Combined Supporting Notes and Technical Specifications including Units for
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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 products are no longer eligible for public funding under government programmes from the 31 July 2010 for new starts in 2010/11. * These specifications should also be used for Dual Certificate and Management Apprenticeship delivery and approvals * Centres may also find reading the ILM Supporting Notes for ILM VRQs useful as these QCF NVQ units are hybrid units and are more like VRQ units than NQF NVQ or SVQ NOS Area units

Disclaimer:
Every effort has been made to ensure that the information contained in this document is true and correct at the time of going on the ILM website. However, ILM products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. ILM cannot accept liability for loss or damage arising from the use of information in this publication. ILM is a registered charity established to promote education and training. The units and rules of combination within these qualifications were submitted to OfQual by the Management Standards Centre (MSC)

Table of Contents |

1. OVERVIEW: 3
Introduction
Understanding the format of the qualifications
Understanding the changes to NVQs in the QCF
ILM Membership, Tutor Support and Learning Resources
Approval for the qualification / Quality Assurance
Role descriptions and occupational competence requirements

2. ENTRY REQUIREMENTS: 11
Programme Outline
Criteria for entry
Progression
Recognition of prior learning (RPL)
Pre-programme advice and guidance
Equality of opportunity
Learners whose first language is not English

3. NVQ PROCESSES AND REQUIREMENTS 15
Outline of the NVQ Process
Initial Advice and Guidance
Induction
Diagnostic Process
Individual Development/Assessment Planning
Additional Learning and Development
Identifying Evidence and Demonstrating Competence
Assessment
Simulation
Approaches to Identifying Evidence
Learner Claim for Competence
Scrutiny of Evidence by Assessor
Assessment Dialogue
Communication of Assessment Decisions
Internal Quality Assurance
External Verification
Appeals
Claim for Unit Credit(s) and Award of Qualifications

4. APPENDIX: GLOSSARY 23

1. OVERVIEW |

INTRODUCTION

The QCF National Vocational Qualifications (NVQs) at Levels 2, 3, 5 and 7 are the broadly comparable, replacement products for the previous National Qualifications Framework (NQF) versions at Levels 2, 3, 4 and 5.

Those who attain a NVQ demonstrate their occupational competence. This means that they have the necessary skills, knowledge and understanding to allow them to perform in the workplace effectively and competently in relation to their job roles within the scope of team leaders, first line, middle and senior managers.

These nationally recognised, accredited and regulated qualifications are based on the 2008 National Occupational Standards (NOS) for leadership and management. The NOS are set out across six areas and are then further subdivided into units which describe the outcomes of competent performance, the behaviours, and the underpinning knowledge and understanding that are necessary for those outcomes to be produced in the workplace.

A Team leader who successfully achieves the attainment of the ILM Level 2 NVQ Certificate in Team Leading has the ability to:

* Select and use relevant knowledge, ideas, skills and procedures to complete well-defined tasks and address straightforward problems, including taking responsibility for completing tasks and procedures and exercising autonomy and judgement subject to overall direction or guidance.

This is broadly comparable to attainment of GCSE at Grades A* - G

A First Line Manager who successfully achieves the attainment of the ILM Level 3 NVQ Certificate in Management has the ability to:

* identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity, including taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work.

This is broadly comparable to attainment of A- Levels.

A Middle Manager who successfully achieves the attainment of the ILM Level 5 NVQ Diploma in Management has the ability to:

* identify and use relevant understanding, methods and skills to address broadly-defined, complex problems, including taking responsibility for planning and developing courses of action as well as exercising autonomy and judgement within broad parameters. It also reflects understanding of different perspectives, approaches or schools of thought and the reasoning behind them.

This is broadly comparable to attainment of the second year of a bachelor degree.

A Senior Manager who successfully achieves the attainment of the ILM Level 7 NVQ Diploma in Management has the ability to:

* reformulate and use relevant understanding, methodologies and approaches to address problematic situations that involve many interacting factors, including taking responsibility for planning and developing courses of action that initiate or underpin substantial change or development, as well as exercising broad autonomy and judgement. It also reflects an understanding of relevant theoretical and methodological perspectives, and how they affect their area of work.

This is broadly comparable to attainment of masters level degrees from universities.

These are broad comparisons, not equivalencies because of the general nature of academic programmes compared to vocational programmes, which have a different emphasis on theory and knowledge versus the practical, applied nature of vocational programmes.

A full QCF NVQ at Level 2 in Team Leading or a Level, 3, 5 and 7 in Management is available to learners who are able to demonstrate competence as defined within the qualifications

Certificates of unit credit are available for individual QCF NVQ units where learners are registered on the Unit Payment Route (UPR) or who don’t complete the full qualification within the registration period and wish to “bank” their credit against their Personal Learning Records. In order to do the latter, learners must have a Unique Learner Number (ULN) alongside their ILM Registration Number. See ILM Centre Manual in the centres section of the ILM Website.

UNDERSTANDING THE FORMAT OF THE QUALIFICATIONS

The following terms should be noted in the planning, delivery, achievement and certification of QCF NVQ units and qualifications:

* Learning Time.

Learning time is the amount of time a learner at the level of the unit is expected to take, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.

This is the amount of self-directed study (such as private study, reading and research) and the guided learning (such as tutorial time, group work, practical learning, work-based learning), and the assessment.

* Guided Learning Hours.

Each qualification includes the minimum guided learning hours expected to meet quality standards and for publically funded contracts.

‘Guided learning hours’ is the number of hours of teacher/tutor supervised or directed study time required to teach a unit and or qualification. This could include lectures, tutorials, guided reading, facilitated discussion, one-to-one feedback, and online guidance

The table below shows the difference between Guided Learning Hours and Learning Time

| Tutor Directed/Facilitated | Learner Directed | Assessment | Guided Learning | * Induction * Tutorials and tutorial support time * Directed activities such as role play, case studies etc * Facilitated Group discussion * Action Learning Sets * Supervised work-based learning or practice * Directed on-line learning * Guidance prior to assessment | | | LearningTime | * Induction * Tutorial and tutorial support time * Directed activities such as role play, case studies etc * Facilitated Group discussion * Action Learning Sets * Supervised work-based learning or practice * Directed on-line learning * Guidance prior to assessment | * Reading * Research * Self-study * Discussion with relevant others in the workplace * Practice in the workplace * Online learning | Time taken for learner to complete assessment to the required standard for the unit |

* Qualification Structure.

A qualification consists of a number of units of assessment, each with a defined credit value. Each qualification will specify which units are mandatory and which are optional in permissible or barred rules of combination.

* Qualification Sizes.

There are 3 sizes of qualification in the Qualifications and Credit Framework (QCF). Each size has a credit range: * Award: 1-12 credits * Certificate: 13-36 credits * Diploma: 37+ credits

Note: The minimum credit specified in the rules-of-combination for the specified qualification must be achieved.

* Qualification/Unit Level.

The level of a unit or qualification indicates its relative demand, its complexity, the depth of achievement required and/or the autonomy of that learner demonstrating that achievement

* Credit

An award made to the learner in recognition of their achievement of the designated learning outcomes of the unit

* Credit Value

The number of credits that maybe awarded to the learner for the successful completion of the unit’s learning outcomes and assessment criteria.

One credit is equal to 10 hours of learning time.

* Credit Accumulation

The process of putting together a combination of credits to meet the minimum achievement requirements of a qualification

* Certification.

Certification is an official record of the learner’s achievement, representing the credit attained for either the individual unit/s or the whole qualification.

Unit Certificates are available for individual units as long as a learner is registered on the ILM Unit Payment Route.

UNDERSTANDING THE CHANGES TO NVQs IN THE QCF

NVQs can exist in the QCF as a brand, not a type of qualification under the:

* 2008 Regulatory Arrangements for the QCF (OfQual) * Operating rules for using the term NVQ in a QCF qualification title (Ofqual, August 2008) * The Additional Requirements for Qualifications that use the title NVQ within the QCF (Alliance of Sector Skills Councils, September 2009)

The Revised 2006 NVQ Code of Practice and The statutory regulation of external qualifications 2004, applicable to NQF, does not apply to these QCF qualifications.

These products are based on, and translate the 2008 National Occupational Standards (NOS) for Management and Leadership published by the MSC, now managed by the Council for Administration (CfA) as the pan sector standards setting body responsible to the United Kingdom Commission for Employment Skills (UKCES) for the development of skills in the Management and Leadership Sector.

The units within these broadly comparable replacement qualifications, are written in the standard QCF unit template.

Assessment is still work based using naturally occurring evidence and ILM has provided access to an e-logbook to support the assessment of each unit, individually or holistically. To download, see centres section of the ILM Website

All assessment requirements are specified within the QCF NOS-based units of assessment.

Each NOS based QCF unit of assessment :

* is credit rated * is levelled * is a common shared unit across all Awarding Bodies operating in the Industry Sector Code 15 - Business, Administration and Law and specifically subject area 15.3 - Business Management * belongs to one or more qualification structures for the management and leadership sector.

The learning outcome (headed: the leaner will) is equivalent to the knowledge and understanding within the NOS unit; the assessment criteria (headed: the learner can) are equivalent to the outcomes of effective performance and behaviours in the simplified unit template. There are no requirements to complete any mapping matrices in the assessment.

There is no Award sized qualification, only Certificate and Diploma sizes to meet “full level threshold” definitions for public funding and the functional and occupational maps for team leading and management.

ILM MEMBERSHIP, TUTOR SUPPORT AND LEARNING RESOURCES

Learners undertaking a leadership and management programme automatically become members of ILM’s professional institute free of charge, whilst studying. This gives the learner access to an invaluable range of online learning resources during their programme from our website and the option to extend their membership from studying, to full professional grade of membership. Membership can be activated online any time at www.i-l-m.com/activate.

Centre tutors can also access free membership to support the planning and delivery of ILM programmes, aligning their tutorial support to online membership resources accessible by the learners.

For further information contact Membership on 01543 266886 or send an email to membership@i-l-m.com. Additional learning resources are also available via the ILM Shop – online at http://www.i-l-m.com/7806.aspx

APPROVAL FOR THE QUALIFICATION / QUALITY ASSURANCE

Organisations wanting to deliver these regulated QCF qualifications must satisfy the ILM approvals process. This consists of: (i) Centre approval and (ii) Qualification approval

Centre approval ensures you have the right systems, practices, process and people in place. Qualification approval ensures you have the right skills, knowledge, experience, qualifications and understanding to deliver the qualification to learners.

If you are currently approved by one of the City and Guilds Group Awarding Bodies, or any other Awarding Body with QCF recognition, ILM may be able to fast track our approvals process by using all or some of the evidence you prepared for that approval, as it may be relevant to the regulatory criteria we need to uphold

The Qualification Quality Rating (QQR) Tariff indicates the ‘status’ of a qualification within a Centre. It determines:

* The minimum level of Internal Verifier (IV) assessment sampling and the minimum level of EV assessment sampling. * The certification status for each qualification, which indicates whether a Centre can certificate prior to EV sign off (Direct Claim Status) or whether the EV must sign off prior to certification. * QQR Tariff | Certificate Status | Internal Quality Assurance (Min Sample) | External Quality Assurance (Min Sample) | None | Direct Claim Status | 15% | 10% | 01 | Direct Claim Status | 15% | 10% | 02 | EV Sign off prior to certification | 20% | 15% | 3a/3b | EV Sign off prior to certification | 30% | 20% |

* External verifiers have the right to contact learners as part of their routine quality assurance activities. This may be face-to-face, by telephone or e-mail. * Centres must retain assessment records for at least 4 years.

ROLE DESCRIPTIONS AND OCCUPATIONAL COMPETENCE REQUIREMENTS

ROLE DESCRIPTIONS

It is not mandatory to clearly separate the roles of adviser and assessor for each learner. However, ILM recommends the continued separation of the two roles as good practice. Where the roles are separated, the centre should make clear to the External Verifier who has acted in each role.

A guide to the individual roles is provided below:

Adviser * Regular, informal assessment of learner’s evidence to ensure its suitability for formal assessment * Support for development and assessment planning, knowledge acquisition, evidence gathering and presentation activities * Maintenance of appropriate records * Provision of expert witness testimony (adviser role only)

Assessor
Where the roles of adviser and assessor are not separated, the assessor must undertake the adviser activities as listed above.

* Formal assessment of the evidence presented by a learner against the assessment criteria of the QCF units * The assessor must decide whether * the evidence covers all criteria * there is valid evidence from those who report to the learner and from those to whom the learner reports (except in cases where the learner does not report to anyone – for example, if they own the organisation). * there is a balance between the range of assessment methods including observation and tangible evidence. * the evidence has normally been originated within the last three years * In reaching an assessment decision, the assessor must assess all evidence presented. * Detailed and auditable records must be maintained of the manner in which the assessment decision is made. This will include a record of all assessment dialogues/interviews

Internal Verifier
The internal verifier will normally act as the main point of contact between the centre and ILM, through the External Verifier.

The main responsibilities are * assuring fair and equal access to assessment for all learners * monitoring the conduct of assessments * sampling learner evidence to verify assessment decisions * ensure accurate and consistent standards of assessment between assessors over time making adjustments where required to compensate for any differences in standards * liaising with the awarding body through the External Verifier to ensure consistent standards of assessment between other centres is maintained. * assuring the quality of the systems and procedures used for assessment and verification * supporting and guiding assessors, advisers and, where used, mentors * maintaining up-to-date verification and assessment records * administration, including registration and results where appropriate * providing information for analysis by the centre and ILM

In order to fulfil these responsibilities, the internal verifier must pre-plan and record all verification activities, observe and provide feedback on assessors’ activities, interview learners and hold regular meetings of the staff team.

OCCUPATIONAL COMPETENCE REQUIREMENTS

The centre must demonstrate that staff who are actively involved in the NVQ programmes meet the occupational competence requirements determined by the standards setting body. It is also the centre’s responsibility to inform ILM of any changes to the staffing situation, and to provide an appropriate CV to the Quality Manager, who will be responsible for authorising their addition to the team, and recording this on the appropriate documentation.

The following is extracted directly from the Management Standards Centre – MSC Assessment Strategy for Management and Leadership and Scottish Vocational Qualifications (SVQs) and National Vocational Qualifications (QCF) and Units (February 2010)

“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”

A qualified assessor must countersign the assessment decisions of unqualified assessors. The decisions of unqualified internal verifiers must be similarly countersigned by a qualified internal verifier

2. ENTRY REQUIREMENTS |

PROGRAMME OUTLINE

There are 4 QCF team leading and management products to choose from depending on what level of leadership and management the learner is currently operating at and aspiring towards.

The ILM Level 2 NVQ Certificate in Team Leading is for practising 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 focusing on managing personal development, working relationships with colleagues and communicating information and knowledge.

The ILM Level 3 NVQ Certificate in Management is for practising first line managers/junior managers with a range of responsibilities including: allocating work to team members/colleagues/contractors, achieving specific results, managing financial and physical resources and some degree of decision making. The qualification aims to give learners an opportunity to develop their management performance, become more effective and to progress their career, focusing on planning and allocating work for the team, managing personal development, setting objectives and supporting team members.

The ILM Level 5 NVQ Diploma in Management is for practising middle managers with responsibility for a wide span of control and accountability for performance, in particular those with responsibility for determining resource allocation and operational methods in their department or organisation focusing on developing and implementing operational plans, working productively, providing leadership and direction, and planning change.

The ILM Level 7 NVQ Diploma in Management is for practising senior managers with responsibility for with a high degree of autonomy for deploying resources and achieving strategic goals. The qualification allows learners to develop their strategic management skills, providing leadership and coaching to other managers while also focusing on organisational performance and strategy focusing on the development of strategic business plans, the strategic direction and leadership of an organisation and leading change within an organisation.

CRITERIA FOR ENTRY

Whilst there are no prior entry requirements in terms of knowledge, attainment or experience, but to succeed in the assessment, a learner must have an appropriate knowledge and understanding of underpinning principles of leadership and the management process. It is expected that centres will confirm that intending learners are in a position to gather evidence to demonstrate competence against the standards and are able to benefit generally from the programme.

The NVQs in Team Leading and Management are intended to be assessed using evidence from the workplace, ie observable performance, physical products of work (such as reports, plans, correspondence etc), witness statements etc.

Therefore centres must ensure that learners for entry to a particular programme satisfy two basic criteria:

* the individual’s work role will provide opportunities to demonstrate competent performance in management and leadership at the relevant level

* a likely future ability to demonstrate competence in management and leadership in the workplace at the relevant level, or can demonstrate that such competence has occurred in the recent past. (However, in the latter case, it should be borne in mind that difficulties may exist in accessing evidence if the learner no longer performs this role, or where the level of competence may not be as defined by the national occupational standards. Nevertheless, equality of access to the programme should be assured, and centres must provide suitable guidance to such learners.)

Clearly, the extent to which these basic criteria are met will assist centres in determining which NVQ level is appropriate, or whether the learner should be advised to follow an alternative, better suited to their circumstances, such as an appropriate ILM vocationally related qualification (VRQ).

PROGRESSION

Successful learners at all levels may expect to benefit from enhanced career prospects within management and leadership.

Successful learners at levels 2, 3 and 5 may progress on to a higher level NVQ – either in management or another appropriate occupational area – provided that their circumstances allow for competence to be demonstrated against the QCF national occupational standards based unit of assessment. Alternatively, learners may choose to progress to a vocationally related programme – in management and leadership or another appropriate occupational area. This option may be preferable where the opportunity to demonstrate competence at a higher level within management is not yet present, but the learner wishes to begin development and acquisition of relevant knowledge and skills.

RecogNITION OF PRIOR LEARNING (RPL)

Learners who have previously achieved the shared common QCF NVQ units, with another Awarding Organisation offering management and leadership programmes, maybe eligible for exemptions and or credit under the Recognition of Prior Learning (RPL) process.

Learners completing NQF NVQ units may, on a case by case basis, be eligible for RPL where the unit is unchanged. Please contact ILM for the latest guidance or see NVQ Toolkit on the ILM Website.

PRE-PROGRAMME ADVICE AND GUIDANCE

Centres should offer the opportunity for individually tailored programmes, based on a diagnosis of learners’ objectives, and their personal/employment opportunities and needs.

ILM will expect centres to establish that:

* the programme will meet a learner’s individual objectives and needs, * the learner understands the demands of the NVQ process and is prepared to commit wholeheartedly to the programme * the learner is, or has recently been (see note above) in a position to produce evidence of competence for the purposes of assessment, and * ideally, that s/he has the active support of their employer

EQUALITY OF OPPORTUNITY
Centres must refer to the ILM Centre Manual (see centres section of ILM Website) and follow the advice contained therein, with regards to implementing and monitoring appropriate policies to assure equality of opportunity. This applies to all aspects of programme management, delivery, assessment and verification.

Centres are reminded that the application of the criteria for entry must not be allowed to override current statutory and legal obligations to ensure against discrimination on the grounds of unemployment, disability, age, gender, sexual orientation, culture or membership of an ethnic minority.

Specifically, so far as entry to an NVQ programme is concerned, there are a number of measures that can be taken to ensure accessibility and fair assessment without compromising the integrity of the qualification.

* Work placements may assist learners not currently in employment, so that they have an opportunity to produce suitable workplace evidence

* Recognition of prior learning/achievement (RPL/RPA), including unpaid work. Centres are required to have in place systems for the recognition of learners’ current competence, and for taking this into account when considering their suitability for the programme. In this context, RPL/RPA provides a mechanism whereby the past experience and learning of a learner can be taken into account, subject to the proviso that adequate currency can be demonstrated. When seeking evidence of prior learning, unpaid employment (ie work for charities, school governing bodies, club committees, etc) should not be overlooked. Such activities may well produce sound evidence which meet the QCF national occupational standards based unit of assessment, and the requirements of the management and leadership functions.

* Provision of additional support for those with particular assessment requirements. Learners requiring reasonable adjustments or special considerations should be offered support to enable them to enter/participate in the programme and complete the assessments, for example, educational, physical, social or language needs

Minor reasonable adjustments or special considerations concerning NVQ assessments must be locally agreed between the centre and the ILM External Verifier. More significant reasonable adjustments or special considerations MUST be agreed in writing by ILM as early as possible within the programme, and before being implemented.

For further information/examples, please refer to the ILM Centre Manual on the centres section of the ILM Website

LEARNERS, WHERE THEIR FIRST LANGUAGE IS NOT ENGLISH, WELSH OR GAELIC
It should be noted that a proportion of the evidence presented by learners’ can be in languages other than English,Welsh or Gaelic, always provided that centres have competent assessors and internal verifiers who are proficient in the language(s) concerned. Learners who have a second language would normally be expected to be proficient in the language prevailing in the wider working environment.

ILM cannot be responsible for providing an External Verifier who is proficient in the language. It is the responsibility of the centre to arrange for the translation of assessment evidence and to notify the awarding body of the requirement at an early stage in the programme that this will be happening.

3. NVQ PROCESSES AND REQUIREMENTS |

Initial advice and guidance
Diagnostics
Development/assessment planning

Additional training and development with adviser/assessor support

Identifying evidence and demonstrating competence, normally through workplace activities

Learner claims for competence, based upon orderly presentation of evidence for assessment

Scrutiny of evidence by assessor

Internal verification
(This activity must also encompass all earlier stages of the process)

External verification

Claim for unit credit(s)

Award of qualification

The following subsections will provide detailed guidance on the operation of the NVQ within the framework shown above. Centres may find it helpful to use the above diagram with their learners.

Initial Advice and Guidance

Centres must provide adequate advice and guidance opportunities for individual learners in order to establish the following:

* an indication of their present level of knowledge * that their circumstances offer realistic opportunities for evidence gathering for the NVQs in Team Leading/Management - by considering their key responsibilities and accountabilities * opportunity to recognise prior achievement/learning * the appropriate level of NVQ in Team Leading/Management * an indication of possible choice of optional units

An in-depth interview with each learner, focusing on their activities and experience in relation to the management and leadership standards should be conducted.

Time taken at this early stage will ensure that the learner is following the correct pathway, and that it is likely to be sustainable. This stage must be carefully documented by the Assessor or Advisor

Induction

Centres should approach induction as an ongoing process, continuing until the learner is fully confident with the concept of NVQs. The initial guidance will normally be completed prior to registration. Centres are reminded of the requirement to register learners within four weeks of the start of the programme

Each programme must commence with an induction session, and provide written information for participants covering aspects such as:

* an outline of the qualification, its aims, and the benefits to the individual and the organisation * free ILM studying membership and benefits * the format of the programme – content, hours, attendance patterns, etc * the assessment process, and the implications of the milestones to achievement * the learner support resources available and the roles and responsibilities of participants, centre staff and ILM * learning and study skills – with special reference to using open or on-line learning where applicable * information on equal opportunities, internal appeals procedures and support mechanisms

See the ILM Centre Manual in the centres section of the ILM Website for more information.

Diagnostic Process

This stage will build on the initial advice and guidance. An audit of the learners’ present skills, knowledge and abilities against the QCF national occupational standards based unit of assessment. will provide the first indication of any gaps, and hence the extent of support likely to be necessary for success on the programme. Learners should not be required to undertake further learning where it is proven that they already have this knowledge.

Centres may use a variety of methods, including individual and/or group activity and use of their own diagnostic instruments (approved either during the approval process, or if subsequently modified, by the External Verifier).

Detailed records of this auditing stage should be added to each learner’s file.

Individual Development and Assessment Planning

An initial individual development/assessment plan (IDAP) will result from the foregoing activities, and must be continually reviewed and up-dated throughout the learner’s progress on the programme. The purpose of this plan, which should include development and assessment, is to ensure that the learner is in control of their own NVQ pathway, and only undertakes actions that can be completed within an agreed timescale. This ensures effective learner time management and targeting of achievement. It is essential for ensuring steady progress and avoiding non-completion of the programme.

IDAPs should clearly indicate the actions, resources and timescale for completion, and be agreed and completed at each meeting of the learner and their adviser/assessor.

Copies of the development plan should be held by the learner and also by the centre - usually with the adviser/assessor. External Verifiers will require access to the development plans to verify the Centre’s compliance with the requirements in this respect.

Additional Learning and Development

Centres must provide for the delivery of all knowledge and understanding requirements. This must not be on an ad hoc basis, but must provide structured support for the individual learner’s needs. Centres may wish to link delivery into a current programme or series of units, or supported open or e-learning provision. The ILM’s range of generic management and leadership qualifications will also provide a sound knowledge basis for the NVQs in Team Leading/Management. The needs of an individual learner should be identified through the initial assessment, and clarified through the development plan.

It is not acceptable that individual learners are recommended to attend learning programmes when they already have the requisite knowledge. However, it is acceptable that learners are expected to complete a programme of learning when this is essential for the individual in the judgement of the centre, or the External Verifier.

Identifying Evidence and Demonstrating Competence

In order to achieve any unit, learners must demonstrate that they meet all its requirements. This means all of the stated assessment criteria. The assessor must be able to observe the learner in the workplace and/or see tangible evidence. The balance between observation and other ways of evidencing performance must be agreed with the assessor.

Centres are required to provide support and guidance to learners in the various ways in which competence may be demonstrated. Centres should offer the widest possible provision, given the practical circumstances. An adviser/assessor will guide the assessment planning and evidence identification.

Evidence should reflect current or recent activity by the learner, and should normally have been originated within the last three years.

Assessment

Evidence of competence may take a variety of forms including:

* Personal statements (this is not actual work evidence) * Observation * Professional discussion * Questioning * Witness statements

Advisers/assessors should help ensure that evidence presented is actually evidence of the learner’s competence. Learners may seek to include items which are little more than copies of documents, policies, or course handouts, or even relate to some other person in the workplace who was involved in the activity along with the learner, for example at a meeting! This evidence would clearly be unacceptable.

Simulation

Simulated evidence is not allowed. (i.e. all evidence must relate to real work activities). However where access to assessment is jeopardised by this, guidance should be sought from ILM who will decide the issue in conjunction with the standards setting body (Council for Administration) and the Management and Leadership Qualifications Forum.

Approaches to Identifying Evidence

ILM does not seek to regulate or prescribe the manner in which evidence of competence is presented.

A paperless approach is encouraged where it provides a practical and cost effective alternative to a portfolio.

If learners use a ‘pack of evidence’ for a unit, then indexing of individual pieces of evidence in that pack against the assessment criteria is required.

Centres should ensure that learners are guided to use the optimum approach for themselves as individuals, and that they make maximum use of all evidence, cross-referencing it to all appropriate units. Centres should encourage learners to present the most appropriate evidence by making use of observation, video or audio recordings, or photographs in addition to paper-based items. This should ensure that portfolios are concise and comprehensive.

Learner Claim for Competence

It is essential that the learner is responsible for making the claim for competence, though the adviser/assessor will clearly play a significant role in assessment planning, identifying evidence and presentation. The assessor must be made aware of the manner in which the evidence is presented to support the learner’s claims to competence.

In general terms, a learner will be linking evidence identified from the workplace and matching it with the learning outcomes and assessment criteria. However, an assessor will need to work from the assessment criteria to match the evidence when checking claims for competence.

Scrutiny of Evidence by Assessor

The evidence presented by a learner for a full NVQ must satisfy the key principles of assessment

Individual QCF units are the minimum assessable component for the Team Leading and Management NVQs.

Early assessment of the first few units is strongly recommended and should be encouraged by the centre. This ensures that the learner is producing suitable evidence of their competence, and motivates them to complete the programme.

Documentation should be in place to allow internal verifiers and External Verifiers to trace exactly how the assessment decision was reached.

Assessment Dialogue

An assessment dialogue is where an assessor engages in dialogue with the learner and suitably records the outcomes. This can be used to confirm, clarify or authenticate issues raised by assessment of the evidence presented. All questions and outline responses should be recorded to provide an audit trail.

Centres are recommended to request both assessor and learner to sign the record, against a statement confirming that it is a true account of the interview, and to date the record in order to provide a sound audit trail.

Internal verifiers may also wish to interview learners – especially where there are concerns about an assessment decision.

Centres should note that External Verifiers have the right to interview all and any learners to ensure the quality of provision and assessment. Normally the centre will be advised in advance of the visit which learners are required to be interviewed. This interview will also be part of an advance external verification sampling plan, which complements and is in addition to the internal verifier’s sampling methodology.

Communication of Assessment Decisions

Centres should be aware that any assessment decision made within the centre is subject to ratification by ILM. It is important that centres have a procedure for explaining this clearly to learners - possibly during the induction process, or in learner handbooks, etc. Learners should be told that assessment decisions are informal, until confirmed by internal and external verification and the awarding body. This should form part of the routine feedback to learners on assessment decisions.

Internal Quality Assurance

Internal verifiers have a major role to play in quality assurance. The IV must be a separate person from the adviser and assessor for any one learner.

The internal quality assurance activities should not be confined to the end of a programme, but be an integral part of every stage of the process. This involves a range of monitoring activities including these stages:

* initial learner advice and guidance * provision of training and development opportunities for learners * advice on evidence gathering and presentation for assessment * sampling assessments (desk-based and observation), assessment reports/records, and learner interviews * standardisation activities to ensure appropriate and consistent decisions across the assessment team

The Internal verifier is responsible for ensuring meetings of the centre staff team occur at regular and appropriate intervals - depending on the volume of activity. The advice, assessment and verification process outcomes must be monitored and evaluated. These meetings must be documented, with actions agreed, recorded and followed up. Such meetings may also be used for supporting, and guiding assessors, advisers and where used mentors, or for staff development purposes - for up-dating centre staff on all NVQ-related issues, and feedback from the External Verifier.

Internal verifiers are also responsible for monitoring equal access to assessment which is a wider remit than the statutory monitoring of the equal opportunities policy by the centre as a whole. Equal opportunities should be a standard agenda item at team meetings, and all discussions and actions must be recorded.

The pre-planning of assessment decision sampling, and the recording of all internal verification activities that ensue are essential. Centres may wish to follow the guidance below in devising suitable internal verification procedures for sampling assessments:

The sample requirements are as follows:

* Internal Verifiers must sample as per the Qualification Quality Rating (QQR) Tariff for a specific qualification. All cases where special assessment arrangements have been employed must be included – even if this means increasing the sample size.

* External Verifiers must sample as per the Qualification Quality Rating (QQR) Tariff for a specific qualification across a broad range of learners and assessors, and this must include some units that have been internally verified and some that have not. All cases where special assessment arrangements have been employed must be included – even if this means increasing the sample size.

* The IV and EV must use the same sample base - this may be a single programme, or several programmes, or simply a certain number of learners where the centre operates “roll-on, roll-off” provision. For the purposes of external verification, this sample base should be extended to include learners who have not been internally verified.

* The learners’ names and registration numbers should be listed, and the plan will remain “active” until all learners listed have completed or left the programme.

* The IV should then complete a record of verification activity, which mirrors that used by the assessor.

* Internal verifiers will need to monitor the early assessments of new assessors. The decisions of assessors who are not yet qualified must be countersigned by a qualified assessor or IV.

* Adjustments to the plan may be necessary, in the light of changes to the cohort, learner progress and assessment activity. However, this does not necessarily mean increasing the SIZE of the sample, just that the initial sampling activity will be completed earlier in the programme. However, it MAY mean that a larger sample is required, if early samples indicate the need for further improvement in procedures.

* The internal verifier is required to liaise with the awarding body through the External Verifier to ensure that consistent standards of assessment between other centres are maintained. It is essential that sampling plans are sent to the ILM External Verifier at the start of each programme/cohort.

External Verification

The External Verifier’s role is one of quality assurance, support and auditing and will concentrate on the internal verification process at the centre. For audit purposes it is therefore essential that internal verifiers are absolutely precise in the nature and accuracy of their record keeping.

External Verifiers are required to undertake observations of the assessment and internal verification processes.

External verifiers must sample as per the Qualification Quality Rating (QQR) Tariff for a specific qualification. This must include some units that have been internally verified and some that have not. All cases where special assessment arrangements have been employed must be included – even if this means increasing the sample size.

The Centre Support Status (CSS) will indicate the External Verifier activity pattern in terms of verification. Verification will be completed by a combination of centre visits and remote monitoring.

Where the centre does not have direct claim status for the qualification, the signature of the External Verifier must be obtained before claiming certification.

Any obstruction to the external verification process of ILM could lead to suspension, and potential withdrawal of approval from the centre.

Appeals

ILM expects that centres will provide learners and their sponsors with opportunities to discuss delivery, assessment and administrative issues in an informal way. However, there may be occasions when a learner wishes to take an appeal to a formal stage, and so all centres are required to have an effective internal appeals procedure in place, and to ensure that all learners and staff are fully aware of it.

Full details of the requirements for centres, and ILM’s own appeals procedure are set out in the ILM Centre Manual which is in the centres section of the ILM Website.

Claim for Certificate(s) of Unit Credit and award of whole NVQs

Centres should refer to the ILM Centre Manual, which includes guidance notes for registration and results notification. See qualification specifications part 2 for the unit details and qualifications structure for the relevant size and level of NVQ.

* Centres should take particular attention to the qualification structure and the minimum credit requirements for certification.

* Each qualification will require a minimum credit value to be accumulated before the award can be made.

* Learners can exceeded this minimum but should not exceed the maximum credit range for the size of the qualification i.e. QCF Certificates are a maximum of 36 credits

* Final certificates will be issued to learners on successful completion of all the mandatory and optional unit assessments required for a qualification. The certificate will be accompanied by a transcript listing the actual units achieved by the learner. Where learners complete more units than are required for the qualification, these will also be listed on the transcript.

* Certificates of Unit Credit can be claimed where learners are registered on the Unit Payment Route, by entering successfully completed units onto the individual Schedule of Results.

4. Appendix |

Glossary

Term Definition

Accreditation The process through which the qualifications regulators confirm that a qualification conforms to the requirements of the QCF regulatory arrangements.

Accreditation of Prior Learning (APL) Formal acknowledgement by way of granting credit to learners' previous learning towards a programme of study or towards a professional body accreditation.

Assessment The process of making judgements about the extent to which a learner’s work meets the assessment criteria of a unit, or any additional assessment requirements of a qualification.

Assessment Criteria Descriptions of the requirements a learner is expected to meet to demonstrate that a learning outcome has been achieved.

Assessor A person who assesses a learner’s work.

Award A qualification with credit value between 1 and 12.

Centre An organisation accountable to an awarding organisation for assessment arrangements leading to the award of credit or qualifications.

Certificate A qualification with a credit value between 13 and 36.

Credit An award made to a learner in recognition of the achievement of the designated learning outcomes of a unit.

Credit Accumulation The process of putting together a combination of credits to meet the achievement requirements of a qualification.

Credit Transfer The process of using a credit or credits awarded in the context of one qualification towards the achievement requirements of another qualification.

Credit Value The number of credits that may be awarded to a learner for the successful achievement of the learning outcomes of a unit.

Diploma A qualification with a credit value of 37 or above.

Guided Learning Hours The number of hours of tutor/teacher-supervised or directed study time required to teach a qualification or unit of a qualification.

Learner Record(s) An authoritative record of all credit and qualification achievements made by an individual learner in the QCF.

Learning Outcome A statement of what a learner can be expected to know, understand or do as a result of a process of learning.

Learning Time The amount of time a learner at the level of the unit is expected to take, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.

Learner Journey Plan An overarching plan projecting a learner’s journey from inception to conclusion of a qualification/study programme.

Lesson/Session Plan Detailed description of the course of instruction for one session/class.

Level An indication of the relative demand, complexity and/or depth of achievement, and/or the autonomy of the learner in demonstrating that achievement.

Mandatory Units Units in a set of rules of combination that must be achieved for the qualification to be awarded.

Optional Units A unit named in a set of rules of combination that a learner may choose to complete to achieve the required number of units/credits for award of the qualification.

Qualification An award made to a learner for the achievement of the specified combination of credits, or credits and exemptions, required for that award.

Qualification Specification A detailed document defining the purpose, content, structure and assessment arrangements for a qualification.

Recognition of Prior Learning (RPL) A method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and do not need to develop through a course of learning.

Rules of Combination A description of the credit accumulation requirements for the achievement of a named qualification.

Unique Learner Number (ULN) The unique number that is used to identify an individual learner.

ILM Level 5 NVQ Diploma in Management (QCF)
501/0620/X

Contents | Page |

Qualification Overview: ILM Level 5 NVQ Diploma in Management 3

Mandatory Group Unit Specifications 7
Optional Group Unit Specifications 17

IMPORTANT NOTE: This document must be read in conjunction with the ILM QCF NVQ Qualification Specification Part 1 General Information Document

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QUALIFICATION(S) OVERVIEW:

ILM Level 5 NVQ Diploma in Management | Purpose of the qualification | The ILM Level 5 NVQ Diploma in Management will allow practising or potential middle managers to develop their management skills, gaining the knowledge, skills and understanding required to demonstrate their occupational competence against the related areas of the 2008 national occupational standards for leadership and management.This qualification builds upon the expired NQF ILM Level 4 NVQ inManagement by replacing it in the QCF and broadens the skills,knowledge and behaviours in a more flexible and practical way related to today’s leadership and management practices were varied and non routine management tasks are required by middle managers with operational responsibility for substantial programmes and resources, a broad span of control, who pro-actively identify and implement change and quality improvement, negotiate budgets and contracts, lead high level meetings, manage people, performance, and information. | Progression routes | Successful candidates may expect to benefit from enhanced career prospects within management and leadership. Successful candidates at level 5, may progress on to a higher level QCF NVQ – either in management or another appropriate occupational area – provided that their circumstances allow for competence to be demonstrated against the appropriate national occupational standards. Alternatively, candidates may choose to progress to a vocationally related programme – in management and leadership or another appropriate occupational area. This option may be preferable where the opportunity to demonstrate competence at a higher level within management is not yet present, but the candidate wishes to begin development and acquisition of relevant knowledge, skills and understanding. | Credit Value | 38 | Induction | 1 hour | Tutorial Support | At least 2 hour | Guided Learning Hours(this includes time for induction, tutorial support and the unit’s guided learning hours) | 168-218 Guided learning hours | To be completed within | 3 years |

StructureCandidates must complete all units from the Mandatory Unit Group A, with a credit value of 23, then select optional units from Optional Units Group B to a minimum value of 15 credits, with at least one unit at Level 5. No more than 13 credits can be taken at Level 4 to gain accreditation, meeting the minimum credit requirement of 38. | Mandatory Units Group A | Credit Value | | Develop and evaluate operational plans for own area of responsibility | 6 | | Provide leadership and direction for own area of responsibility | 5 | | Plan change in own area of responsibility | 6 | | Work productively with colleagues and stakeholders | 6 | | Optional Units Group B | Credit Value | | Establish risk management processes for an organisation | 6 |

| Promote equality of opportunity, diversity and inclusion across an organisation | 6 | | Examine staff turnover issues in own area of responsibility | 4 | | Developing collaborative relationships with other organisations | 7 | | Promote the use of technology within an organisation | 6 | | Manage health and safety across an organisation | 6 | | Monitor and review business processes | 3 | | Develop a customer-focused organisation | 5 | | Conduct a quality audit | 6 | | Manage product development and marketing | 7 | | Develop, maintain and review personal networks | 4 | | Ensure compliance with legal, regulatory, ethical and social requirements | 5 | | Manage risk in own area of responsibility | 4 | | Review risk management processes in own area of responsibility | 3 | | Implement change in own area of responsibility | 6 | | Develop working relationships with colleagues and stakeholders | 4 | | Recruit staff in own area of responsibility | 4 | | Plan, allocate and monitor work in own area of responsibility | 5 | | Support learning and development within own area of responsibility | 5 | | Address performance problems affecting team members | 3 | | Build, support and manage a team | 4 | | Support individuals to develop and take responsibility for their performance | 4 | | Know how to follow disciplinary procedures | 4 | | Managing grievance procedures | 3 | | Support the management of redundancies in own area of responsibility | 3 | | Develop and implement a risk assessment plan in own area of responsibility | 6 | | Manage physical resources | 3 | | Manage the environmental impact of work activities | 5 | | Manage a tendering process | 4 | | Plan and manage a project | 8 | | Develop and implement marketing plans | 6 | | Analyse the market in which your organisation operates | 5 | | Manage the achievement of customer satisfaction | 5 | | Prepare for and support quality audits | 4 | | Inform strategic decision making | 7 | | Support the culture of an organisation | 5 | | Lead innovation within an organisation | 10 | | Manage a budget for own area or activity of work | 7 | | Outsource organisational processes | 8 | | Manage a programme of complementary projects | 8 |

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ILM Level 5 NVQ Diploma in Management

Mandatory Unit Group

UNIT SPECIFICATIONS

Title: | Develop and evaluate operational plans for own area of responsibility | Unit Ref No: | Y/600/9588 | Level: | 5 | Credit value: | 6 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | Be able to align objectives of own area of responsibility with those of own organisation. | 1.1 Identify operational objectives within own area of responsibility.1.2 Analyse objectives of own area of responsibility in relation to those of own organisation. | Be able to implement operational plans in own area of responsibility. | 2.1 Assess risks associated with operational plans and include contingency arrangements.2.2 Identify support from relevant stakeholders.2.3 Implement operational plan within own area of responsibility. | Be able to monitor and evaluate operational plans in own area of responsibility. | 3.1 Monitor procedures within the operational plan.3.2 Evaluate operational plans and implement any necessary actions. | Additional information about the unit | Unit aim(s) | This unit helps learners to develop, implement, monitor and review operational plans for own area of responsibility. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC B1 Develop and implement operational plans for your area of responsibility | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Provide leadership and direction for own area of responsibility | Unit Ref No: | T/600/9601 | Level: | 4 | Credit value: | 5 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 1. Be able to lead in own area of responsibility. | 1.1 Identify own strengths and ability to lead in a leadership role.1.2 Evaluate strengths within own area of responsibility. | Be able to provide direction and set objectives in own area of responsibility. | 2.1 Outline direction for own area of responsibility.2.2 Implement objectives with colleagues that align with those of the organisation. | Be able to communicate the direction for own area of responsibility and collect feedback to inform improvement. | 3.1 Communicate the agreed direction to individuals within own area of responsibility.3.2 Collect feedback to inform improvement. | Be able to assess own leadership performance. | 4.1 Assess feedback on own leadership performance.4.2 Evaluate own leadership performance. | Additional information about the unit | Unit aim(s) | This unit helps learners to provide leadership and direction for their area of responsibility. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC B6 Provide leadership in your area of responsibility | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Plan change in own area of responsibility | Unit Ref No: | R/600/9654 | Level: | 5 | Credit value: | 6 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 2. Understand how to plan change. | 1.1 Analyse, compare and evaluate tools and techniques for planning change. | Be able to develop plans for change in own area of responsibility. | 2.1 Identify and explain the change required.2.2 Develop a plan to effect the required change.2.3 Assess development requirements needed to ensure the success of the planned change.2.4 Evaluate the risks and benefits associated with the plan and consider contingency arrangements based on identified risks. | Be able to develop systems for monitoring and assessing progress. | 3.1 Determine appropriate systems to monitor and assess the progress of change. | Be able to evaluate barriers and determine ways to overcome resistance to planned change. | 4.1 Evaluate barriers that may hinder the planned change.4.2 Determine ways to overcome resistance to planned change. | Be able to develop a communication strategy to facilitate the process for change. | 5.1 Evaluate a range of communication methods to support the process of change.5.2 Develop a communication strategy to facilitate the process for change and review with feedback to continue the process for change. | Additional information about the unit | Unit aim(s) | This unit helps learners to develop a communications strategy and plan for change within their area of responsibility. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC C5 Plan change | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Work productively with colleagues and stakeholders | Unit Ref No: | M/600/9662 | Level: | 5 | Credit value: | 6 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 3. Be able to provide colleagues and stakeholders with information. | 1.1 Identify information to be communicated to selected colleagues and stakeholders.1.2 Adapt and present appropriate information in ways that promote understanding to colleagues or stakeholders. | Be able to consult with colleagues and stakeholders in relation to decisions or activities. | 2.1 Communicate with colleagues and stakeholders regarding any decisions or activities. | Understand the importance of fulfilling agreements and honouring commitments made to colleagues and stakeholders. | 3.1 Examine the benefits of ensuring agreements made with colleagues and stakeholders are fulfilled.3.2 Examine the negative impact on individuals and organisations of not fulfilling agreements made with colleagues and stakeholders. | Understand how to manage potential conflicts of interest. | 4.1 Explain how to identify and manage potential conflicts of interest. | Understand how to be able to monitor working relationships. | 5.1 Explain the importance of monitoring changes in the working environment in relation to colleagues and stakeholders.5.2 Explain how to monitor change in the working environment. | Be able to review and improve the effectiveness of working relationships. | 6.1 Analyse feedback on working relationships from colleagues and stakeholders.6.2 Evaluate working relationships with colleagues and stakeholders in terms of continued use and effectiveness.6.3 Identify and implement improvements to working relationships. |

Additional information about the unit | Unit aim(s) | This unit will help learners to maintain, monitor, review and improve working relationships with colleagues and stakeholders. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC D2 Develop productive working relationships with colleagues and stakeholders | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

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ILM Level 5 NVQ Diploma in Management

Optional Units Group

UNIT SPECIFICATIONS

Title: | Establish risk management processes for an organisation | Unit Ref No: | A/600/9616 | Level: | 5 | Credit value: | 6 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 4. Understand risk management within own area of responsibility. | 1.1 Explain the types of risk that can impact on an organisation.1.2 Review the knowledge and awareness of risks within an organisation. | Be able to establish a risk management process for an organisation. | 2.1 Identify the risks that impact on an organisation.2.2 Identify criteria to enable evaluation of the impact of identified risks.2.3 Establish processes to manage risk within an organisation. | Be able to allocate resources to enable risk management activities to take place. | 3.1 Plan resources across an organisation for risk management activity. | Be able to communicate risk management processes across an organisation. | 4.1 Communicate risk management processes and policy across an organisation. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners can establish and communicate a risk management process within an organisation. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC B10 Manage risk | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Promote equality of opportunity, diversity and inclusion across an organisation | Unit Ref No: | T/600/9632 | Level: | 5 | Credit value: | 6 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 1. Be able to understand the benefits of an inclusive and diverse workforce. | 1.1 Examine the benefits of an inclusive and diverse workforce. | 2. Be able to understand organisation’s responsibilities under equality legislation and relevant codes of practice. | 2.1 Explain how legislation, equality, diversity, inclusion and relevant codes of practice apply to own organisation. | 3. Be able to benchmark equality, diversity and inclusion. | 3.1 Explain how to benchmark to equality, diversity and inclusion in own organisation. | 4. Be able to communicate equality, diversity and inclusion policy and procedures. | 4.1 Communicate written equality, diversity and inclusion policy and procedures all relevant stakeholders. | 5. Be able to review effectiveness of equality, diversity and inclusion issues. | 5.1 Analyse effectiveness of policy and procedures for equality, diversity and inclusion issues.5.2 Implement any change to the policy and procedures. | Additional information about the unit | Unit aim(s) | This unit helps learners to promote and implement any change to equality, diversity and inclusion policies and procedures in own organisation | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC B12 Promote equality of opportunity, diversity and inclusion in your organisation | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Examine staff turnover issues in own area of responsibility | Unit Ref No: | A/600/9664 | Level: | 5 | Credit value: | 4 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 5. Be able to examine the reasons for, and impact of, staff turnover whilst maintaining confidentiality in own area of responsibility. | 1.1 Identify information about staff turnover.1.2 Examine the reasons for staff turnover in own area of responsibility.1.3 Analyse the impact of staff turnover on business objectives in own area of responsibility maintaining confidentiality. | Be able to compare staff turnover rates across organisations. | 2.1 Examine staff turnover rate with similar organisations.2.2 Assess staff turnover in own organisation against other organisations. | Understand how to turn unexpected staffing turnover into opportunities rather than threats. | 3.1 Analyse unexpected staffing turnover and use research tools or techniques as appropriate. | Additional information about the unit | Unit aim(s) | This unit helps learners who are facing high staff turnover to examine the reasons and potential solutions to this. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC D3 Recruit, select and keep colleagues | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Developing collaborative relationships with other organisations | Unit Ref No: | T/600/9694 | Level: | 5 | Credit value: | 7 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 6. Be able to identify potential collaborative opportunities with other organisations. | 1.1 Identify organisations that share common or complementary objectives to own organisation.1.2 Evaluate the feasibility of collaboration with identified organisations.1.3 Evaluate the potential benefits of collaboration.1.4 Develop a business case for collaboration with identified organisation. | Be able to agree the strategic aims and objectives of collaboration. | 2.1 Agree the strategic aims and objectives of collaboration internally and with other organisations.2.2 Agree the benefits each organisation expects to receive from collaboration. | Be able to agree methods and expected outcomes of collaboration. | 3.1 Agree the actions each organisation will take and when.3.2 Agree the expected outcomes of collaboration3.3 Agree arrangements for communication.3.4 Agree process of collaboration review | Be able to instigate and sustain a collaborative relationship with another organisation. | 4.1 Implement agreed actions at agreed times.4.2 Maintain communication and provide support to other organisations. | Be able to review and evaluate the collaboration with another organisation. | 5.1 Review and evaluate the extent to which the aims and objectives of collaboration have been achieved.5.2 Make a decision on whether to continue with the collaboration in the future.5.3 Determine any changes to be made to the collaboration if it were to continue. |

Additional information about the unit | Unit aim(s) | This unit will ensure that learners are able to identify, set up, maintain, review and evaluate collaborative relationships between their own and other organisations. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC D17 Build and sustain collaborative relationships with other organisations | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Promote the use of technology within an organisation | Unit Ref No: | J/600/9702 | Level: | 5 | Credit value: | 6 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 7. Be able to develop a strategy to promote the use of technology, in line with organisational values and customer needs. | 1.1 Examine current use of technology in meeting customer needs within an organisation.1.2 Identify good practice in the use of technology through benchmarking activities. 1.3 Assess opportunities to increase productivity through the use of technology.1.4 Develop a technology strategy to increase productivity through the promotion of technology in line with organisational values and customer needs.1.5 Develop criteria to evaluate the success of the technology strategy. | Be able to implement a strategy for promoting technology across an organisation. | 2.1 Communicate a technological strategy across an organisation.2.2 Ensure resources and support are provided across an organisation to implement the strategy. | Be able to monitor and review the impact of an organisation’s technology strategy, in line with best practice. | 3.1 Monitor the implementation of a technology strategy across an organisation.3.2 Evaluate the success of a technology strategy against success criteria. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners are able to develop, implement, monitor and review a technology strategy for an organisation. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC E4 Promote the use of technology within your organisation | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Manage health and safety across an organisation | Unit Ref No: | H/600/9707 | Level: | 5 | Credit value: | 6 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 8. Understand an organisation’s responsibilities and liabilities in relation to health and safety. | 1.1 Evaluate an organisation’s responsibilities and liabilities under health and safety legislation.1.2 Consult with specialist advisor(s) on health and safety responsibilities and requirements. | Be able to promote health and safety across an organisation. | 2.1 Communicate an organisation’s written health and safety policy across an organisation.2.2 Allocate sufficient resources to deal with health and safety issues across an organisation. | Be able to ensure that health and safety requirements are met across an organisation. | 3.1 Allocate responsibility for health and safety to representatives across an organisation.3.2 Establish procedures to gather data and information on health and safety performance across an organisation. | Be able to monitor, review and report on health and safety policy and practices. | 4.1 Analyse health and safety data and information.4.2 Review health and safety policy and make revisions as required.4.3 Identify and evaluate non-compliance with health and safety policy and practices.4.4 Consult with specialists on proposed actions.4.5 Collate data and information and report on own organisation’s health and safety performance. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners understand their organisation’s responsibilities and liabilities under health and safety legislation. It also ensures learners are able to implement and monitor health and safety policy across an organisation. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC E7 Ensure an effective organisational approach to health and safety | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Monitor and review business processes | Unit Ref No: | A/600/9759 | Level: | 5 | Credit value: | 3 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 9. Be able to monitor business processes in own area of responsibility. | 1.1 Develop measures that are appropriate and provide suitable information to assess business processes.1.2 Monitor the quality of work against key success criteria working with relevant stakeholders. | Be able to review and improve business processes in own area of responsibility. | 2.1 Review business processes. 2.2 Take corrective action and revise plans where necessary.2.3 Implement revised business processes to all relevant stakeholders.2.4 Measure the effects of change in business processes in own area of responsibility. | Additional information about the unit | Unit aim(s) | This unit enables learners to monitor, implement and review business processes in their own area of responsibility. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC F3 Manage business processes | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Develop a customer-focused organisation | Unit Ref No: | T/600/9792 | Level: | 5 | Credit value: | 5 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 10. Be able to develop and communicate a vision for customer-based values in own organisation. | 1.1 Examine own organisation’s vision in meeting customer needs.1.2 Analyse how employees communicate with customers in own organisation.1.3 Identify areas for improvement using tools and techniques.1.4 Produce a mission statement that sets out customer-based values and beliefs.1.5 Communicate shared vision on customer focus in own organisation. | Be able to develop success criteria and maintain a customer focus across an organisation. | 2.1 Develop a set of new or revised customer service standards2.2 Determine success criteria in meeting revised customer service standards.2.3 Develop schemes across own organisation that promote a commitment to customer service. | Be able to monitor customer focus and identify areas for improvement across own organisation. | 3.1 Evaluate revised standards against success criteria. 3.2 Analyse customer service levels using benchmarking tools and techniques.3.3 Make recommendations for improving customer focus in own organisation. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners are able to develop and maintain a vision for customer service. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC F10 Develop a customer-focused organisation | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Conduct a quality audit | Unit Ref No: | J/600/9800 | Level: | 6 | Credit value: | 6 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 11. Understand quality management. | 1.1 Define the principles, tools and techniques used when undertaking quality audits.1.2 Evaluate the most appropriate method for carrying out a quality audit.1.3 Describe the personal characteristics needed to achieve the objectives of the audit. | Be able to prepare to carry out a quality audit. | 2.1 Provide the required period of notice to the auditee, prior to carrying out a quality audit.2.2 Establish the scope and objectives of the audit, and any previous audit history.2.3 Prepare a contingency plan for the quality audit process.2.4 Communicate the audit processes to the auditee, including their role and responsibilities. | Be able to carry out a quality audit. | 3.1 Identify the audit procedures and highlight the quality processes.3.2 Prepare a report on the findings of the quality audit. | Be able to communicate results of a quality audit. | 4.1 Communicate the results of the audit to stakeholders.4.2 Agree corrective action.4.3 Identify any immediate risk to stakeholders and consult with specialists if necessary. | Be able to monitor corrective action and maintain records. | 5.1 Monitor the implementation of the corrective action agreed.5.2 Maintain records of the quality audit trail. |

Additional information about the unit | Unit aim(s) | This unit will ensure that learners understand the principles and process of quality auditing. Learners will be able to report on, evaluate and monitor a quality audit. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC F15 Carry out quality audits | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Manage product development and marketing | Unit Ref No: | R/600/9802 | Level: | 5 | Credit value: | 7 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 12. Be able to assess whether products or services meet the needs of existing and potential customers in own organisation. | 1.1 Identify the products and/or services required by customers.1.2 Analyse customer needs by using research tools and techniques.1.3 Evaluate customer satisfaction levels.1.4 Examine how the competitive environment impacts on organisation. | Be able to identify and implement potential opportunities to meet customer requirements in own organisation. | 2.1 Review products and/or services that can benefit from amendments or additions.2.2 Conduct a feasibility study.2.3 Develop a plan to implement identified amendments or additions. | Be able to co-ordinate the marketing and development of own products or services. | 3.1 Prepare a plan based on prioritising goods or services that offer the best return on investment.3.2 Co-ordinate the development of high priority goods in line with marketing objectives. | Be able to monitor demand for own products or services and adjust marketing accordingly. | 4.1 Evaluate and monitor demand and obtain customer feedback.4.2 Implement change to the marketing strategy as required. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners are able to determine customer requirements by developing and evaluating products and/or services. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC F16 Manage the development and marketing of products/services in your area of responsibility | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Develop, maintain and review personal networks | Unit Ref No: | R/600/9587 | Level: | 4 | Credit value: | 4 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 13. Understand the benefits of networking and the need for data privacy. | 1.1 Evaluate the benefits of networking with individuals and organisations.1.2 Identify individuals and organisations that would provide benefits to own organisation and networks.1.3 Explain the need for confidentiality with networking contacts. | Be able to develop a personal network of contacts. | 2.1 Develop networks that will provide personal and organisational benefit.2.2 Develop guidelines for working with networks in line with organisational procedures. | Be able to review networking relationships. | 3.1 Assess the value own current personal network.3.2 Evaluate own experience with existing contacts and use these to inform future actions. | Additional information about the unit | Unit aim(s) | This unit helps learners to develop, maintain and review networking relationships based on personal contacts. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC A3 Develop your personal networks | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Ensure compliance with legal, regulatory, ethical and social requirements | Unit Ref No: | H/600/9609 | Level: | 4 | Credit value: | 5 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 1. Be able to monitor the operational compliance of procedures in meeting legal, regulatory, ethical and social requirements. | 1.1 Monitor the operational compliance of procedures in meeting legal, regulatory, ethical and social requirements. | 2. Be able to identify and make recommendations on areas of non-compliance with procedures for legal, regulatory, ethical and social requirements relating to own area of responsibility. | 2.1 Identify areas of non-compliance with legal, regulatory, ethical and social procedures.2.2 Examine reasons for non-compliance with procedures2.3 Make recommendations for corrections to ensure compliance with procedures. | Additional information about the unit | Unit aim(s) | This unit helps learners to identify and correct failures in compliance with legal, regulatory, ethical and social requirements relating to their own areas of responsibility. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC B8 Ensure compliance with legal, regulatory, ethical and social requirements. | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 |

Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Manage risk in own area of responsibility | Unit Ref No: | L/600/9619 | Level: | 4 | Credit value: | 4 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 14. Be able to undertake a risk evaluation for current and planned activities within own area of responsibility. | 1.1 Identify potential risks in current and planned activities within own area of responsibility.1.2 Assess the nature of identified risks and potential consequences.1.3 Evaluate the probability of identified risks occurring. | Be able to minimise the impact and likelihood of potential risks occurring in own area of responsibility. | 2.1 Identify ways and means of minimising the impact and likelihood of potential risks.2.2 Allocate responsibility for risk management to relevant individuals within own area of responsibility. | Be able to communicate identified risks. | 3.1 Provide information on identified risks to relevant stakeholders. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners can evaluate and manage risk in own area of responsibility, and communicate information on risks to relevant stakeholders. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC B10 Manage risk | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Review risk management processes in own area of responsibility | Unit Ref No: | L/600/9622 | Level: | 4 | Credit value: | 3 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 15. Be able to monitor and evaluate risk management processes within own area of responsibility. | 1.1 Identify information from own area of responsibility to review the risk management process.1.2 Assess the effectiveness of the risk management process. | Be able to improve the risk management process. | 2.1 Implement changes to the risk management process where potential improvements have been identified. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners are able to monitor, evaluate and improve risk management processes within own area of responsibility. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC B10 Manage risk | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Implement change in own area of responsibility | Unit Ref No: | M/600/9659 | Level: | 4 | Credit value: | 6 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 16. Understand how to implement change in own area of responsibility. | 1.1 Explain the main models and methods for managing change. | Be able to involve and support others through the change process. | 2.1 Communicate the benefits of and reasons for change and how they relate to business objectives.2.2 Implement and agree a plan to support change. | Be able to implement and monitor a plan for change in own area of responsibility. | 3.1 Apply SMART (Specific, Measurable, Achievable, Realistic and Time-bound) objectives with individuals and teams to plan for change.3.2 Assess opportunities and barriers to change.3.3 Review action plans and activities according to identified opportunities and barriers to change. | Additional information about the unit | Unit aim(s) | This unit helps learners to implement and evaluate a plan for change in their area of responsibility. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC C6 Implement change | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a |

Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Develop working relationships with colleagues and stakeholders | Unit Ref No: | K/600/9661 | Level: | 4 | Credit value: | 4 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 17. Know how to identify stakeholders and their relevance to an organisation. | 1.1 Identify an organisation’s stakeholders.1.2 Evaluate the roles, responsibilities, interests and concerns of stakeholders.1.3 Assess the importance of identified stakeholders. | Understand how to establish working relationships with colleagues and stakeholders. | 2.1 Clarify how to agree a common sense of purpose with colleagues and stakeholders.2.2 Summarise how to create an environment of trust and mutual respect with colleagues and stakeholders. | Be able to create an environment of trust and mutual respect with colleagues and stakeholders. | 3.1 Review and revise the needs and motivations of colleagues and stakeholders.3.2 Demonstrate interaction with colleagues and stakeholders that allows respect for the views and actions of others. | Additional information about the unit | Unit aim(s) | This unit will help learners to develop effective working relationships with colleagues and stakeholders. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC D2 Develop productive working relationships with colleagues and stakeholders | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Recruit staff in own area of responsibility | Unit Ref No: | T/600/9663 | Level: | 5 | Credit value: | 4 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 18. Be able to review human resource requirements to meet business objectives in own area of responsibility. | 1.1 Examine the human resources required to meet objectives in own area of responsibility.1.2 Identify gaps between current and required human resources to meet objectives. 1.3 Assess the options for human resource requirements to meet objectives. | Understand the importance of ensuring that recruitment and selection processes meet legal, regulatory, ethical and social requirements. | 2.1 Explain how to ensure recruitment and selection processes are fair.2.2 Explain how to ensure that legal requirements, industry regulations, organisational policies and professional codes are met.2.3 Explain when to seek specialist expertise throughout the recruitment process. | Be able to participate in the recruitment and selection process. | 3.1 Consult with relevant others to produce or update job descriptions.3.2. Agree with colleagues the stages in the recruitment and selection process for identified vacancies.3.3 Identify the methods and criteria that will be used in the recruitment and selection process. | Be able to evaluate the recruitment and selection process and identify improvements for the future. | 4.1 Assess and select candidates using agreed methods and criteria.4.2 Evaluate the recruitment and selection methods and criteria used in own area of responsibility.4.3 Identify ways of improving future recruitment and selection. |

Additional information about the unit | Unit aim(s) | This unit helps learners to contribute to the recruitment, selection and induction of staff and evaluate the processes used. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC D3 Recruit, select and keep colleagues | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Plan, allocate and monitor work in own area of responsibility | Unit Ref No: | H/600/9674 | Level: | 4 | Credit value: | 5 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 19. Be able to produce a work plan for own area of responsibility. | 1.1 Explain the context in which work is to be undertaken.1.2 Identify the skills base and the resources available. 1.3 Examine priorities and success criteria needed for the team.1.4 Produce a work plan for own area of responsibility. | Be able to allocate and agree responsibilities with team members. | 2.1 Identify team members’ responsibilities for identified work activities.2.2 Agree responsibilities and SMART (Specific, Measurable, Achievable, Realistic and Time-bound) objectives with team members. | Be able to monitor the progress and quality of work in own area of responsibility and provide feedback. | 3.1 Identify ways to monitor progress and quality of work.3.2 Monitor and evaluate progress against agreed standards and provide feedback to team members. | Be able to review and amend plans of work for own area of responsibility and communicate changes. | 4.1 Review and amend work plan where changes are needed.4.2 Communicate changes to team members. | Additional information about the unit | Unit aim(s) | This unit helps learners to plan, allocate and monitor work in own area of responsibility, and make any necessary changes to original work plans. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC D6 Allocate and monitor the progress and quality of work in your area of responsibility | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Support learning and development within own area of responsibility | Unit Ref No: | M/600/9676 | Level: | 4 | Credit value: | 5 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 20. Be able to identify the learning needs of colleagues in own area of responsibility. | 1.1 Identify gaps between requirements of colleagues’ current or future work roles and their existing knowledge, understanding and skills. 1.2 Prioritise learning needs of colleagues.1.3 Produce personal development plans for colleagues in own area of responsibility. | Understand how to develop a learning environment in own area of responsibility. | 2.1 Explain the benefits of continual learning and development.2.2 Explain how learning opportunities can be provided for own area of responsibility. | Be able to support colleagues in learning and its application. | 3.1 Identify information, advice and guidance to support learning.3.2 Communicate to colleagues to take responsibility for their own learning.3.3 Explain to colleagues how to gain access to learning resources.3.4 Support colleagues to practise and reflect on what they have learned. | Be able to evaluate learning outcomes and future learning and development of colleagues. | 4.1 Examine with each colleague, whether the learning activities undertaken have achieved the desired outcomes.4.2 Support colleagues when updating their personal development plan. | Additional information about the unit | Unit aim(s) | This unit helps learners to understand the importance of learning and to develop a learning environment within own area of responsibility. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC D7 Provide learning opportunities for colleagues | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Address performance problems affecting team members | Unit Ref No: | F/600/9679 | Level: | 4 | Credit value: | 3 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 21. Understand legal requirements, industry regulations, organisational policies and professional codes concerning performance. | 1.1 Identify legal requirements, industry regulations, organisational policies and professional codes concerning performance.1.2 Explain limits of own authority relating to performance problems. | Be able to identify performance problems of team members. | 2.1 Assess team member’s performance against performance criteria.2.2 Evaluate causes of identified performance problems. | Be able to discuss performance problems with team members. | 3.1 Identify performance problems to the attention of the team member concerned.3.2 Explain an organisation’s policies for managing performance problems to the team member concerned.3.3 Develop a confidential record of discussions with team members about problems affecting their performance. | Be able to set a course of action to deal with identified problems with team members. | 4.1 Explain and discuss alternative courses of action with the team member concerned.4.2 Identify the course of action with the team member concerned.4.3 Review and revise confidential records of discussions with team members about problems affecting their performance. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners are able to identify, discuss, resolve and record team members’ performance problems. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC D8 Help team members address problems affecting their performance | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Build, support and manage a team | Unit Ref No: | F/600/9682 | Level: | 4 | Credit value: | 4 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 22. Understand the purpose and required attributes of a team and select those that match the team’s requirements. | 1.1 Explain the role of a team in the achievement of a specific project or activity.1.2 Identify the attributes needed within the team to achieve its objectives.1.3 Analyse the skills and knowledge of potential and current team members against the identified needs.1.4 Identify individuals whose attributes most closely match the identified requirements. | Be able to induct team members and communicate their roles and responsibilities. | 2.1 Communicate project aims and objectives to team members.2.2 Explain how to introduce team members to each other and discuss each member’s role and responsibilities. | Understand how to support team development. | 3.1 Identify the stages of team development.3.2 Explain how to resolve conflict between team members.3.3 Describe methods of encouraging team members to share knowledge and skills to achieve project objectives.3.4 Explain how to encourage open communication, trust and respect between team members. | Be able to manage team performance and understand how to disband a team. | 4.1 Monitor and review the performance of a team against its purpose.4.2 Communicate project developments and to team members and support any change in roles or responsibilities.4.3 Communicate team and individual successes to the all team members. | Understand how to disband team. | 5.1 Explain how to prepare team members for project conclusion.5.2 Describe how a team is disbanded. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners are able to develop and manage and disband a team through a project cycle. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC D9 Build and manage teams | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Support individuals to develop and take responsibility for their performance | Unit Ref No: | D/600/9690 | Level: | 4 | Credit value: | 4 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 23. Be able to agree their performance development needs with an individual. | 1.1 Explain the standards of performance required for current or future role with an individual.1.2 Identify and agree the performance development needs for the individual. | Be able to understand how to help an individual create a development plan. | 2.1 Identify options available to support an individual in meeting desired standards of performance.2.2 Explain specific actions needed to achieve objectives.2.3 Explain the process for an individual to create a development plan. | Be able to support an individual in implementing their development plan. | 3.1 Describe the opportunities provided for an individual to improve performance.3.2 Explain the outcome to an individual for improved performance. | Be able to evaluate an individual’s progress against a development plan and provide feedback for continual performance improvement. | 4.1 Monitor and evaluate an individual’s progress against their development plan.4.2 Implement feedback to make development plan revisions.4.3 Explain how to encourage individuals to take responsibility for continuing their performance development. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners are able to support individuals in assessing and implementing a development plan. It also ensures learners are able to monitor an individual’s progress and provide feedback. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC D13 Support individuals to develop and maintain their performance | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Know how to follow disciplinary procedures | Unit Ref No: | H/600/9691 | Level: | 4 | Credit value: | 4 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 24. Be able to understand performance expectations of an organisation. | 1.1 Explain an organisation’s required standards of conduct and performance.1.2 Explain an organisation’s formal disciplinary procedure. | Be able to identify and use communication methods to assess potential cases of misconduct or unsatisfactory performance. | 2.1 Explain how to identify when an individual’s performance falls below organisational standards.2.2 Identify communication methods used to gather information on potential cases of misconduct or unsatisfactory performance. | Be able to know how to informally with cases of minor misconduct or unsatisfactory performance. | 3.1 Identify the differences between misconduct, gross misconduct and unsatisfactory performance, and how each should be handled.3.2 Evaluate whether a case of misconduct or unsatisfactory performance can be dealt with informally.3.3 Assess methods available to improve performance or behaviour.3.4 Explain the importance of recording informal disciplinary proceedings. | Be able to follow an organisation’s formal disciplinary procedure. | 4.1 Explain the importance of seeking advice and guidance from specialists prior to taking action.4.2 Explain when to follow formal disciplinary procedures.4.3 Assess the importance of communicating disciplinary procedures to individuals.4.4 Explain how to record and store information throughout the disciplinary process. |

Additional information about the unit | Unit aim(s) | This unit will ensure that learners understand how to follow disciplinary issues and inform individuals of expected performance. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC D14 Initiate and follow disciplinary procedure | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Managing grievance procedures | Unit Ref No: | K/600/9692 | Level: | 4 | Credit value: | 3 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 25. Understand how to prevent potential grievances. | 1.1 Identify situations that are likely to lead to grievances in an organisation.1.2 Explain how to prevent potential grievances. | Understand an organisation’s grievance policy and procedure and deal with concerns raised by individuals informally. | 2.1 Explain an organisation’s grievance policy and procedure. 2.2 Identify the circumstances where a concern may be dealt with informally.2.3 Explain the methods used to deal informally with concerns. | Understand how to follow grievance procedures. | 3.1 Explain how to follow an organisation’s written grievance procedure.3.2 Explain the importance of communicating grievance procedures.3.3 Identify how to seek advice and guidance from specialists or colleagues when dealing with grievances.3.4 Explain how to record and store information throughout the grievance process. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners can follow grievance procedures in their own organisation. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC D15 Initiate and follow grievance procedures. | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Support the management of redundancies in own area of responsibility | Unit Ref No: | M/600/9693 | Level: | 4 | Credit value: | 3 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 26. Understand how to follow redundancy policy within own area of responsibility. | 1.1 Explain own organisation’s redundancy policy, processes and any appeals procedures.1.2 Identify how to access support from colleagues or specialists when following redundancy processes. | Communicate information on redundancies to those affected. | 2.1 Explain how continuous communication with those affected by the redundancy policy.2.2 Explain the form of communication required to inform individuals selected for redundancy.2.3 Assess how to maintain the morale of remaining individuals. | Understand how to support those affected by redundancies. | 3.1 Identify where support from colleagues or specialists may be accessed by those affected by redundancies. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners can manage redundancies, follow organisational procedures, communicate and seek support in own area of responsibility. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC D16 Manage redundancies in your area of responsibility | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Develop and implement a risk assessment plan in own area of responsibility | Unit Ref No: | L/600/9703 | Level: | 4 | Credit value: | 6 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 27. Understand the legal requirements and personal responsibilities for health and safety within an organisation. | 1.1 State the legal requirements that apply to own role in relation to health and safety.1.2 Consult with specialist advisor(s) on health and safety policy and procedures.1.3 Explain an organisation’s health and safety responsibilities.1.4 Describe health and safety responsibilities in own area of responsibility. | Be able to promote the importance of health and safety practices. | 2.1 Communicate an organisation’s written health and safety policy to individuals within own area of responsibility.2.2 Allocate sufficient resources to deal with health and safety issues in own area of responsibility. | Be able to ensure that hazards and risks are identified and managed in own area of responsibility. | 3.1 Consult with colleagues on health and safety hazards and risks in own area of responsibility.3.2 Assess health and safety hazards and risks in own area of responsibility.3.3 Identify hazards and risks that require action to be taken to ensure compliance with legal and organisational requirements.3.4 Develop and implement a plan to in own area of responsibility. | Be able to monitor and review health and safety performance and policy in own area of responsibility. | 4.1 Establish procedures that monitor health and safety performance in own area of responsibility.4.2 Review the health and safety performance of own area of responsibility.4.3 Review the health and safety policy in own area of responsibility.. | Additional information about the unit | Unit aim(s) | This unit helps learners promote, monitor and review health and safety in own area of responsibility. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC E6 Ensure health and safety requirements are met in your area of responsibility | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Manage physical resources | Unit Ref No: | K/600/9711 | Level: | 4 | Credit value: | 3 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 28. Understand the importance of sustainability when using physical resources | 1.1 Explain the importance of using sustainable resources.1.2 Explain the potential impact of resource use on the environment.1.3 Explain how to use resources effectively and efficiently.1.4 Describe actions one can take to minimise any adverse environmental impact of using physical resources. | Be able to identify resource requirements for own area of responsibility. | 2.1 Consult with colleagues to identify their planned activities and corresponding resource needs.2.2 Evaluate past resource use to inform expected future demand.2.3 Identify resource requirements for own area of responsibility. | Be able to obtain required resources for own area of responsibility. | 3.1 Submit a business case to procure required resources.3.2 Review and agree required resources with relevant individuals.3.3 Explain an organisation’s processes for procuring agreed resources. | Be able to monitor and review the quality and usage of resources in own area of responsibility. | 4.1 Monitor the quality of resources against required specifications.4.2 Identify differences between actual and planned use of resources and take corrective action.4.3 Analyse the effectiveness and efficiency of resource use in own area of responsibility.4.4 Make recommendations to improve the effectiveness and efficiency of resource use. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners are able to identify, obtain, manage and review the use of physical resources. The unit also ensures learners are able to take the environmental impact of resource use into consideration. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC E8 Manage physical resources | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Manage the environmental impact of work activities | Unit Ref No: | M/600/9712 | Level: | 4 | Credit value: | 5 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 29. Understand the legal requirements and environmental policies that impact on own area of responsibility. | 1.1 Explain the legal requirements that impact on own area of responsibility.1.2 Explain the environmental policies that impact on own area of responsibility. | Understand how to assess the impact of work activities on the environment and how this can be minimised. | 2.1 Explain what specialist advice is available to manage the environmental impact of work activities.2.2 Explain how to assess the impact of work activities and resources on the environment.2.3 Explain how to minimise the environmental impact of work activities. | Be able to assess and report on the environmental impact of work activities in own area of responsibility. | 3.1 Assess the environmental impact of work activities and resource use.3.2 Produce a report on the environmental impact of work activities and resource use, with recommendations for improvement. | Be able to organise work activities and resource use to minimise environmental impact. | 4.1 Adapt the use of resources in own area of responsibility to reduce environmental impact. 4.2 Organise activities in own area of responsibility to reduce environmental impact. | Be able to promote ongoing improvement in environmental performance. | 5.1 Establish means by which individuals can identify and report opportunities for improving environmental performance.5.2 Communicate environmental benefits resulting from changes to work activities. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners understand how to, and are able to, assess the environmental impact of their work and operate in such a way as to reduce the impact on the environment. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC E9 Manage the environmental impact of your work | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Manage a tendering process | Unit Ref No: | H/600/9738 | Level: | 4 | Credit value: | 4 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 30. Understand tendering processes | 1.1 Explain the legal requirements of a tendering process.1.2 Explain organisational tendering policies and processes.1.3 Explain how to seek specialist support for the tendering process. | Be able to draw up a specification for required products or services. | 2.1 Consult with colleagues to identify and agree requirements for products or services.2.2 Draw up a specification that describes the products or services required. | Be able to write an invitation to tender document and communicate it to prospective suppliers. | 3.1 Write an invitation to tender outlining required specifications and organisational tendering processes. 3.2 Communicate the invitation to tender to prospective suppliers. | Understand how to respond fairly to pre-tender queries. | 4.1 Explain how to respond to pre-tender queries in ways that ensure all prospective suppliers have the same information. | Be able to evaluate received tenders. | 5.1 Establish criteria with which to evaluate received tenders.5.2 Receive, record and open tenders in line with stated tendering process.5.3 Seek clarification from prospective suppliers where necessary.5.4 Evaluate tenders against established criteria. | Be able to select a supplier and provide post-tender feedback. | 6.1 Offer a contract to the chosen supplier.6.2 Inform unsuccessful suppliers of the outcome and provide feedback. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners are able to manage a tendering process, including developing product or service specifications and tender guidelines, evaluating tenders and selecting a supplier to deliver the required products or services. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC E16 Select suppliers through a tendering process | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Plan and manage a project | Unit Ref No: | J/600/9750 | Level: | 4 | Credit value: | 8 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 31. Understand the principles, processes, tools and techniques of project management. | 1.1 Describe the roles and responsibilities of a project manager.1.2 Explain how to apply principles, processes, tools and techniques of project management. | Be able to agree the scope and objectives of a project. | 2.1 Agree SMART (Specific, Measurable, Achievable, Realistic, and Time-bound) objectives and scope of the project with project sponsor(s) and stakeholders. | Be able to identify the budget in order to develop a project plan. | 3.1 Identify budget and time-scales in order to develop the project plan with stakeholders.3.2 Consult with stakeholders to negotiate the project plan.3.3 Identify potential risks and contingencies.3.4 Establish criteria and processes for evaluating the project on completion. | Be able to implement a project plan. | 4.1 Allocate roles and responsibilities to project team members.4.2 Provide resources identified in the project plan.4.3 Brief project team members on the project plan and their roles and responsibilities.4.4 Implement a project plan using project management tools and techniques. | Be able to manage a project to its conclusion. | 5.1 Apply a range of project management tools and techniques to monitor, control and review progress.5.2 Provide support to project team members. | Additional information about the unit | Unit aim(s) | This unit helps learners to clarify the scope and objectives of a project, develop a project plan, and consult and agree the plan with others. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC F1 Manage a project | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Develop and implement marketing plans | Unit Ref No: | K/600/9790 | Level: | 4 | Credit value: | 6 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 32. Be able to identify and prioritise marketing objectives for own area of responsibility. | 1.1 Analyse the organisation’s business plan to identify marketing objectives for own area of responsibility.1.2 Explain the organisation’s culture, vision and values.1.3 Analyse and prioritise marketing objectives. | Be able to produce a marketing strategy in own area of responsibility. | 2.1 Describe and evaluate the target markets for own organisation’s products or services.2.2 Identify and consult with marketing specialists if required.2.3 Identify marketing tools and models to develop a strategy.2.4 Develop a marketing strategy based on key success criteria for own area of responsibility. | Be able to produce and implement a marketing plan for own area of responsibility. | 3.1 Evaluate the resource requirements for the marketing plan.3.2 Produce a marketing plan based on the strategy.3.3 Agree roles and responsibilities of stakeholders.3.4 Communicate the marketing plan with key stakeholders. | Monitor and evaluate the marketing plan in own area of responsibility. | 4.1 Monitor progress of the marketing plan against business objectives.4.2 Assess and evaluate the impact of the marketing plan.4.3 Revise future marketing plans based on the impact evaluation. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners can produce a marketing strategy, implement a plan and monitor and evaluate the plan to determine future marketing activities. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC F4 Develop and implement marketing plans for your area of responsibility | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Analyse the market in which your organisation operates | Unit Ref No: | M/600/9791 | Level: | 4 | Credit value: | 5 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 33. Be able to analyse customers’ needs. | 1.1 Assess the economic environment in which your organisation operates.1.2 Evaluate your customers’ needs and relate to own organisation.1.3 Analyse customer perception of own products/ services in comparison to competitors. | Be able to analyse the market using research tools and techniques. | 2.1 Identify and utilise market research specialists if necessary.2.2 Analyse current and future macro and micro economic trends in own sector.2.3 Use recognised research tools to assess market trends and opportunities for growth. | Be able to communicate research findings to inform managerial decisions. | 3.1 Produce a report based on research findings.3.2 Communicate the report to key individuals within own organisation.3.3 Evaluate feedback from key individuals.3.4 Revise and communicate updated report to key individuals.3.5 Monitor the economic environment and changes in customers’ needs. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners are able to analyse an organisation’s market position and trends. Learners can analyse customer needs and communicate to stakeholders. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC F9 Build your organisation’s understanding of its market and customers | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Manage the achievement of customer satisfaction | Unit Ref No: | A/600/9793 | Level: | 4 | Credit value: | 5 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 34. Be able to understand customer service standards required in own organisation. | 1.1 Explain customer service standards within own organisation.1.2 Describe customer service best practice in own sector using research techniques. | Be able to implement sustainable processes for customer satisfaction. | 2.1 Define sustainable processes taking into account environmental issues.2.2 Identify sustainable processes to support customer service standards.2.3 Produce a plan for implementation.2.4 State customer service standards with relevant key stakeholders.2.5 Ensure resources are provided to deliver agreed standards of customer service. | Be able to manage and support colleagues in delivering customer service standards. | 3.1 Communicate customer service roles and responsibilities with employees in own organisation. | Be able to manage and develop culture in own organisation to support customer service standards. | 4.1 Evaluate the culture in own organisation.4.2 Identify techniques for improving motivation amongst employees. 4.3 Describe motivational strategies for improving customer service standards. | Be able to monitor customer service levels for continuous improvement. | 5.1 Describe methods of measuring customer satisfaction.5.2 Develop processes for monitoring customer satisfaction, including customer feedback mechanisms.5.3 Review employee performance to ensure customer service standards and organisational values are met.5.4 Analyse and monitor customer service. | Additional information about the unit | Unit aim(s) | This unit helps learners to understand the importance of monitoring customer service satisfaction levels to manage the achievement of customer satisfaction. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC F11 Manage the achievement of customer satisfaction | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Prepare for and support quality audits | Unit Ref No: | Y/600/9798 | Level: | 4 | Credit value: | 4 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 35. Understand the quality standards and procedures that apply to own area of responsibility. | 1.1 Describe the quality standards and procedures that apply to own area of responsibility. | Be able to monitor work in own area of responsibility against quality standards and procedures. | 2.1 Select and apply methods for monitoring work. | Be able to prepare for a quality audit in own area of responsibility. | 3.1 Prepare and organise records and documentation for the quality auditor.3.2 Review previous quality audits and ensure agreed recommendations have been implemented. | Be able to discuss quality audit findings with the auditor. | 4.1 Discuss with the auditor the results of the audit and identify any areas for improvement.4.2 Agree corrective actions to remedy any identified issues, and set a date for their implementation. | Be able to complete agreed actions following a quality audit. | 5.1 Take corrective action based on quality audit findings. | Additional information about the unit | Unit aim(s) | The unit will ensure that learners understand the quality standards and are able to participate in a quality audit and take corrective action. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC F14 Prepare for and participate in quality audits | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Inform strategic decision-making | Unit Ref No: | D/600/9592 | Level: | 6 | Credit value: | 7 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 36. Understand an organisation’s environment to inform strategic decision-making. | 1.1 Identify information about an organisation’s environment.1.2 Analyse organisation to inform the strategic decision-making process. | Be able to evaluate the current strategic direction of an organisation. | 2.1 Assess feedback from key stakeholders on the current strategic direction of an organisation. | Be able to use information to inform strategic decision-making. | 3.1 Implement recommendations to inform strategic decision-making.3.2 Communicate recommendations to all key stakeholders regarding the strategic decision-making process. | Additional information about the unit | Unit aim(s) | This unit helps learners to identify and evaluate information about an organisations environment and inform strategic decision-making. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC B2 Map the environment in which your organisation operates | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 |

Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Support the culture of an organisation | Unit Ref No: | M/600/9614 | Level: | 6 | Credit value: | 5 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 37. Understand the concept of organisational culture. | 1.1 Explain different definitions of organisational culture.1.2 Evaluate internal and external factors that can influence organisational cultures. | Be able to agree values and objectives in support of an organisation’s culture. | 2.1 Analyse the culture and objectives of an organisation.2.2 Communicate agreed values and objectives across an organisation.2.3 Reflect on personal behaviours and actions that reinforce agreed values. | Be able to monitor objectives and their effectiveness. | 3.1 Monitor the values and objective effectiveness against the business objectives and implement any necessary change. | Additional information about the unit | Unit aim(s) | This unit helps learners to understand organisational culture to ensure the achievement of business objectives. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC B9 Develop the culture of your organisation. | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre |

Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Lead innovation within an organisation | Unit Ref No: | D/600/9642 | Level: | 6 | Credit value: | 10 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 38. Be able to analyse an organisation’s current approach to innovation practice. | 1.1 Analyse and review the approaches to innovation employed by an organisation.1.2 Evaluate organisational approaches to innovation. | Be able to design an innovation process for an organisation and demonstrate its implications for long-term success. | 2.1 Identify and pursue opportunities for the own organisation. 2.2 Design an innovation process which fits with own organisation. 2.3 Communicate the implications of the innovation process for long-term success for own organisation. | Be able to support others in implementing innovative ideas. | 3.1 Support others in ensuring that innovative ideas are fed into the operational process.3.2 Assess resourcing agreed ideas.3.3 Support others in implementing agreed ideas. | Be able to review and improve the performance of the innovation process. | 4.1 Evaluate feedback from all stakeholders to improve the innovation process. | Be able to provide recognition for the innovative success. | 5.1 Explain how to recognise achievements that are successfully implemented. | Additional information about the unit | Unit aim(s) | This unit helps learners to lead, develop and promote innovation within an organisation. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC C3 Encourage innovation in your organisation |

Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Manage a budget for own area of activity or work. | Unit Ref No: | A/600/9695 | Level: | 5 | Credit value: | 7 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 39. Be able to prepare a budget for own area of responsibility. | 1.1 Evaluate information on resource requirements for own area of activity or work.1.2 Produce a draft budget.1.3 Communicate the final budget with relevant stakeholders. | Be able to manage a budget. | 2.1 Analyse variances between planned and actual expenditure.2.2 Provide information on performance to relevant stakeholders.2.3 Explain how to take corrective action within the limits of own authority, in response to budget variances and developments.2.4 Explain proposed revisions to budget and obtain agreement where actions are beyond the scope of own authority. | Be able to review budget management performance. | 3.1 Review performance against budget.3.2 Assess improvements for future budget planning and management.3.3 Monitor budget performance and implement changes within the limits of own authority or obtain agreement. | Additional information about the unit | Unit aim(s) | This unit helps learners to prepare a budget, address variance and monitor a budget for own area of activity or work. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC E1 Manage a budget | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Outsource organisational processes | Unit Ref No: | T/600/9744 | Level: | 6 | Credit value: | 8 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 40. Be able to identify non-core processes within an organisation. | 1.1 Analyse an organisation’s activities and identify processes that can be outsourced. | Be able to evaluate the implications of outsourcing non-core processes. | 2.1 Evaluate and assess risks for outsourcing identified non-core processes.2.2 Develop a business case for outsourcing non-core processes. | Be able to identify a vendor to outsource non-core processes. | 3.1 Draw up a specification and communicate to potential vendors.3.2 Establish criteria for evaluating potential vendors.3.3 Appraise potential vendors against criteria.3.4 Select the vendor that best meets the criteria. | Be able to outsource non-core processes. | 4.1 Develop a contract that meets legal & commercial requirements with the selected vendor.4.2 Negotiate contract clauses to meet the interests of the organisation.4.3 Produce plans to transfer agreed processes to the contracted vendor.4.4 Communicate the outsourcing plans to stakeholders.4.5 Transfer the agreed processes to contracted vendor. | Be able to monitor and review the outsourcing of non-core processes. | 5.1 Monitor and review the vendor’s performance at agreed times, in line with agreed contract.5.2 Agree changes to improve performance, in line with contractual agreements.5.3 Produce a report on the effectiveness of outsourcing non-core processes. | Additional information about the unit | Unit aim(s) | This unit will ensure that learners are able to: identify potential processes that can be outsourced, assess the impact of doing so, and identify vendors to outsource processes to, and undertake and monitor the outsourcing. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC E17 Outsource business processes | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |

Title: | Manage a programme of complementary projects | Unit Ref No: | K/600/9756 | Level: | 6 | Credit value: | 8 | Learning outcomes
The learner will: | Assessment criteria
The learner can: | 41. Understand principles, processes, tools and techniques of programme management. | 1.1 Explain the roles and responsibilities of a programme manager.1.2 Explain how to apply principles, processes, to programme management. | Be able to develop a programme plan. | 2.1 Consult with stakeholders and programme sponsor(s) to develop and agree a plan.2.2 Identify potential risks and contingencies.2.3 Establish criteria for evaluating the programme on completion. | Be able to communicate programme aims and plans to project managers. | 3.1 Communicate how a programme links to an organisation’s strategic targets.3.2 Communicate how individual projects link to the programme and each other.3.3 Communicate plans, roles and responsibilities to programme team members. | Be able to monitor project and programme progress. | 4.1 Collect and analyse feedback on individual projects’ progress.4.2 Review progress against the plan and wider developments affecting the programme.4.3 Communicate progress to the programme sponsor(s) and key stakeholders.4.4 Confirm completion of programme with programme sponsor(s) and stakeholders. | Be able to evaluate a programme. | 5.1 Evaluate the programme using agreed criteria.5.2 Identify lessons learned for future programmes.5.3 Acknowledge the contributions of programme team members. | Additional information about the unit | Unit aim(s) | This unit helps learners to understand the principles of programme management and how to implement these principles in terms of communication, monitoring and evaluating a programme of complementary projects. | Unit expiry date | 28/02/2015 | Details of the relationship between the unit and relevant national occupational standards (if appropriate) | MSC F2 Manage a programme of complementary projects | Details of the relationship between the unit and other standards or curricula (if appropriate) | n/a | Assessment requirements specified by a sector or regulatory body (if appropriate) | n/a | Endorsement of the unit by a sector or other appropriate body (if required) | Management Standards Centre | Location of the unit within the subject/sector classification system | 15.3 | Name of the organisation submitting the unit | Management Standards Centre | Availability for use | Shared |