...Knowledge Questions Unit 33 Reflect and develop your practice 1. Give some examples of dilemmas or conflicts that you may face in your workplace. Whilst at work all staff have a moral and legal obligation to be responsible for each other’s welfare and safety to ensure that each shift runs smoothly without problems. But on occasion there are issues and conflicts that can arise and these are usually sorted out at the time by the staff themselves. Here are some examples: Two members of staff are arguing about escorting a patient to the shops. A patient wants the activity room opened and it was not time to for the room to be open. Patient was upset, and started to verbally abuse staff. A member of staff tried to stop a patient to abscond, the patient got angry and attack the member of staff by strangling her. A patient feels unsafe because staff on duty is all female. 2. Where can you get information and support to ensure you are following good practice principles with in your work place? 3. What skills and knowledge do you need to carry out your work role effectively? All staff members must have attended training courses on moving and handling, infection control, first aid, fire awareness, food and hygiene, safe guarding adults, protection management of violence and aggression. They should attend refresher courses every two years. As a care worker we should have a qualifications in NVQ Level 2 in health and social...
Words: 309 - Pages: 2
...Higher Nationals LEVEL Acc QrCdFed e it Issue 4 July 2011 Edexcel, a Pearson company, is the UK’s largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide. We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment. This specification is Issue 4. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com References to third-party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Roger Beard Prepared by Susan Hoxley Publications Code BH029073...
Words: 15079 - Pages: 61
...Technical Specifications including Units for ------------------------------------------------- ILM Level 5 NVQ Diploma in Management (8331) Version 4 20/08/2010 © The Institute of Leadership and Management (ILM) 2012 © The Institute of Leadership and Management (ILM) 2012 Supporting Notes for ILM QCF NVQs | This document is intended for current ILM centres and contains supporting notes for ILM National Vocational Qualifications (NVQs) in the QCF. The main purpose of this document is to act as a refresher to help reacquaint our centres with some of the key sections covered in the ILM Centre Manual and provide guidance to assist a centre in preparing to deliver an ILM NVQ. This a generic document and should always be read in conjunction with the ILM QCF NVQ Qualification Specifications Part 2 Technical Info document and the ILM Centre Manual (www.i-l-m.com/centres). IMPORTANT NOTES: * This document replaces the previous ILM NVQ Level 2, 3, 5, and 7 General Qualification Information for QCF NVQs. * 2011 SCQF SVQs are now standalone products and are no longer S/NVQs. They have separate specifications to meet SQA and SCQF requirements. Please refer to our SVQ webpage’s for detail and SVQ resources section online * Centres should be aware that the specifications for NQF Team Leading and Management NVQs at Levels 2, 3, 4, 5 should continue to be followed for learners who have been registered on this version of the NVQ prior to July 2010. These NQF...
Words: 22926 - Pages: 92
...UNIT 33: THE SPORT AND LEISURE SECTOR Get assignment help for this unit at assignmenthelpuk@yahoo.com LO1 Understand the growth and influence of the sport and leisure sector Sport and leisure sector: facilities and activities; outdoor and indoor; minority sports; professional clubs; entertainment; hospitality and exhibitions; fashionable sports and leisure activities and trends in sport and leisure; commercial and private providers; professional sport; cinemas and theatres; exhibitions; health clubs and spas; sports merchandise; voluntary eg local sports clubs, drama groups; public eg local authority leisure centres, national stadia, venues, parks and events; schools and specialist sports/drama colleges, further education centres of excellence, government organisations; other agencies and providers Growth and expansion: related to age, gender, socio-economic group, lifestyle, geographical location, disability/health status, governmental imperatives; improved choice; health clubs, specialist activities, purpose-built facilities; educational eg new sports/drama colleges and centres of excellence; events management; recreation, arts and entertainment; outdoor activities; adventure tourism; special interest tourism; sports development policy and planning; consumption; lifestyle; national governing bodies; sector skills councils; sports councils to reflect national government policy on sport and associated areas eg fitness; elite training facilities and services eg growth of youth...
Words: 1231 - Pages: 5
...UNIT 36: SPORT AND LEISURE TOURISM IN THE UK Get assignment help for this unit at assignmenthelpuk@yahoo.com LO1 Understand the structure of the sport- and leisure-related tourism sector in the UK Concept of tourism: models and approaches; definitions of tourism and tourists; tourism motivators and barriers; classification of tourism types; tourism sectors including products and services Historical developments: introduction of paid holidays; role of transport; mass tourism; ecotourism; technological developments in sport and leisure-related tourism Role of public sector: government legislation; tourism authorities; national and regional tourist boards; local government; amenity agencies; public sector initiatives; comparative government structures Role of private and voluntary sectors: private sector organisations eg tourist attractions and accommodation providers; voluntary sector organisations eg hostel; partnerships, national and international professional organisations Tourism law: effects of EU and international legislation; tourist movement law eg passports; passenger carriage law; consumer protection law eg Package Holidays Act; planning regulations; laws relating to tourist attractions and sports stadia https://www.blogger.com/blogger.g?blogID=5649485182751853952#editor/src=sidebar LO2 Understand the trends and demands for sport and leisure tourism Sources of tourism data and statistics: international sources; National Training Organisations; regional tourist...
Words: 986 - Pages: 4
...countries worldwide. We deliver 9.4 million exam scripts each year, with 3 million marked onscreen in 2005. Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees. We also manage the data collection, marking and distribution of the National Curriculum Tests at Key Stages 2 and 3, and the Year 7 Progress Tests. References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Jim Dobson Prepared by Dominic Sutton Publications Code BF017349 All the material in this publication is copyright © Edexcel Limited 2007 Essential principles for delivering a BTEC This specification contains the rules and regulations along with the units and associated guidance to enable centres to deliver a programme of learning for the Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diplomas in Sport. The qualification structures set out the permitted combination of units learners need to complete the qualification. Each unit sets out the intended outcomes along with the content and...
Words: 53621 - Pages: 215
...HUMAN RESOURCE DEVELOPMENT IN PUBLIC SERVICE Executive Summary “Maldives has a young civil service and high number of employees is employed at lower categories. These employees require technical skills in most of the policy implementing areas. However, as technical training opportunities are less in Maldives and to train employees abroad is expensive, there is a high demand for training and retraining for employees in Public Service.” Civil Service Commission’s Final Draft, Report and Strategy, 2010, pg14. In order to improve the effectiveness and the productivity of the civil service of the Maldives, it is important to do training needs analysis and cater effective training programs that can be given in the Maldives to increase their capability. The report is based on the Human Resource Development in public / civil service of the Maldives. The report outlines the analysis of training needs of the public service employees, planning and designing of training programs and their evaluations and a research on the role of UK government in Human Resource Development. In order to effectively complete this report, I have gathered information from various internet sites and the references of those sites have been shown under the heading Bibliography and References in page: 21. To complete task 1 and 2, I have interviewed civil service employees of different levels working in the AA. Atoll Hospital, AA. Atoll Education Centre, Secretariat of the North Ari Atoll and the Ministry...
Words: 6321 - Pages: 26
...QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’...
Words: 65883 - Pages: 264
...Annabelle Linney Unit 2: People in business 20970 9047 Introduction In this portfolio I am going to produce work investigating a local business. This will include me describing the roles and responsibilities of a supervisor, manager and employee within this business. I shall also make plans and take part in recruitment and the selection process, this will explain the self-regulatory, legal, social and ethical responsibilities considered in the recruitment process. I will then show this through a practical exercise and participation in a mock interview which is part of the interview panel. This will also include the vacant position, the development of the key recruitment documentations. During this I will analyse how the following contributed to the effectiveness of the recruitment process. Lastly I will judge the effectiveness of the recruitment exercise’s processes and will recommend ways in the recruitment documentation, the interview process and the training and motivational methods used and the relevant which it could be improved. In AO1 I will write a detailed and comprehensive description for a manager, supervisor and employee. This will include their roles and responsibilities, the qualities they should have and their training and development opportunities. The realistic and detailed examples are used to illustrate the methods of motivation used by the business to retain staff and to have relevant PEST factors in the workplace plan. For AO2 I will include...
Words: 21728 - Pages: 87
...Semester Period Unit No 103 Units Covered Unit Name Further Mathematics for Engineering Technicians Electrical and Electronic Principles Data Communications and Networks Analytical Methods for Engineers Engineering Science Telecommunication Principles Advanced Mathematics for Engineering Electrical and Electronic Principles Business Management Techniques for Engineers Computer Programming Techniques Radio Communication Engineering Electronic Principles Principles and Applications of Microcontrollers Digital and Analogue Devices and Circuits Management of Projects Project Design, Implementation and Evaluation Personal and Professional Development Work-based Experience Credit Hours 10 10 15 15 15 15 15 15 15 15 20 15 15 15 15 20 15 15 Unit Level 3 3 4 4 4 5 5 5 4 4 4 5 4 5 5 5 5 5 Semester 1 (10 weeks) September- November 2014 101 119 001 Semester 2 (10 weeks) December- February 2014 002 118 059 Semester 3 (10 weeks) March - May 2014 005 007 112 Semester 4 (10 weeks) June - August 2015 120 039 113 Semester 5 (10 weeks) September-November 2015 117 037 Semester 6 (10 weeks) 003 December 2015 -February 2016 027 029 Industrial Training March 2016 - September 2016 UNIT 1: ANALYTICAL METHODS FOR ENGINEERS Unit 1: Unit code: QCF level: Credit value: Analytical Methods for Engineers A/601/1401 4 15 • Aim This unit will provide the analytical knowledge and techniques needed to carry out a range of engineering...
Words: 26988 - Pages: 108
...GCE Specification Edexcel Advanced Subsidiary GCE in Applied Information and Communication Technology (ICT) (Single Award: 8751)/(Double Award: 8752) Edexcel Advanced GCE in Applied Information and Communication Technology (ICT) (Single Award: 9751)/(Double Award: 9752) Edexcel Advanced GCE with Advanced Subsidiary (Additional) in Applied Information and Communication Technology (ICT) (9753) Issue 4 September 2010 Edexcel, a Pearson company, is the UK’s largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide. We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment. This specification is Issue 4. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com Acknowledgements This specification...
Words: 87578 - Pages: 351
...Cardiff Metropolitan University Cardiff School of Management MBA Epidemic of dropouts in Collegiate Level In Sri Lankan International Schools By D.M. Apsara Gunarathne UWIC/MBA/MT/03/53 10005365 This dissertation is submitted in partial fulfillment Of the requirements for the degree of Master of Business Administration (MBA). Acknowledgments I wish to thank my friends, and family who assisted my attempt of writing this dissertation. First, I thank my dissertation lecturer and supervisor Mr. Sunesh Hettiarachchi, for all the expert guidelines and the flattering encouragements that he had given me during this process. He never missed a single call or a chat message, and was helping me even during the odd hours. He was devoted towards seeing the work done properly. He made to make my research effort a reality and a success at the same time being such a good friend in need. I convey my heartfelt thanks for all these and without him; this project would not have been a success. I would like to thank Mr. Amath at Alethea International School. His advice and suggestions were valuable contributions at the initial stages of the study. I would like to express my deep appreciation to my CEO, Mrs. Kumari Hapugala Perera at Alethea International School for her understanding during the time of the study and encouragement given towards completing my dissertation. I extend my thanks to my dear friend for the constant words of encouragement and support during this...
Words: 18760 - Pages: 76
... 2. Word-of-Mouth Communication 20 1. Definition 20 2. Scope and Significance 20 3. Characteristics of WOM 22 4. The Nature of WOM 24 1. Types 24 2. Process 24 3. Conditions 28 4. Motives 29 5. WOM and the Consumer Behaviour Literature 29 1. Adoption and Diffusion on Innovations 29 2. Post-Purchase Decision-Making 31 3. Pre-Purchase Decision-Making 33 Chapter 3 Empirical Analysis 34 1. The Model 34 1. Recommendation Sources 34 2....
Words: 18699 - Pages: 75
...Research Paper The experience of ethnic minority workers in the hotel and catering industry: Routes to support and advice on workplace problems Ref: 03/06 2006 Prepared by: Tessa Wright and Anna Pollert (Working Lives Research Institute, London Metropolitan University) Funded by Acas and the European Social Fund For any further information on this study, or other aspects of the Acas Research and Evaluation programme, please telephone 020 7210 3673 or email research@acas.org.uk Acas research publications can be found at http://www.acas.org.uk/index.aspx?articleid=405 ISBN 0-9554830-0-X ISBN 978-0-9554830-0-4 The Experience of Ethnic Minority Workers in the Hotel and Catering Industry: Routes to Support and Advice on Workplace Problems Ref: 03/06 2006 Prepared by: Tessa Wright and Anna Pollert (Working Lives Research Institute, London Metropolitan University) Funded by Acas and the European Social Fund Acknowledgements The authors would like to thank the European Social Fund and Acas for providing financial support to the project, and Acas staff also for their guidance during the project, in particular Margaret Fox, Anthony Gould and Gill Dix. The project benefited greatly from the contributions of the Project Advisory Group, both in suggestions made on methodology, access and content at meetings, and help in accessing research participants. Many individuals and organisations helped us in gaining access to workers to interview...
Words: 28672 - Pages: 115
...Justice in the workplace: Why it is important and why a new public policy initiative is needed Provocation Series Volume 2 Number 3 Professor Paul Edwards FBA, Industrial Relations Research Unit, Warwick Business School and Senior Fellow, Advanced Institute of Management Research Justice in the workplace Contents Executive summary 3 Introduction 6 Job quality and limited success in dealing with it 8 The proposals: building workplace justice 13 Workplace justice 19 Limits to legally based solutions 24 Labour market and employer-led changes 27 Constraints and possibilities 31 Concluding remarks 39 References 42 Notes 45 Acknowledgements The help and encouragement of Keith Sisson have been crucial to the production of this paper, which is a completely revised version of the 2005 Annual Employment Relations Lecture, Keele University. I am grateful to colleagues at Keele and to the audience there, and also to David Coats and Paul Marginson, for comments and suggestions. I take sole responsibility for the views expressed. 2 Justice in the workplace Executive summary The goal of improving fairness in the workplace has been central to UK public policy since 1997. For rather longer, companies have spoken of employee empowerment through such things as teamwork. Much has been done in both areas, but major concerns remain. In relation to fairness, employee rights give entitlements, but these rights also need to be meaningful and effective. In the workplace,...
Words: 15329 - Pages: 62
