the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 303

310 Unit 46: Prcessing Custmers Financial Transactins Unit reference number: F/601/8320 QCF level: 2 Credit value: 4 Guided learning hurs: 8 Unit type: Cmpetence Unit summary It is imprtant when prcessing custmer s financial transactins, accurately, ntime while fllwing industry regulatins, legal requirements and rganisatinal plices. In this unit, yu will learn and demnstrate hw t deal with custmer transactins and dcumentatin, including hw t recgnise discrepancies in dcumentatin and cnfirming amunt and balances are accurate. Yu will als learn and demnstrate hw t cmply with all cdes, laws and regulatry requirements when prcessing custmers financial transactins. 304

311 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Be able t deal with custmer transactins and dcumentatin 2 Be able t cmply with all cdes, laws and regulatry requirements Assessment criteria 1.1 Receive payments frm and/r make payments t custmers 1.2 Cnfirm that amunts and balances are accurate 1.3 Prcess payments accurately in accrdance with the rganisatin s prcedures 1.4 Recgnise discrepancies in dcumentatin and take apprpriate actin 1.5 Make sure that all dcumentatin, entries and recrds are accurate and legible 2.1 Fllw the rganisatin s systems, prcedures and rganisatinal timescales 2.2 Explain the rganisatin s custmer service and cmplaints prcedure 2.3 Act within persnal authrity limits and recgnising when t refer t thers 2.4 Explain the surces f infrmatin and advice within the rganisatin 2.5 Identify the different methds f receiving financial infrmatin 2.6 Cmply with legal requirements, industry regulatins, rganisatinal plicies and prfessinal cdes 2.7 Explain the rganisatin s requirements relating t the applicatin f cdes, laws and regulatry requirements and their impact n the jb rle 305

312 Infrmatin fr tutrs Suggested resurces Websites Business case studies: business studies learning resurces including the Times 100 business case studies Managed by the Natinal Archives: infrmatin n all legislatin passed by UK gvernment Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Pearsn Generic Assessment Strategy Fr NVQs, SVQs and Cmpetence-Based Qualificatins in Annexe C. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledge-based learning utcmes and assciated assessment criteria. 306

313 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcme 1 and learning utcme 2 is direct bservatin f the learner prcessing custmers financial transactins, examinatin f wrk prducts and questin and answer (Q&A) sessins. The learners wrk prducts culd include spreadsheets, invices, s, ntes and reprts. Witness testimny culd be used t cnfirm cnsistent perfrmance as well as prviding supprting evidence fr AC1.3, AC1.5, AC2.1, AC2.3 and AC2.6. Questin and answer (Q&A) sessins shuld be used t prvide further evidence fr AC1.3, AC1.4, AC2.1, AC2.3, AC2.5 and AC2.6. Fr example, the learner culd be asked t explain hw t prcess payments accurately in accrdance with the rganisatin s prcedures (AC1.3), hw t take apprpriate actin when dealing with discrepancies (AC1.4), what the rganisatin s systems, prcedures and rganisatinal timescales are when prcessing custmer financial transactins (AC2.1), when they wuld have t refer an issue t anther persn (AC2.3), the different methds f receiving financial infrmatin (AC2.5) and what the legal requirements, industry regulatins, rganisatinal plicies and prfessinal cdes are when prcessing custmers financial transactins (AC2.6). Alternatively, a learner diary culd be used t prvide this evidence. Questin and answer (Q&A) shuld be used t assess the requirements f the knwledge assessment criteria in learning utcme 2 (e.g. AC2.2, AC2.4 and AC2.7). T achieve the knwledge assessment criteria, the learner s respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the learner culd be asked t explain the rganisatin s custmer service and cmplaints prcedure (AC2.2), explain the surces f infrmatin and advice within the rganisatin (AC2.4), and explain the rganisatin s requirements relating t the applicatin f cdes, laws and regulatry requirements and their impact n their rle (AC2.7). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 307

314 Unit 47: Payrll Prcessing Unit reference number: T/505/1238 QCF level: 2 Credit value: 5 Guided learning hurs: 20 Unit type: Cmpetence Unit summary Payrll prcessing is an imprtant rle within all rganisatins. It is vital that tax deductins, NI cntributins, payslips, frms and payment schedules are cmpleted accurately and n time. In this unit yu will learn and demnstrate hw t use HMRX apprved tls t calculate incme tax, prcess NI cntributins accurately, prcess vluntary deductins and nn-standard statutry deductins and prduce a P11, payslips and payment schedules. Yu will als learn and demnstrate hw t recrd and recncile payments and deductins t emplyees and external agencies. 308

315 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Be able t use HMRC apprved tls t calculate incme tax 2 Be able t determine natinal insurance cntributins t be deducted frm grss pay 3 Be able t determine vluntary deductins and nn-standard statutry deductins Assessment criteria 1.1 Apply the tax cde fr an emplyee frm given infrmatin 1.2 Prcess pre-tax deductins crrectly 1.3 Prcess accurately a variety f Tax Cdes using HMRC apprved tls: standard suffix cdes perated n a cumulative r nn-cumulative basis BR cde perated n a cumulative basis NT 0T D0 D1 1.4 Identify the authrity required t change an emplyee s tax cde and prcess the change accurately 2.1 Prcess accurately fr NI categries A, C and D, using apprved HMRC Tls: emplyee NI cntributins emplyer NI Cntributins 3.1 Prcess vluntary deductins in an apprpriate way 3.2 Prcess ther statutry deductins: Deductins frm earnings rders Scttish arrestment rders Student lan repayments 309

316 Learning utcmes 4 Be able t prduce relevant pay perid reprts 5 Be able t recrd and recncile payments and deductins t emplyees and external agencies Assessment criteria 4.1 Prduce a P11 r equivalent 4.2 Prduce payslips r equivalent, t detail statutry, nn-statutry and rganisatinal infrmatin regarding emplyees individual pay 4.3 Prduce payment schedules fr different methds f making payments t emplyees 5.1 Prduce an internal payrll summary t recrd and itemise payments and deductins, including emplyer s NIC 5.2 Recncile payments and deductins made frm emplyees pay with the ttal payrll 5.3 Prepare Emplyer Payment Summaries in line with the tax authrity s requirements 310

317 Infrmatin fr tutrs Suggested resurces Websites HM Revenue and Custms: infrmatin and tax, payrll prcessing and Emplyer Payment Summary Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 311

318 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. The primary surce f evidence fr demnstrating achievement f learning utcmes 1, 2, 3, 4 and 5 is direct bservatin f the learner using payrll prcessing sftware, examinatin f wrk prducts and questin and answer (Q&A) sessins. The learners wrk prducts culd include spreadsheets, databases, ntes, s, frms and reprts. Witness testimny culd be used t cnfirm cnsistent perfrmance as well as prviding supprting evidence fr AC1.1, AC1.4, AC3.1, AC3.2, AC4.1 and AC4.2. Questin and answer (Q&A) sessins shuld be used t prvide further evidence fr AC1.1, AC1.4, AC4.3, AC5.2 and AC5.3. Fr example, the learner culd be asked t explain hw t apply the tax cde fr an emplyee (AC1.1), wh has the authrity t change an emplyee s tax cde (AC1.4), hw t prduce payment schedules fr different methds f making payments t emplyees (AC4.3), hw t recncile payments and deductins frm emplyees pay (AC5.2) and hw t prepare Emplyer Payment Summaries ensuring they are in line with the tax authrity s requirements (AC5.3). Alternatively, a learner diary culd be used t prvide this evidence. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 312

319 Unit 48: Prcess Infrmatin abut Custmers Unit reference number: R/506/2134 QCF level: 2 Credit value: 3 Guided learning hurs: 14 Unit type: Cmpetence Unit summary Knwing hw t prcess custmer infrmatin is a key learning utcme fr this unit. All rganisatins whether private, public r vluntary cllect different types f data abut their custmers t identify their spending habits, hw they use the services prvided and the strengths and weaknesses in their business peratins. In this unit yu will be able t develp yur skills in validating custmer infrmatin cllected and hw t prcess it in line with legal, regulatry and rganisatinal requirements. Yu will als be able t develp and demnstrate an understanding f wh is authrised t cllect custmer infrmatin and hw this infrmatin can be used and stred whilst wrking in a custmer service envirnment. 313

320 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw t prcess custmer infrmatin 2 Be able t prcess custmer infrmatin Assessment criteria 1.1 Describe the functins f custmer infrmatin systems 1.2 Explain the way in which legislatin and regulatry requirements affect the prcessing f custmer infrmatin 1.3 Explain different respnsibilities and levels f authrity fr prcessing custmer service infrmatin 1.4 Explain the reliability f surces f custmer infrmatin 1.5 Explain the validity f custmer infrmatin 2.1 Recrd infrmatin abut custmers in line with rganisatinal standards and prcedures 2.2 Keep custmer infrmatin up t date 2.3 Respnd t requests fr custmer infrmatin frm authrised peple in a timely manner 2.4 Retrieve custmer infrmatin that meets the requirements f the request 2.5 Supply custmer infrmatin in a frmat apprpriate fr the recipient 2.6 Adhere t rganisatinal plicies and prcedures, legal and ethical requirements when prcessing custmer infrmatin 314

321 Unit amplificatin AC1.1: Describe the functins f custmer infrmatin systems Custmer service infrmatin systems: e.g. recrds, files, frms, rders, crrespndence, databases, specialist sftware Functins: identifies custmer buying/user habits; stres data; enables quick identificatin f custmer infrmatin; tracks interactins between rganisatin and custmer; enables rganisatins t identify weaknesses and implement imprvements; helps rganisatin t identify strengths/cmpetitive advantage AC1.2: Explain the way in which legislatin and regulatry requirements affect the prcessing f custmer infrmatin Legislatin and regulatins: Data Prtectin Act 1998 prtects hw persnal infrmatin r data is used and stred Effect n prcessing: data stred accrding t legislatin; sharing f infrmatin is restricted and cntrlled; disclsing f infrmatin (cnfidentiality/security) AC1.3: Explain different respnsibilities and levels f authrity fr prcessing custmer service infrmatin Respnsibilities: t btain fairly and use nly fr the purpse that was riginally intended; t keep accurate and kept up t date; nt t keep fr lnger than is necessary; t keep data securely; nt t transfer utside the Ecnmic Eurpean Area unless that cuntry has adequate levels f prtectin Levels f authrity: staff, e.g. manager, supervisr, custmer service advisr, Data Cntrller; within jb rle/respnsibilities; thse wh have been given permissin by the custmer AC1.4: Explain the reliability f surces f custmer infrmatin Surces: custmers (internal, external); suppliers; specialists; recrds (electrnic, paper) Reliability: surce (trustwrthy, qualified); knwledge/understanding; relevant t task; sufficient AC1.5: Explain the validity f custmer infrmatin Validity: specifically meets requirement f the task; prvides the crrect infrmatin; up t date, reliable/authentic surce 315

322 Infrmatin fr tutrs Suggested resurces Bks Kamin M - 10 Steps t Successful Custmer Service (ASTD Press, 2010) ISBN McManu S - The Custmer Service Pcket Bk (Management Pcket Bks Ltd, 2013) ISBN Websites - BBC schls: infrmatin relating t cnsumer rights and legislatin UK gvernment s Equality Advisry Service: infrmatin relating t the Data Prtectin Act Infrmatin Cmmissiners Office: infrmatin regarding data prtectin legislatin Institute f Custmer Service: infrmatin specifically related t the custmer service sectr which cntains an excellent glssary f custmer service terms. Other Custmer Fcus magazine prduced by the Institute f Custmer Service: infrmatin relating t custmer service practice including tpical issues relating t the custmer service industry Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 316

323 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance as apprpriate fr learners and the particular assessment cntext. The primary surce f evidence fr demnstrating achievement f this unit is direct bservatin f the learner carrying ut their wrk activities in the wrkplace relating t prcessing infrmatin abut custmers. The infrmatin culd be frm either paper r electrnic surces and in a frmat either familiar t the learner r accrding t rganisatinal standards and prcedures. Evidence frm direct bservatin culd be supprted by examining wrk prducts that link t the activity cmpleted; whether recrding, string, respnding, amending r supplying (e.g. s, letters, file ntes, reprts prduced by the learner) this prvides further evidence t meet the requirements, fr example AC2.1, AC2.2, AC2.3, AC2.4 and AC2.5. Witness testimny wuld als strengthen and supprt the evidence cllected frm direct bservatins, particularly against AC2.6 and this culd be presented as a written statement, dictated statement r recrded electrnically using a digital vice recrder (DVR). The assessment f knwledge shuld be linked with the assessment f the learner s cmpetence where pssible. Planned questin and answer (Q&A) sessins, prfessinal discussins and learner statements are als valid assessment methds and can be used t crrbrate learners cmpetence against AC2.4 as well as meet the requirements f the knwledge assessment criteria in learning utcme 1. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria; fr example, the respnse fr AC1.2 and AC1.3 must have sufficient detail abut regulatry and legislative requirements that affect hw custmer infrmatin is prcessed and als prvide sufficient detail abut their wrkplace plicies and prcedures that affect the way this infrmatin is cllected, stred and used. Evidence r recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 317

324 Unit 49: Develp Custmer Relatinships Unit reference number: Y/506/2149 QCF level: 2 Credit value: 3 Guided learning hurs: 18 Unit type: Cmpetence Unit summary Develping custmer relatinships is a vital part f any custmer service rle. It is imprtant that it is carried ut psitively and prfessinally in rder t meet the needs and expectatins f the custmer, t gain custmer lyalty and t present a psitive image f the rganisatin. In this unit yu will learn hw t develp custmer relatinships by learning abut relatinship management systems and prcesses in place that help yu t meet custmer expectatins ver time. Yu will gain understanding f what custmer lyalty and retentin are, and their value t an rganisatin. Finally, yu will find ut what yu can and cannt ffer custmers within the limits f yur wn authrity. 318

325 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw t develp custmer relatinships 2 Be able t develp relatinships with custmers Assessment criteria 1.1 Describe the imprtance f develping relatinships with custmers 1.2 Explain the value f custmer lyalty and retentin 1.3 Explain hw custmers expectatins may change ver time 1.4 Explain the use f custmer feedback as a means f develping custmer relatinships 1.5 Explain the limits f their wn authrity t make alternative service ffers t custmers 1.6 Describe the use f Custmer Relatinship Management systems and prcesses t meet custmers expectatins 1.7 Explain the imprtance f regular cmmunicatin in the develpment f bth internal and external custmer relatinships 2.1 Give help and infrmatin that meets r exceeds custmers expectatins 2.2 Identify new ways f helping custmers based n their feedback 2.3 Share feedback frm custmers with thers 2.4 Identify added value that the rganisatin culd ffer custmers 2.5 Bring t custmers attentin prducts r services that may interest them 319

326 Unit amplificatin AC1.1: Describe the imprtance f develping relatinships with custmers Imprtance: e.g. custmer lyalty, custmer retentin, increased revenue, custmer satisfactin AC1.2: Explain the value f custmer lyalty and retentin Custmer lyalty and custmer retentin: definitins; impact f custmer lyalty n custmer retentin Value f custmer lyalty and retentin: e.g. reduced csts, repeat business, increased prfit, reduced risk, imprved reputatin AC1.3: Explain hw custmers expectatins may change ver time Change in custmer expectatins: explicit, e.g. mental targets fr a prduct s perfrmance; implicit, e.g. cmparisn f an rganisatin s prducts/services against ther rganisatins prducts/services, situatinal expectatins, interpersnal expectatins, evlutin f prduct/services ver time AC1.4: Explain the use f custmer feedback as a means f develping custmer relatinships Use f custmer feedback: service imprvement, e.g. identify service strengths that can be built n and applied widely, identify areas fr imprvement, identify ways f imprving; staffing, e.g. aids staff mrale, staff develpment; encurages innvatin AC1.5: Explain the limits f their wn authrity t make alternative service ffers t custmers Limits f wn authrity: authrity within the rganisatin t enable the decisin-making prcess; relevant knwledge t be able t make an alternative service ffer AC1.6: Describe the use f Custmer Relatinship Management systems and prcesses t meet custmers expectatins Custmer Relatinship Management system (CRM): definitin; management f custmer facing activities Use f CRM systems and prcesses: shifts the fcus frm prduct t custmer; streamlines ffers t what the custmer requires; helps t reduce staff stress; aids the buying and selling prcess; helps with rganisatinal cultural change 320

327 AC1.7: Explain the imprtance f regular cmmunicatin in the develpment f bth internal and external custmer relatinships Imprtance f regular cmmunicatin: Internal custmer relatinship: e.g. keeps staff up t date, allws fr a seamless custmer service relatinship, shared wnership, empwers staff t develp psitive custmer relatinships External custmer relatinship: e.g. pen and hnest cmmunicatin, enhances feelings f lyalty and value 321

328 Infrmatin fr tutrs Suggested resurces Bks Harris E K Custmer Service: A Practical Apprach (5th editin) (Prentice Hall, 2009) ISBN Leland K and Bailey K Custmer Service fr Dummies (3rd editin) (Wiley Publishing Inc, 2011) ISBN Lucas R W Custmer Service Skills fr Success (5th editin) (McGraw-Hill Higher Educatin, 2011) ISBN Websites Business Balls: infrmatin n management and custmer relatinship management Simply Business: infrmatin n custmer retentin and lyalty Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria and the requirements f the Assessment Strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meet the assessment criteria, centres shuld apply the Unit assessment guidance prvided and the requirements f the Assessment Strategy given belw. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in the wrkplace in accrdance with the Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership in Annexe A. Simulatin is nt allwed fr this unit. All evidence f ccupatinal cmpetence shuld be generated thrugh perfrmance under wrkplace cnditins; this includes evidence f achievement fr knwledgebased learning utcmes and assciated assessment criteria. 322

329 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements f the unit. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. Observatin is the main surce f evidence fr this unit. The evidence can cme frm bservatins f the learner interacting with internal and external custmers. Alternatively, a prfessinal discussin culd be held with the learner t discuss different situatins where they have develped relatinships with custmers. This culd be supprted with a witness testimny frm a team leader r a clleague which culd be used t crrbrate the cmpetence f the learner. Prduct evidence, fr example s, letters, prmtinal materials prduced by the learner in rder t develp custmer relatinships, seen during an bserved perfrmance r prfessinal discussin, must be evaluated and cmmented n by the assessr. Prfessinal discussin and questining are suitable and apprpriate assessment methds t cnfirm the knwledge f the learner fr learning utcme 1. Hwever, t demnstrate their knwledge level fr learning utcme 1 (AC 1.1 t 1.7) learners may be mre cmfrtable with writing a statement, this is acceptable as lng as the learners respnses are at the apprpriate breadth and depth t meet the level f demand f the knwledge assessment criteria. Fr example, AC1.2 asks fr an explanatin f the value f custmer lyalty and retentin, s definitins r descriptins f custmer lyalty and retentin wuld nt meet the assessment criteria sufficiently. Learners need t shw that they understand the imprtance f custmer lyalty and custmer retentin and the effect n the rganisatin. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 323

330 Unit 50: Understand the Use f Research in Business Unit reference number: A/506/1818 QCF level: 2 Credit value: 6 Guided learning hurs: 40 Unit type: Knwledge Unit summary Carrying ut research can ccur in a variety f ways fr a variety f reasns, and the results can help drive the rganisatin frward and ensure that it keeps its cmpetitive advantage in key markets. The jb f researching ften falls n the business administratr and it is imprtant t understand different types f research and their uses in a business envirnment. In this unit yu will learn hw t plan t research t ensure that the results created are valid, reliable and can be used t make key business decisins. Yu will als cnsider the different types f research that are available and decide which ne wuld be the mst suitable fr the research that is required. 324

331 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes Assessment criteria 1 Understand the research prcess 1.1 Describe the main stages in the research prcess 1.2 Explain the imprtance f scping research and setting the research bjectives 1.3 Explain the imprtance f identifying the limitatins f research methds 1.4 Explain the difference between primary and secndary research 1.5 Describe the difference between quantitative and qualitative research methds 1.6 Describe the advantages and disadvantages f different research methds 1.7 Describe the use f different analytical techniques in the research prcess 1.8 Explain the imprtance f validity and reliability in the research prcess 325

332 Learning utcmes 2 Understand hw t use research in business Assessment criteria 2.1 Outline the limitatins f applying research utcmes 2.2 Explain why and hw t use surces f current and archived business infrmatin 2.3 Explain hw t validate research infrmatin 2.4 Describe the purpse and applicatins f research in business 2.5 Describe rganisatinal cnventins and frmats fr presenting research reprts 2.6 Explain the rganisatinal plicy fr acknwledging surces f infrmatin 2.7 Explain ways in which ethics can affect the cnduct and use f research 326

333 Unit amplificatin AC1.1: Describe the main stages in the research prcess Main stages in the research prcess: creating a plan fr research alng with the verall aim f the research; reviewing different surces; define bjectives; setting a timescale fr the research AC1.2: Explain the imprtance f scping research and setting the research bjective Imprtance f scping research: help fcus research; planning methds and tls that will be used Imprtance f setting research bjective: brad r specific bjectives; fcuses research; guides researcher n infrmatin that needs t be cllected AC1.3: Explain the imprtance f identifying the limitatins f research methds Imprtance f identifying the limitatins: type f infrmatin needed; csts attached relative t research purpse; creditability f respndents; effects f sampling apprach; generalisability f utcmes AC1.4: Explain the difference between primary and secndary research Primary research: new research carried ut t answer specific issues r questins, e.g. questinnaires, small fcus grups Secndary research: research already carried ut which is available t use by the public, e.g. reprts, the internet AC1.5: Describe the difference between quantitative and qualitative research methds Quantitative research: generatin f numerical data t prvide statistics; data cllectin can be varied, e.g. nline surveys, telephne interviews Qualitative research: explratry research; used t gain insight int pinins r mtivatin r t identify trends AC1.6: Describe the advantages and disadvantages f different research methds Research methds: primary, e.g. survey, test marketing, fcus grups, bservatin; secndary, e.g. custmer database, existing marketing research results, gvernment data 327

334 AC1.7: Describe the use f different analytical techniques in the research prcess Use f different analytical techniques: examinatin f similarities r trends between pieces f research; sub-dividing research int relevant categries AC1.8: Explain the imprtance f validity and reliability in the research prcess Validity: research carried ut within strict parameters which gives it credibility; hw well a chsen research methd measures what it is required t measure Reliability: ensuring the chsen research tl creates stability and cnsistency acrss time; accuracy; the ability t measure smething AC2.1: Outline the limitatins f applying research utcmes Limitatins f applying research utcmes: lack f generalisability, e.g. unrepresentative sampling; cultural differences; cntextual factrs AC2.2: Explain why and hw t use surces f current and archived business infrmatin Why use surces f current and archived business infrmatin: t give a balanced view f different resurces available which will help slve the prblem Current: internet; websites; industrial specific jurnals/newspapers; reprts Archived: resurces which have a cst attached t them; reprts frm previus years; data frm previus years AC2.3: Explain hw t validate research infrmatin Validate f infrmatin: principles, e.g. accuracy, quality f surces, current; methds, e.g. review credibility f surce, triangulatin, fitness fr purpse AC2.4: Describe the purpse and applicatins f research in business Purpse f research: t give the rganisatin a cmpetitive edge; t find ut custmers views Applicatins: t make key decisins in a business situatin; t identify new prducts r services the rganisatin culd ffer 328

335 AC2.5: Describe rganisatinal cnventins and frmats fr presenting research reprts The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Cnventins: e.g. amplificatin arund types f reprts and reprt frmat AC2.6: Explain the rganisatinal plicy fr acknwledging surces f infrmatin The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC2.7: Explain ways in which ethics can affect the cnduct and use f research Ways in which ethics can affect the cnduct and use f research: discriminatin; cpyright; if research harms thers, the envirnment r prperty; if it uses deceptin; if infrmatin has been gathered withut cnsent being given; if cnfidentiality has been ignred; if rewards r bribes have been ffered 329

336 Infrmatin fr tutrs Suggested resurces Bks Carysfrth C Administratin NVQ Level 2 (Heinemann, 2006) ISBN Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld apply the Unit assessment guidance given belw. This guidance shuld be read in cnjunctin with Sectin 8 Assessment. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements There are n sectr-related assessment requirements fr this unit. 330

337 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance as apprpriate fr learners and the particular assessment cntext. The evidence demnstrating achievement f learning utcme 1 and learning utcme 2 can be cllected thrugh a presentatin. Evidence can be gathered frm the presentatin and can be supprted by any research the learner undertakes in rder t prduce and present their presentatin. T achieve AC1.1, AC1.2, AC1.3, AC1.4, AC1.5, AC1.6, AC1.7, AC1.8 and AC2.3, learners need t fcus n the research prcess. They will need t describe the main stages in the research prcess (AC1.1), giving at least three reasns explain the imprtance f scping research and setting the research bjective (AC1.2), giving three reasns explain the imprtance f identifying the limitatins f research methds (AC1.3), explain the difference between primary and secndary research (AC1.4) and describe the difference between quantitative and qualitative research methds (AC1.5). T achieve AC1.6, AC.1.7, AC1.8 and AC2.3, learners need t fcus n the advantages f different research methds, the use f different analytical techniques, the imprtance f validity and reliability in the research prcess and hw t validate research infrmatin. Giving three reasns fr AC1.6, AC1.7, AC1.8 and AC2.3 will help ensure the learner has evidenced their knwledge sufficiently. T achieve learning utcme 2, learners need t mve the fcus f their presentatins nt the use f research in business. Learners need t utline the limitatins f applying research utcmes (AC2.1) and explain why and hw t use surces f current and archived business infrmatin (AC2.2). Again, giving multiple examples will help ensure the learner is evidencing their knwledge sufficiently T achieve AC2.4, AC2.5 and AC2.7, learners need t describe the purpse and applicatins f research in business, describe the rganisatinal cnventins and frmats fr presenting research reprts and explain ways in which ethics can affect the cnduct and use f research. T achieve AC2.6, learners need t use the rganisatin they wrk in r shuld be allcate a theretical rganisatin. It is recmmended that learners d nt reprduce large chunks f infrmatin verbatim frm cmpany handbks, legislatin r websites, but try t cntextualise it. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the assessment criteria. Questin and answer (Q&A) sessins culd be used t crrbrate the learners knwledge fr any f the assessment criteria. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 331

338 Unit 51: Understand the Legal Cntext f Business Unit reference number: D/506/1939 QCF level: 3 Credit value: 6 Guided learning hurs: 44 Unit type: Knwledge Unit summary It is vitally imprtant that all businesses are aware f legislatin, the legal cntext in which they perate, and their legal respnsibilities. Legislatin is designed t stp businesses frm being harmed by the illegal acts f cmpetitrs, custmers, suppliers, emplyees and even gvernment. Legislatin has an impact n all aspects f a business peratin, whether it relates t hw the business is structured, hw the business cnducts its relatinships with thers r hw it emplys staff. In this unit, yu will learn abut the legal framewrk in which businesses perate and hw gvernment departments and agencies influence and enfrce plicies that affect everyday business peratins. Yu will develp understanding f crprate gvernance and statutry legal requirements acrss all aspects f business. Yu will explre the imprtance f agreeing cntracts fr peple, prducts and services and the legal cnsideratins that need t be taken int accunt when frming cntractual agreements with thers. In a business cntext, yu will cnfirm the differences between neglect and liability and understand hw they have an impact n the rganisatin and thers. Emplyment law is ne f the mst cmplex legal areas f a business and with the mst significant cnsequences. Yu will fcus n yur understanding f the rights and respnsibilities f emplyers, and the imprtance, value and cntent f typical cntracts f emplyment, including variatins that meet the needs f a range f wrkers, and wrking arrangements. Yu will explre the legal requirements fr a business in relatin t wrkplace health and safety and legislatin that prevents discriminatin in the wrkplace. 332

339 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the legal framewrk within which businesses perate 2 Understand the principles f business gvernance 3 Understand hw cntract law affects a business Assessment criteria 1.1 Explain the legal requirements f different types f business 1.2 Describe the rles and pwers f gvernment departments and agencies in regulating business 1.3 Explain the legal prvisins relating t intellectual prperty 2.1 Explain the crprate gvernance statutry framewrk f a business 2.2 Explain the rles and respnsibilities f an rganisatin s gverning bdy 2.3 Explain the financial reprting requirements f an rganisatin 3.1 Explain the elements f a valid business cntract 3.2 Analyse different types f cntracts 3.3 Explain the difference between negligence and liability 3.4 Explain the liabilities and entitlements f sellers and purchasers f gds and services 333

340 Learning utcmes 4 Understand the requirements f emplyment law Assessment criteria 4.1 Describe the surces, institutins and enfrcement systems fr individual emplyment rights 4.2 Explain the features f types f wrker and emplyment cntracts fr service 4.3 Explain the implicatins f cntracts f service and cntracts fr service 4.4 Explain the implicatins f different types f emplyment status 4.5 Explain the requirements fr an rganisatin fr health and safety 4.6 Explain the requirements fr an rganisatin fr equality and diversity 4.7 Explain the implicatins fr an rganisatin f wrngful dismissal, unfair dismissal and redundancy 4.8 Describe the impact f human rights legislatin n the emplyment relatinship 334

341 Unit amplificatin AC1.1: Explain the legal requirements f different types f business Types f business: sle trader, e.g. partnership, cmpany; private limited cmpany (Ltd); franchises; wrkers cperative; limited liability partnership (LLP); public limited cmpany (PLC) Legal requirements: Intellectual prperty: trademarks; cpyrights; patents Trading laws: Trade Descriptins Act 1968; Sale f Gds Act 1979; Supply f Gds and Services Act 1982; Data Prtectin Act 1998; Cnsumer Prtectin Act 1987; Price Marking Order 2004 Insurance: emplyers liability (ELI); public liability (PLI), indemnity; mtr; insurance relating t specialist equipment Tax liabilities (HMRC): Inland Revenue; Custms and Excise Health and safety: Health and Safety at Wrk Act 1974; Health and Safety at Wrk Regulatins 1999; Manual Handling Operatins Regulatins 1992; Health and Safety (Display Screen Equipment) Regulatins 1992; Wrkplace (Health, Safety and Welfare) Regulatins 1992; Wrking Time Regulatins 1998; Cntrl f Substances Hazardus t Health (COSHH) 2002; Equality Act 2010; Reprting f Injuries Diseases and Dangerus Occurrences Regulatins 2013 Equality and diversity: Equality Act 2010 Discipline and grievances at wrk: ACAS disciplinary and grievances cde f practice 2009; Trade Unin and Labur Relatins (Cnslidatin) Act

342 AC1.2: Describe the rles and pwers f gvernment departments and agencies in regulating business Gvernment departments and agencies: Attrney General s Office: e.g. Criminal Prsecutin Service, serius fraud Business related departments: Department fr Business, Innvatin and Skills (BIS); Land Registry; Cmpanies Huse; Skills Funding Agency (SFA) Department fr Cmmunities and Lcal Gvernment: e.g. Planning Inspectrate, building regulatins Department fr Envirnment, Fd and Rural Affairs: e.g. Envirnment Agency Department fr Wrk and Pensins: with versight fr the Health and Safety Executive; Independent Living Fund; Pensins Advisry Service Department f Health: Public health; NHS Hme Office: Disclsure and Barring Service; Immigratin Rles f gvernment departments and agencies: prviding gvernment services; creating legislatin; prviding funding; prviding surces f infrmatin; maintaining regulatry authrities; appintment f mbudsmen Pwers f gvernment departments and agencies: agreeing new plicies; enfrcement f plicies; creatin and enfrcement f legislatin; issuing licenses; taking measures fr public health and safety Rle f lcal authrity: setting business rates; grants and funding; granting licenses and permits fr business activity; enfrcement, e.g. health and safety, planning authrity, building regulatins, envirnmental health, fair trading, licensing, prduct safety, cnsumer credit; advice and guidance Pwers f lcal authrity: regulatin; frmal enfrcement ntices; prsecutin; license r permit revcatin; seizure f gds; cessatin f business activity AC1.3: Explain the legal prvisins relating t intellectual prperty Intellectual prperty: definitin; prtectin f inventins; patents and rle f Patent Office (UK); cpyright; trademarks and business names; rle f Intellectual Prperty Office (IPO); Eurpean Unin Patent Office Infringement f intellectual prperty rights: unauthrised use f intellectual prperty; patent hearings; cpyright tribunal; passing ff 336

343 AC2.1: Explain the crprate gvernance statutry framewrk f a business Statutry framewrk f a business: legal; self-regulatry; the Cmpanies Act 2006 Crprate gvernance: a crpratins rights, duties and bligatins; bard structure and membership; bard management; directrs remuneratin; financial cntrls; accuntability and audit; relatins with sharehlders AC2.2: Explain the rles and respnsibilities f an rganisatin s gverning bdy Gverning bdies: Bard f Gvernrs; Bard f Directrs Rles and respnsibilities: establishing plicies and bjectives; appintment and perfrmance management f the chief executive; accuntability fr financial resurces; apprving annual budgets; accunting fr cmpany perfrmance; remuneratin f cmpany management AC2.3: Explain the financial reprting requirements f an rganisatin The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Generic knwledge: User grups: wners; managers; emplyees; suppliers; custmers; lenders; gvernment; ptential investrs; different needs frm financial statements Reprting requirements: prfitability; liquidity; cashflw; jb security; Accunting Standards Bard (ASBs) statement f principles; Internatinal Accunting Standards Bard (IASBs) framewrk fr the presentatin f financial statements Legislatin: current legislatin, e.g. Cmpanies Acts 1985, 1989 and 2006, Partnership Act 1890, Eurpean directives Other regulatins: Internatinal Accunting Standards (IASs); Internatinal Financial Reprting Standards and the main differences frm UK Statements f Standard Accunting Practice (SSAPs) and Financial Reprting Standards (FRSs); The Accunting Standards Bard (ASB) 337

344 AC3.1: Explain the elements f a valid business cntract Business cntract: cmmn definitin f cntract; elements f a valid cntract, e.g. ffer and acceptance, intentin t create legal relatins, lawful cnsideratin, capacity, legal frmalities Matters cvered in a cntract: parties f the cntract; cntract date; definitins used in the cntract; gds and services being prvided r received; payment amunt and payment date; interest n late payments; delivery dates r perfrmance date fr services; insurance prmises; guarantee prmises; terminatin dates; renewal terms; damages fr breach f cntract; special cnsideratins AC3.2: Analyse different types f cntracts Types f cntract: sale and purchase f a business agreement; partnership agreements; leases f a business premises; leases f plant and equipment; emplyment agreements AC3.3: Explain the difference between negligence and liability Negligence: cmmn definitin in law Liability: cmmn definitin in law Differences: respnsibility; lack f respnsibility AC3.4: Explain the liabilities and entitlements f sellers and purchasers f gds and services Sale f gds: statutry implied terms; transfer f prperty and pssessin; seller s remedies against the buyer; cnsumer s remedies against the seller; relevant legislatin, e.g. Sale f Gds Act 1979, Trade Descriptins Act 1968, Price Marking Order 2004 Supply f services: statutry implied terms; seller s remedies; cnsumer s remedies; relevant legislatin, e.g. Cnsumer Prtectin Act 1987, Supply f Gds and Services Act 1982 Prduct liability: defective gds; cnsumer remedies against the prducer f defective gds; relevant legislatin, e.g. Sale f Gds Act 1979 AC4.1: Describe the surces, institutins and enfrcement systems fr individual emplyment rights Individual emplyment rights: time ff, e.g. annual leave maternity/paternity leave, absences, sickness; wrking hurs; flexible wrking, e.g. childcare; minimum wage; redundancy; unfair dismissal; grievance prcedures; terms and cnditins f emplyment Surces f emplyment law: UK primary and secndary legislatin; Eurpean Unin (EU) directives and regulatins; cmmn law Institutins and enfrcement systems: curts and tribunals; Advisry, Cnciliatin and Arbitratin Service (ACAS); Equality and Human Rights Cmmissin (EHRC) 338

345 AC4.2: Explain the features f types f wrker and emplyment cntracts fr service Types f wrker and emplyment cntracts: full time and part time cntracts; fixed term cntracts; agency staff; freelance, cnsultants and cntractrs; zer-hurs cntracts; emplyment f family, yung peple and vlunteers Features f cntracts fr service: main pints, e.g. pay, wrking hurs, hlidays, sickness, ntice perid, pensin scheme; purpse, e.g. agreement between emplyer and emplyer r wrker, emplyment rights and respnsibilities, duties AC4.3: Explain the implicatins f cntracts f service and cntracts fr service Cntracts f service: relates t a persn in emplyment; an emplyee fr payrll and emplyment rights purpses; a wrker fr ther emplyment rights purpses; mutuality f bligatin ; emplyee t perfrm wrk as directed; the emplyer t pay fr the wrk perfrmed; degree f cntrl exercised by the emplyer ver the wrk perfrmed by the emplyee Cntracts fr service: relates t a persn wh is self-emplyed; wh prvides services t clients; neither an emplyee r a wrker; business-t-business relatinship Implicatins: legal prtectin; cmpensatins and benefits; tax and insurance matters; health and safety matters AC4.4: Explain the implicatins f different types f emplyment status Types f emplyment status: emplyees, e.g. hired directly by the rganisatin; wrkers, e.g. casual, seasnal, freelance, cntractrs, vlunteers; self-emplyed Implicatins: jb security; flexibility; access t benefits; wrk patterns, e.g. many f the differences identified under cntracts f/cntracts fr service AC4.5: Explain the requirements fr an rganisatin fr health and safety Organisatinal requirements fr health and safety: cmpliance with relevant health and safety legislatin; implementatin f legal prcesses, dcuments and ntices, e.g. health and safety plicy; displaying and sharing health and safety infrmatin; maintaining a safe wrkplace, e.g. risk assessment, equipment testing; allcating staff respnsibilities, e.g. health and safety fficers, fire wardens, first aiders; duty f care; ccupatinal health practices and plicies; management f ill health at wrk; accidents at wrk; ergnmics; stress and stress management 339

346 AC4.6: Explain the requirements fr an rganisatin fr equality and diversity Discriminatin in emplyment: frms f discriminatin, e.g. gender, ethnicity, religin, disability, age, sexual rientatin, educatin Organisatin requirements fr equality and diversity: wrkplace equal pprtunities practices and initiatives, e.g. Opprtunity 2000 and Psitive Actin; cdes f practice; implementing plicy, staff awareness training; mnitring The legislative framewrk: direct and indirect discriminatin; current legislatin, e.g. Equality Act 2010 AC4.7: Explain the implicatins fr an rganisatin f wrngful dismissal, unfair dismissal and redundancy Wrngful dismissal: emplyer breaks terms f cntract Unfair dismissal: fictitius/unfair reasn fr dismissal; emplyer behaved unreasnably Redundancy: business inslvency; business takever; business restructure, e.g. rle n lnger exists Management f exit: prcedures, e.g. resignatin, dismissal, redundancy; cmpliance with legal and regulatry framewrk; supprt, e.g. cunselling, training, jb hunting Implicatins: demralised surviving wrkfrce; emplyment tribunal cases; cmpensatin claims; reputatin; business sustainability AC4.8: Describe the impact f human rights legislatin n the emplyment relatinship Human rights: legislatin, e.g. Human Rights Act 1998; identified rights, e.g. right t life, right t liberty and security, right t a fair trial, respect fr yur private and family life, hme and crrespndence, freedm f thught, belief and religin, freedm f expressin, right t marry and start a family, right t educatin; prtectin frm discriminatin in respect f these rights and freedms Emplyment relatinships: e.g. hw wrkplaces are managed and rganised, individual and cllective representatin at wrk, trade unin recgnitin and membership; dispute reslutin; fair treatment at wrk; family-friendly plicies; emplyment equality, selectin and recruitment; hw learning and training activities are undertaken; adptin f high invlvement management practices 340

347 Infrmatin fr tutrs Suggested resurces Bks Cushway B The Emplyers Handbk : An Essential Guide t Emplyment Law, Persnnel Plicies and Prcedures (10th editin) (Kgan Page, 2014) ISBN Jnes L Intrductin t Business Law (2nd editin) (Oxfrd University Press, 2013) ISBN Websites The Advisry, Cnciliatin and Arbitratin Service: infrmatin, advice, training, cnciliatin and ther services fr emplyers and emplyees t help prevent r reslve wrkplace prblems Health and Safety Executive: infrmatin and guidance n wrkplace health and safety Managed by the Natinal Archives: infrmatin n all legislatin passed by UK gvernment Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld apply the Unit assessment guidance given belw. This guidance shuld be read in cnjunctin with Sectin 8 Assessment. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements There are n sectr-related assessment requirements fr this unit. 341

348 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. This unit fcuses slely n knwledge, therefre learners undertaking this unit will be required t carry ut a range f research activities t explre the legal requirements f a business. Assessrs are encuraged t plan research activities acrss the scpe f the unit with learners befre beginning frmal assessment f knwledge and understanding f the legal cntexts f business. Learners shuld be encuraged t cmpile and submit research ntes as valid evidence twards achievement f the unit. Fr learning utcme 1, learners shuld be able t identify relevant legislatin and als cnfirm that they understand the key principles and requirements it and hw they are applied in the cntext f the learner s rganisatin. Assessrs shuld cnsider capturing evidence f knwledge and understanding thrugh wellstructured and pre-planned prfessinal discussins r questin and answer (Q&A) sessins that culd be recrded using audi visual devices. Alternatively, in respnse t AC1.1, AC1.2 and AC1.3, learners culd chse t recrd utcmes f their research and present reflective accunts f, fr example, the rganisatin s use f intellectual prperty. Fr AC2.1 and AC2.2, as these criteria prvide gd links between rganisatin and crprate gvernance requirements, pprtunities may be available t assess hlistically. Learners may have wrkplace access t rganisatinal declaratins f intent as well as relevant plicies relating t cmpliance and gvernance. This wrk-prduct evidence culd prvide a gd basis fr assessment. AC2.3 gives learners the pprtunity fr prfessinal discussin n their interactins with financial reprting mechanisms, fr example accunts, taxatin and audit requirements. Learners are expected t recall requirements f the Inland Revenue and Custms and Excise. Fr learning utcme 3, learners culd chse t capture their knwledge f the requirements f business cntracts thrugh anntatin f written cntracts. Alternatively, fr learning utcme 3, reflective accunts and prfessinal discussins can be used. Learning utcme 3 can be assessed in cnjunctin with AC4.2 and AC4.3. Learning utcme 4 can be assessed in cnjunctin with ther emplyment rights and respnsibilities units. Assessrs are required t ensure that hlistic assessment f all learning utcme 4 assessment criteria captures the requirements f each assessment criterin therefre supprtive assessments such as prfessinal discussin r questin and answer (Q&A) sessins may be required. Learners culd chse t present rganisatinal human resurces plicies and prcedures as supplementary evidence against this learning utcme. Alternatively, in a classrm-based envirnment, all the learning utcmes culd be assessed thrugh methds such as written assignments, presentatins and case studies. Evidence f Recgnitin f Prir Learning (RPL) can be used in the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 342

349 Unit 52: Principles f Marketing Thery Unit reference number: D/502/9928 QCF level: 2 Credit value: 4 Guided learning hurs: 30 Unit type: Knwledge Unit summary Marketing plays an imprtant rle in helping rganisatins gain market share, develp new prducts that custmers want, influence ptential custmers t use an rganisatin and infrm the public n an rganisatin, their prducts and services. In this unit yu will learn hw t segment the market including understanding hw a range f prducts may appeal t different market segments, the imprtance f valid and reliable marketing data t segment the market and the use f Custmer Relatinship Management activities and systems. Yu will als learn the value f marketing including the rle marketing plays in enhancing the sale f prducts and/r services, the significance f custmer lyalty t the achievement f marketing bjectives, the factrs t be taken int accunt when assessing the cst and value f marketing activities and the significance f brand and reputatin t sales perfrmance. Finally, yu will learn hw rganisatins use scially respnsible marketing. 343

350 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand hw t segment the market Assessment criteria 1.1 Explain the imprtance f defining market segments 1.2 Describe the difference between market segments and custmer classificatins 1.3 Explain hw t cluster custmers with similar characteristics 1.4 Describe hw a range f prducts may appeal t different market segments 1.5 Describe the imprtance f valid and reliable marketing data t segmenting the market 1.6 Explain the strengths and weaknesses f different marketing data cllectin methds 1.7 Describe the use f Custmer Relatinship Management (CRM) activities and systems 2 Understand the value f marketing 2.1 Describe the rle f marketing in enhancing the sale f prducts and/r services 2.2 Explain the significance f custmer lyalty t the achievement f marketing bjectives 2.3 Explain the rle f perfrmance indicatrs and evaluatin arrangements 2.4 Describe the factrs t be taken int accunt when assessing the cst and value f marketing activities 2.5 Explain the significance f brand and reputatin t sales perfrmance 344

351 Learning utcmes 3 Understand the principles f scially respnsible marketing Assessment criteria 3.1 Explain the scpe and purpse f scially respnsible marketing 3.2 Explain the imprtance f invlving stakehlders in scially respnsible marketing activities 3.3 Explain hw cre values are expressed thrugh cherent branding and chsen cmmunicatin methds 3.4 Explain the requirements f scially respnsible marketing campaigns 345

352 Unit amplificatin AC1.1: Explain the imprtance f defining market segments Imprtance f defining market segments: identify ptential target custmers; avid waste f effrt and resurces in targeting custmers unlikely t buy yur prducts; assess segment viability and enable segment t be selected fr targeting, e.g. size, sustainability, prfitability, accessibility AC1.2: Describe the difference between market segments and custmer classificatins Market segments: hmgeneus grups f custmers likely t respnd in a similar and predictable way t marketing stimuli Custmer classificatins: assigning particular attitudes, traits and/r behaviurs t a custmer type AC1.3: Explain hw t cluster custmers with similar characteristics Different bases f classificatin: sci-ecnmic; demgraphic; gegraphic; psychgraphic; behaviural Cmbinatin f classificatins as a mre cmplete apprach AC1.4: Describe hw a range f prducts may appeal t different market segments Hw a range f prducts may appeal: prducts are differentiated by image, design, price level and/r functinality; cnsumers make decisins based n their particular needs, e.g. price, quality, status AC1.5: Describe the imprtance f valid and reliable marketing data t segmenting the market Imprtance f valid and reliable marketing data: understand ptential market; assess apprpriateness f design, advertisements, pricing; t avid waste f resurces AC1.6: Explain the strengths and weaknesses f different marketing data cllectin methds Strengths and weaknesses f different marketing data cllectin methds: value f data in prviding backgrund infrmatin and trend analysis; relevance and reliability f surces f secndary data; size f data cllected; time ver which data was cllected; pen r clsed questins; remte r persnal 346

353 AC1.7: Describe the use f Custmer Relatinship Management (CRM) activities and systems Use f CRM activities and systems: relatinship marketing as a way f maintaining and building lng-term relatinships with custmers; a way f gathering marketing infrmatin; develp marketing strategies and encurage brand lyalty CRM systems in practice: e.g. lyalty cards as a way f encuraging repeat custm AC2.1: Describe the rle f marketing in enhancing the sale f prducts and/r services Rle f marketing in enhancing the sale f prducts and/r services: The 4Ps f the marketing mix (prduct, price, prmtin, place) The 7Ps f the extended-service mix (prduct, price, prmtin, place, peple, prcesses, physical evidence) Hw the mix is integrated Hw t use factrs ther than pricing t persuade cnsumers t buy e.g. unique selling pints, prmtin f image Hw t meet custmer needs and expectatins thrugh prmtin/prduct develpment/distributin decisins Hw t use relatinship marketing t encurage lyalty AC2.2: Explain the significance f custmer lyalty t the achievement f marketing bjectives Significance f custmer lyalty: retaining custmers is less expensive than trying t gain new nes; adding value e.g. thrugh brand extensin/new prduct develpment in respnse t demand AC2.3: Explain the rle f perfrmance indicatrs and evaluatin arrangements Rle f perfrmance indicatrs: allw perfrmance t be measured against utcmes e.g. planned sales ver a specific time perid Rle f evaluatin arrangements: part f planning cycle (plan, implement, review, amend); identify when crrective measures might need t be taken AC2.4: Describe the factrs t be taken int accunt when assessing the cst and value f marketing activities Factrs t be taken int accunt: cst f activities; timing f activities; scheduling f activities t supprt each ther, e.g. PR and advertising campaign t supprt new prduct launch; setting bjectives t measure financial perfrmance, e.g. sales prmtin campaign 347

354 AC2.5: Explain the significance f brand and reputatin t sales perfrmance Significance f brand and reputatin t sales: strng brands can add value fr the cmpany thrugh increased sales, wrd f muth increasing custmer base; damaged reputatin can seriusly affect the value f brands thrugh lss f cnsumers, wrd f muth AC3.1: Explain the scpe and purpse f scially respnsible marketing Scpe f scially respnsible marketing: methds e.g. advertising (televisin, radi, newspaper); stakehlders interests are cnsidered Purpse f scially respnsible marketing: shws rganisatin is als driven by scial and ethical issues nt just prfit; reinfrces the benefit t cnsumer AC3.2: Explain the imprtance f invlving stakehlders in scially respnsible marketing activities Imprtance f invlving stakehlders: enhancing crprate image; increases custmer awareness f wider scial issues AC3.3: Explain hw cre values are expressed thrugh cherent branding and chsen cmmunicatin methds Hw cre values are expressed: Use f language: slgans r prduct descriptins Use f visual images, clurs and music t cnvey emtin and cnsistency f image and values Use f narrative: fd prducers and/r retailers explaining hw animals are reared r prducts grwn AC3.4: Explain the requirements f scially respnsible marketing campaigns Requirements f scially respnsible marketing campaigns: ensure standards regarding particular scial respnsibilities are fllwed; avid marketing campaigns that have negative impact, e.g. n health, n the envirnment; mnitr perfrmance f the campaign against scial respnsibility bjectives; use marketing cmmunicatins t reinfrce scial respnsibility 348

355 Infrmatin fr tutrs Suggested resurces Bks Dibb S and Simkin L Marketing Essentials (Cengage Learning, 2008) ISBN Websites Chartered Institute f Marketing: rganisatin fr prfessinal marketers Marketing Teacher: teaching resurces n marketing Other Internatinal Jurnal f Marketing Jurnal f Marketing Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld apply the Unit assessment guidance given belw. This guidance shuld be read in cnjunctin with Sectin 8 Assessment. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements There are n sectr-related assessment requirements fr this unit. 349

356 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. Fr all assessment criteria, assessment evidence culd be presented as a written reprt n a particular rganisatin r cmparisn f rganisatin. Learning utcmes culd als be cvered by a written reprt cvering sme f the assessment criteria, supprted by an ral r pster presentatin cvering the rest. Learners culd chse their wn rganisatin t investigate r they culd be given a specific scenari, depending n available resurces and learners needs/interests. Fr learning utcme 1, learners must shw they understand the imprtance f segmentatin and the cnsequences f failing t segment accurately. AC1.1, 1.2, 1.3 and 1.4 shuld preferably be assessed tgether. The idea f segmentatin and targeting thrugh differentiatin is fundamental t success in marketing s this shuld be the fcus f the assessment. Fr assessment criterin 1.1, learners explanatins shuld include a cmparisn f hw different specific rganisatins target differently. Fr AC1.2, 1.3 and 1.4, learners need t shw that they understand that, in practice, classificatins are a shrthand, r simplificatin, fr trying t describe the target custmer in a meaningful way, and that there are different ways f ding this. S a mixture f different appraches t classify custmers is mre likely t be used in practice. Learners must shw sme awareness, nt just abut what the cmpanies d, but als why. Because segmentatin is based n infrmatin gathered frm the market, t meet AC1.5 and 1.6, learners shuld explain hw cmpanies can carry ut market research t infrm this prcess, highlighting the imprtance f ensuring that gd quality, useful data is btained. This culd be dne using infrmatin frm particular rganisatins, althugh this may be difficult t btain. Hwever, these assessment criteria culd als be cvered using a practical exercise such as designing a survey fr a fictitius rganisatin, which culd be assessed separately. Fr assessment criteria 1.7, learners culd pick a specific rganisatin, ideally ne that has been used fr AC1.1, 1.2 and 1.3 and 1.4, t describe hw it uses infrmatin t manage relatinships with custmers. This can be dne easily using an rganisatin that uses a lyalty card system, but ther examples culd be used. Learning utcme 2 culd be assessed using the same rganisatin as in learning utcme 1 t explre hw marketing activities are carried ut in practice and hw thery is applied. Alternatively, learners culd use a fictitius rganisatin as a prject, and culd cver the assessment criteria by devising a business idea and explaining hw they wuld market their prduct. Because the assessment criteria fllw n frm thse in learning utcme 1, the assessment fr learning utcme 2 shuld allw learners t demnstrate this develpment. Fr AC2.1 and 2.5, the range f marketing mix elements and the significance f branding/reputatin shuld be related t the chsen real r fictitius rganisatin. Assessment criterin 2.2 is a develpment f assessment criterin 1.7, and is an pprtunity t explain why custmer lyalty is s imprtant t a particular rganisatin. 350

357 AC2.3 and 2.4 intrduce the management f the prcess and the rle f perfrmance indicatrs in achieving bjectives. A schedule f marketing activities, particularly prduct develpment, prduct launch and prmtinal campaigns, culd be used t shw hw this prcess is managed in practice. Fr learning utcme 3, it may be pssible t use the same rganisatin used in learning utcmes 1 and 2 r the learners wn business idea. If nt, this learning utcme can be cvered by investigating a specific rganisatin which is invlved in scially respnsible marketing. Examples culd be a large rganisatin such as the C-p r a Fair Trade brand, such as Clipper. All assessment criteria shuld preferably be cvered in an integrated way t ensure cherence. Learners culd prduce a written reprt n the rganisatin r a presentatin. Learners explanatins shuld shw that they understand what scially respnsible marketing means (AC3.1) and they must include reference t at least three key stakehlders and the desired impact f marketing activities n these stakehlders (AC3.2, 3.3 and 3.4). Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 351

358 Unit 53: Principles f Digital Marketing Unit reference number: D/502/9931 QCF level: 2 Credit value: 5 Guided learning hurs: 40 Unit type: Knwledge Unit summary Digital marketing plays an imprtant rle in helping rganisatin t reach a wider audience quickly and efficiently. It is als anther way f helping rganisatins gain market share, gather feedback frm bth current custmers and ptential custmers, influence ptential custmers t use an rganisatin and infrm the public n an rganisatin, their prducts and services. In this unit, yu will learn hw abut the rle f digital marketing, including the strengths and weaknesses the imprtance f targeted digital marketing and the legal requirements and implicatin f digital marketing. Yu will als learn the use f search engine ptimisatin and the requirements f market research using the internet including the advantages and disadvantage f different internet data cllectin surces and the imprtance f cnfirming the accuracy f infrmatin frm retrieved frm the internet. Finally, yu will learn the uses f digital marketing devices and messages and hw t use digital technlgy fr marketing purpses This will include learning the imprtance f data cleansing, the use f digital marketing devices, the imprtance f tailring messages t different digital media and the ptential fr marketing t scial netwrking sites. 352

359 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the rle f digital marketing 2 Understand the use f search engine ptimisatin (SEO) 3 Understand the requirements f marketing research using the internet Assessment criteria 1.1 Explain the rle f digital marketing within the verall marketing strategy 1.2 Explain the strengths and weaknesses f digital marketing 1.3 Explain the imprtance f targeted digital marketing 1.4 Describe the surces f data lists fr use in targeting custmers and ptential custmers 1.5 Explain the legal requirements and implicatins f digital marketing 1.6 Describe the imprtance f digital data capture systems fr digital marketing 2.1 Describe the use f SEO 2.2 Explain the imprtance f SEO 2.3 Explain the advantages and disadvantages f links t ther websites 3.1 Explain hw t use search-related internet facilities t enable the identificatin and retrieval f targeted infrmatin 3.2 Explain the advantages and disadvantages f different internet data cllectin surces 3.3 Explain the imprtance f cnfirming the accuracy f infrmatin retrieved frm the internet 353

360 Learning utcmes 4 Understand the uses f digital marketing devices and messages 5 Understand hw t use digital technlgy fr marketing purpses Assessment criteria 4.1 Describe the ptential uses f a Custmer Relatinship Management (CRM) system 4.2 Explain the imprtance f data cleansing 4.3 Describe the use f digital marketing devices 4.4 Describe the use f digital respnse systems 4.5 Explain the advantages and disadvantages f different tracking systems 5.1 Explain hw t use a CRM system 5.2 Explain hw t maintain the currency and accuracy f digital databases 5.3 Explain the advantages and disadvantages f different digital technlgies 5.4 Describe the imprtance f tailring messages t different digital media 5.5 Explain the ptential fr marketing t scial netwrking sites 5.6 Explain hw t prevent marketing messages being identified as spam 354

361 Unit amplificatin AC1.1: Explain the rle f digital marketing within the verall marketing strategy Rle f digital marketing: t either lead a marketing strategy (primary use f digital marketing) r supprt a marketing strategy (supplementary use f digital marketing) AC1.2: Explain the strengths and weaknesses f digital marketing Strengths f digital marketing: immediacy; may prvide better pprtunities fr interactin; respnses can be measured easily; perceived t be mre mdern; better fr reaching a yunger demgraphic; can be cheaper; can have greater reach Weakness f digital marketing: may nt reach target audience; may nt be apprpriate fr the business r prduct; technlgy csts AC1.3: Explain the imprtance f targeted digital marketing Imprtance f targeted digital marketing: drive traffic t prduct r website; increase sales; lwer csts AC1.4: Describe the surces f data lists fr use in targeting custmers and ptential custmers Develp lists frm wn resurces: based n custmer recrds and enquiries; respnses t prmtins; primary market research Use f permissin marketing in the develpment f custmer lists Surces f bught-in lists: marketing rganisatins with similar custmer prfile; market research rganisatins; list brkers AC1.5: Explain the legal requirements and implicatins f digital marketing Legal requirements and implicatins f digital marketing: current legislatin relating t privacy; cnsumer prtectin; cntent f digital marketing material; diversity; cpyright Keep digital marketing activity within the cnstraints f legislatin: having an awareness f cnstraints; checking material befre it ges live; mnitring during campaign; ensuring secure systems fr managing custmer data AC1.6: Describe the imprtance f digital data capture systems fr digital marketing Imprtance f digital data capture systems: web analytics t assess hw a website is perfrming, e.g. t measure traffic, t analyse custmer navigatin, t measure cnversin rates, t track custmer web use ver time 355

362 AC2.1: Describe the use f SEO Use f SEO: use f keywrds; crss-linking; regular updates; pay per click AC2.2: Explain the imprtance f SEO Imprtance f SEO: imprve visibility; increase web traffic; fr cmpetitive advantage AC2.3: Explain the advantages and disadvantages f links t ther websites Advantages f links t ther websites: custmers can find it useful; builds relatinships with ther websites; can lead t reciprcal links and thereby imprve search engine rankings Disadvantages f links t ther websites: takes traffic away frm yur website; resurce implicatins f needing t vet websites fr inapprpriate cntent and keep links updated AC3.1: Explain hw t use search-related internet facilities t enable the identificatin and retrieval f targeted infrmatin Hw t use search engines effectively: use f multiple-wrd searches, qutatin marks, minus sign; hw t restrict searches t a particular website r dmain AC3.2: Explain the advantages and disadvantages f different internet data cllectin surces Advantages and disadvantages f different internet data cllectin surces: ease f access; cst; accuracy; independence; currency AC3.3: Explain the imprtance f cnfirming the accuracy f infrmatin retrieved frm the internet Imprtance f cnfirming the accuracy f infrmatin retrieval: ensure infrmatin is current, valid and reliable; repercussins f nt ensuring infrmatin is accurate e.g. marketing decisins might be based n false assumptins AC4.1: Describe the ptential uses f a Custmer Relatinship Management (CRM) system Ptential uses f a CRM system: relatinship marketing as a way f maintaining and building lng-term relatinships with custmers; a way f gathering marketing infrmatin; develp marketing strategies and encurage brand lyalty AC4.2: Explain the imprtance f data cleansing Imprtance f data cleansing: ensure custmer data is useable, e.g. by rectifying inputting errrs, by remving inaccurate infrmatin, by keeping custmer cntact details up t date; cmply with data prtectin legislatin 356

363 AC4.3: Describe the use f digital marketing devices Use f digital marketing devices: Use f cmpany websites: prvide infrmatin abut the business; cmmunicate with custmers; prmte prducts; sell directly t custmers Use f systems: cmmunicating with custmers; prmting the business, e.g. newsletters, e-casts Use f mbile phnes: prvide infrmatin; publicise ffers; allw custmers t enter prmtins instantly Use f scial media: generate brand lyalty; prduce repeat business; launch new prducts AC4.4: Describe the use f digital respnse systems Use f digital respnse systems: Use f embedded links in s: activate subscriptins; direct custmers twards websites Use f website registratin systems: access restricted infrmatin; access prmtins; register fr updates; enter cmpetitins Use f SMS shrt cdes: respnd t an ffer; request mre infrmatin; request a call back Use f quick respnse (QR) cdes: link custmers mbile phnes direct t cmpany website; give custmers direct access t additinal infrmatin AC4.5: Explain the advantages and disadvantages f different tracking systems Advantages f different tracking systems: Ckies: sent autmatically; imprve custmer experience by remembering preferences Website lg-in system: wrks even if ckies disabled; useful fr string persnal data securely Disadvantages f different tracking systems: Ckies: sme users have privacy cncerns; if blcked then website functinality may be reduced; can be used fr security attacks Website lg-in system: requires effrt frm custmers and s might be ff putting 357

364 AC5.1: Explain hw t use a CRM system The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Hw CRM is used in practice: capture infrmatin; stre infrmatin centrally in an easily accessible way; analyse data; allw the rganisatin t identify and cntact particular grups f custmers AC5.2: Explain hw t maintain the currency and accuracy f digital databases Hw t maintain the currency and accuracy f digital databases: Use f active methds: requests and reminders t check and update data; cntacting database by phne fr verbal cnfirmatin f data; using fficial surces such as census r electral register Use f passive methds: encuraging custmers t check and cnfirm that data held abut them is crrect; use f selfcmpletin questinnaires; use f prmtins which require cmpletin f cntact details t activate AC5.3: Explain the advantages and disadvantages f different digital technlgies Different digital technlgies: websites; scial media; ; mbile phnes Advantages and disadvantages f different digital technlgies: flexibility; hw effectively different technlgies can access actual and ptential custmers; pprtunity fr custmers t respnd t messages n the different digital technlgies; cst f develping digital messages fr different digital technlgies AC5.4: Describe the imprtance f tailring messages t different digital media Imprtance f tailring messages t different digital media: hw user interacts with the digital media; hw users can respnd t message nce received, screen size and display prperties AC5.5: Explain the ptential fr marketing t scial netwrking sites Ptential fr marketing t scial netwrk sites: custmer engagement; targeting early adpters; viral marketing; grwing custmer base; creating interest arund yur brand, prduct and business 358

365 AC5.6: Explain hw t prevent marketing messages being identified as spam Hw t prevent marketing messages being identified as spam : cnfirming permissin is given by recipient; reminding recipient t add business t list f safe cntacts s that message is nt rejected by cntact s cmputer security system Steps that can be taken during develpment and prductin f marketing message: aviding bvius trigger wrds in subject line; keeping cntent friendly and cnversatinal; nt attaching executable files; trialling message befre mass usage 359

366 Infrmatin fr tutrs Suggested resurces Websites Gvernment services and infrmatin: tls and guidance fr businesses Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld apply the Unit assessment guidance given belw. This guidance shuld be read in cnjunctin with Sectin 8 Assessment. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements There are n sectr-related assessment requirements fr this unit. 360

367 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. Fr all the assessment criteria, evidence culd be dne in writing as reprts r case studies which shw hw rganisatins use digital technlgy fr marketing purpses. This culd be achieved by fcusing n a single rganisatin, r by cllecting infrmatin frm different rganisatins. It is als pssible t cver the assessment criteria using mre than ne assessment apprach, fr example a written reprt tgether with an ral presentatin, a pster presentatin r by using apprpriate digital media. Learners culd chse their wn rganisatin t investigate r they culd be given a specific scenari r case histries. Where explanatins are required, learners shuld supprt them with evidence. Descriptins shuld als be in the cntext f applicatin rather than purely theretical. Assessment criterin 1.1 will need a cntext, based n the marketing strategy fr either a real rganisatin r a case study. The cntext used fr assessment criteria 1.1 shuld preferably be chsen s that it will als prvide sufficient research and study pprtunities fr AC1.2, 1.3, 1.4 and 1.6, allwing learners t say smething abut each f the bulleted pints in the unit amplificatin. Assessment criterin 1.2 shuld include bth strengths and weaknesses and nt just be ne sided. The explanatin fr assessment criterin 1.5 culd be based n the cntext used fr ther assessment criteria, r set against the digital business envirnment as a whle. Learners d nt need t knw the detail f every aspect f legislatin which prtects and cnstrains digital marketing. Hwever, they need an awareness f hw t manage digital marketing activity within legal cnstraints, and the cnsequences f ignring current legislatin. The rganisatin r case study used in learning utcme 1 culd als be used as the basis fr meeting the criteria in learning utcmes 4 and 5. One way f meeting AC2.1 and 2.2 wuld be fr learners t present a case fr the use f SEO, and its imprtance in the current and future business wrld, t a senir member f the business management wh has lw awareness r is sceptical f the need fr SEO. Explaining the advantages and disadvantages fr an rganisatin f having links with ther websites (AC2.3) culd als be achieved thrugh an explanatin t smene wh has a lw awareness f this issue. One apprach t meeting the assessment criteria in learning utcme 3, wuld be fr learners t put tgether a prpsal fr using the internet t answer the needs f a market research prject. Ideas fr the research prject culd include prducing market research data t supprt a given marketing activity, t identify new markets, t quantify markets, r t establish the strength (r nt) f an rganisatin r prduct within a given market. The basic utline f the prpsal wuld meet assessment criterin 3.1, and the prpsal culd be supprted by advantages and disadvantages f using an internetbased apprach (AC3.2), with a final explanatin f hw the accuracy f the infrmatin retrieved culd be cnfirmed (AC3.3). 361

368 The rganisatin r case study used in learning utcme 1 culd als be used as the basis fr meeting the assessment criteria in learning utcmes 4 and 5. Using the bullet pints in the unit amplificatin as a checklist, a detailed reprt r case study culd be put tgether, based n learners research and investigatins int digital marketing in a business r rganisatin. Alternatively, AC4.2, 4.5, 5.3, 5.4, 5.5 and 5.6 culd be presented as a reprt t smene wh has a lw awareness f digital marketing but wants t find ut mre abut the subject and start t use digital marketing t prmte and develp their rganisatin r prducts. Learners need t be familiar with the current use f digital marketing devices and messages and hw they fit with the verall marketing strategy f different rganisatins. Learners shuld be encuraged t seek ut and investigate a range f different digital marketing devices, s that they can begin t understand the way each is used, its strengths and weaknesses and hw it influences marketing messages. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 362

369 Unit 54: Principles f Custmer Relatinships Unit reference number: K/503/8194 QCF level: 2 Credit value: 3 Guided learning hurs: 18 Unit type: Knwledge Unit summary The marketing fr an rganisatin plays a rle in keeping custmers and attracting new nes. It helps build a relatinship with the custmer by fcusing n their needs and wants, mtivate the custmer t buy frm the rganisatin and therefre keep the custmer satisfied. In this unit, yu will learn hw t understand custmers and their needs by fcusing n the rle f segmentatin in identifying custmers likely wants and needs, lking at the factrs that mtivate custmers t buy and the imprtance f seeking custmer feedback n perfrmance, prducts and/r service. Yu will als learn hw an rganisatin respnds t custmer relatinships thrugh understanding an rganisatins marketing bjectives and activities, the imprtance f develping custmer service plans and custmer relatinship plans the link between custmer satisfactin and sales grwth and the imprtance f using custmer feedback t enhance perfrmance, prducts and/r services. Finally, yu will learn abut the principles f custmer relatinship management including the imprtance f keeping prmises t custmers, balancing custmers needs with thse f the rganisatin and keeping custmers infrmed f prgress, prblems, issues and the actins that will be undertaken t help them. 363

370 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand custmers and their needs 2 Understand an rganisatin s respnses t custmer relatinships Assessment criteria 1.1 Describe the imprtance f understanding custmers wants and needs 1.2 Explain the rle f segmentatin in identifying custmers likely wants and needs 1.3 Describe the factrs that mtivate custmers t buy 1.4 Explain the imprtance f seeking custmer feedback n perfrmance, prducts and/r services 2.1 Describe an rganisatin s marketing bjectives and activities 2.2 Explain the imprtance f develping custmer service plans and custmer relatinship plans 2.3 Describe an rganisatin s system fr relatinship management 2.4 Describe an rganisatin s custmer care prgramme 2.5 Describe the system fr cmmunicating with custmers 2.6 Explain the imprtance f a cnsistent level f service 2.7 Explain the link between custmer satisfactin and sales grwth 2.8 Explain the imprtance f using custmer feedback t enhance perfrmance, prducts and/r services 364

371 Learning utcmes 3 Understand the principles f custmer relatinship management Assessment criteria 3.1 Explain the cncept and principles f relatinship management 3.2 Explain the imprtance f keeping prmises made t custmers 3.3 Explain the imprtance f balancing custmers needs with thse f the rganisatin 3.4 Explain the imprtance f keeping custmers infrmed f prgress, prblems, issues and the actins undertaken in supprt f them 3.5 Explain hw t identify added value that culd be ffered t custmers 365

372 Unit amplificatin AC1.1: Describe the imprtance f understanding custmers wants and needs Imprtance f understanding custmers wants and needs: drives marketing decisins; increases rganisatins market share; increases sales; rganisatin becmes innvative with prducts and marketing AC1.2: Explain the rle f segmentatin in identifying custmers likely wants and needs Segmentatin: grup custmers accrding t needs r wants Rle f segmentatin: fcus yur marketing; build relatinships with custmers; get ahead f the cmpetitin; increase prfit AC1.3: Describe the factrs that mtivate custmers t buy Factrs that mtivate custmers t buy: Stages f purchase behaviur: prblem and need recgnitin; infrmatin search; evaluatin f ptins; purchase decisin; Practical factrs: price; features; reliability Emtinal factrs: status; peer pressure Maslw s hierarchy f needs AC1.4: Explain the imprtance f seeking custmer feedback n perfrmance, prducts and/r services Imprtance f seeking custmer feedback n perfrmance, prducts and/r service: help identify prblems and issues t reslve t meet custmer needs; shw custmers that their pinins are valued; cmpare rganisatinal perfrmance in relatin t cmpetitrs; identify custmers wh are at risk f leaving; help plan and design future marketing activities AC2.1: Describe an rganisatin s marketing bjectives and activities The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC Objectives: elements f the marketing mix fr, e.g. new prduct develpment, sales, distributin decisins Marketing activities: advertising; nline marketing; spnsrship; direct mail; public relatins 366

373 AC2.2: Explain the imprtance f develping custmer service plans and custmer relatinship plans Rle and imprtance f custmer relatinship plans: manage custmer relatinships; meet custmer needs and encurage lyalty; allw an rganisatin t target resurces at mre prfitable custmers Rle and imprtance f custmer service plans: make clear t custmers what they can expect; prvide useful infrmatin t custmers such as cntact details; ensure staff knw what is expected f them AC2.3: Describe an rganisatin s system fr relatinship management The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC2.4: Describe an rganisatin s custmer care prgramme The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC2.5: Describe the system fr cmmunicating with custmers The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC2.6: Explain the imprtance f a cnsistent level f service Imprtance f a cnsistent level f service: builds cnsistency; prmtes standards; helps with training; happy custmers AC2.7: Explain the link between custmer satisfactin and sales grwth Link between custmer satisfactin and sales grwth: repeat business frm existing custmers; existing custmers purchase mre; new custmers attracted by recmmendatins and reputatin AC2.8: Explain the imprtance f using custmer feedback t enhance perfrmance, prducts and/r services Imprtance f using custmer feedback t enhance perfrmance, prducts and/r service: helps identify prblems and issues that need t be reslved; ensures custmers can see that the rganisatin is listening t them; encurages lyalty and reduce risk f custmers leaving 367

374 AC3.1: Explain the cncept and principles f relatinship management Cncept and principles f relatinship management: maintaining and building custmer relatinships t maximise lng-term value f the custmer; understanding and meeting changing custmer needs and wants AC3.2: Explain the imprtance f keeping prmises made t custmers Imprtance f keeping prmises made t custmers: builds cnfidence and encurages cntinued custm; builds reputatin AC3.3: Explain the imprtance f balancing custmers needs with thse f the rganisatin Imprtance f meeting custmers needs: retain and win business Imprtance f meeting rganisatin s needs: make best use f limited resurces; perate efficiently; maximise returns AC3.4: Explain the imprtance f keeping custmers infrmed f prgress, prblems, issues and the actins undertaken in supprt f them Imprtance f keeping custmers infrmed f prgress, prblems, issues and actins: manage custmer expectatins; minimise custmer frustratin; demnstrate a practive apprach t custmer relatins AC3.5: Explain hw t identify added value that culd be ffered t custmers Identifying added value that culd be ffered t custmers: use f custmer feedback and behaviur analysis t identify what custmers value; develping prducts and adding services t enhance value and encurage further custm 368

375 Infrmatin fr tutrs Suggested resurces Bks Andersn K and Kerr C Custmer Relatinship Management (Briefcase Bks Series) (McGraw-Hill, 2001) ISBN Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld apply the Unit assessment guidance given belw. This guidance shuld be read in cnjunctin with Sectin 8 Assessment. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements There are n sectr-related assessment requirements fr this unit. 369

376 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the assessment requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. Evidence fr this unit culd be prvided using a written reprt. It culd als include an ral r pster presentatin. Learner wrk shuld preferably include evidence f hw ne r mre real rganisatins manage custmer relatinships t demnstrate applicatin f thery in cntext. Fr learning utcme 2, the assessment criteria shuld ideally be restricted t ne rganisatin. AC1.1, 1.2 and 1.4 culd be linked t relate t a specific rganisatin r t several rganisatins. Fr assessment criterin 1.3, examples shuld be given f at least tw emtinal and tw practical factrs fr a named prduct r service. Learning utcme 2 is abut hw a named rganisatin develps and maintains custmer relatinships. Hw learners apprach this will vary accrding t their chice f rganisatin s it must be ne which will allw the learner t meet the assessment criteria. Assessment criterin 2.1 sets the scene. Learners shuld prvide a brief descriptin f the rganisatin s marketing bjectives and activities. In assessment criterin 2.2 they must describe the use f custmer relatinship plans and custmer service plans, preferably linking them with hw they help the rganisatin t meet its marketing bjectives. This culd be thrugh any r all f the marketing mix elements, accrding t the chice f rganisatin. AC2.6, 2.7 and 2.8 wuld fit well here as the why f gd custmer service, befre mving n t the hw which is dealt with in AC2.3, 2.4 and 2.5. Learning utcme 3 cvers the imprtance f custmer relatinship management in the marketing f prducts r services. Assessment shuld preferably use examples drawn frm ne r mre rganisatins t discuss the principles f CRM. This gives the learner an pprtunity t discuss the main purpse f CRM (AC3.1), hw it fits in with lng term gals, the need fr the business t be prfitable and the nging nature f custmer relatinships (AC3.2, 3.3 and 3.4). Fr assessment criterin 3.5, the learner must give at least ne example f hw added value pprtunities might present themselves thrugh the management f custmer expectatins. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 370

377 Unit 55: Understand Wrking in a Custmer Service Envirnment Unit reference number: L/506/2083 QCF level: 1 Credit value: 3 Guided learning hurs: 25 Unit type: Knwledge Unit summary This unit addresses what gd custmer service means and why it is s imprtant t the success f an rganisatin. Yu will learn abut the different types f custmer that rganisatins deal with, hw t identify and meet their different needs and, wherever pssible, strive t exceed their expectatins. Wrking effectively in a custmer service rle is key t the verall success f a business and yu will learn abut the standards yu have t wrk twards t ffer effective custmer service. Yu will learn abut current legislative, regulatry and rganisatinal requirements and understand hw yur persnal behaviurs and presentatin affect yur rle in a custmer service envirnment. Yu will learn hw t identify dissatisfied custmers, hw t reslve the issues within the limits f yur respnsibility and t whm yu reprt and refer custmer cmplaints and related issues. 371

378 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Knw the imprtance f custmer service 2 Knw the factrs affecting custmer service 3 Knw hw t wrk in a custmer service rle Assessment criteria 1.1 State what is meant by custmer service 1.2 State why effective custmer service is imprtant t an rganisatin 2.1 Outline the difference between an internal and an external custmer 2.2 State hw t identify custmers needs and expectatins 2.3 List infrmatin surces needed t deliver reliable custmer service 2.4 Describe the relatinship between custmer expectatins and custmer satisfactin 3.1 Identify persnal behaviurs that can psitively affect custmers perceptins f an rganisatin and its prducts and/r services 3.2 Identify the jb rles within a team delivering custmer service 3.3 State the standards f persnal presentatin and behaviur expected by custmer service staff in different rganisatins 3.4 State standards and practices that relate t a service ffer within different types f rganisatin 3.5 Describe hw legislatin and rganisatinal requirements affect what can be prmised r carried ut in a custmer service rle 3.6 Describe the prcedures fr prtecting custmers persnal infrmatin and safety 3.7 State the imprtance f prtecting custmers persnal infrmatin and safety 372

379 Learning utcmes 4 Knw hw t refer custmer queries and prblems t thers Assessment criteria 4.1 Describe types f custmer behaviur that shw when a custmer is dissatisfied 4.2 State the prcedures t be fllwed when dealing with custmer queries r prblems 4.3 State t whm t refer custmer queries and prblems 373

380 Unit amplificatin AC1.1: State what is meant by custmer service Custmer service: the service prvided t custmers in relatin t gds r services purchased, used r btained t meet custmer needs and expectatins AC1.2: State why effective custmer service is imprtant t an rganisatin Imprtance t an rganisatin: encurages repeat business; imprves rganisatin s reputatin and image; imprves custmer cnfidence in dealing with rganisatin; increases custmer satisfactin AC2.1: Outline the difference between an internal and an external custmer Internal custmers: wrking within the rganisatin (clleagues, supervisrs, staff wrking in ther departments); wrking with the rganisatin (manufacturers, suppliers, distributrs) External custmers: utside the rganisatin (custmers btaining r paying fr gds and/r services) AC2.2: State hw t identify custmers needs and expectatins Needs: custmers requirements f the prduct r service (features, benefits, specific functins) Expectatins: custmers ideas f hw the prduct r service will meet their needs (realistic, unrealistic) Identifying custmers needs: asking questins, e.g. pen, clsed, leading, questinnaires, surveys, fcus grups; bserving bdy language AC2.3: List infrmatin surces needed t deliver reliable custmer service Infrmatin surces: staff wrking in same rganisatin, e.g. manager, supervisr, thse with specialist knwledge; external, e.g. suppliers, sales representatives, regulatrs; recrds, e.g. sales histry, custmer infrmatin; prduct infrmatin, e.g. sales literature, specificatins 374

381 AC2.4: Describe the relatinship between custmer expectatins and custmer satisfactin Custmer expectatins: custmers ideas f hw the prduct r service will meet their needs (realistic, unrealistic) Custmer satisfactin: custmers pinins f hw the prduct r service meets r exceeds their needs after purchasing gds r using services (happy, value fr mney, quality, fit fr purpse) Relatinship: custmer satisfactin is dependent n hw realistic custmer expectatins are; if custmer expectatins are unrealistic, the rganisatin may never satisfy custmers even if their prducts r services reach a high standard AC3.1: Identify persnal behaviurs that can psitively affect custmers perceptins f an rganisatin and its prducts and/r services Persnal behaviurs: psitive attitudes (plite, friendly, apprachable, knwledgeable); negative attitudes (rude, impatient, careless) Custmer perceptins: individual views and pinins f the rganisatin and the quality f prducts and services AC3.2: Identify the jb rles within a team delivering custmer service Jb rles: e.g. managers/supervisrs (handling and reslving cmplaints, ensuring rganisatinal targets are met, managing teams), sales assistants (attracting sales, retaining custmers, prviding after sales supprt), receptinists (greeting custmers/visitrs, answering queries), administratrs (answering and reslving queries/cmplaints, prcessing rders, recrding custmers use f service and sales histry) AC3.3: State the standards f persnal presentatin and behaviur expected by custmer service staff in different rganisatins Standard f persnal presentatin: business clthing (smart, clean, prfessinal, minimal jewellery); gd standard f persnal hygiene, e.g. clean and brushed hair, clean and filed fingernails, n bdy dur Persnal behaviur: plite; patient; prfessinal; clearly spken; apprachable AC3.4: State standards and practices that relate t a service ffer within different types f rganisatin Service ffer: extent and limits f custmer service an rganisatin ffers (pricing and range f gds unique t the rganisatin); service level agreements (SLAs) - what an rganisatin will d t meet/exceed custmer needs Standards and practices: prviding gd custmer service (agreed rganisatinal prcedures, meeting r exceeding custmer needs); prducts and services (quality, value fr mney, specificatins) 375

382 AC3.5: Describe hw legislatin and rganisatinal requirements affect what can be prmised r carried ut in a custmer service rle Legislatin: Sale f Gds Act 1979; Cnsumer Credit Act 1974; Trade Descriptins Act 1968; Supply f Gds and Services Act 1982; Cnsumer Prtectin Act 1987; The Cnsumer Prtectin frm Unfair Trading Regulatins 2008; Data Prtectin Act 1998 Organisatinal requirements: agreed plicies and prcedures; accepted standard f custmer service AC3.6: Describe the prcedures fr prtecting custmers persnal infrmatin and safety Custmers persnal infrmatin: name; address (hme, ), telephne number (hme, mbile); date f birth; payment details (bank accunt number, credit/debit card numbers) Custmers safety: preventing injury r harm (accidents, hazardus premises/wrking practices) Prcedures: wrking safely, e.g. fllwing rganisatinal prcedures, adhering t legislatin (Health and Safety at Wrk Act 1974, Cntrl f Substances Hazardus t Health Regulatins 2002 (COSHH), RIDDOR, Data Prtectin Act 1998, Cnsumer Prtectin Act 1987) AC3.7: State the imprtance f prtecting custmers persnal infrmatin and safety Imprtance: e.g. avids injury t custmers, prevents custmer cmplaints, prtects custmers frm fraud attacks, prevents prsecutin, avids expensive cmpensatin csts t the rganisatin, prtects the reputatin f the rganisatin AC4.1: Describe types f custmer behaviur that shw when a custmer is dissatisfied Custmer dissatisfactin: when the service r prduct supplied by an rganisatin fails t meet custmers needs and expectatins Types f dissatisfied custmer behaviur: angry; rude; aggressive; impatient Descriptin f behaviurs: e.g. shuting at custmer service staff, using inapprpriate language, bdy language, physical cntact against staff, disagreeing with service prvided AC4.2: State the prcedures t be fllwed when dealing with custmer queries r prblems Queries relating t: prduct r service, e.g. use, specificatins, limitatins, price, cnditins, access Prblems relating t: prduct, e.g. failure, fault, breakdwn, nt meeting custmer needs; service btained, e.g. nt meeting custmer expectatins, access, supprt, infrmatin; after-sales service 376

383 AC4.3: State t whm t refer custmer queries and prblems Queries relating t: prduct r service, e.g. use, specificatins, limitatins, price, cnditins, access Prblems relating t: prduct, e.g. failure, fault, breakdwn, nt meeting custmer needs; service btained, e.g. nt meeting custmer expectatins, access, supprt, infrmatin; after-sales service Refer t: e.g. manager, supervisr, supplier, manufacturer, sales staff, administratr 377

384 Infrmatin fr tutrs Suggested resurces Bks Kamin M 10 Steps t Successful Custmer Service (ASTD Press, 2010) ISBN McManus S The Custmer Service Pcket Bk (Management Pcket Bks Ltd, 2013) ISBN Timm P Custmer Service: Career Success Thrugh Custmer Lyalty (5th editin) (Prentice Hall, 2010) ISBN Watkinsn M The Ten Principles Behind Great Custmer Experiences (FT Publishing Internatinal, 2013) ISBN Websites Businessballs: infrmatin n different business-related tpics suited t this unit, fr example cmplaint letters, bdy language, custmer service, games t imprve skills and understanding f relevant tpics Institute f Custmer Service (ICS): infrmatin n custmer satisfactin surveys, research infrmatin n imprving custmer service levels in business, and a surce f ther custmer service resurces Other Custmer Fcus magazine prduced by the Institute f Custmer Service, has infrmatin n custmer service practice, including tpical issues relating t the custmer service industry Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld apply the Unit assessment guidance given belw. This guidance shuld be read in cnjunctin with Sectin 8 Assessment. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements There are n sectr-related assessment requirements fr this unit. 378

385 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. T demnstrate achievement f this knwledge unit, tutrs culd plan t cllect evidence frm questin and answer (Q&A) sessins, either cnducted rally r thrugh written respnses, and reflective accunts. Tutrs shuld help learners t develp their knwledge f the skills required t wrk in a custmer service rle and encurage independent research and learning. Learners shuld be encuraged t reflect n their experience f having wrked in a custmer service envirnment r, frm a custmer s perspective, f receiving custmer service. T meet all the requirements f learning utcmes 1, 2, 3 and 4 tutrs culd set tasks fr learners t explre the meaning and imprtance f each assessment criterin. These culd be fllwed by an pprtunity, such as grup discussin, fr learners t share their experiences f either prviding r receiving custmer service. Once these key utcmes have been cvered, tutrs culd plan t cllect evidence f individual learner cmpetence using the mst apprpriate methd f assessment listed abve, ensuring that it is suited t the individual needs f the learner. The final evidence cllected must be the learner s wn wrk and must demnstrate individual achievement f the assessment criteria. T achieve AC1.2, learners must state at least tw reasns why effective custmer service is imprtant t an rganisatin. T meet AC2.2, learners must state at least tw ways f identifying custmers needs and expectatins. Fr AC2.3, learners must list at least three infrmatin surces needed t deliver reliable custmer service. T achieve AC3.1, learners must identify at least tw persnal behaviurs that can psitively affect custmers perceptins f an rganisatin and its prducts and/r services. Fr AC3.2, learners must identify all jb rles within a custmer service team cnsisting f at least three different jb rles. Fr AC3.3, learners must state standards f persnal presentatin and behaviur expected in at least tw different rganisatins. T achieve AC3.5, AC3.6 and AC3.7, learners respnses must be at the apprpriate breadth and depth t meet the level f demand and shuld cver legislative, regulatry and rganisatinal requirements. T meet AC4.1, learners must describe at least three types f behaviur that shw when a custmer is dissatisfied. If centres use evidence prduced rally, the assessr shuld prduce bservatin recrds which have sufficient detail t shw why the assessr decided that each learning utcme has been met. Supprting evidence in the frm f written materials, dcuments and learners ntes shuld be retained as part f the assessment evidence t enable internal and external quality assurance prcesses t be cnducted. Tutrs and assessrs shuld ensure that the crrect perative verbs, as used in the assessment criteria, are included in all assessments. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 379

386 Unit 56: Knw Hw t Publish, Integrate and Share Using Scial Media Unit reference number: R/505/3515 QCF level: 2 Credit value: 5 Guided learning hurs: 40 Unit type: Knwledge Unit summary Scial media is cmmn tl used by peple and rganisatins t update their audience n what is ging n day-t-day, prmtinal ffers, articles that may be f interest and new business that have just pened up. In this unit, yu will learn abut the current scial netwrks that are used t publish, integrate and share infrmatin nline and understand hw scial media is used by individuals, rganisatins/business, gvernments and scial grups. Yu will fcus n the benefits f using scial media netwrking, the risks f using scial media, hw scial media netwrks mnitr engagement n their websites and why rganisatins have scial media plicies. Finally, yu will als learn abut best practices fr safe scial netwrking and the need fr safety and security practices. Yu will lk at the apprpriate precautins t ensure yur wn safety and privacy, hw t prtect persnal infrmatin when engaging with scial media websites, the danger f cmputer viruses and hw t minimise risks and where t access nline help and infrmatin when using scial media netwrks. 380

387 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Knw the current scial netwrks used t publish, integrate and share nline Assessment criteria 1.1 Identify the main scial media netwrks in current use 1.2 Describe the main features f each scial media netwrk identified 1.3 Describe why they wuld use each f the scial media netwrks identified 1.4 Explain the purpse f a 'scial aggregatr' tl 1.5 Describe hw blgs give individuals a vice n the Web 1.6 Explain hw prfessinals make cnnectins using scial media netwrks 381

388 Learning utcmes 2 Understand hw scial media is used by individuals, rganisatins/businesses, gvernments and scial grups 3 Understand best practices fr safe scial netwrking Assessment criteria 2.1 Describe why individuals rganisatins/businesses gvernments scial grups use scial media netwrking sites 2.2 Explain the advantages and typical cmpnents f a scial media user prfile 2.3 Identify the benefits f using scial media netwrking fr: individuals rganisatins/businesses gvernments scial grups 2.4 Identify the risks f using scial media netwrking fr: individuals rganisatins/businesses gvernments scial grups 2.5 Describe hw scial media netwrks mnitr engagement with their websites 2.6 Describe the advantages f pdcasting 2.7 Explain why rganisatins have scial media plicies 3.1 Describe apprpriate precautins t ensure their wn safety and privacy 3.2 Describe hw t prtect persnal infrmatin when engaging with scial media websites 3.3 Identify legal cnstraints n the uplading and dwnlading f sftware and ther digital cntent 382

389 Learning utcmes 4 Use brwser sftware t cmmunicate infrmatin nline 5 Understand the need fr safety and security practices Assessment criteria 4.1 Select and use apprpriate tls and techniques t cmmunicate infrmatin nline 4.2 Use brwser tls t share infrmatin surces with thers 4.3 Submit infrmatin nline 4.4 Identify pprtunities t create, pst r publish material t scial media websites 5.1 Describe the danger f cmputer viruses and hw t minimise risks 5.2 Describe hw t minimise threats t infrmatin security when nline 5.3 Describe hw t minimise the threats t user safety when nline 5.4 Describe where t access nline help and infrmatin when using scial media netwrks 383

390 Unit amplificatin AC1.1: Identify the main scial media netwrks in current use Main scial media netwrks in use: e.g. Facebk, Twitter, LinkedIn, YuTube, Pinterest, Ggle+; blg sites, e.g. blgger, WrdPress, Tumblir AC1.2: Describe the main features f each scial media netwrk identified Facebk: pht and vide uplading; public message psting; event/activity invites; instant messaging; private messaging; realtime updates frm ther users Twitter: pht and vide uplading; public message psting; event/activity invites; instant messaging; private messaging; realtime updates frm ther users LinkedIn: cnnect with ther prfessinals; business can create jb adverts; view prfiles f ptential emplyers; read psts frm public figures f interest; endrse clleagues; recmmend clleagues YuTube: uplad, cmment n and share vides Pinterest: uplad, save, srt and mange images and vides Ggle+: pht and vide uplading; rganise peple int grups; grup chats (can cnnect webcams); public message psting; WrdPress (blg site): create persnal r business site; thers can cmment n cntent; multilingual; uplad pictures and media Tumblr: create persnal r business site; thers can cmment n cntent; uplad pictures and media AC1.3: Describe why they wuld use each f the scial media netwrks identified Why wuld yu use the scial media netwrks: cnnect with ther peple; share thughts, vides, pictures; raise awareness f rganisatin AC1.4: Explain the purpse f a 'scial aggregatr' tl Purpse f a scial aggregatr tl: t cnslidate messages; manage infrmatin easily AC1.5: Describe hw blgs give individuals a vice n the Web Hw blgs give individuals a vice n the web: individuals can write abut anything f interest; uplad vides and images; cmment n ther peples psts AC1.6: Explain hw prfessinals make cnnectins using scial media netwrks Hw prfessinals make cnnectins using scial media: thrugh recmmendatins; clleagues; endrsements frm thers 384

391 AC2.1: Describe why individuals, rganisatins/businesses, gvernments and scial grups use scial media netwrking sites Why individuals use scial media sites: cnnect with friends and family; share updates, vides and images; send messages t individuals and grups easily Why rganisatins/businesses use scial media sites: publicise rganisatin; advertise jbs; prmte prducts and services; cnnect with ther businesses Why gvernments use scial media sites: raise awareness; infrm audience; gather feedback frm audience Why scial grups use scial media sites: cntact grup using ne message; update grup; raise awareness AC2.2: Explain the advantages and typical cmpnents f a scial media user prfile Typical cmpnents f a scial media user prfile: name; gender; lcatin; pht Advantages f a scial media prfile: raise awareness f individuals and rganisatins; helps when searching; helps when identifying a particular persn r rganisatin AC2.3: Identify the benefits f using scial media netwrking fr individuals, rganisatins/businesses, gvernments and scial grups Benefits f using scial media netwrking fr individuals: cnnect with friends and family; share updates, vides and images; send messages t individuals and grups easily Benefits f using scial media netwrking fr rganisatins/businesses: publicise rganisatin; advertise jbs; prmte prducts and services; cnnect with ther businesses; lwer cst Benefits f using scial media netwrking fr gvernments: raise awareness; infrm audience; gather feedback frm audience Benefits f using scial media netwrking fr scial grups: cntact grup using ne message; update grup; raise awareness AC2.4: Identify the risks f using scial media netwrking fr individuals, rganisatins/businesses, gvernments and scial grups Risks f using scial media fr individuals: lack f privacy; lack f cntrl ver ther peples psts; messages and cmments can get ut f cntrl easily Risks f using scial media fr rganisatins/businesses: negative cmments are seen by thers; emplyees scial media activity Risks f using scial media fr gvernments: negative cmments frm thers Risks f using scial media fr scial grups: negative feedback; grup members scial media activity 385

392 AC2.5: Describe hw scial media netwrks mnitr engagement with their websites Hw scial media netwrks mnitr engagement with their websites: analytical tls; feedback frm custmer AC2.6: Describe the advantages f pdcasting Advantages f pdcasting: easy t create; easy t distribute and dwnlad; n specialist equipment is needed AC2.7: Explain why rganisatins have scial media plicies Why rganisatins have scial media plicies: t prtect the rganisatin; t prtect emplyees; t educate emplyees n safeguarding and data prtectin; AC3.1: Describe apprpriate precautins t ensure their wn safety and privacy Apprpriate precautins t ensure wn safety and privacy: check privacy settings; dn t accept requests frm peple yu dn t knw; dn t pen attachments and messages frm peple yu dn t knw; change passwrds regularly; reprt abusive behaviur AC3.2: Describe hw t prtect persnal infrmatin when engaging with scial media websites Hw t prtect persnal infrmatin when engaging with scial media websites: check privacy settings; dn t accept requests frm peple yu dn t knw; dn t pen attachments and messages frm peple yu dn t knw; change passwrds regularly; dn t include t many persnal details n public areas AC3.3: Identify legal cnstraints n the uplading and dwnlading f sftware and ther digital cntent Legal cnstraints n the uplading and dwnlading f sftware and ther digital cntent: cpyright legislatin; licence agreements AC5.1: Describe the danger f cmputer viruses and hw t minimise risks Danger f cmputer viruses: infectin f data; data destryed; using cmputer as a hst t spread virus t ther cmputers; culd allw hackers t access yur cmputer; culd steal persnal details Hw t minimise risk f cmputer viruses: use anti-virus sftware n yur cmputer; dn t pen attachments frm peple yu dn t knw; dn t allw ther peple t use their memry sticks n yur cmputer; dwnlad files frm safe surces 386

393 AC5.2: Describe hw t minimise threats t infrmatin security when nline Hw t minimise threats t infrmatin security: befre inputting infrmatin nt a webpage ensure the page is prtected; dn t lg nt persnal sites n a public cmputer, e.g. nline banking; dn t give ut passwrds AC5.3: Describe hw t minimise the threats t user safety when nline Hw t minimise the threats t user safety when nline: ensure cntent that yu pst nline is apprpriate; reprt instances f cyber bullying; dn t jin in nline cnversatins that are seen t be abusive r threatening twards anther persn; nly allw peple yu knw t see yur nline psts AC5.4: Describe where t access nline help and infrmatin when using scial media netwrks Where t access nline help and infrmatin: help page n specific scial media site; search engine 387

394 Infrmatin fr tutrs Suggested resurces Websites Managed by the Natinal Archives: publishing all UK legislatin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld apply the Unit assessment guidance given belw. This guidance shuld be read in cnjunctin with Sectin 8 Assessment. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements There are n sectr-related assessment requirements fr this unit. 388

395 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance as apprpriate fr learners and the particular assessment cntext. The evidence demnstrating achievement f learning utcme 1, 2, 3, 4 and 5 can be cllected thrugh a presentatin. Evidence can be gathered frm the presentatin and can be supprted by any research the learner undertakes in rder t prduce and present their presentatin. T achieve AC1.1, AC1.2, AC1.3, AC1.4, AC1.5, AC1.6 and AC2.6, learners need t fcus n current scial netwrks that are used t publish, integrate and share nline. They will need t identify at least three f the main scial media netwrks in current use (AC1.1). Ideally learners shuld fcus n three different types f platfrms, e.g. music, blgging and scial netwrking. This will give them mre scpe t achieve the assessment criteria in the rest f the unit. Learners will g n t describe at least three f the main features f each f the scial media netwrks identified (AC1.2), describe why they wuld use each f the scial media netwrks identified (AC1.3), explain the purpse f a scial aggregatr tl (AC1.4), describe hw blgs give individuals a vice n the web (AC1.5) and explain hw prfessinals make cnnectins using scial media netwrks (AC1.6). T AC2.1, AC2.2, AC2.3, AC2.4, AC2.5 and AC2.7, learners will fcus n hw scial media is used by individuals, rganisatins, gvernments and scial grups. They shuld begin by explaining the advantages and typical cmpnents f a scial media user prfile (AC2.2). They shuld give at least three advantages and three cmpnents. They shuld then fcus n each f the user types (individuals, rganisatins, gvernments and scial grups) separately. Fr each f the user type they need t describe why the user type uses scial media netwrking sites (AC2.1), identify the at least three benefits f using scial media netwrking fr each user type (AC2.3) and identify at least three risks f using scial media netwrking fr each user type (AC2.4). When the learner is fcusing n rganisatins, they shuld als describe hw scial media netwrks mnitr engagement with their websites (AC2.5) and explain why rganisatins have scial media plicies (AC2.7). T achieve learning utcme 3 learners need t fcus n best practices fr safe scial netwrking. They need t describe at least three apprpriate precautins t ensure their wn safety and privacy (AC3.1), describe at least three ways t prtect persnal infrmatin when engaging with scial media websites (3.2) and identify the legal cnstraints n the uplading and dwnlading f sftware and ther digital cntent (AC3.3). Learning utcme 4 can be achieved by demnstrating the use f brwser sftware t cmmunicate infrmatin nline. The learner can begin by demnstrating hw t select and use apprpriate tls and techniques t cmmunicate nline (AC4.1), use brwser tls t share infrmatin surces with thers (AC4.2), submit infrmatin nline (AC4.3) and identify pprtunities t create, pst r publish material t scial media websites (AC4.4). 389

396 Demnstrating learning utcme 4 will help the learner with achieving learning utcme 5, the need fr safety and security practices. Learners shuld begin by describing the danger f cmputer viruses and at least three ways t minimise risks (AC5.1). They culd then mve n t describe at least three ways t minimise threats t infrmatin security when nline (AC5.2), describe at least three ways t minimise the threats t user safety when nline (AC5.3) and describe where t access nline help and infrmatin when using scial media netwrks. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the assessment criteria. Questin and answer (Q&A) sessins culd be used t crrbrate the learners knwledge fr any f the assessment criteria. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 390

397 Unit 57: Explring Scial Media Unit reference number: F/505/6880 QCF level: 2 Credit value: 2 Guided learning hurs: 16 Unit type: Knwledge Unit summary Scial media is cmmn tl used by peple and rganisatins t update their audience n what is ging n day-t-day, prmtinal ffers, articles that may be f interest and new business that have just pened up. In this unit, yu will learn abut the pprtunities and threats assciated with using scial media and the applicatin f scial media. Yu will fcus n the psitive and negative aspects f using scial media, hw t minimise risks assciated with using scial media, hw varius scial media sites may be used by grups, individuals, business and rganisatins and hw business and rganisatins may use scial media t prmte their prducts and services. Yu will als demnstrate the use f varius scial media sites t cmmunicate and uplad cntent. 391

398 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the pprtunities and threats assciated with using scial media 2 Understand the applicatin f scial media Assessment criteria 1.1 Describe the psitive and negative aspects f using scial media 1.2 Describe hw t minimise risks assciated with using scial media 2.1 Describe hw varius scial media sites may be used by grups, individuals, businesses and rganisatins 2.2 Demnstrate the use f varius scial media sites t cmmunicate and uplad cntent including: Facebk Blgging Twitter YuTube 2.3 Describe hw businesses and rganisatins may use scial media t prmte prducts and services 392

399 Unit amplificatin AC1.1: Describe the psitive and negative aspects f using scial media Psitives fr a businesses using scial media: increased business expsure; gain an insight t yur custmers; reduced marketing cst; helps strengthen custmer lyalty Psitives fr individuals using scial media: helps recnnect with friends; keeping in tuch with peple all ver the wrld; share infrmatin abut yur life; share pictures; receive updates n favurite band, actrs, businesses Negatives fr businesses using scial media: need peple t lk after scial media platfrms and feedback t cntent received; time and resurce needed t update anther marketing tl Negatives fr individuals using scial media: lack f privacy; spam s and advertisements; yur brwsing histry is used t prmte prducts and services yu might nt be interested in AC1.2: Describe hw t minimise risks assciated with using scial media Businesses: privacy settings; scial media plicy; respnd t negative cmments quickly Individuals: privacy settings; be aware f what yu are sharing; prtect yur identity AC2.1: Describe hw varius scial media sites may be used by grups, individuals, businesses and rganisatins Scial media sites: e.g. Facebk, Twitter, LinkedIn, YuTube, Ggle+, blgging Hw scial media sites are used by grups, individuals, businesses and rganisatins: update public; prmte ffers; advertise prducts and services; invite friends/fllwers t events; see what friends/fllwers are ding and talking abut AC2.2: Demnstrate the use f varius scial media sites t cmmunicate and uplad cntent including Facebk, Blgging, Twitter and YuTube Facebk: share phts, vides and messages; cnnect with friends, businesses, grups; grup invites; see friends recmmendatins Blgging: update audience regularly; allws the message being written t be mre in-depth as n wrd limit; target audience based n the subject f the blg Twitter: pst phts and messages; character limit means messages are mre fcused; fllw ther businesses, peple, grups; create a large audience thrugh sharing psts YuTube: pst vide advertisements; demnstratins n prducts; vides f custmers giving feedback; allws public t cmment and share vides 393

400 AC2.3: Describe hw businesses and rganisatins may use scial media t prmte prducts and services Hw businesses and rganisatins use scial media t prmte prducts and services: allws scial media platfrms t be linked and therefre reach a wider audience; prmte ffers; discunt cdes; blg abut new prducts and services in develpment; custmer feedback can be seen and used as a marketing tl; pst vides and advertisements; fcus message; target specific audience 394

401 Infrmatin fr tutrs Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld apply the Unit assessment guidance given belw. This guidance shuld be read in cnjunctin with Sectin 8 Assessment. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements There are n sectr-related assessment requirements fr this unit. 395

402 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance as apprpriate fr learners and the particular assessment cntext. The evidence demnstrating achievement f learning utcme 1 and learning utcme 2 can be cllected thrugh a presentatin. Evidence can be gathered frm the presentatin and can be supprted by any research the learner undertakes in rder t prduce and present their presentatin. Learners shuld begin by fcusing n assessment criterin 2.1. Using three different scial media platfrms, learners will need t describe hw varius scial media sites may be used by grups, individuals, businesses and rganisatins. Ideally learners shuld fcus n three different types f platfrms, e.g. music, blgging and scial netwrking. This will give them mre scpe t describe the differences. Learners shuld then fcus n learning utcme 1, the pprtunities and threats assciated with using scial media. Using their three scial media platfrms frm assessment criterin 2.1, learners shuld describe the psitive and negative aspects f using scial media (AC1.1), giving at least three psitive reasns and three negative reasns, and hw t minimise risks assciated with using scial media (AC1.2), again giving at least three ways. T achieve assessment criterin 2.2, learners need t demnstrate hw t cmmunicate and uplad cntent nt fur different scial media sites. Learners culd demnstrate hw t uplad an image r vide nt the fur different scial media sites and include a cmment and where applicable a cmmunicatin pst referring t the image r vide. This demnstratin will lead them nt describing hw business and rganisatins may use scial media t prmte prducts and services (AC2.3). Learners can refer back t their demnstratin t reinfrce their descriptins. Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the assessment criteria. Questin and answer (Q&A) sessins culd be used t crrbrate the learners knwledge fr any f the assessment criteria. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 396

403 Unit 58: Understand the Safe Use f Online and Scial Media Platfrms Unit reference number: L/505/3514 QCF level: 2 Credit value: 4 Guided learning hurs: 35 Unit type: Knwledge Unit summary Scial media is cmmn tl used by peple and rganisatins t update their audience n what is ging n day-t-day, prmtinal ffers, articles that may be f interest and new business that have just pened up. It is imprtant that everyne wh uses scial media, either fr persnal r business use, knws hw t stay safe nline. In this unit, yu will learn that infrmatin stred n persnal cmputers and mbile devices must be safeguarded, hw t select and use apprpriate security methds t safeguard systems and data, the threats t persnal safety when using the internet, hw t prtect yur nline devices against fraud and security attacks and the implicatins f entering persnal infrmatin nt scial media netwrking sites. 397

404 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand that infrmatin stred n persnal cmputers and mbile devices must be safeguarded Assessment criteria 1.1 Identify the ptential risks t infrmatin security f using persnal cmputers and mbile devices fr: using web brwsing banking nline shpping nline scial netwrking 1.2 Describe the security risks assciated with: hardware sftware scial media netwrking access t malicius websites access t inapprpriate material published n the Internet crrupted r infected attachments 1.3 Explain the imprtance f cntrlling access t hardware, sftware and stred data 1.4 Describe the cmmn types f scams and frauds: phishing pharming hacking 1.5 Explain the imprtance f develping and maintaining safe ICT user habits 398

405 Learning utcmes 2 Knw hw t select and use apprpriate security methds t safeguard systems and data Assessment criteria 2.1 Describe security techniques/measures that can prtect persnally accessed sftware and data, such as lgin identity and passwrds 2.2 Describe cmmn ways f cntrlling access t hardware, sftware and data 2.3 Identify ways t prtect data and sftware 2.4 Describe the term 'virus' and give examples f different types 2.5 Describe the purpse f anti-virus sftware 2.6 Explain why anti-virus sftware shuld be regularly updated 2.7 Explain the imprtance f backing up and safely string data 399

406 Learning utcmes 3 Understand the threats t persnal safety when using the Internet 4 Knw hw t prtect their nline devices against fraud and security attacks Assessment criteria 3.1 Describe the frms and features f: cyberbullying grming stalking criminal activities inapprpriate cntact inapprpriate cntent 3.2 Identify when and hw t reprt nline safety issues 3.3 Describe the risks and cnsequences f: identity theft identity fraud 3.4 Describe hw user accunts can be used as a security measure when cmputers are used by mre than ne persn 3.5 Explain the imprtance f setting parental cntrls n persnal cmputers, mbile and media devices 3.6 Explain hw t set up parental cntrls n: persnal cmputers tablets mbile phnes 4.1 Set up security measures t prtect their persnal cmputers and mbile devices against fraud and security threats 4.2 Describe measures that can help t prtect their persnal infrmatin 4.3 Describe the risks psed by unslicited and measures that can reduce the risks 4.4 Identify the security threats when accessing public WiFi netwrks 400

407 Learning utcmes 5 Understand the implicatins f entering persnal infrmatin nt scial media netwrking sites 6 Understand legal measures that address the prtectin f data Assessment criteria 5.1 Explain the cncept f n 'take backs' nce infrmatin is psted nline 5.2 Identify wh can view infrmatin psted nt scial media netwrking websites 5.3 Explain the privacy issues f using scial media websites 5.4 Describe frmal and infrmal cnventins, r netiquette, which shuld be bserved when cmmunicating nline 5.5 Describe the ptential cnsequences f psting their persnal infrmatin nt scial media websites 5.6 Identify the security risks f adding gegraphic identity r lcatin t material they uplad t the Internet 6.1 Identify relevant legislatin and guidelines relating t: dwnlading images and files frm the internet data prtectin 6.2 Identify data prtectin issues arund the use f scial media 6.3 Describe what is meant by the fllwing terms: cpyright plagiarism intellectual prperty 6.4 Explain why rganisatins develp and adpt plicies fr the acceptable use f ICT 6.5 Describe the cmmn cmpnents f an Acceptable Use Plicy 401

408 Unit amplificatin AC1.1: Identify the ptential risks t infrmatin security f using persnal cmputers and mbile devices fr using , web brwsing, banking nline, shpping nline and scial netwrking Ptential risks t security: apps allw access withut needing fr passwrd as passwrds are stred; persnal details and passwrds are stred fr specific websites AC1.2: Describe the security risks assciated with hardware, sftware, scial media netwrking, access t malicius websites, access t inapprpriate material published n the Internet and crrupted r infected attachments Security risks: dwnlading f viruses which can allw hackers t access persnal infrmatin; identity theft; access t inapprpriate material is breaking the law AC1.3: Explain the imprtance f cntrlling access t hardware, sftware and stred data Imprtance f cntrlling access t hardware, sftware and stred data: prtect persnal infrmatin; prtectin frm viruses, hacking and identity theft AC1.4: Describe the cmmn types f scams and frauds: phishing, pharming and hacking Phishing: attempt t get sensitive infrmatin, e.g. username, passwrds, credit card details Pharming: redirecting nline traffic t a fake site Hacking: smene wh is trying t gain access t a cmputer r cmputer netwrk AC1.5: Explain the imprtance f develping and maintaining safe ICT user habits Imprtance f develping and maintaining safe ICT user habits: maintains security; reduces risk f identity theft; lwers the risk f phishing, pharming and hacking AC2.1: Describe security techniques/measures that can prtect persnally accessed sftware and data, such as lgin identity and passwrds Security techniques: change passwrds regularly; nt using persnal details in passwrds; nly access safe websites; update spyware n cmputer; nt clicking n links in s; avid pening attachments frm unknwn surces 402

409 AC2.2: Describe cmmn ways f cntrlling access t hardware, sftware and data Cmmn ways f cntrlling access t hardware, sftware and data: spyware n cmputer; nt allwing ther peple t access yur cmputer; nt giving ut persnal infrmatin; avid dwnlading sftware frm unknwn surce; avid accessing private websites n public cmputers, e.g. nline banking; nt saving passwrds when using public cmputers AC2.3: Identify ways t prtect data and sftware Ways t prtect data and sftware: spyware sftware; change passwrds regularly; use strng passwrds AC2.4: Describe the term 'virus' and give examples f different types Virus: a prgramme that cpies itself int ther cmputers prgrammes, files, memry sticks etc AC2.5: Describe the purpse f anti-virus sftware Purpse f anti-virus sftware: blck viruses frm being dwnladed; remve viruses that have been dwnladed AC2.6: Explain why anti-virus sftware shuld be regularly updated Why anti-virus sftware shuld be regularly updated: ensure cmputer is prtected frm new viruses that are created; ensure yur cmputer is cntinuusly prtected AC2.7: Explain the imprtance f backing up and safely string data Imprtance f backing up and safely string data: access t data files that may have been deleted; access t data if a virus has deleted yur versin; prtectin frm fire that destrys primary data AC3.1: Describe the frms and features f cyberbullying, grming, stalking, criminal activities, inapprpriate cntact and inapprpriate cntent Cyberbullying: harassing ther peple thrugh nline cmmunities Grming: befriending and starting an emtinal cnnectin with anther persn lwer the ther persn s barriers by being friendly Stalking: mnitring nline activity; turning up where the ther persn is ging t be r is based n nline activity; harassing anther persn Criminal activity: using the internet t break the law, e.g. identity theft, selling illegal prducts Inapprpriate cntact: cmmunicating with smene abut subjects that are inapprpriate, e.g. drugs, alchl Inapprpriate cntent: sharing r lking at images, vides, messages that are inapprpriate, e.g. phts shwing illegal activity 403

410 AC3.2: Identify when and hw t reprt nline safety issues When t reprt nline safety issues: when seen as being abusive; illegal activities; feeling threatened; felt t be at risk Hw t reprt nline safety issues: cntact wner f scial media site; cntact plice AC3.3: Describe the risks and cnsequences f identity theft and identity fraud Risks and cnsequences f identity theft and identity fraud: smene else can use yur identity t undertake criminal activity; smene else will be psing as yu and can assess bank accunts; they can pst inapprpriate messages, images and vides as yu AC3.4: Describe hw user accunts can be used as a security measure when cmputers are used by mre than ne persn Hw user accunts can be used as a security measure: prtect persn s files, passwrds, images, vides as a separate accunt n the cmputer is set up and cannt be accessed by ther users withut passwrds AC3.5: Explain the imprtance f setting parental cntrls n persnal cmputers, mbile and media devices Imprtance f setting parental cntrls: limit access t inapprpriate material; mnitr children s activity AC3.6: Explain hw t set up parental cntrls n persnal cmputers, tablets and mbile phnes Hw t set up parental cntrls: settings n cmputer; settings n internet; set passwrds; set timer when internet can be accessed AC4.1: Set up security measures t prtect their persnal cmputers and mbile devices against fraud and security threats Security measures t prtect against fraud and security threats: passwrds; memrable infrmatin; security settings n internet, e.g. pp-ups, ckies AC4.2: Describe measures that can help t prtect their persnal infrmatin Measures that can help t prtect persnal infrmatin: strng passwrds; regularly changing passwrds; limiting access t nnsecure sites; never giving ut persnal details AC4.3: Describe the risks psed by unslicited and measures that can reduce the risks Risks psed by unslicited ptential t access yur persnal infrmatin (identity fraud); mre unwanted s will be sent Measures that can reduce the risk: dn t pen attachments; reprt s as spam, delete messages 404

411 AC4.4: Identify the security threats when accessing public WiFi netwrks Security threats when accessing public WiFi netwrks: identity theft; passwrds can be stlen; brwser histry can be viewed AC5.1: Explain the cncept f n 'take backs' nce infrmatin is psted nline Cncept f n take backs nce infrmatin is psted: nce message, image, vide has been psted it is stred n the wrld wide web; all cpies f message, image, vide will never be deleted as cpies are made t quickly AC5.2: Identify wh can view infrmatin psted nt scial media netwrking websites Wh can view infrmatin psted nt scial media: dependant n privacy settings; public has sight f name, gender and picture n all scial media platfrms AC5.3: Explain the privacy issues f using scial media websites Privacy issues f using scial media websites: public has sight f name; gender and picture; higher risk f identity theft; higher risk f unwanted attentin AC5.4: Describe frmal and infrmal cnventins, r netiquette, which shuld be bserved when cmmunicating nline Frmal and infrmal cnventins which shuld be bserved when cmmunicating nline: spelling, grammar and punctuatin are nt imprtant; messages n frums shuld be clear and cncise and in the style f an ; typing in capitals is cnsidered shuting; plite t start with a shrt greeting AC5.5: Describe the ptential cnsequences f psting their persnal infrmatin nt scial media websites Ptential cnsequences f psting persnal infrmatin nt scial media websites: identity theft; cyberbullying; stalking; unwanted attentin frm thers AC5.6: Identify the security risks f adding gegraphic identity r lcatin t material they uplad t the Internet Security risks f adding gegraphic identity t material that is upladed: thers can find yur huse, wrk current lcatin easily; increase risk f stalking AC6.1: Identify relevant legislatin and guidelines relating t dwnlading images and files frm the Internet and data prtectin Relevant legislatin and guidelines: Cpyright, Designs and Patents Act 1988; Data Prtectin Act 1998; Digital Ecnmy Act

412 AC6.2: Identify data prtectin issues arund the use f scial media Data prtectin issues: persnal infrmatin is easily accessible; persnal infrmatin may be made public by user AC6.3: Describe what is meant by the fllwing terms: cpyright, plagiarism and intellectual prperty Cpyright: creatr f the wrk has exclusive right t use and distribute wrk Plagiarism: stealing smene else s wrds, thughts, ideas r expressins and using them as yur wn Intellectual prperty: wner f intangible assets, e.g. music, wrds, discveries, inventins are given exclusive rights AC6.4: Explain why rganisatins develp and adpt plicies fr the acceptable use f ICT Why rganisatins develp and adpt plicies fr the use f IT: t prtect the rganisatin; t prtect emplyees AC6.5: Describe the cmmn cmpnents f an Acceptable Use Plicy Cmmn cmpnents f an Acceptable Use Plicy: philsphy f why the internet use is being ffered t the user; cde f cnduct; cnsequences; unacceptable uses; disclaimer 406

413 Infrmatin fr tutrs Suggested resurces Websites Managed by the Natinal Archives: publishing all UK legislatin Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld apply the Unit assessment guidance given belw. This guidance shuld be read in cnjunctin with Sectin 8 Assessment. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements There are n sectr-related assessment requirements fr this unit. 407

414 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance as apprpriate fr learners and the particular assessment cntext. The evidence demnstrating achievement f learning utcme 1, 2, 3, 4 and 5 can be cllected thrugh a presentatin. Evidence can be gathered frm the presentatin and can be supprted by any research the learner undertakes in rder t prduce and present their presentatin. T achieve learning utcme 1, learners will fcus n infrmatin stred n persnal cmputers and mbile devices needing t be safeguarded. They shuld begin by identifying the ptential risks t infrmatin security f using persnal cmputers and mbile devices fr using , web brwsing, banking nline, shpping nline and scial netwrking (AC1.1). Learners shuld identify at least three risks fr each f the uses. They shuld then describe at least three security risks that are assciated with hardware, sftware, scial media netwrking, access t malicius websites, access t inapprpriate material published n the internet and crrupted r infected attachments (AC1.2). They shuld then explain the imprtance f cntrlling access t hardware, sftware and stred data (AC1.3), describe the cmmn types f scams and frauds (phising, pharming and hacking) (AC1.4) and explain the imprtance f develping and maintain safe ICT user habits (AC1.5). T achieve learning utcme 2, learners will fcus n hw t select and use apprpriate security methds t safeguard systems. They shuld begin by describing at least three security techniques/measures that can prtect persnally accessed sftware and data, such as lgin, identity and passwrds (AC2.1), describe at least three cmmn ways f cntrlling access t hardware, sftware and data (AC2.2) and identify at least three ways t prtect data and sftware (AC2.3). Learners must als describe the term virus and give at least three examples f different types (AC2.4), describe the purpse f anti-virus sftware (AC2.5), explain why anti-virus sftware shuld be regularly updated (AC2.6) and explain the imprtance f backing up and safely string data (AC2.7). T achieve AC3.1, AC3.2 and AC3.3, learners shuld describe the frms and give at least three features f cyberbulling, grming, stalking, criminal activity, inapprpriate cntact and inapprpriate cntent (AC3.1). They shuld als identify when and hw t reprt nline safety issues (AC3.2) and describe at least three risks and three cnsequences f identity theft and identity fraud (AC3.3). T achieve AC3.4, AC3.5 and AC3.6, learners shuld describe hw user accunts can be used as a security measure when cmputers are used by mre than ne persn (AC3.4), explain the imprtance f setting parental cntrls n persnal cmputers, mbile and media devices (AC3.5) and explain hw t set up parental cntrls n persnal cmputers, tablets and mbile phnes (AC3.6). T achieve learning utcme 4, learners need t fcus n hw t prtect their nline devices against fraud and security attacks. They shuld begin by setting up security measures t prtect their persnal cmputers and mbile devices against fraud and security threats (AC4.1). They culd then g n t describe measures that can help t prtect their persnal infrmatin (AC4.2), describe the risks psed by unslicited and at least three measures that can reduce the risks (AC4.3) and identify at least three security threats when accessing public WiFi netwrks (AC4.4). 408

415 T achieve learning utcme 5, learners need t fcus n the implicatins f entering persnal infrmatin nt scial media netwrking sites. They culd begin by explaining the cncept f n take backs nce infrmatin is psted nline (AC5.1). They culd then g n t identify wh can view infrmatin psted nt scial media netwrking websites (AC5.2), explain the privacy issues f using scial media websites (AC5.3), describe at least three frmal and three infrmal cnventins, r netiquette, which shuld be bserved when cmmunicating nline (AC5.4), describe the ptential cnsequences f psting their persnal infrmatin nt scial media websites (AC5.5) and identify at least three security risks f adding gegraphic identity r lcatin t material they uplad t the internet (AC5.6). T achieve learning utcme 6, learners will fcus n the legal measures that address the prtectin f data. They culd begin by identifying relevant legislatin and guidelines relating t dwnlading images and files frm the internet and data prtectin (AC6.1). They culd then g n t identify data prtectin issues arund the use f scial media (AC6.2), describe what is meant by cpyright, plagiarism and intellectual prperty (AC6.3), explain why rganisatins develp and adpt plicies fr the acceptable use f ICT (AC6.4) and describe the cmmn cmpnents f an Acceptable Use Plicy (AC6.5). Learners respnses must be at the apprpriate breadth and depth t meet the level f demand f the assessment criteria. Questin and answer (Q&A) sessins culd be used t crrbrate the learners knwledge fr any f the assessment criteria. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 409

416 Unit 59: Principles f Equality and Diversity in the Wrkplace Unit reference number: J/506/1806 QCF level: 2 Credit value: 2 Guided learning hurs: 10 Unit type: Knwledge Unit summary Yu need t knw the purpses f yur rganisatin s equality and diversity plicies and hw t implement them. Yu and yur rganisatin must cmply with equality legislatin t cmply with emplyment law. Cmpliance als helps t safeguard the rganisatin s reputatin and helps t create a pleasant and prductive wrking envirnment. In this unit yu will learn abut the laws t prmte equality and hw they are implemented thrugh yur rganisatin s plicies. Then yu will g n t cnsider the benefits f gd equality and diversity plicies and the cnsequences f failing t cmply with equality law. Yu will learn abut yur wn respnsibilities fr equality and diversity in yur wrkplace and abut the way t behave t supprt equality, diversity and inclusin. 410

417 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand the implicatins f equality legislatin 2 Understand rganisatinal standards and expectatins fr equality and diversity and cntext in the wrkplace Assessment criteria 1.1 Define the cncept 'equality and diversity' 1.2 Describe the legal requirements fr equality f pprtunity 1.3 Describe the rle and pwers f rganisatins respnsible fr equality 1.4 Explain the benefits f equal pprtunities and diversity 1.5 Explain the ptential cnsequences fr an rganisatin f failing t cmply with equality legislatin 2.1 Explain hw rganisatinal plicies n equality and diversity translate int day t day activity in the wrkplace 2.2 Describe their wn respnsibilities fr equality and diversity in the wrkplace 2.3 Describe behaviurs that supprt equality, diversity and inclusin in the wrkplace 411

418 Unit amplificatin AC1.1: Define the cncept equality and diversity Equality: definitin, e.g. treating peple fairly regardless f any differences Diversity: definitin, e.g. embracing difference AC1.2: Describe the legal requirements fr equality f pprtunity Legal requirements: Equality Act 2010 prtects emplyees against discriminatin in relatin t: Dismissal Emplyment terms and cnditins Pay and benefits Training Recruitment Redundancy Grunds fr discriminatin include: Age Disability Gender reassignment Marital and civil partnership Pregnancy and parenthd Race Religin r belief Sex Sexual rientatin 412

419 AC1.3: Describe the rle and pwers f rganisatins respnsible fr equality Rle and pwers f rganisatins: Equality Advisry Supprt Service: prvides advice and infrmatin abut equality Equality and Human Rights Cmmissin: prduces cdes f practice n equality and diversity, can take judicial prceedings in relatin t equality and human rights breaches Gvernment Equalities Office: develps gvernment strategy and legislatin abut equality Advisry, Cnciliatin and Arbitratin Service (ACAS): mediatin service, infrmatin, advice, training, dealing with emplyment disputes Emplyment tribunals: decide claims abut unfair treatment in the wrkplace AC1.4: Explain the benefits f equal pprtunities and diversity Benefits: jb satisfactin; emplyee retentin; fairness; mtivatin; wrkfrce mirrrs scial equality and diversity; psitive custmer relatins; attract and retain talented peple; prfitability; psitive reputatin AC1.5: Explain the ptential cnsequences fr an rganisatin f failing t cmply with equality legislatin Direct cnsequences: cmplaints; prsecutin; legal penalties; lss f staff; mediatin; emplyment tribunal; cmpensatin awards Other cnsequences: waste f management time; legal csts; damage t reputatin; lss f staff; emplyee dissatisfactin AC2.1: Explain hw rganisatinal plicies n equality and diversity translate int day-t-day activity in the wrkplace The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC2.2: Describe their wn respnsibilities fr equality and diversity in the wrkplace The knwledge t meet this AC depends n the particular rganisatinal requirements and cntext. Learners need t apply the knwledge specific t their rganisatin t meet this AC AC2.3: Describe behaviurs that supprt equality, diversity and inclusin in the wrkplace Behaviurs: cmplying with rganisatinal plicies; awareness f wn prejudices; active listening; sensitive use f language; patience; penness t different viewpints; psitive attitude; prmting a psitive culture; challenge discriminatry behaviur in thers; reprt discriminatry behaviur 413

420 Infrmatin fr tutrs Suggested resurces Bks Malik H A Practical Guide t Equal Opprtunities (3rd editin) (Nelsn Thrnes, 2009) ISBN Thmpsn N Prmting Equality: Wrking with Diversity and Difference (3rd editin) (Palgrave Macmillan, 2011) ISBN Websites The Advisry, Cnciliatin and Arbitratin Service: spnsred rganisatin which wrks t imprve wrking life, has resurces n equality UK gvernment s Equality Advisry Service: prvides infrmatin n discriminatin issues UK gvernment Equalities Office: has news and reprts n equality issues UK gvernment website: prvides guidance n the Equality Act UK Justice Ministry: link t infrmatin n emplyment tribunals Other Guidance bklets n the Equality Act 2010, published by the Gvernment Equalities Office, available n the gvernment publicatins Equality Act guidance website: Delivering Equality and Diversity advisry bklet published by ACAS, available via the ACAS website: Assessment This unit is internally assessed. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld apply the Unit assessment guidance given belw. This guidance shuld be read in cnjunctin with Sectin 8 Assessment. Wherever pssible, centres shuld adpt a hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements There are n sectr-related assessment requirements fr this unit. 414

421 Unit assessment guidance This guidance supprts assessrs in making decisins abut hw best t assess each unit and the evidence needed t meet the requirements. Centres can adapt the guidance fr learners and the particular assessment cntext, as apprpriate. Bth learning utcmes are knwledge based and the apprpriate methds f assessment are prfessinal discussin, ral questin and answer (Q&A) sessins, a learner diary r a reflective accunt. Learners are likely t be intrduced t their rganisatin s plicies in this area in the inductin prcess s assessment culd be planned t fall shrtly afterwards. Occasinally, a learner may have a chance in their jb rle t prduce sme evidence twards this unit but fr mst learners the pprtunities fr assessment will be intrduced by the assessr. The cncepts f equality and diversity are different and s where they are bth included in an assessment criterin the learner shuld address bth equality and diversity in their respnses. If assessrs are using Q&A sme assessment criteria shuld be brken dwn int mre than ne questin t help the learner prvide the required respnses. Attentin shuld be paid t the verbs used in the assessment criteria, which are mainly describe r explain, s a list f pints wuld nt meet the requirements. The questins and respnses need t be carefully designed t ensure that the learner prduces the full respnses and that there is clear evidence f them. Evidence f Recgnitin f Prir Learning (RPL) can als be used within the unit t cnfirm cmpetence. Wherever pssible, the learning utcmes in this unit shuld be assessed hlistically acrss the qualificatin. 415

422 Unit 60: Principles f Team Leading Unit reference number: R/506/2294 QCF level: 2 Credit value: 5 Guided learning hurs: 37 Unit type: Knwledge Unit summary In this unit yu will learn abut the principles behind gd practice in team leading. Understanding these principles will increase yur ability t be a flexible and successful team leader in all situatins. Firstly, yu will learn abut hw effective team leaders behave and hw this behaviur helps t use the energy f team members and benefit the rganisatin. Next yu will g n t explre the dynamics f teams, including key theries abut the different rles we play in a team and hw teams evlve ver a perid f time. Yu will then g n t cnsider hw t manage the wrk f teams and slve prblems. Yu will learn the principles f successfully steering yur team thrugh changes in the wrkplace. Finally, yu will explre mre abut what mtivates yur team members t d their very best and the actins yu can take as a team leader t make this happen. 416

423 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand leadership styles in rganisatins Assessment criteria 1.1 Describe characteristics f effective leaders 1.2 Describe different leadership styles 1.3 Describe ways in which leaders can mtivate their teams 1.4 Explain the benefits f effective leadership fr rganisatins 2 Understand team dynamics 2.1 Explain the purpse f different types f teams 2.2 Describe the stages f team develpment and behaviur 2.3 Explain the cncept f team rle thery 2.4 Explain hw the principle f team rle thery is used in team building and leadership 2.5 Explain typical surces f cnflict within a team and hw they culd be managed 3 Understand techniques used t manage the wrk f teams 4 Understand the impact f change management within a team 3.1 Explain the factrs t be taken int accunt when setting targets 3.2 Describe a range f techniques t mnitr the flw f wrk f a team 3.3 Describe techniques t identify and slve prblems within a team 4.1 Describe typical reasns fr rganisatinal change 4.2 Explain the imprtance f accepting change psitively 4.3 Explain the ptential impact n a team f negative respnses t change 4.4 Explain hw t implement change within a team 417

424 Learning utcmes Assessment criteria 5 Understand team mtivatin 5.1 Explain the meaning f the term mtivatin 5.2 Explain factrs that affect the level f mtivatin f team members 5.3 Describe techniques that can be used t mtivate team members 5.4 Explain hw having mtivated staff affects an rganisatin 418

425 Unit amplificatin This cntent has been written in an expanded frmat t facilitate bth nscreen testing and prtfli assessment. Learners presenting wrk fr prtfli assessment are nt expected t evidence all f the amplificatin. Learners wh are t be assessed by the nscreen test culd be tested n any aspect f the amplificatin. AC1.1: Describe characteristics f effective leaders Effective leaders: adaptable; self-cnfident; practive; reliable; ambitius; mtivatinal; visin; has hnesty and integrity; decisive; wrks well under pressure AC1.2: Describe different leadership styles Lewin s leadership styles: Autcratic: prvide clear expectatins, clear divisin between leader and fllwers, independently makes decisins Participative: ffer guidance and encuragement, cnsult n decisins but retain the final say Laissez-faire: ffer little r n guidance, leave decisin making up t team members Gleman s leadership styles: Cercive: demands team members cmply with rders Authritative: encurages team members t wrk twards a prvided visin Affiliative: supprts team members emtinally t build relatinships Demcratic: team members cllabrate and make team decisins Pacesetting: sets high perfrmance standards fr team members Caching: assists team members in their develpment AC1.3: Describe ways in which leaders can mtivate their teams Mtivating teams: Sharing visin and values Valuing peple Giving feedback and recgnitin Offering minimal criticism Fstering creativity Stretching peple s talents Managing aspiratins 419

426 AC1.4: Explain the benefits f effective leadership fr rganisatins Effective leadership: achievement f bjectives; mtivatin f staff; develping peple s skills; shared visin and values Benefits fr rganisatins: meeting rganisatins needs; enhanced reputatin; retain custmers; increase custmer base; increase prfits; imprved business perfrmance; mtivated staff; retentin f staff AC2.1: Explain the purpse f different types f teams Different types: temprary; permanent; interdependent; crssfunctinal Purpses: Temprary: time-limited task grups t cmplete prjects r specific shrt-term tasks r an excess f wrk fr the permanent team Permanent: lng-term members f staff wh cmplete business as usual tasks Interdependent: team members cntribute t an verall gal, team members supprt ne anther t cmplete the task and ften have similar rles and skills s they are interchangeable Crss-functinal: team members are drawn frm different areas f the rganisatin with different specialisms t slve prblems r wrk n cmplex prjects AC2.2: Describe the stages f team develpment and behaviur Tuckman s stages f team develpment: Frming: dependent n leader fr directin, individual rles nt yet develped Strming: team members cmpete fr psitins with ne anther and with the leader Nrming: team members accept their rles and respnsibilities and cperate with ne anther Perfrming: the team functins well and knws its purpse clearly, the leader delegates and versees Adjurning (transfrming): the grup breaks up r mves n t a new prject Typical behaviur f team members at each stage: Frming: psitive, plite, anxius, excited t get n with the task Strming: frustrated with leadership and team members Nrming: respectful f leadership and team members strengths and weaknesses Perfrming: prductive, cperative and efficient Adjurning (transfrming): psitive if the team is mving n t a new prject tgether, murnful if the team is being brken up 420

427 AC2.3: Explain the cncept f team rle thery Team rle thery: meaning f rle ; significance f rles played in a team; team members behaviural strengths and weaknesses Belbin s team rles, cntributins and allwable weaknesses f each rle: Plant: highly creative and gd at prblem slving; uncnventinal and frgetful Resurce investigatr: strng cmpetitr with sectr knwledge; can becme frgetful and distracted frm the purpse C-rdinatr: fcused n team gals and gd at delegatin; may delegate t much wrk away frm themselves Shaper: gd at mtivating thers and keeping the team n target; can be aggressive r behave badly whilst trying t keep team n target Mnitr-evaluatr: lgical and impartial; t critical and slw Teamwrker: flexible and gd at supprting team dynamics; can struggle t make decisins when facing ppsitin frm ther team members Implementer: practical and efficient in planning wrk; can be inflexible if alternative, mre-effective plans are put frward by ther team members Cmpleter finisher: high standards and gd at evaluating teamwrk; can be t picky Specialist: in-depth knwledge f a specific area; may nt see the bigger picture r be able t wrk flexibly in different areas AC2.4: Explain hw the principle f team rle thery is used in team building and leadership Team rle thery in team building: selectin f team members; selectin f tasks t meet team members cntributins and allwable weaknesses; raising self-awareness f individual team members; building mutual respect; encuraging c-peratin between team members based n understanding individuals behaviural strengths and allwable weaknesses; develping strategies fr effective team wrking fr the future Team rle thery in leadership: allcatin f wrk; selectin f members f sub-grups; awareness f cntributins and allwable weaknesses; create a balanced team; address pssible tensins r weaknesses in the team 421

428 AC2.5: Explain typical surces f cnflict within a team and hw they culd be managed Surces f cnflict within a team: Bell and Hart s eight causes f cnflict (cnflicting resurces, cnflicting wrking styles, cnflicting perceptins, cnflicting gals, cnflicting pressures, cnflicting rles, different persnal values, unpredictable plicies) Managing cnflict: negtiatin; pen cmmunicatins; learning abut persnality types; setting nn cnflicting gals; clear explanatin f plicies; cnsistent applicatin f plicies; early interventin AC3.1: Explain the factrs t be taken int accunt when setting targets Types f targets: Perfrmance: measurements fr individuals r teams t shw hw their individual wrk cntributes t the rganisatin s gals; t check that their utput is in line with expectatins in terms f quality, quantity and meeting the agreed deadline Learning: individual r team-develpment needs t meet verall perfrmance targets Business factrs: business bjectives; business pririties; resurces physical; human; budgetary Team factrs: experience; skills; previus achievements; aspiratins; develpmental needs; wrklad Targets shuld be SMART specific, measurable, achievable, realistic and time-bund AC3.2: Describe a range f techniques t mnitr the flw f wrk f a team Prject-management techniques: set team and individual perfrmance and learning bjectives; mnitr deadlines; mnitr wrk and prject milestnes; prgress reprting; Gantt charts t mnitr prject schedules Perfrmance management techniques: key perfrmance indicatrs (KPIs); benchmarking against successful teams r prjects; wrk measurement; setting and mnitring milestnes AC3.3: Describe techniques t identify and slve prblems within a team Prblems: lack f chesin; lss f team members; unmtivated team members; cnflict; weak leadership; authritarian leadership; pr planning; t many f the same Belbin rle; reductin in prductivity; signs f stress; missed deadlines Identify prblems: bservatin; appraisals; ne-t-ne meetings; key perfrmance indicatrs (KPIs); staff absences; mnitr quality and quantity f wrk Techniques t slve prblems: team briefings; ne-t-ne meetings; team review meetings; successin planning; gal setting; rewards; caching; team planning meetings 422

429 AC4.1: Describe typical reasns fr rganisatinal change Organisatinal change: takever; merger; methds f wrking; lcatin f wrk; jb rles; reprting relatinships; rebranding; technlgy Typical reasns fr change: activities f cmpetitrs; imprvements in technlgy; desire fr grwth; desire t imprve prcesses; gvernment regulatins; survival AC4.2: Explain the imprtance f accepting change psitively Accepting change psitively: understanding new requirements; maintaining quality and quantity f wrk; identifying benefits f change Imprtance f being psitive: effective implementatin f change; supprt team members; maintain ptimistic utlk; maintain utput f wrk; enhance pprtunities fr team members t develp new skills AC4.3: Explain the ptential impact n a team f negative respnses t change Negative respnses t change: resistance t change; reduced mtivatin; reduced prductivity; lss f team members Ptential impact: failure t meet business needs; increased stress; reduced pay; reduced pprtunities fr develpment; reduced jb security; lss f team members; reduced jb satisfactin AC4.4: Explain hw t implement change within a team Overcming resistance: cmmunicate reasns; cnsult; supprt team members; share the visin; set psitive example; link t individual gals; allw staff t participate in decisins; empwerment Implementing change: frcefield analysis; brainstrming; re-training; participative planning; setting milestnes and deadlines; giving rewards; invlvement f staff in change prcess AC5.1: Explain the meaning f the term mtivatin Mtivatin: drive t behave in a certain way; decisin t start an activity; effrt t cmplete the activity; enthusiasm; willingness; pursuit f a gal; incentive t cmplete an activity AC5.2: Explain factrs that affect the level f mtivatin f team members Factrs that affect mtivatin psitively: reward (financial, praise, recgnitin, celebrating success); shared visin and values; feeling valued; feedback; fstering f creativity; stretching talents; aspiratins encuraged Factrs that affect mtivatin negatively: criticism; nt feeling supprted; favuritism; excessive wrklad; pay and wrking cnditins; lack f recgnitin 423

430 AC5.3: Describe techniques that can be used t mtivate team members Techniques: regular team briefings; team reviews; team and individual gal setting; supprt; rewards (financial, praise, recgnitin, celebrating success); incentives; cnstructive feedback; ne-t-ne meetings; equal treatment f all team members; setting a gd example; cnsistency and fairness; ffering learning and develpment pprtunities fr team members; encuraging aspiratins; prviding pprtunities fr stretching talents AC5.4: Explain hw having mtivated staff affects an rganisatin Effect n rganisatin: Imprvements in: wrk utput; custmer relatins; custmer retentin; prfitability; grwing custmer base; business perfrmance; reputatin; retentin f staff; recruitment (csts reduced, better applicants, staff turnver reduced); reputatin 424

431 Infrmatin fr tutrs Suggested resurces Bks Carysfrth et al BTEC First Business (Pearsn Educatin Limited, 2013) ISBN Leigh A and Maynard M Leading yur Team (2nd revised editin) (Nichlas Brealey Publishing, 2004) ISBN Owen J Hw t Lead (3rd editin) (Pearsn Educatin Limited, 2011) ISBN Websites The Advisry, Cnciliatin and Arbitratin Service: materials t supprt management in the wrkplace Business educatin: educatinal resurces fr business studies Businessballs: learning and develpment resurces fr rganisatins Mind Tls: learning resurces t supprt develpment f skills needed t succeed in a career Abut.cm Psychlgy: website fr students f psychlgy, includes infrmatin n leadership and teams Assessment This unit can be assessed internally thrugh a Prtfli f Evidence, r it can be assessed externally thrugh an nscreen test. Mre infrmatin abut each methd f assessment is given belw. This shuld be read in cnjunctin with Sectin 8 Assessment. External assessment External assessment is thrugh an nscreen test. Pearsn will set and mark this test. The text lasts fr 45 minutes and is wrth 35 marks. The assessment is available n demand. The test assesses all f the learning utcmes and uses each individual assessment criterin and the assciated Unit amplificatin as a base fr the questins. Internal assessment Internal assessment is thrugh an internally and externally quality assured Prtfli f Evidence. T pass this unit the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld fllw the Unit assessment guidance given belw. There are n sectr-related assessment requirements fr this unit. 425

432 Unit assessment guidance Due t the nature f the individual learning utcmes and the size f the unit, different types f assessment are needed t prduce sufficient and apprpriate evidence t demnstrate achievement f the learning utcmes. The fllwing are the required assessment methds fr this unit. All learning utcmes can either be assessed by a structured written assessment r ral questin and answer (Q&A) sessins. If written assessment is used, it shuld allw the learners t cntextualise and relate the cncepts t their wn wrking envirnment and wrk experiences. The written assessment can take the frm f a single prject r a series f linked r separate tasks, and learners can prvide evidence in different frmats such as reprts, presentatin slides, wrkbks, reflective accunts and directed assignments, as lng as they allw the learner t present the evidence required t meet the assessment criteria. If ral questin and answer (Q&A) is used then this shuld be integrated, as far as pssible, with the assessment f wrk-based cmpetencies in related cmpetence units. The ral questin and answer (Q&A) sessin must be recrded and supprted by a signed witness statement frm the assessr and the learner s ntes r visual aids. The assessr must ensure that the signed statement includes sufficient detail t supprt the assessment decisins fr the learning utcmes and the related assessment criteria. Learning utcme 2 must nly be assessed by structured written assessment t allw the learners t demnstrate the depth and breadth f evidence required t meet the assessment criteria. This culd be ne single prject r a series f linked r separate tasks. Whilst this learning utcme requires the learner t demnstrate generic and theretical knwledge and understanding, there are still pprtunities fr learners t relate this t their wrking envirnment and wrking experiences and this shuld be utilised in the design f the assessment. Evidence culd be presented in a range f frmats similar t thse stated abve. 426

433 12 Further infrmatin and useful publicatins T get in tuch with us visit ur Cntact us pages: Edexcel: BTEC: Pearsn Wrk Based Learning: bks, sftware and nline resurces fr UK schls and clleges: Key publicatins: Adjustments fr candidates with disabilities and learning difficulties Access and Arrangements and Reasnable Adjustments, General and Vcatinal qualificatins (Jint Cuncil fr Qualificatins (JCQ)) Equality Plicy (Pearsn) Recgnitin f Prir Learning Plicy and Prcess (Pearsn) UK Infrmatin Manual (Pearsn) BTEC Apprenticeships Quality Assurance Handbk (Pearsn) UK Quality Vcatinal Assurance Handbk (Pearsn). All f these publicatins are available n ur website. Further infrmatin and publicatins n the delivery and quality assurance f NVQ/Cmpetence-based qualificatins are available at ur website: Our publicatins catalgue lists all the material available t supprt ur qualificatins. T access the catalgue and rder publicatins, please g t the resurces page f ur website, 427

434 13 Prfessinal develpment and training Prfessinal develpment and training Pearsn supprts UK and internatinal custmers with training related t ur qualificatins. This supprt is available thrugh a chice f training ptins ffered n ur website: The supprt we ffer fcuses n a range f issues, such as: planning fr the delivery f a new prgramme planning fr assessment and grading develping effective assignments building yur team and teamwrk skills develping learner-centred learning and teaching appraches building in effective and efficient quality assurance systems. The natinal prgramme f training we ffer is n ur website at: Yu can request centre-based training thrugh the website r yu can cntact ne f ur advisers in the Training frm Pearsn UK team via Custmer Services t discuss yur training needs. Training and supprt fr the lifetime f the qualificatins Training and netwrks: ur training prgramme ranges frm free intrductry events thrugh sectr-specific pprtunities t detailed training n all aspects f delivery, assignments and assessment. We als hst sme reginal netwrk events t allw yu t share yur experiences, ideas and best practice with clleagues in yur regin. Reginal supprt: ur team f Reginal Quality Managers, based arund the cuntry, are respnsible fr prviding quality assurance supprt and guidance t anyne managing and delivering NVQs/Cmpetence-based qualificatins. The Reginal Quality Managers can supprt yu at all stages f the standard verificatin prcess as well as in finding reslutins f actins and recmmendatins as required. T get in tuch with ur dedicated supprt teams please visit ur website at: Online supprt: find the answers t yur questins by brwsing ver 100 FAQs n ur website r by submitting a query using ur Wrk Based Learning Ask the Expert Service. Yu can search the database f cmmnly asked questins relating t all aspects f ur qualificatins in the wrk-based learning market. If yu are unable t find the infrmatin yu need, send us yur query and ur qualificatin r administrative experts will get back t yu. The Ask the Expert service is available n ur website at: 428

435 Online frum Pearsn Wrk Based Learning Cmmunities is an nline frum where emplyers, further educatin clleges and wrkplace training prviders can seek advice and clarificatin abut any aspect f ur qualificatins and services, and share knwledge and infrmatin with thers. The frums are sectr specific and cver business administratin, custmer service, health and scial care, hspitality and catering and retail. The nline frum is available n ur website at: 429

436 14 Cntact us We have a dedicated Accunt Supprt team, acrss the UK, t give yu mre persnalised supprt and advice. T cntact yur Accunt Specialist: [email protected] Telephne: If yu are new t Pearsn and wuld like t becme an apprved centre, please cntact us by: [email protected] Telephne: Cmplaints and feedback We are wrking hard t give yu excellent service. Hwever, if any element f ur service falls belw yur expectatins, we want t understand why, s that we can prevent it frm happening again. We will d all that we can t put things right. If yu wuld like t register a cmplaint with us, please [email protected]. We will frmally acknwledge yur cmplaint within tw wrking days f receipt and prvide a full respnse within seven wrking days. 430

437 Annexe A: Skills CFA Assessment Strategy fr Business Administratin, Custmer Service and Management and Leadership Cntents N. Detail Page 1 Intrductin External quality cntrl f assessment Requirements f assessrs, external and internal verifiers Evidence Emplyer direct mdel Realistic Wrking Envirnment Guidelines Simulatin: a list f units

438 1. Intrductin This Assessment Strategy prvides principles and guidance t Awarding Organisatins fr the assessment f cmpetence-based units and qualificatins (including Scttish Vcatinal Qualificatins and Natinal Vcatinal Qualificatins) within Business Administratin, Custmer Service and Management and Leadership in England, Sctland, Wales and Nrthern Ireland. This dcument utlines Skills CFA principles in regards t: external quality cntrl f assessment requirements f assessr and verifiers evidence emplyer direct mdel. These principles are in additin t the generic criteria that Awarding Organisatins must meet fr delivery f qualificatins as required by the qualificatin regulatrs, fr example Ofqual s Regulatry Arrangements fr the Qualificatins and Credit Framewrk and any regulatry requirements specified by the SQA Accreditatin. This strategy shuld nly be used fr the assessment f the Business Administratin, Custmer Service and Management and Leadership cmpetenceknwledge based units and qualificatins wned by Skills CFA. Units which have been imprted by Skills CFA int their apprenticeships r cmpetence-based qualificatins will be assessed in cmpliance with their relevant assessment strategies. Awarding Organisatins may assess knwledge-nly units as they see fit. 432

439 2. External quality cntrl f assessment The quality f the assessment prcess is the respnsibility f Awarding Organisatins. Hwever, Skills CFA encurages flexibility and innvatin f apprach, alngside rbust systems t supprt quality cntrl. Awarding Organisatins are als encuraged t detail their apprach t external verificatin, risk assessment and data requests. 2.1 External verificatin Awarding Organisatins are respnsible fr the cmpetence f external verifiers. It is the respnsibility f Awarding Organisatins t mnitr centres' perfrmance in accrdance with regulatry requirements. Awarding Organisatins must cnsistently apply external verificatin prcesses at all assessment centres delivering cmpetence-based qualificatins. These shuld be underpinned by standard risk assessment and risk management prcesses. 2.2 Risk assessment Awarding Organisatins must carry ut standard risk assessments fr all qualificatin assessment centres that are delivering cmpetence-based qualificatins. Identified risks must be managed apprpriately. Awarding Organisatins must retain evidence t prve that a risk assessment has been carried ut fr each apprved centre, and that a strategy t minimise any identified risk has been implemented. 2.3 Data requests Each quarter, Awarding Organisatins must prvide registratin and achievement data at all qualificatin levels and unit levels (where pssible) t Skills CFA. 433

440 3. Requirements f assessrs, external and internal verifiers Candidates may be assessed, mderated r verified at wrk either by several appinted individuals. 3.1 Assessrs The primary respnsibility f an Assessr is t assess candidates perfrmance in a range f tasks and t ensure the evidence submitted by the candidate meets the requirements f the assessment criteria. It is imprtant that an assessr can recgnise ccupatinal cmpetence as specified by the natinal standard. Assessrs therefre need t have a thrugh understanding f assessment and quality assurance practices, as well as have indepth technical understanding related t the qualificatins fr which they are assessing candidates. T be able t assess candidates, Assessrs must: hld an apprpriate qualificatin, as specified by the apprpriate regulatry authrity, cnfirming their cmpetence t assess candidates undertaking cmpetence-based units and qualificatins. Assessrs hlding lder qualificatins must be able t demnstrate that they are assessing t the current standards; OR be wrking tward an apprpriate qualificatin, as specified by the apprpriate regulatry authrity. An Assessrs wrking twards an apprpriate qualificatin must ensure their decisins are cuntersigned by a suitably-qualified assessr/verifier and shuld be supprted by a qualified assessr thrughut their training perid. be ccupatinally cmpetent. Assessrs must prvide current evidence f cmpetence, knwledge and understanding in the areas t be assessed. This will nrmally be achieved thrugh demnstrating cmpetence in the rles which are t be assessed r demnstrated by relevant experience and cntinuing prfessinal develpment (CPD) which may include the achievement f qualificatins relevant t the areas being assessed. have a full and current understanding f the units f cmpetence and requirements f the qualificatins being assessed, including the quality f assessment and the assessment prcess. It is the respnsibility f apprved centres t select and appint assessrs. 434

441 3.2 External quality assurer (EQA) 1 The primary respnsibility f EQAs is t assure quality f internal verificatin and assessments acrss the centres fr which they are respnsible. EQAs must have a thrugh understanding f quality assurance and assessment practices, as well as in-depth technical knwledge related t the qualificatins that they are externally verifying. EQAs must: hld an apprpriate qualificatin as specified by the apprpriate regulatry authrity, cnfirming their cmpetence t verify cmpetence-based assessments. EQAs hlding lder qualificatins must be able t demnstrate that they are verifying t the current standards; OR be wrking tward an apprpriate qualificatin, as specified by the apprpriate regulatry authrity. If EQAs are wrking twards an apprpriate qualificatin, their decisins must be cuntersigned by a suitably qualified EQA 2 and shuld be supprted by a qualified EQA thrughut their training perid. be ccupatinally cmpetent. EQAs must demnstrate sufficient and current understanding f the qualificatins t be verified, and hw they are applied in business. demnstrate cmpetence practice in external verificatin f assessment, and demnstrate understanding f the principles and practices f external verificatin f assessment, including the quality f assessment and the assessment prcess. It is the respnsibility f the awarding bdy t select and appint EQAs. 1 Als knwn as External Verifier (EV) 2 The need fr cuntersigning the decisins f EQAs wrking twards a qualificatin, applies t England and Wales and nt Sctland. 435

442 3.3 Internal quality assurer (IQA) 3 A primary respnsibility f IQAs is t assure the quality and cnsistency f assessments by the assessrs fr whm they are respnsible. IQAs therefre need t have a thrugh understanding f quality assurance and assessment practices, as well as sufficient technical understanding related t the qualificatins that they are internally verifying. It will be the respnsibility f the apprved centre t select and appint IQAs. IQAs must: hld an apprpriate qualificatin, as specified by the apprpriate regulatry authrity, cnfirming their cmpetence t internally verify cmpetence-based assessments and candidates. IQAs hlding lder qualificatins must be able t demnstrate that they are verifying t the current standards; OR be wrking tward an apprpriate qualificatin, as specified by the apprpriate regulatry authrity. If an IQA is wrking twards an apprpriate qualificatin, their decisins must be cuntersigned by a suitably qualified IQA 4 and shuld be supprted by a qualified IQA thrughut their training perid. be ccupatinally cmpetent. IQAs must demnstrate sufficient and current understanding f the qualificatins t be internally verified, and knw hw they are applied in business. demnstrate cmpetence practice in internal verificatin f assessment, and demnstrate understanding f the principles and practices f internal verificatin f assessment, including the quality f assessment and the assessment prcess. Skills CFA and awarding rganisatins requires all assessrs, mderatrs and verifiers t maintain current Business Administratin, Custmer Service and Management and Leadership cmpetence t deliver these functins. Skills CFA recgnises this can be achieved in many ways. Hwever, such infrmatin must be frmally recrded in individual CPD recrds that are maintained in assessment centres. 3 Als knwn as Internal Verifier (IV) 4 The need fr cuntersigning the decisins f IQAs wrking twards a qualificatin, applies t England and Wales and nt Sctland. 436

443 4. Evidence 4.1 Evidence frm Wrkplace Perfrmance Evidence f ccupatinal cmpetence f all cmpetence units at any level, shuld be generated and cllected thrugh perfrmance under wrkplace cnditins. This includes the knwledge-based learning utcmes and assessment criteria f the cmpetence units. These cnditins wuld be thse typical t the candidate's nrmal place f wrk. The evidence cllected under these cnditins shuld als be as naturally ccurring as pssible. It is accepted that nt all emplyees have identical wrkplace cnditins and therefre there cannt be assessment cnditins that are identical fr all candidates. Hwever, assessrs must ensure that, as far as pssible, the cnditins fr assessment shuld be thse under which the candidate usually wrks. 4.2 Simulatin Simulatin can be applied t all units listed in Sectin 7. Where simulatin is used fr units at Level 2 and abve, it shuld nly frm a small part f the evidence fr the qualificatin. Evidence may be prduced thrugh simulatin slely in exceptinal circumstances. The exceptinal circumstances, under which simulatin is pssible, are thse situatins that are nt naturally r readily ccurring, such as respnse t emergencies. Simulatin must be undertaken in a realistic wrking envirnment (RWE). A RWE is an envirnment which replicates the key characteristics in which the skill t be assessed is nrmally emplyed". The RWE must prvide cnditins the same as the nrmal day-t-day wrking envirnment, with a similar range f demands, pressures and requirements fr cst-effective wrking. Guidelines fr using RWE can be fund in Sectin

444 5. Emplyer direct mdel Skills CFA encurages the use f an emplyer direct mdel. The emplyer direct mdel is where clleagues, supervisrs and/r managers in the wrkplace are invlved in the assessment prcess. Under this mdel, the emplyer, with the agreement f their Awarding Organisatin may chse between: Achieving the apprpriate regulatry bdy apprved unit qualificatins fr assessment; OR Demnstrating that the emplyer s training and develpment activity undertaken t prepare, validate and review these assessment rles, maps 100% t the Natinal Occupatinal Standards which these qualificatins are based n. The mapping prcess must be agreed by the Awarding Organisatin as prviding the equivalent level f rigur and rbustness as achievement f the unit qualificatin In rder t use the emplyer direct mdel: An rganisatin must: have staff wh have achieved, r be wrking twards achieving, apprpriate regulatry bdy apprved unit qualificatins fr assessment, mderatin r verificatin; OR seek guidance and apprval frm an awarding rganisatin t demnstrate that they have: apprpriate prcesses in place t facilitate assessment, mderatin r verificatin functins carried ut 100% mapping f the trainer, supervisr r managers assessment, mderatin r verificatin skills and knwledge t the Natinal Occupatinal Standards upn which the qualificatins abve are based. An Awarding Organisatin must: ffer this mdel t emplyers nly supply infrmatin n the requirements fr internal and external mderatin/verificatin activities t assessment centres. Skills CFA and awarding rganisatins requires all assessrs, mderatrs and verifiers t maintain current Business Administratin, Custmer Service and Management and Leadership cmpetence t deliver these functins. Skills CFA recgnises this can be achieved in many ways. Hwever, such infrmatin must be frmally recrded in individual cntinual prfessinal develpment (CPD) recrds that are maintained in assessment centres. 438

445 6. Realistic Wrking Envirnment Guidelines Realistic Wrking Envirnment (RWE) can be applied t all the units n page 440: It is essential that rganisatins wishing t perate a RWE perate in an envirnment which reflects a real wrk setting. This will ensure that any cmpetence achieved in this way will be sustained in real emplyment. T undertake the assessment in a RWE the fllwing guidelines must be met: 1. the RWE is managed as a real wrk situatin 2. assessment must be carried ut under realistic business pressures 3. all services that are carried ut shuld be cmpleted in a way, and t a timescale, that is acceptable in business rganisatins 4. candidates must be expected t achieve a vlume f wrk cmparable t nrmal business practices 5. the range f services, prducts, tls, materials and equipment that the candidates use must be up t date and available 6. accunt must be taken f any legislatin r regulatins in relatin t the type f wrk that is being carried ut 7. candidates must be given wrkplace respnsibilities t enable them t meet the requirements f the units 8. custmer perceptins f the RWE is similar t that fund in the wrk situatin being represented 9. candidates must shw that their prductivity reflects thse fund in the wrk situatin being represented. 439

446 7. Simulatin: a list f units Simulatin can nly be applied t the fllwing cmpetence units: Business Administratin Skills CFA Ref. Unit title Level B&A 3 Wrk with thers in a business envirnment 1 B&A 4 Health and safety in a business envirnment 1 B&A 5 Manage time and wrklad 1 B&A 6 Use a telephne and vic system 1 B&A 7 Prepare text frm ntes 1 B&A 8 Meet and welcme visitrs in a business envirnment 1 B&A 9 Handle mail 1 B&A 10 Use ffice equipment 1 Custmer Service Skills CFA Ref. Unit title Level CS 2 Cmmunicatin in custmer service 1 CS 3 Recrd details f custmer service prblems 1 CS 4 Deal with custmer queries, requests and prblems 1 Management and Leadership Skills CFA Ref. Unit title Level M&L 17 Manage cnflict within a team 3 M&L 31 Discipline and grievance management 4 M&L 44 Manage redundancy and redeplyment 4 440

447 Annexe B: e-skills ITQ Assessment Strategy ITQ Assessment Strategy England, Wales and Nrthern Ireland This dcument sets ut the ITQ assessment strategy apprpriate fr England, Wales and Nrthern Ireland. Arrangements fr Sctland are published separately. Changes frm the existing arrangements are summarised at the end f the dcument. Cntents Sectin Page 1 Intrductin Backgrund t the new ITQ Framewrk Qualificatins and Credit Framewrk England, Nrthern Ireland and Wales The Nrthern Ireland Credit and Transfer Scheme (NICATS) The Credit and Qualificatins Framewrk fr Wales (CQFW) Plicy changes Principles f ITQ suite f qualificatins ITQ assessment strategy Scpe f the assessment strategy Chice f assessment methd Mandatry unit assessment Accreditatin f previus achievement (APA) Prgressin Assessment rles and quality assurance Assessrs, internal and external mderatrs/verifiers Standardisatin, mderatin and verificatin Jint Awarding Bdy Frum

448 Sectin Appendix A Guidance fr Awarding Bdies n recmmended assessment methds Page 453 A.1 e-assessment 453 A.2 Knwledge tests 454 A.3 Scenari based assessment 454 A.4 Prtfli assessment 455 A.5 Witness statements 455 Appendix B Summary f key changes t the ITQ 456 Abbreviatins used in this dcument 457 Endntes

449 1. Intrductin 1.1 Backgrund t the new ITQ Framewrk The 2008 develpment f the Natinal Occupatinal Standards (NOS) fr Using IT and this assciated assessment strategy are a key tl in the planned delivery f the Sectr Skills Agreement fr IT (SSA). The SSA is uniting emplyers, educatrs, gvernment and thers t create a cherent strategy fr IT skills based n a cmmn, emplyer-led plan f actin, that will transfrm the IT skills landscape such that: All rganisatins in every sectr will be fully realising the ptential f IT t help drive their business gals, s that the UK is a wrld leader in its explitatin f IT fr innvatin, service and business cmpetitiveness. All individuals in the UK will have - and will cntinue t develp - the IT user skills necessary t fully participate in the e-ecnmy. IT user skills will enhance individuals emplyability, scial lives and ability t benefit frm nline services. Wrld class research cited in the Qualifying fr the Infrmatin Age the e-skills UK Sectr Qualificatin and Learning Strategy 1 (SQLS) identifies, that wrkers in virtually all ccupatins need t be able t use mre sphisticated IT systems mre effectively t create new surces f custmer value. Users will nt nly need increased levels f skills in basic desk tp technlgy; they will als increasingly need t be skilled in security management and IT supprt prcesses and tls, and als the use f cmmunicatins and mbile technlgies. The SSA fr IT sets ut a clear target state fr stakehlders delivering and beneficiaries receiving better IT user skills: A simplified, flexible framewrk fr recgnising achievement in IT skills perates acrss the UK, thrughut bth the educatin system and industry. The SQLS, tgether with the assciated Actin Plan, designed t deliver n the SSA, identifies the fllwing principle 2 fr delivering n this target. 443

450 Principle 4: The ITQ Framewrk will be used t rganise and psitin learning and qualificatins within the cherent envirnment. All IT user qualificatins and learning will be recrded thrugh a recgnised Recrd f Achievement This means that: All IT User qualificatin and learning will be based n cmmn unit descriptins directly aligned t the Natinal Occupatinal Standards fr IT Users and encmpassed in the ITQ Framewrk. Qualificatins and learning are described in a cnsistent way, which is understd by emplyers and learners. Learners at all stages will engage with a cmmn envirnment that will enable seamless prgressin. There is recgnitin and central aggregatin f all individuals elements f learning and achievement within a frmal recrd that is meaningful t emplyers. Funding agencies are able t mnitr achievement and return n investment. The Natinal Occupatinal Standards (NOS) fr Using IT and enhancement f the flexibility f the ITQ bth in terms f cntent and hw it is delivered will frm a majr part f the implementatin f the SQLS fr IT users. This will enable further alignment f all IT user qualificatins and learning with the NOS, within the ITQ Framewrk. 444

451 1.2 Qualificatins and Credit Framewrk The ITQ Framewrk is designed t supprt the develpment f IT user qualificatins, based n units f credit, fr accreditatin nt the Qualificatins and Credit Framewrk (QCF) 3, which is a new way f recgnising skills and qualificatins. The QCF des this by awarding credit fr qualificatins and units (small steps f learning). It enables peple t gain qualificatins at their wn pace alng flexible rutes. This new apprach is anticipated t deliver the fllwing benefits. Fr learners the QCF will: ffer mre freedm, chice and flexibility give easy access t infrmatin abut the cmmitment needed fr different rutes t achievement, letting learners balance that cmmitment with family, wrk and ther respnsibilities allw them t build up credits at their wn pace and cmbine them in a way that will help them get where they want t be enable them t transfer credits between qualificatins t avid having t repeat learning recrd all their achievements n an electrnic learner recrd, encuraging them and thers t value their past achievements. Fr learning prviders (schls, clleges, training prviders, wrkplaces) the QCF will: enable them t design mre flexible prgrammes, suitable t the individual needs f learners help them imprve retentin and prgressin rates by recgnising smaller steps f achievement track all learners' achievements thrugh the use f a unique learner number (ULN) and an individual's electrnic learner recrd, giving prviders standard infrmatin abut each learner's past achievements help them describe achievements t emplyers and learners in a language that is easy t understand. Fr emplyers the QCF will: help them t measure quickly the level and size f achievements f prspective emplyees enable them t get in-huse training recgnised within a natinal framewrk describe levels f achievement in terms everyne can understand make training ptins and pathways clear, helping emplyees and emplyers find the right training fr their learning and business needs. The regulatry arrangements fr the QCF 4 set ut the fllwing aims and design principles fr accredited qualificatins. 445

452 The aim f the QCF is t supprt the establishment, maintenance and cntinuing develpment f a qualificatins system that is: inclusive able t recgnise the achievements f all learners at any level and in any area f learning respnsive enabling individuals and emplyers t establish rutes t achievement that are apprpriate t their needs, and recgnized rganisatins t develp units and qualificatins in respnse t demand accessible building a system based n clear design features that are easy fr all users t understand nn-bureaucratic based n mutual trust and cnfidence, supprted by a rbust and prprtinate apprach t regulatin and quality assurance. The QCF is designed t prvide a structure within which: unit-based qualificatins can be lcated achievements are recgnised thrugh the award f credits and qualificatins the level and size f achievements can be easily identified the mechanisms necessary t allw the accumulatin and transfer f credits between qualificatins and awarding rganisatins perate learners are given the maximum flexibility and range f pprtunities t prgress and receive recgnitin fr their achievements. 446

453 1.4 England, Nrthern Ireland and Wales The qualificatins regulatrs in England (Ofqual), Wales (DCELLS) and Nrthern Ireland (CCEA) have been wrking t design the regulatry arrangements fr the QCF 5, which were published by Ofqual in August Wrk twards the QCF has been underpinned in particular by the three cuntry test and trial perid fr the QCF, and als infrmed by the fllwing develpments undertaken in Nrthern Ireland and Wales The Nrthern Ireland Credit and Transfer Scheme (NICATS) The Nrthern Ireland Credit Accumulatin and Transfer System (NICATS) 6 is a framewrk, which was develped fr t allw learning t be recgnised in all its shapes and frms, n matter hw it is acquired. It is a set f principles and guidelines, which shuld allw us t value, describe, measure and recgnise all learning. This includes learning in traditinal settings such as schls, clleges and universities and als learning within the cmmunity and the wrkplace. It is based n a set f principles and guidelines which allws: all candidate achievement t be recgnised and recrded n a persnal Credit Transcript small blcks f learning t be assessed and given credit Credit prvides the basic language fr recgnising achievement, as a measure f the level f demand f the learning and the amunt f learning achieved The Credit and Qualificatins Framewrk fr Wales (CQFW) The Credit and Qualificatins Framewrk fr Wales (CQFW) 7 started in 2003 and is being prgressively implemented. The framewrk merges the cncepts f vlume f learning achievements (credit) and the demands made by that learning n the learner (level) t create a system that is able t embrace all types and styles f learning, and all qualificatins. The visin fr the single CQFW will underpin the fllwing five key gals: enable everyne t develp and maintain essential skills encurage peple t becme lifelng learners explit the knwledge in businesses and educatinal institutins encurage business and wrkers t gain new skills help peple within their cmmunities t develp new skills. 447

454 1.5 Plicy changes The ITQ assessment strategy is designed t supprt the develpment f the SQLS principle fr an ITQ Framewrk, by setting ut the requirements fr an up-t-date IT user qualificatin based n the NOS, tailred t the needs f businesses and their staff. The ITQ assessment strategy als needs t take accunt f changes t plicy and the qualificatins envirnment as utlined abve and the assciated assessment requirements. Key changes include the fllwing. Credit framewrks e-skills UK will derive QCF framewrk units frm the NOS in cllabratin with Awarding Bdies t meet emplyers and learners needs and cntribute t the ITQ. Embedded Functinal Skills 8 [FS] within curricula and qualificatins The revised IT User NOS embed the Functinal Skills ICT [FS ICT] within the fllwing three areas f cmpetence that relate directly t FS ICT: IT User fundamentals [IUF:FS] IT Cmmunicatin fundamentals [ICF:FS] IT Sftware fundamentals [ISF:FS] Basic skills The revised IT User NOS embed ICT Skills fr Life and signpst pprtunities fr naturally ccurring numeracy and literacy, within the three areas f cmpetence with embedded FS. Persnal learning and thinking skills The revised IT User NOS signpst pprtunities fr naturally ccurring persnal, learning and thinking skills [PLTS] within the three areas f cmpetence with embedded Functinal Skills [FS] and within the mandatry area f cmpetence Imprving prductivity in using IT. Full level 2 qualificatin design principles 9 The revised ITQ has been designed t take accunt f the prpsed credit value f mre than 13 credits fr a full level 2 qualificatin. Fundatin Learning Tier 10 The revised ITQ framewrk has als been designed t take accunt f the prpsed prgressin pathways fr the Fundatin Learning Tier, thrugh allwing fr the inclusin f FS Mathematics and English, and als fr persnal, learning and thinking skills [PLTS]. 448

455 1.6 Principles f ITQ suite f qualificatins Three principles underpin the prpsed ITQ suite f qualificatins. 1. Flexibility f apprach in respnse t sectr, emplyer and learner needs: fr sectrs t tailr and cntextualise IT training bth t reflect the increasing diversity f jb rles and the use f specific systems and sftware fr emplyers t ensure skills applicatin and develpment enables practical explitatin f the ptential f IT fr business imprvement fr learners t ensure they are equipped with the apprpriate skills t supprt their persnal r career develpment. 2. Flexibility f cntent t stimulate and inspire new learning and supprt prgressin, the ITQ ffers a range f slutins varying in: size frm taster curses and bite-sized units t full-time prgrammes f study level f cmplexity frm Entry Level t Level 3 cntent incrprating a range f ptins fr different IT systems and applicatins. 3. Flexibility f assessment methd as apprpriate t the individual and the unit, which minimises the assessment burden fr learners. The ITQ can therefre accmmdate bth: electrnic testing using simulatin, tests and tasks prtfli-based evidence demnstrating the applicatin f skills, knwledge and understanding. 449

456 2. ITQ Assessment strategy This assessment strategy is being develped in cnsultatin with emplyers, training prviders, awarding bdies and the regulatry authrities Scpe f the assessment strategy This assessment strategy applies t all units and qualificatins that are aligned t the IT User NOS and accredited nt credit framewrks t be included in the final ITQ Framewrk (bth directly and partly aligned). During the transitin perid, the assessment arrangements fr existing cntributing units and NQF qualificatins will apply Chice f assessment methd All ITQ units may be assessed using any methd, r cmbinatin f methds, which clearly demnstrates that the learning utcmes and assessment criteria have been met. Assessments must als take int accunt the additinal infrmatin prvided in the unit Purpse and Aims relating t the level f demand f the activity, task, prblem r questin and the cntext in which it is set; the infrmatin input and utput type and structure invlved; and the IT tls, techniques r functins t be used. Examples f recmmended assessment methds are included in Appendix A: 2.3. Mandatry unit assessment In rder t reflect the standards f cmpetence expected by emplyers, assessment f the mandatry unit (Imprving Prductivity using IT) within Certificates and Diplmas must demnstrate that candidates can apply their relevant skills and knwledge t develp a specified utcme, prduct r slutin. The candidate must independently determine, select and apply the necessary IT tls and techniques t achieve their gal. The assessment design must cver the fllwing aspects: Objectives fr using IT understanding the cntext in which IT is t be used r the cnditins that may affect the way IT is t be used; understanding what utcme needs t be develped, and the expectatins and requirements that the utcme must meet; Applicatin f IT skills and knwledge understanding what is invlved in a piece f wrk and the best way t get it dne; Evaluatin f the use f IT being able t evaluate the strengths and weaknesses f the use f IT, including identifying imprvements t infrm future wrk 450

457 2.4. Accreditatin f prir achievement (APA) Fr candidates starting their studies twards the ITQ under the QCF the prcess fr accreditatin f prir achievement is straightfrward. Under the QCF, awarding bdies agree t mutual recgnitin f achievement, s that candidates will be able t cunt any relevant units twards the ITQ regardless f which awarding bdy issues the certificates. Many peple may have develped their skills in using IT thrugh undertaking existing r legacy accredited units, qualificatins r frm nn-accredited units and emplyer training schemes, such as: the QCF ITQ in trials between September 07 and August 09 the current ITQ, which is technically a Scttish r Natinal Vcatinal Qualificatin [S/NVQ] Functinal Skills ICT, ICT Skills fr Life [Basic Skills] and in Essential Skills ICT (Nrthern Ireland); legacy units frm VQs r VRQs accredited n the Natinal Qualificatins Framewrk (NQF) r accredited by the Scttish Qualificatins Authrity (SQA); vendr units and qualificatins; and emplyer training schemes. The ITQ Framewrk lists which units r schemes can cntribute t the ITQ, and whether there are any limits n cunting credit frm such achievement. The up-tdate ITQ Framewrk, will be published n the e-skills UK website. Acceptance f cntributing qualificatins is mandatry fr all ITQ Awarding Bdies irrespective f the riginating Awarding Bdy (AB). An Awarding Bdy ffering ITQs must accept recgnised units and qualificatins frm any ther AB if the fllwing cnditins are met: the candidate presents the riginal qualificatin, unit certificate r ther agreed recrd f achievement fr inspectin by the ITQ centre; and the unit was achieved n mre than three years prir t the date f presentatin t the centre. It is the respnsibility f the AB and their centres t ensure that a representative sample f certificated skills and knwledge are still current. Sme apprved cntributing units entitle candidates t claim exemptins fr mre than ne ITQ unit. In such cases, the candidate des nt have t claim exemptins fr all f the pssible ITQ units unless he/she chses t d s Prgressin Candidates may carry frward credits fr a perid f 3 years t supprt prgressin frm ITQ Award t ITQ Certificate, and frm ITQ Certificate t ITQ Diplma r frm Level 1 t 2, r Level 2 t 3. Candidates may nt include the same unit at mre than 1 level in any qualificatin. Thus a candidate wh has cmpleted, fr example, bth Wrd Prcessing at Level 1 (3 credits) and Wrd Prcessing at Level 2 (4 credits) may nly cunt credits frm the higher level twards the qualificatin. 451

458 2.6. Assessment rles and quality assurance Assessrs, internal and external mderatrs/verifiers The new ITQs are nt NVQs, therefre there is n need fr assessrs t hld the A1 qualificatin, r fr verifiers t hld the V1 qualificatin, r indeed t be wrking twards these qualificatins. T ensure the quality f assessment decisins, it is expected that awarding bdies will have in place methds t ensure that assessrs, internal and external mderatrs/verifiers have: the necessary IT skills and experience t assess the units and qualificatins they are making judgements n, such as demnstrated by hlding an ITQ at level 3. Centres must maintain a current register f curriculum vitae (CVs), including reference t cntinuing prfessinal develpment. e-skills UK d nt require assessrs, internal r external mderatrs/verifiers t hld assessr qualificatins beynd thse required by the awarding r regulatry bdy Standardisatin, mderatin and verificatin Awarding Bdies must use quality assurance systems that are fit fr purpse fr the assessment methd(s) being used and are in line with the relevant regulatry requirements. Fr example: internal/external mderatin f externally set examinatins r nline tests; external mderatin f externally set and internally marked tasks; recrds t authenticate candidate s evidence fr assessment; internal standardisatin/external mderatin f scenari based assignments set by centres; internal mderatin/verificatin f internally assessed evidence by a suitably qualified internal mderatr/verifier using prcedures apprved by the awarding bdy; and external mderatin/verificatin f internally assessed evidence by a suitably qualified external mderatr/verifier using prcedures specified by the awarding bdy Jint Awarding Bdy Frum Awarding Bdies, thrugh the quality cntrl mechanisms specified by the regulatry authrities, must ensure a rigrus and effective cntrl f centres and the assessment and verificatin prcess s that judgement f what is valid, authentic, current, reliable and sufficient evidence is maintained acrss all assessment cntexts. T ensure cnsistency f assessment it is required that all Awarding Bdies rutinely participate in the e-skills UK Jint Awarding Bdy Frum which will be the fcus fr ensuring that assessment and verificatin f cmpetence is carried ut cnsistently and fairly acrss all assessment cntexts. The Awarding Bdy Frum will, within the individual Awarding Bdies agreed methdlgies, develp and maintain a cmmn understanding f the standards and prmte gd assessment and verificatin practice. 452

459 Appendix A Guidance fr Awarding Bdies n recmmended assessment methds The fllwing methds are recmmended fr the assessment f IT User skills, knwledge and understanding fr all ITQ units. e-assessment; knwledge tests; scenari-based assessment; prtfli f evidence taken frm activities invlving the use f cntemprary ICT systems; witness testimny; prfessinal discussin; ther methds which have been apprved by e-skills UK and the Awarding Bdy. Whatever methd is used, Awarding bdies must have apprpriate systems and prcedures t: ensure that assessment arrangements meet relevant assessment design principles and quality assurance regulatins; and make sample assessment materials available fr discussin by the Jint Awarding Bdy Frum, as required. A.1. e-assessment Online r e-assessment may be used t assess sme learning utcmes and assessment criteria relating t perfrmance, knwledge and understanding, fr example, f the perfrmance skills in frmatting text r understanding f the reasns fr chsing different sftware tls. Awarding Bdies, emplyers r prviders may develp e-assessments. Where e- assessment is used, Awarding Bdies must ensure that n each assessment ccasin: the perfrmance, knwledge and understanding being assessed matches that specified in the relevant ITQ unit; the level is sufficiently challenging; and the assessment methdlgy used is rbust and reliable. Where emplyers r prviders develp e-assessments, these shuld be agreed in advance with the Awarding Bdy. 453

460 A.2. Knwledge tests Knwledge tests, ften delivered electrnically, can be used t assess sme learning utcmes and assessment criteria relating t knwledge and understanding, fr example, knwledge f security risks r rganisatinal guidelines. Awarding Bdies, emplyers r prviders may develp knwledge tests. Where knwledge tests are used, Awarding Bdies must ensure that n each testing ccasin: the knwledge being tested matches that specified in the relevant ITQ unit; the level is sufficiently challenging; and the assessment methdlgy used is rbust and reliable. Where emplyers r prviders develp knwledge tests, these shuld be agreed in advance with the awarding bdy. A.3. Scenari based assessment Scenaris may be develped t prvide a purpse fr using IT, which requires the candidate t undertake practical tasks r activities that prduce assessable utcmes. Scenaris may be cmbined with ther methds f assessment, fr example t prvide a purpse fr a series f nline assessment tasks. Awarding Bdies, emplyers r prviders may develp scenaris. The scenari and assciated tasks must be carefully designed t ensure that: the perfrmance, knwledge and understanding being assessed matches that specified in the relevant ITQ unit; the level is sufficiently challenging; and the demands and cnstraints result in the purpseful use f IT, and where relevant reflect thse that wuld typically be met in a real wrk cntext. 454

461 A.4. Prtfli assessment Valid evidence can arise frm: activities undertaken fr r at wrk; the search fr emplyment (e.g. CVs, jb applicatins and s t ptential emplyers); scial activities (e.g. club membership databases, psters and websites), such as: enterprise activities (e.g. business plans, budgets and marketing materials); vluntary activities (e.g. cash flws, prgrammes and newsletters); r learning and studying subjects ther than IT (e.g. internet research fr a gegraphy assignment, reprts/dissertatins and presentatins). By the very nature f IT, activities can be carried ut in a variety f lcatins nt cnfined t the traditinal ffice setting. Prtfli evidence shuld arise naturally frm tasks and activities invlving the use f IT and may include: prduct utcmes in the frm f utputs r screenshts prduced using IT which shuld frm the majrity f evidence; and ephemeral evidence where this is the nly evidence fr an element (fr example, f planning), shuld be crss checked by prfessinal discussin and backed up by brief written evidence fr example in the frm f anntatins, strybards r witness statement (see belw). e-skills UK actively encurages the use f electrnic prtfli management tls. A.5. Witness statements A witness is smene wh prvides a written statement abut the quality and authenticity f a candidate s wrk fr assessment purpses. T make a statement the witness must have first hand experience f the candidate s perfrmance and understanding f knwledge, skills and understanding required t d the wrk. Witnesses can be drawn frm a wide range f peple wh can attest t perfrmance, including line managers and experienced clleagues frm inside the candidate s rganisatin. A witness statement may be needed when the candidate is perfrming day-t-day activities, which leave little r n evidence behind, fr example, agreeing the utcmes t be prduced using IT and any deadlines that need t be met r understanding and meeting rganisatinal guidelines fr data security and file strage. The witness can, in particular, prvide evidence relating t the candidate s cmpetence: when reviewing, testing and recmmending ways f imprving prductivity using IT twards [IPU] the mandatry unit fr ITQ Certificates and Diplmas; when using specialist r bespke IT sftware applicatins; in meeting custmer requirements; f wrking within rganisatinal guidelines. 455

462 Appendix B Summary f key changes t the ITQ Current psitin Prpsed apprach Type NQF accredited NVQ QCF accredited qualificatin Titles Unit template Rules f cmbinatin Accreditatin f prir achievement Assessment strategy Level 1 NVQ fr IT Users (ITQ) Level 2 NVQ fr IT Users (ITQ) Level 3 NVQ fr IT Users (ITQ) Cnsists f: Statements f cmpetence Knwledge criteria Knwledge cmpnents Skills criteria Skills cmpnent Key skills in IT related but nt integrated Defined in terms f pints ttals Exemptin fr recgnised cntributing units and qualificatins Assessment must fllw NVQ Cde f Practice 11 Assessment must be based n purpseful activities Assessrs must hld a D r A award Level 1 ITQ Award in IT User Skills Level 1 ITQ Certificate in IT User Skills Level 1 ITQ Diplma in IT User Skills Level 2 ITQ Award in IT User Skills Level 2 ITQ Certificate in IT User Skills Level 2 ITQ Diplma in IT User Skills Level 3 ITQ Award in IT User Skills Level 3 ITQ Certificate in IT User Skills Level 3 ITQ Diplma in IT User Skills Cnsists f: Learning utcmes Assessment criteria Skills and knwledge cmpnents are indicative and will nt frm the basis f assessment (unless defined thrugh a syllabus r test specificatin) Functinal skills ICT integrated int 3 new units Defined fr each level in terms f QCF unit credit values Spiky prfile extended t include Entry level units N change Assessment must adhere t the Regulatry Arrangements fr the QCF 12 Assessment fr mandatry unit must demnstrate purpseful applicatin f skills and knwledge Assessrs must be apprpriately trained 456

463 Abbreviatins used in this dcument AB AC APA APL CCEA CQFW DCELLS FLT FS FS ICT IPU NICATS NOS NQF NVQ PLTS QCA QCF SCQF SQA SQLS SSA SVQ ULN VQ VRQ Awarding Bdy Area f Cmpetence Accreditatin f Prir Achievement Accreditatin f Prir Learning Cuncil fr the Curriculum, Examinatins and Assessment (Nrthern Ireland) Credit and Qualificatin Framewrk fr Wales Department fr Children, Educatin, Lifelng Learning and Skills Wales) Fundatin Learning Tier Functinal Skills Functinal Skills ICT Imprving Prductivity using IT (mandatry unit in ITQ Certificate and Diplma prgrammes) Nrthern Ireland Credit Accumulatin and Transfer System Natinal Occupatinal Standards Natinal Qualificatins Framewrk Natinal Vcatinal Qualificatin Persnal Learning and Thinking Skills Qualificatins and Curriculum Authrity Qualificatins and Credit Framewrk Scttish Credit and Qualificatin Framewrk Scttish Qualificatins Authrity Sectr Qualificatins and Learning Strategy Sectr Skills Agreement Scttish Vcatinal Qualificatin Unique Learner Number Vcatinal Qualificatin Vcatinally Related Qualificatin 457

464 Endntes 1. Available fr dwnlad at: 2. See SQLS (e-skills UK, 4th April 2008) page Fr mre infrmatin abut the QCF visit the fllwing link n the QCA website: The ITQ Framewrk is als designed t fit the Scttish Credit and Qualificatins Framewrk (SCQF). 4. Further infrmatin abut the regulatry requirements f QCF is available fr dwnlad at: 5. The Regulatry Arrangements fr the Qualificatins and Credit Framewrk, August 2008 are available t dwnlad here: 6. Further infrmatin abut NICATS is available fr dwnlad here: 7. Further infrmatin abut CQFW is available here: Welsh Assembly Gvernment, Educatinal and Skills, CQFW 8. Trials with centres and learners cmmenced in 2007 fr ICT Functinal Skills in England. ICT Functinal Skills standards have been defined frm Entry 1 t Level 2. The ICT Functinal Skills standards are cmparable t the ICT Essential Skills standards in Nrthern Ireland and t the ICT Skills fr Life standards in England. 9. QCA, April Currently 4 prgressin pathways have been defined fr FLT in England. 11. The NVQ Cde f Practice cvers: administrative resurces; equality f pprtunity; expertise f external verifiers; centre registratin and apprval; and data requirements; issue f certificates; enquiries and appeals; custmer service, mnitring and evaluatin; use f languages/assessment; applicatin f assessment methdlgy (including the rle and qualificatins fr assessrs, internal and external verifiers; sampling and external reprting); and dealing with malpractice 12. The Regulatry Arrangements fr the QCF cvers: Delivery f assessment rles and respnsibilities, prcedures and systems, access, special cnsideratin, persnal interest, standardisatin and quality assurance; Centre recgnitin; Award f credits; Award f qualificatins; Onging review; Fees; Data requirements; Awards utside England, Wales and Nrthern Ireland; Use f languages; Appeals; Dealing with malpractice; Custmer service; and Submitting qualificatins fr accreditatin 458

465 Annexe C: Pearsn Generic Assessment Strategy Fr NVQs, SVQs and Cmpetence-Based Qualificatins Cntents N. Detail Page 1 Intrductin External quality cntrl Assessing perfrmance Simulatin f NVQ/SVQ units Realistic Wrk Envirnments Occupatinal expertise t assess perfrmance and verify assessments

466 1. Intrductin 1.1. The Assessment Strategy is designed t prvide Pearsn and apprved centres with a rbust and flexible apprach t deliver assessment fr NVQs/SVQs and cmpetence-based qualificatins. Where units are imprted frm NVQs/SVQs and cmpetence-based qualificatins the requirements f the assciated assessment strategies fr the units must be adhered t 2. External quality cntrl 2.1. Pearsn will prvide qualificatins and quality assurance prcesses that supprt risk-management f the delivery f these qualificatins t centres apprved t deliver NVQs/SVQs and cmpetence-based qualificatins in line with regulatry requirements in England, Sctland, Wales and Nrthern Ireland Pearsn will use independent assessment 5 fr NVQs/SVQs and cmpetencebased qualificatins. 3. Assessing perfrmance 3.1. Assessment f all units at any level f NVQs/SVQs and cmpetence-based qualificatins must be based n either learner perfrmance at wrk r, nly where this is strictly necessary, thrugh simulatin (See Sectin 4 belw) Units imprted int the NVQs/SVQs and cmpetence-based qualificatins must be assessed in accrdance with the imprted assessment strategies. 4. Simulatin f NVQ/SVQ units 4.1. Simulatin is nly permitted with agreement frm Pearsn in exceptinal circumstances where natural wrk evidence is unlikely t ccur. It must be used sparingly and must nly frm a small part f the evidence fr the qualificatin. It shuld nt be used fr any part f the rle that invlves the direct supervisin f thers. Where simulatin is used it must take place in a Realistic Wrking Envirnment. 5 Independent assessment is the external quality assurance f learners wrk that is carried ut by Standards Verifiers wh d nt have a vested interest in the utcme 460

467 5. Realistic Wrk Envirnment Fr NVQs, SVQs and cmpetence-based qualificatins, the fllwing criteria must be applied t the delivery and assessment envirnment fr the ccupatinal skills t which these qualificatins attest. These criteria must be cnsistently and rigrusly applied t ensure that all learners are being taught and assessed in a RWE that prperly reflects the envirnment fund in a cmmercial wrkplace. This is t ensure that learners taught in this envirnment are nt disadvantaged and are able develp fully ccupatinal skills that are equivalent t thse develped in the wrkplace A RWE established in schls, clleges, private training prviders, industrial, cmmercial and ther premises apprved fr the delivery f Pearsn NVQs, SVQs and cmpetence-based qualificatins must be managed as a real wrk situatin: Learners must perate in and underg assessment under realistic business, cmmercial and industry pressures Learners shuld prvide ccupatinal services that are cmpleted bth in a manner and t a timescale that is acceptable t cmmercial business rganisatins and in a manner that reflects nrmal, daily wrking patterns fr the sectr cncerned The wrk rate and vlume f wrk that learners prvide must be cmparable t that which is acceptable t nrmal, cmmercial business rganisatins The RWE in which the learner perates must take full accunt f any bylaws, legislatin r lcal authrity requirements that have been set dwn in relatin t the type f wrk fr the sectr cncerned The physical space and envirnment f the wrk area in which the learner perates must reflect that f a nrmal, cmmercial, business rganisatin and cmply with Health and Safety legislatin as it applies t the sectr cncerned The full range f cntemprary, industry-standard services, prfessinal prducts, tls, materials, equipment and ICT facilities must be available fr use t enable learners t prperly develp the full range f skills required fr the ccupatinal sectr Where the ccupatin demands that learners demnstrate leadership r management skills, the RWE must allw the learner t meet these requirements and t prperly discharge their respnsibilities in this respect Where the ccupatin demands that the learner has additinal respnsibilities the RWE must allw the learner t prperly meet these requirements. 461

468 5.9. Public and custmer experience and perceptins f the RWE must prperly reflect that fr the ccupatin cncerned such that learners meet the requirements fr effective and acceptable: written and verbal cmmunicatin use f Persnal Prtective Equipment as required by the ccupatin punctuality and time-keeping custmer service persnal cnduct, appearance and hygiene At all times the wrk RWE and the cnduct f learners must fully cmply with Health and Safety Legislatin as it applies t the sectr cncerned. 462

469 6. Occupatinal expertise t assess perfrmance and verify assessments 6.1. Evidence f learners wrk achievements must be assessed, r verified at wrk by: a. Assessrs, r internal verifiers wh have achieved the apprpriate regulatry bdy apprved qualificatins fr assessment r internal quality assurance; r are wrking twards achievement f, the apprpriate regulatry bdy apprved qualificatins fr assessment r internal quality assurance the achievement f which must be made within 18 mnths f staring their rle; OR b. A trainer, supervisr r manager, elected by an emplyer, wh must either: 1. Have achieved the apprpriate regulatry bdy apprved unit qualificatins fr assessment r internal quality assurance, r be wrking twards achieving, apprpriate regulatry bdy apprved unit qualificatins fr assessment r internal quality assurance the achievement f which must be made within 18 mnths f starting their rle; 2. Emplyer rganisatins may seek guidance and qualificatin apprval frm Pearsn n the basis f the Emplyer Direct mdel where they are able t demnstrate that the: OR Organisatin has apprpriate prcesses in place t facilitate assessment, mderatin r verificatin functins; Trainer, supervisr r manager is able t map their assessment r internal verificatin skills and knwledge 100% t the Natinal Occupatinal Standards upn which the qualificatins are based. 6.2 Assessrs r Internal Verifiers that are wrking twards the achievement f the apprpriate regulatry bdy apprved qualificatins fr assessment r internal quality assurance must have their assessment decisins and quality assurance decisins authrised and cunter-signed by a suitably qualified and ccupatinally cmpetent assessr r internal verifier, respectively. 6.3 Assessrs must be ccupatinally cmpetent t make assessment judgements abut the level and scpe f individual learner perfrmance. 6.4 External Verifiers and Internal Verifiers must be ccupatinally cmpetent t make quality assurance judgements abut the quality f assessment and the assessment prcess. 6.5 Pearsn will supply infrmatin n the requirements fr assessment and internal and external quality assurance practices and prcesses t centres. 6.6 All assessrs and verifiers must maintain current ccupatinal cmpetence t deliver these functins. It is recgnised this can be achieved in many ways but these must be recrded in individual cntinual prfessinal develpment (CPD) recrds that are maintained in centres. 463

470 Annexe D: Persnal, Learning and Thinking Skills mapping PLTS Units 1 L2 5 L2 6 L2 Independent Enquirers 1 identify questins t answer and prblems t reslve AC2.1, AC3.1 AC3.5, AC3.6 2 plan and carry ut research, appreciating the cnsequences f decisins AC3.5, AC3.7 3 explre issues, events r prblems frm different perspectives AC3.4 AC3.5, AC4.4 AC3.1 4 analyse and evaluate infrmatin, judging its relevance and value AC3.6 AC3.6 5 cnsider the influence f circumstances, beliefs and feelings n decisins and events AC3.2, AC3.4 6 supprt cnclusins, using reasned arguments and evidence AC3.6 AC4.5 AC3.4 Creative Thinkers 1 generate ideas and explre pssibilities AC2.2 AC3.5 AC3.1 AC3.5 2 ask questins t extend their thinking AC3.4 AC3.6 3 cnnect their wn and thers ideas and experiences in inventive ways AC3.3 AC3.1 4 questin their wn and thers assumptins AC3.4 5 try ut alternatives r new slutins and fllw ideas thrugh AC2.2, AC3.2 AC4.2, AC4.3 6 adapt ideas as circumstances change AC4.4 Reflective Learners 1 assess themselves and thers, identifying pprtunities and achievements AC3.5, AC4.4 2 set gals with success criteria fr their develpment and wrk AC3.5, AC3.7 3 review prgress, acting n the utcmes AC4.4 4 invite feedback and deal psitively with praise, setbacks and criticism AC3.5 AC3.6 5 evaluate experiences and learning t infrm future prgress AC3.5, AC3.6, AC4.4 6 cmmunicate their learning in relevant ways fr different audiences AC4.5 Team Wrkers 1 cllabrate with thers t wrk twards cmmn gals AC2.6 AC2.2, AC2.3 2 reach agreements, managing discussins t achieve results AC3.5 AC3.1 3 adapt behaviur t suit different rles and situatins, including leadership rles AC3.3 AC3.2, AC3.3 4 shw fairness and cnsideratin t thers AC3.3, AC3.6 AC2.2, AC3.1 5 take respnsibility, shwing cnfidence in themselves and their cntributin AC2.6 AC2.4, AC3.2 6 prvide cnstructive supprt and feedback t thers AC2.6, AC3.6 AC4.5 AC2.4 Self-Managers 1 seek ut challenges r new respnsibilities and shw flexibility when pririties change AC4.2, AC4.3 2 wrk twards gals, shwing initiative, cmmitment and perseverance AC2.6 AC4.2, AC4.3 3 rganise time and resurces, priritising actins AC2.6 AC2.1, AC4.1 4 anticipate, take and manage risks AC2.2 5 deal with cmpeting pressures, including persnal and wrk-related demands 6 respnd psitively t change, seeking advice and supprt when needed AC3.6 AC2.3 AC3.2, AC3.6, AC4.4 7 manage their emtins, and build and maintain relatinships AC3.2 AC3.3, AC3.4 Effective Participatrs 1 discuss issues f cncern, seeking reslutin where needed AC3.5, AC3.6 AC2.4, AC3.1 2 present a persuasive case fr actin AC3.7 AC3.2 3 prpse practical ways frward, breaking these dwn int manageable steps AC3.7 AC3.2, AC3.3 4 identify imprvements that wuld benefit thers as well as themselves AC3.5, AC4.5 AC3.3, AC3.4 5 try t influence thers, negtiating and balancing diverse views t reach wrkable slutins AC2.2, AC3.1 6 act as an advcate fr views and beliefs that may differ frm their wn AC3.1 Db220914G:\WORDPROC\LT\PD\BTEC COMBINED COMP\ _BTEC_COMBINED_COMP_L2_BA_ISSUE_2\ _BTEC_COMBINED_COMP_L2_BA_ISSUE_2.DOC.1 471/0 464

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