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Skillsfirst Awards

Handbook

Level 2 NVQ Certificate in Team Leading (QCF)

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

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

Section 5 – Qualification Aim and Design 5.0 Qualification Aim and Design 7 Section 6 – The Qualification Structure 6.1 Rules of Combination 8 6.2 List of Available Units and their Credit Value 8 6.3 Learner Entry Requirements 9 6.4 Progression Opportunities 9 Section 7 – The Units of Learning 7.0 The Units of Learning 10 7.1 Group A – Mandatory units 11 7.2 Group B – Optional units 21 7.3 Group C – Optional units 27

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1.0 Introduction

Skillsfirst Awards is an awarding organisation specialising in the provision of vocational qualifications across a range of occupational areas. Skillsfirst Awards recognises the need for industry to have fully trained and qualified staff – reliably qualified to recognised industry standards. The following handbook provides the learning outcomes and assessment strategy for the delivery of the Level 2 NVQ Certificate in Team Leading (QCF). The handbook is a live document and will be updated should there be any incremental change made. Centres will be informed electronically when changes are made and it will be the responsibility of any recognised centre to ensure the most up to date version of the handbook is used. The document also provides details of the administrative procedures, requirements and responsibilities that are associated with the delivery of vocational qualifications. The handbook is available on the Skillsfirst Awards website www.skillsfirst.co.uk This document is copyright but can be copied by any of our recognised centres for the purpose of assessing learners and may also be copied by learners for their own use. 1.1 What is the Qualification and Credit Framework? The Qualification and Credit Framework (QCF) is a new way of recognising achievement through the award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications and enable qualifications to be achieved in smaller steps. Units within the framework will have a level (ranging from entry level to level 8) to indicate the level of difficulty. They will also have a credit value to indicate the size of the unit. The QCF will: allow providers to design more flexible programmes, suited to the needs of a wider range of

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

understand allow learners to accumulate credit, by recognising smaller steps of learning at their own pace allow learners to transfer credits into an electronic Learner Achievement Record, which they will

keep for life 1.2 QCF units Each unit has a credit value based on the total number of hours learning required to achieve it, (notional learning). Each 10 hours of learning equals 1 credit, for example, if a unit takes 30 hours of learning, it will receive a credit value of 3. The units vary in credit value. In addition all units have a level which may be different from the qualification in which they can be used. 1.3 QCF terminology Whilst the evidence outcomes required from QCF and NVQ units are the same, the QCF units use different terminology to the NVQ units. The assessment criteria for NVQ units are listed under ‘what you must do’ and ‘what you must know’ whereas the QCF units are all listed under ‘the learner can’.

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2.0 Skillsfirst Awards 2.1 Data Protection

Skillsfirst Awards takes the protection of data seriously and to this end has developed a Data Protection statement outlining how Skillsfirst and our centres, comply with the current legislation on data protection. It is important for centres to read our statement and ensure that our requirements are put in place. It is particularly important that centres make learners aware that data is shared with Skillsfirst Awards. Our policy statement on this and data requirements can be found in our centre handbook on our website www.skilsfirst.co.uk 2.2 Equality and accessibility Equality and accessibility Skillsfirst is committed to giving everyone who wants to gain one of our qualifications an equal opportunity of achieving it in line with current UK legislation and EU directives including the Equality Act (2010) and to ensure this occurs, has in place a policy on equality and accessibility which can be found on our website www.skillsfirst.co.uk and within our centre handbook. Skillsfirst will ensure that centres use a equality and accessibility policy that works together with ours and that they maintain an effective appeals procedure which along with the equality and accessibility policy, will be monitored by the external verifier. We expect centres to tell learners how to find and use their own equality and accessibility and appeals procedures. Access to Assessment Skillsfirst Awards is committed to guaranteeing all learners are treated fairly and equally and to ensure this occurs, has in place a policy on reasonable adjustments and special considerations. This policy states clearly what centres can and in some cases must, put in place to assist learners who may have particular requirements. We expect centres to tell learners how to find and use their own reasonable adjustments and special considerations policy and will monitor implementation through the external verification process. This policy can be accessed at www.skillsfirst.co.uk and within our centre handbook. Further advice on this policy and its application can be obtained from our customer services team at customerservices@skillsfirst.co.uk 2.3 Enquiries and Information Sources Skillsfirst aims to provide accurate information in a variety of formats and media. Recognised centres are encouraged to make enquiries to the customer services team, or seek clarification from our website. Learners wishing to enquire about qualifications, aspects of qualifications or quality assurance policies and procedures are encouraged, in the first instance, to seek information from the recognised centre or their tutor/assessor. Where a satisfactory answer is unavailable, learners are encouraged to seek clarification from our website, or from the Skillsfirst customer services team. As a guide, the majority of frequently requested information is available on our website or on request via the electronic helpline listed below. Website: www.skillsfirst.co.uk. email: customerservices@skillsfirst.co.uk Tel: 0121 270 5100 Fax: 0121 747 4102

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In writing to: Customer Services Skillsfirst Awards Limited Suite 215 Fort Dunlop Fort Parkway Birmingham B24 9FD 2.4 Complaints and Appeals Complaints

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

Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst. The Skillsfirst Awards appeals policy and process can be accessed on our website www.skillsfirst.co.uk and within our centre handbook. Centres are required to have a documented policy and procedure which allows learners to question decisions made by the centre. The final stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy would form part of the original centre recognition process and its implementation will be monitored by the external verifier. 2.5 Malpractice and maladministration Skillsfirst Awards has a responsibility to ensure that malpractice and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice and maladministration on the part of learners, centre staff and any others involved in providing the qualification. To meet this requirement, Skillsfirst Awards has a malpractice and maladministration policy and process, the details of which can be accessed on our website www.skillsfirst.co.uk 3.0 The Council for Administration (CfA) This is based on the units developed by the Management Standards Centre (MSC) who were the sector skills council for leadership and management during their development. The Sector Skills Council is now the CfA and their contact details are: 6 Graphite Square, Vauxhall Walk London SE11 5EE Phone 020 7091 9620 info@cfa.uk.com

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This handbook provides details from the MSC’s assessment strategy, which centres will need to apply in order to assess and quality assure the Level 2 NVQ Certificate in Team Leading (QCF) and includes

occupational expertise of those who assess performance and internally verifiy assessments

continuous professional development

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

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

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

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

In addition Assessors and Verifiers must have:

an accredited assessor and/or verifier qualification, or

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

evidence of undertaking an employer assessment programme that has been mapped to the national occupational standards for assessment and/or verifications

3.3 Employer direct model

The CfA feels that the employer direct model of in-house assessment will encourage more employers to offer the Level 2 NVQ Certificate in Team Leading (QCF), particularly when they often have highly trained and experienced assessors, managers and trainers already in situ who meet or exceed the requirements of the recognised assessor and quality assurance qualifications. Wherever possible, the CfA works with employers to encourage assessment to be carried out by colleagues, supervisors and/or managers in a workplace environment. However, many employers see gaining the assessor and quality assurance qualifications as an obstacle and unnecessary given the experience and quality of their own internal assessors and trainers.

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The employer direct model has been developed to meet the needs of specific employers based on their knowledge of the leadership and management NOS and qualifications and their history of internal assessor/internal verifier expertise. The CFA supports this model with several provisos. The organisation must:

liaise with an awarding organisation/body who will be offering the qualification prior to beginning the process

prepare, validate and review the assessment/verification roles

carry out 100% mapping of the employers training to the national occupational standards for the assessor and quality assurance units which the qualifications are based on

agree the mapping process with the awarding organisation/body involved

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

The awarding organisation/body must:

offer this model to employers only

inform the CfA of employers who are using this model

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

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

3.4 Continuing professional development (CPD)

Centres are expected to support their staff in ensuring that their knowledge remains current of the occupational area and of best practice in delivery, mentoring, training, assessment and verification, and that it takes account of any national or legislative developments. 4.0 Summary of assessment methods For this qualification, learners will be required to provide a portfolio of evidence for each unit. 4.1 Recognition of prior learning (RPL) RPL recognises how the contribution of a learner’s previous experience could contribute to a qualification. Should any opportunities for RPL be identified it is important that a complete process of recognising prior experience and learning is undertaken by ensuring that: it covers relevant or appropriate experience for previous activities as well as accredited

learning and qualifications it is incorporated into the assessment planning, with details of how this will take place mapping of prior learning to the national occupational standards to identify gaps is

documented and auditable assessment methods or processes for recognising prior experience and learning are

documented and made available to the external verifier the audit trail covers the whole process and methodology of RPL the authenticity and currency of presented evidence is established by the assessor where observation or expert witness testimony is a unit assessment method requirement, this

activity is undertaken after learner registration for the qualification In considering the appropriateness of any single piece of evidence, the following should be considered:

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

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

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

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

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

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

4.2 Simulated activities guidelines for the Level 2 NVQ Certificate in Team Leading (QCF) Simulation is not allowed. 4.3 Assessment through Performance in the Workplace The Level 2 NVQ Certificate in Team Leading (QCF) is to be assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. 5.0 Qualification aim and design

The Skillsfirst Level 2 NVQ Certificate in Team Leading (QCF) has been designed for team leaders who have some personal autonomy and responsibility, and who collaborate with others to deliver work. The NVQ gives learners the opportunity to develop the core competences needed by team leaders in today’s dynamic business world. Learners take three mandatory units focusing on managing personal development, working relationships with colleagues and communicating information and knowledge. They then choose from a diverse range of optional units to complete the qualification, tailoring their learning to meet their individual and organisational needs. 6.0 Qualification Structure This next section provides the: rules of combination list of available units and their credit value learner entry requirements progression opportunities

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6.1 Rules of Combination To achieve the Level 2 Certificate in Team Leading (QCF), learners must achieve a minimum of 17 credits according to the following rules: 10 credits must be achieved from Group A - mandatory units A maximum of 5 credits must be achieved from Group B - optional units A minimum of 2 credits must be achieved from Group C - optional units 6.2 List of available units and their credit value The list below gives the unit titles, their level and the credit value of each unit. Group A – Mandatory Units

QCF unit no.

Skillsfirst unit no.

Level Unit title Credit value

F/600/9469 TLA1 2 Manage personal development

4

H/600/9660 TLD1 2 Develop working relationships with colleagues

3

H/600/9724 TLE11 2 Communicate information and knowledge

3

Group B – Optional Units

QCF unit no.

Skillsfirst unit no.

Level Unit title Credit value

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

5

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

5

Group C – Optional Units

QCF unit no.

Skillsfirst unit no.

level Unit title Credit value

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

4

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

4

R/600/9685 TLD10 3 Manage conflict in a team

3

Y/600/9686 TLD11 3 Lead and manage meetings

4

H/600/9688 TLD12 2 Participate in meetings

2

F/600/9715 TLE10 3 Make effective decisions

3

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

4

L/600/9734 TLE15 3 Procure supplies

2

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

4

6.3 Learner entry requirements Formal requirements There are no formal entry requirements however learners should normally be employed in a team leading role to gather evidence from the workplace for assessment. Learners who are not currently in employment may be able to achieve the qualification if they are able to gather evidence of recent team leading experience in a paid or voluntary capacity from within a period of three years of registration. Age restrictions There are no age limits attached to learners undertaking this qualification, unless this is a legal requirement of the process or the environment. 6.4 Progression opportunities The Level 2 Certificate in Team Leading (QCF) forms part of a suite of Leadership and Management NVQs at Levels 2, 3, 5 and 7. Learners who achieve this qualification will have the opportunity to progress to the Levels 3, 5 and 7 NVQs in Management.

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7.0 The Units of Learning The units which makes up these qualifications are written in a standard format and comprises the:

Skillsfirst reference number

unit title

level and credit value

unit aim

relationship to NOS/other qualifications

information on evidence and assessment

learning outcomes

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7.1 Group A – Mandatory units

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TLA1

Manage personal development

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TLA1 Manage personal development Level: 2 Credit value: 4 Unit aim This unit will ensure that learners can identify and assess progress against performance requirements in own work role. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to identify and agree performance requirements of own work role. 2. Be able to measure and progress against objectives. 3. Be able to identify gaps in skills and knowledge in own performance. 4. Be able to carry out and assess activities within own development plan. Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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TLA1 Manage personal development Learning outcomes and assessment criteria

Outcome 1 Be able to identify and agree performance requirements of own work role. The learner can: 1. Outline work role performance requirements with those they report to. Outcome 2 Be able to measure and progress against objectives. The learner can: 1. Identify ways that progress will be measured against own work objectives. Outcome 3 Be able to identify gaps in skills and knowledge in own performance. The learner can: 1. Explain knowledge and skills required for own work role. 2. Identify opportunities and resources available for personal development. 3. Produce a development plan to address own needs and agree with line manager. Outcome 4 Be able to carry out and assess activities within own development plan. The learner can: 1. Plan activities in own development plan that address identified needs. 2. Collect feedback from colleagues on the result of development activities on own performance. 3. Assess the success of activities carried out as part of own development plan.

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TLD1

Develop working relationships with colleagues

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TLD1 Develop working relationships with colleagues Level: 2 Credit value: 3 Unit aim This unit will ensure that learners establish and develop effective working relationships with colleagues. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand the benefits of working with colleagues. 2. Be able to establish working relationships with colleagues. 3. Be able to act in a professional and respectful manner when working with colleagues. 4. Be able to communicate with colleagues. 5. Be able to identify potential work-related difficulties and explore solutions Guided learning hours It is recommended that 15 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS D1 Develop productive working relationships with colleagues Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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TLD1 Develop working relationships with colleagues Learning outcomes and assessment criteria

Outcome 1 Understand the benefits of working with colleagues. The learner can: 1. Describe the benefits of productive working relationships. Outcome 2 Be able to establish working relationships with colleagues. The learner can: 1. Identify colleagues within own and other organisations. 2. Agree the roles and responsibilities for colleagues. Outcome 3 Be able to act in a professional and respectful manner when working with

colleagues. The learner can: 1. Explain how to display behaviour that shows professionalism. Outcome 4 Be able to communicate with colleagues. The learner can: 1. Identify, information to others clearly and concisely. 2. Explain how to receive and clarify own understanding of information. Outcome 5 Be able to identify potential work-related difficulties and explore solutions. The learner can: 1. Identify potential work-related difficulties and conflicts of interest. 2. Explain how to resolve identified potential difficulties.

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TLE11

Communicate information and knowledge

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TLE11 Communicate information and knowledge Level: 2 Credit value: 3 Unit aim This unit will ensure that learners are able to communicate selected information and knowledge to a target audience using appropriate communication techniques and methods. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to identify the information required, and its reliability, for communication 2. Be able to understand communication techniques and methods 3. Be able to communicate information and knowledge using appropriate techniques and

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

response Guided learning hours It is recommended that 10 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS E11 Communicate information and knowledge Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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Unit TLE11 Communicate information and knowledge Learning outcomes and assessment criteria

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

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

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

techniques and methods. The learner can: 1. Communicate to target audience using the appropriate techniques and methods. 2. Explain how the target audience has received and understood the information communicated. Outcome 4 Be able to adapt communication techniques and methods according to target

audience response. The learner can: 1. Explain how to modify communication techniques and methods in response to verbal and non-

verbal feedback.

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7.2 Group B – optional units

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TLB5

Set objectives and provide support for team members

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TLB5 Set objectives and provide support for team members Level: 3 Credit value: 5 Unit aim This unit will ensure that learners are able to set and support individuals and teams to achieve objectives. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to communicate a team’s purpose and objectives to the team members. 2. Be able to develop a plan with team members showing how team objectives 3. Be able to support team members identifying opportunities and providing support. 4. Be able to monitor and evaluate progress and recognise individual and team achievement. Guided learning hours It is recommended that 35 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS B5 Provide leadership for your team Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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TLB5 Set objectives and provide support for team members Learning outcomes and assessment criteria

Outcome 1 Be able to communicate a team’s purpose and objectives to the team members.

The learner can: 1. Describe the purpose of a team. 2. Set team objectives with its members which are SMART (Specific, Measurable, Achievable,

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

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

support. The learner can: 1. Identify opportunities and difficulties faced by team members. 2. Discuss identified opportunities and difficulties with team members. 3. Provide advice and support to team members to overcome identified difficulties and

challenges. 4. Provide advice and support to team members to make the most of identified opportunities Outcome 4 Be able to monitor and evaluate progress and recognise individual and team

achievement. The learner can: 1. Monitor and evaluate individual and team activities and progress. 2. Provide recognition when individual and team objectives have been

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TLD5

Plan, allocate and monitor work of a team

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TLD5 Plan, allocate and monitor work of a team Level: 3 Credit value: 5 Unit aim This unit will ensure that learners are able to set and support individuals and teams to achieve objectives. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Be able to plan work for a team 2. Be able to allocate work across a team 3. Be able to manage team members to achieve team objectives. 4. Be able to monitor and evaluate the performance of team members. 5. Be able to improve the performance of a team. Guided learning hours It is recommended that 25 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS D5 Allocate and check work in your team Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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TLD5 Plan, allocate and monitor work of a team Learning outcomes and assessment criteria

Outcome 1 Be able to plan work for a team. The learner can: 1. Agree team objectives with own manager. 2. Develop a plan for a team to meet agreed objectives, taking into account capacity and

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

bound) objectives with team members. 3. Agree standard of work required by team. Outcome 3 Be able to manage team members to achieve team objectives. The learner can: 1. Support all team members in order to achieve team objectives. Outcome 4 Be able to monitor and evaluate the performance of team members. The learner can: 1. Assess team members’ work against agreed standards and objectives. 2. Identify and monitor conflict within a team. 3. Identify causes for team members not meeting team objectives. Outcome 5 Be able to improve the performance of a team. The learner can: 1. Identify ways of improving team performance. 2. Provide constructive feedback to team members to improve their performance. 3. Implement identified ways of improving team performance.

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7.3 Group C – optional units

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TLB11

Manage or support equality of opportunity, diversity and inclusion in own area of

responsibility

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TLB11 Manage or support equality of opportunity, diversity and inclusion in own area of responsibility Level: 3 Credit value: 4 Unit aim This unit will ensure that learners are able to understand how to manage equality, diversity and inclusion in own area of responsibility. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand own responsibilities under equality legislation, relevant codes of practice and own

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

procedures in own area of responsibility 3. Be able to monitor equality, diversity and inclusion within own area of responsibility Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS D5 Allocate and check work in your team Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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TLB11 Manage or support equality of opportunity, diversity and inclusion in own area of responsibility

Learning outcomes and assessment criteria

Outcome 1 Understand own responsibilities under equality legislation, relevant codes of practice and own organisational policies.

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

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

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

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

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

with own organisation.

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TLC1

Support team members in identifying, developing and implementing new ideas

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TLC1 Support team members in identifying, developing and implementing new ideas Level: 3 Credit value: 4 Unit aim This unit will ensure that learners are able to support team members in identifying, developing and implementing new ideas. It also helps learners to provide recognition for innovation. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to develop team ideas and develop the creativity of team members 2. Be able to assess the viability of team members’ ideas. 3. Be able to support team members to implement ideas. 4. Be able to implement team ideas. Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS C1 Encourage innovation in your team Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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

Outcome 1 Be able to develop team ideas and develop the creativity of team members The learner can: 1. Encourage team members to identify ideas. 2. Record team members’ ideas. Outcome 2 Be able to assess the viability of team members’ ideas. The learner can: 1. Assess with team members the potential benefits and risks associated with an idea, and the

resources required. Outcome 3 Be able to support team members to implement ideas. The learner can: 1. Explain how to support team members in submitting formal proposals for approval. 2. Explain to team members how to identify and overcome barriers to implementing an idea. Outcome 4 Be able to implement team ideas. The learner can: 1. Monitor the implementation of ideas by own team. 2. Communicate the progress of implementation to relevant others own organisation.

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TLD10

Manage conflict in a team

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TLD10 Manage conflict in a team Level: 3 Credit value: 3 Unit aim This unit will ensure that learners are able to understand how to identify potential and actual conflicts within a team and take action to resolve them. . Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to support team members’ understanding of their role and position within a team. 2. Be able to take measures to minimise conflict within a team. 3. Be able to understand how to encourage team members to resolve their own conflicts. 4. Be able to understand legal and organisational requirements concerning conflict. Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS D10 Reduce and manage conflict in your team Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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TLD10 Manage conflict in a team Learning outcomes and assessment criteria

Outcome 1 Be able to support team members’ understanding of their role and position within a team.

The learner can: 1. Communicate to team members the standards of work and behaviour expected of them. 2. Explain how team members can work together and support each other. Outcome 2 Be able to take measures to minimiseconflict within a team. The learner can: 1. Identify issues with organisational structures, systems or procedures that are likely to give rise

to conflict. 2. Identify potential conflict between team members. 3. Explain action required to avoid potential conflict and agree strategies for conflict resolution. Outcome 3 Be able to understand how to encourage team members to resolve their own

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

and conflicts. 2. Explain how respect can be developed and maintained between team members. Outcome 4. Be able to understand legal and organisational requirements concerning

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

outcomes.

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TLD11

Lead and manage meetings

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TLD11 Lead and manage meetings Level: 3 Credit value: 4 Unit aim This unit will ensure that learners are able to prepare for, lead and follow up issues identified in meetings. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to prepare to lead a meeting. 2. Be able to manage meeting procedures. 3. Be able to chair a meeting. 4. Be able to undertake post-meeting tasks. Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS D11 Lead meetings Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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TLD11 Lead and manage meetings Learning outcomes and assessment criteria

Outcome 1 Be able to prepare to lead a meeting. The learner can: 1. Perform activities needed to be carried out in preparation for leading a meeting. 2. Produce documentation in support of activities. Outcome 2 Be able to manage meeting procedures. The learner can: 1. Identify any formal procedures that apply in own organisation. Outcome 3 Be able to chair a meeting. The learner can: 1. Manage the agenda in co-operation with participants to ensure meeting objectives are met. 2. Produce minutes of the meeting and allocate action points after discussions. Outcome 4 Be able to undertake post-meeting tasks. The learner can: 1. Explain that the minutes of the meeting provide an accurate record of proceedings. 2. Communicate and follow up meeting outcomes to relevant individuals. 3. Evaluate whether the meeting’s objectives were met and identify potential improvements.

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TLD12

Participate in meetings

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TLD12 Participate in meetings Level: 2 Credit value: 2 Unit aim This unit will ensure that learners are able to prepare for, take part in and communicate information arising from meetings. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Be able to prepare for a meeting. 2. Be able to participate in a meeting. 3. Be able to communicate information to relevant stakeholders. Guided learning hours It is recommended that 10 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS D12 Participate in meetings Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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TLD12 Participate in meetings Learning outcomes and assessment criteria

Outcome 1 Be able to prepare for a meeting. The learner can: 1. Explain meeting objectives prior to the meeting. 2. Identify own role and prepare as necessary. Outcome 2 Be able to participate in a meeting. The learner can: 1. Contribute to meeting discussions using evidence to support own opinions. 2. Acknowledge other viewpoints presented at a meeting. 3. Seek clarification or confirmation of own understanding of outcomes. Outcome 3 Be able to communicate information to relevant stakeholders. The learner can: 1. Communicate information from the meeting to those who have an interest, in line with any

organisational protocol.

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TLE10

Make effective decisions

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TLE10 Make effective decisions

Level: 3 Credit value: 3 Unit aim This unit will ensure that learners are able to understand the process of decision-making, and can identify and analyse information to enable them to come to a final decision. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to identify circumstances that require a decision to be made. 2. Be able to collect information to inform decision-making. 3. Be able to analyse information to inform decision-making. 4. Be able to make a decision. Guided learning hours It is recommended that 10 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS E10 Take effective decisions Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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TLE10 Make effective decisions Learning outcomes and assessment criteria Outcome 1 Be able to identify circumstances that require a decision to be made. The learner can: 1. Explain the circumstances requiring a decision to be made. 2. State the desired objective(s) for making a decision. 3. Establish criteria on which to base the decision, in line with own organisation. Outcome 2 Be able to collect information to inform decision-making. The learner can: 1. Identify information needed to inform the decision-making process. 2. Communicate with stakeholders affected by the decision. 3. Explain how to inform stakeholders about the decision-making process. Outcome 3 Be able to analyse information to inform decision-making. The learner can: 1. Identify information for validity and relevance to the decision-making process. 2. Analyse information and against established criteria. Outcome 4 Be able to make a decision. The learner can: 1. Apply decision-making technique(s) to determine a decision. 2. Explain the decision made in line with desired objectives. 3. Communicate the decision taken to relevant stakeholders.

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TLE12

Manage knowledge in own area of responsibility

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TLE12 Manage knowledge in own area of responsibility Level: 3 Credit value: 4 Unit aim This unit will ensure that learners are able to understand how knowledge is managed, using agreed procedures and processes in own organisation. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to understand existing knowledge management in own area of responsibility. 2. Be able to develop knowledge. 3. Be able to share knowledge. 4. Be able to monitor and evaluate knowledge management in own area of responsibility. Guided learning hours It is recommended that 15 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS E12 Manage knowledge in your area of responsibility. Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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

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

The learner can: 1. Describe how knowledge is gained and applied in own area of responsibility. 2. Explain how knowledge is shared in own area of responsibility. 3. Outline how intellectual property is protected in own area of responsibility. Outcome 2 Be able to develop knowledge The learner can: 1. Identify established processes and procedures which can develop knowledge. 2. Explain how to support individuals to ensure knowledge development processes are followed. Outcome 3 Be able to share knowledge. The learner can: 1. Communicate established processes and procedures which share knowledge across own

area of responsibility. 2. Explain how to support individuals to ensure knowledge-sharing processes are followed. Outcome 4 Be able to monitor and evaluate knowledge management in own area of

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

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TLE15

Procure supplies

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TLE15 Procure supplies

Level: 3 Credit value: 2 Unit aim This unit will ensure that learners are able to identify required supplies, procure supplies and monitor their delivery. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to identify requirements for supplies. 2. Be able to evaluate suppliers that meet identified requirements. 3. Be able to select suppliers and obtain supplies. 4. Be able to monitor supplier performance. Guided learning hours It is recommended that 20 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS E15 Procure supplies. Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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TLE15 Procure supplies Learning outcomes and assessment criteria

Outcome 1 Be able to identify requirements for supplies. The learner can: 1. Select colleagues to agree requirements for supplies. 2. Produce a specification for supply requirements. Outcome 2 Be able to evaluate suppliers that meet identified requirements. The learner can: 1. Identify suppliers that meet resource, organisational and legal requirements. 2. Evaluate suppliers against requirements. Outcome 3 Be able to select suppliers and obtain supplies. The learner can: 1. Select supplier(s) that best meet requirements. 2. Explain how to agree with the contractual terms with selected supplier(s). Outcome 4 Be able to monitor supplier performance. The learner can: 1. Identify how to monitor supplier performance and delivery against agreed contractual terms. 2. Explain the procedure for dealing with breaches of contract.

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TLF17

Manage customer service in own area of responsibility

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TLF17 Manage customer service in own area of responsibility Level: 3 Credit value: 4 Unit aim This unit will ensure that learners are able to explain customer service standards to support staff and monitor customer service performance in own area of responsibility. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Be able to establish and communicate measurable customer service standards for own area

of responsibility. 2. Be able to support staff in meeting customer service standards. 3. Be able to monitor and evaluate customer service performance, systems and processes. Guided learning hours It is recommended that 25 hours should be allocated for this unit. This may be on a full-time or part-time basis. Endorsement of the unit by a sector or other appropriate body This unit has been developed by the Management Standards Centre (MSC) and is endorsed by the Council for Administration (CfA), the sector skills council for leadership and management. Details of the relationship between the unit and relevant National Occupational Standards This Unit directly relates to Leadership and Management NOS F17 Manage the delivery of customer service in your area of responsibility. Evidence Requirements This unit must assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. Simulation is not allowed

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

Outcome 1 Be able to establish and communicate measurable customer service standards for own area of responsibility.

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

responsibility. 3. Describe measurement criteria to monitor customer service performance. Outcome 2 Be able to support staff in meeting customer service standards. The learner can: 1. Identify staff and other resources to meet customer service standards. 2. Communicate roles and responsibilities to employees and provide support. 3. Describe how to resolve customer service queries within own organisation’s policy. Outcome 3 Be able to monitor and evaluate customer service performance, systems and

processes. The learner can: 1. Monitor customer service performance against established criteria. 2. Analyse feedback from staff and customers on the quality of customer service. 3. Evaluate customer feedback and identify areas for improvement. 4. Recommend changes to customer service processes or standards based on performance

evaluation.

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