Certificate in First Line Management...FLMC Candidate Pack 2011-12.docx Page 1 of 72 Certificate in...

FLMC Candidate Pack 2011-12.docx Page 1 of 72

Certificate in

First Line Management Candidate and Assessment Pack

2011/12

Clive Betts

Centre Co-ordinator

Page 2

Contents

The ILM ...................................................................................................................................................... 3

The University of Exeter ILM Centre ......................................................................................................... 3

Introduction .......................................................................................................................................................... 3

Organisational Structure ....................................................................................................................................... 3

Roles and Responsibilities ......................................................................................................................... 4

Centre Policies ........................................................................................................................................... 4

Mentoring ............................................................................................................................................................. 4

Evaluation and review ........................................................................................................................................... 4

Quality Assurance Policy ....................................................................................................................................... 5

Equal Opportunities Policy .................................................................................................................................... 5

ILM Qualifications ...................................................................................................................................... 5

Structure of ILM qualifications .............................................................................................................................. 5

Achieving an ILM qualification .............................................................................................................................. 6

Administration of Qualifications ........................................................................................................................... 6

Further information ................................................................................................................................... 6

Process Flow Chart for ILM Qualifications ................................................................................................ 7

1 Registration ............................................................................. Error! Bookmark not defined.

2 Induction ................................................................................. Error! Bookmark not defined.

3 Learning journey ..................................................................... Error! Bookmark not defined.

4 Learner Support & Progress review ........................................ Error! Bookmark not defined.

5 Candidate Assessment ............................................................ Error! Bookmark not defined.

6 Appeals, Disputes and Referral Procedures ........................... Error! Bookmark not defined.

7 All Units assessed .................................................................... Error! Bookmark not defined.

8 Internal Verification ................................................................ Error! Bookmark not defined.

9 External Verification ............................................................... Error! Bookmark not defined.

10 Award of Certificate ............................................................................................................ 17

11 Accreditation of Prior Learning ........................................................................................... 18

Summary of documents involving Candidates ........................................................................................ 19

Who’s Who Contacts ............................................................................................................................... 20

Introduction to the ILM Certificate in First Line Management ............................................................... 21

Scheme of Work for the Award in First Line Management ..................................................................... 23

Tutorial support ....................................................................................................................................... 43

Assessment Pack ..................................................................................................................................... 44

Appendix 2 Centre forms ........................................................................................................................ 72

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The ILM Your qualification is accredited by the Institute of Leadership and Management (ILM).

The ILM is widely recognised by employers and education throughout the UK. The ILM offers a wide range of qualifications covering all aspects of leadership and management, along with specialist programmes in coaching and mentoring, HR and enterprise.

Last year 90,000 people registered for an ILM qualification, gaining the crucial skills and knowledge to improve their performance at work.

Further information about the ILM can be found at: http://www.i-l-m.org.uk.

The University of Exeter ILM Centre

Introduction

Clive Betts manages the ILM Centre, based in Northcote House and co-ordinating staff as required in other areas of the University.

Organisational Structure

There are a number of staff involved in delivering and supporting ILM programmes. Staff profiles can be found in the Appendix and main staff positions are indicated here:

Centre Co-ordinator Clive Betts

Centre Administrator Kathryn Coombes

External Verifier

Assessors Clive Betts

Tash Khan-Davis Claire Lambert

Internal Verifiers Clive Betts

Tash Khan-Davis Claire Lambert

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Roles and Responsibilities

1. The Centre Co-ordinator ensures that:

All Assessors are competent and familiar with the ILM Qualifications.

Administrative processes work smoothly and Centre policy is adhered to at all times.

IV procedures are followed appropriately.

Giving advice and guidance is standard for all Assessors.

There is good liaison with the Centre and other University staff to enable Candidates to make full use of existing courses and to develop opportunities for job-shadowing and similar activities.

Assessment specifications are strictly adhered to and that all procedures for recording achievement meet the appropriate standards.

All procedures are carried out in accordance with this Quality Manual, subject to regular review.

2. Responsibilities of Assessors include:

Judge candidates’ submissions against assessment criteria to identify Candidates’ learning success.

Identify gaps in achievement.

Provide constructive feedback to the Candidate at all times.

Meet regularly with other Assessors and the Internal Verifier to assure consistency of approach

3. Responsibilities of candidates include:

Being prepared to submit work, and respond to questions relating to their work, to test their learning success.

Re-submit work and develop their learning, as required, if they cannot meet the assessment criteria initially.

Submit work for assessment in a timely fashion as designated.

Centre Policies

Mentoring

Mentoring support will be provided for candidates where most appropriate.

In most cases this will be contact with experienced candidates who have already or almost completed their own ILM qualifications and can bring direct experience to bear.

Assessors may suggest suitable mentors to candidates.

The Centre Co-ordinator will keep a record of suitable mentors who volunteer their services.

Evaluation and review

A process of continual review will be undertaken by assessors through scheduled candidate meetings. Records of these meetings will be maintained by the Centre Co-ordinator

The IVs and Centre Co-ordinator will keep Centre activity and policy under regular review through meetings that are recorded and files held by the Centre administrator.

A summative evaluation form covering all aspects of provision, service and delivery will be issued by the Centre administrator at the point of a qualification 'claim' or withdrawal from the Qualification for any reason by candidates.

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Quality Assurance Policy

The University of Exeter ILM Centre guarantees to uphold quality standards to, and exceeding, those required by the Awarding Bodies Common Accord, and those specified by the QCA. The rest of the manual gives full details of quality assurance arrangements.

Equal Opportunities Policy

All ILM qualifications promoted by the Centre are accessible to any individual or group of individuals.

We encourage participation on learning Qualifications of individuals in full or part time work at the University of Exeter.

We deliver Qualifications which aim to overcome any inequality in relation to gender, race, religion, age and disability.

We provide access to support and assessment on Qualifications at a venue and time to suit the learner wherever possible.

We aim to promote wider participation on all Qualifications to people with special needs.

Should any customer of the Centre feel that any of the above statements is not upheld we guarantee to investigate the complaint in a fair and transparent way through our appeals procedure.

ILM Qualifications

Structure of ILM qualifications

Each qualification is structured in the same way:

The Qualification The title of the qualification

Unit The Qualification is divided into a number of units. Depending on the qualification there will be some mandatory and some optional units. Units cover one area of the qualification (usually a particular aspect of work). A unit contains a number of learning outcomes.

Learning outcomes A unit is made up of a number of learning outcomes. The learning outcomes relate to the different things the learner needs to understand, know about or do in particular aspect of work (i.e. the Unit).

Assessment criteria Each Learning outcome consists of one or more assessment criteria which states exactly what the Candidate is expected to be able to do to demonstrate successful learning.

Indicative content Each Unit also describes the sort of things that an assessor will be looking for to demonstrate your successful learning.

Qualification

Unit

Learning outcomes Assessment criteria

Indicative content

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Achieving an ILM qualification

Candidates achieve an ILM qualification by demonstrating successful learning in all the required Units for each qualification to the required standard. Successful outcomes are determined by Assessors against the precisely defined set of assessment criteria, guided by the indicative content.

Candidates are assessed against the criteria by assessors who will:

Mark work submitted for qualifications against the assessment criteria

Discuss candidate’s learning with them

Candidates must prove they can meet the assessment criteria beyond reasonable doubt and will be assessed consistently.

There are therefore rules that try to ensure that both these requirements are met. Assessments must be:

Valid The Candidate’s work must meet the actual criteria being assessed. This is done with careful reference to the assessment criteria.

Authentic The assessment must relate to the Candidate’s own work and not anyone else’s, for all the assessment criteria. This is particularly the case for project-type work.

Current The Candidate must prove they can meet the criteria at the time of assessment. In other words previously completed work is not acceptable (unless for APL purposes – see below)

Sufficient The Candidate’s work must cover all the assessment criteria. The exact amount is a matter of judgement and will depend on the complexity of the Unit and the nature of the assessment (e.g. it might be a project or a substantial piece of work). All assessment criteria for all the required units must be met.

Administration of Qualifications

All administration is co-ordinated by the Centre Co-ordinator, assisted by the Centre Administrator. Several areas of special attention can be identified.

Candidate records

The records of Candidates are maintained by the Centre Administrator. These include:

Application forms

ILM Registration List

Candidate Progress Sheet

Records of correspondence etc

Quality Assurance records

These records are maintained by the Centre Administrator and include:

IV sampling records

EV visit records

Certification and ILM Schedule of Results

Assessor Profile, CV and CPD records

Appeals, disputes and referrals log

Further information Further information regarding ILM Qualifications can be obtained from any of the Centre Staff listed before, or by contacting Clive Betts ([email protected]; extension 5348)

Details of the standards for each Qualification can be obtained by arrangement through the Centre Administrator.

mailto:[email protected]

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Process Flow Chart for ILM Qualifications The flow-chart helps visualise the processes involved in achieving an ILM Qualification at the University of Exeter. Each process item has a number which is referred to in the rest of this manual. The process stages are detailed in the following sections.

1 Registration

2 Induction

5 Candidate

Assessment

7 All Units assessed

9 External Verification

10 Award of Certificate

4 Learner support &

Progress review

6 Appeals, Disputes &

Referrals

3 Learning journey

11 APL and RPL

8 Internal Verification

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1 Registration

Aims

Ensure Candidates have permission from manager to start ILM Qualification.

Ensure all appropriate documents are completed fully and accurately for internal and external

use.

Scope

All ILM candidates; Centre Administrator

Associated Documents

Application form (ILMAPP.doc)

Candidate Progress Sheet (ILMCandprog.xls)

ILM registration (online)

Procedures

Registration processes are managed by the Centre Administrator.

Candidates are issued with the Application Form which must be returned, before the date stated, to the Centre Administrator.

Candidates need agreement from their line manager before they can be registered for the Qualification and the Application Form needs to be signed by this person. Providing the Application Form is complete, accurate and signed appropriately registration can take place.

Candidates are now assigned a unique registration number. Candidate details are then entered into, and stored on, the Candidate Progress Sheet, by the Centre Administrator who also maintains the database. Once registered on the database, Candidates are issued with a memorandum informing them of their registration details and ILM Qualification. Those who have expressed a preference on the Application Form are informed by e-mail using the same format and wording.

Once on the Centre Candidate Progress sheet candidates are then registered with ILM online.

ILM then return a Registration list for each qualification.

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2 Induction

Aims

To provide Candidates with sufficient background knowledge and understanding about their ILM Qualification.

To provide all Candidates with sufficient, relevant information to enable their progress through the qualification and to inform them of associated procedures.

To establish the necessary feedback mechanisms to ensure progression through the qualification, principally the Candidate Progress Sheet system.

To signpost learning and support available

Scope

All Candidates who have registered for an ILM qualification.

Centre staff to run the Induction session.


ILM Qualification details (Scheme of work)

Candidate Progress sheet (ILMCandprog.xls)

Candidate Pack (ILMCANDPK.doc)

Programme curriculum (supplied at registration)

Procedures

Each Candidate receives a copy of relevant ILM Qualification details. The Centre Co-ordinator (CC) provides background information on the relevant Qualification, hands out the Candidate pack (or sends electronically beforehand) and provides an opportunity for Candidates to ask questions.

The CC provides Candidates with an overview of the Qualification process using the flowchart in the Candidate Pack.

The CC informs the Centre Administrator of attendance to initiate the Candidates’ first progress point.

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3 Learning journey

Aims

To embark on, and successfully complete, learning opportunities to meet the learning outcomes of each intervention and assessment criteria of the ILM Qualification.

To plan assessment of evidence of successful learning.

Scope

All registered Candidates

All Assessors


ILM Qualification details (Scheme of work)

Candidate Development Plan

Procedures

The Candidate enrols on learning opportunities as identified in their PDR and/or in consultation with their tutor and/or SLD staff.

Once the Candidate has completed their learning (either a whole programme of Units or individual or groups of Units), the Candidate can arrange to be assessed by their Assessor against the assessment criteria for the Unit(s) they have completed.

The Candidate can then review their learning with their line manager and/or tutor and/or SLD staff member accordingly.

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4 Learner Support & Progress review

Aims

To support candidate learning and progress though their learning journey towards their qualification

To enable problems to be solved

To encourage candidates to get maximum value from their learning, applied directly to the workplace

Scope

All registered Candidates, Assessors, Internal Verifiers, Centre Co-ordinator


Candidate Progress sheet

Support Available

The Centre

Centre staff are available at all times to help and guide candidates. In particular at assessment.

Staff Learning and Development (SLD)

Staff in the University’s SLD unit are available at all times for help and guidance especially with regards the learning interventions offered as part of the Scheme of Work and all other interventions available through SLD.

Line Manager

Candidates should appreciate that their Line Manager is there to support and advise them and will be able to offer invaluable practical insights into their management development.

Online resources and the University Library

All candidates have free access to the PDP online resources which cover a vast range of topics. All candidates also have free access to the University Library with over a million books and journals on all topics.

Guidance will be given at induction regarding the value of these resources.

ILM resources

All ILM registered candidates also have access to specially designed ILM online resources via the “Walled Garden facility”. Candidates are given access to this when they register and this is demonstrated at the candidate’s induction.

Progress review

Candidates will be contacted every month, or more frequently, to check on progress. The candidate’s progress sheet is updated accordingly.

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5 Candidate Assessment

Aims

To assess the Candidate against the appropriate assessment criteria

To determine whether the Candidate meets all the criteria or needs further learning

To inform the Candidate of the outcome of the assessment

To provide constructive feedback about the judgement and the work presented

To establish the next stage for Candidate progression through the qualification

Scope


All Assessors

Internal Verifier


Assessment and Feedback Form (contained in the Assessment Pack)

Assessment Pack (for each qualification)

Programme Curriculum (supplied at registration)

Procedures

The candidate submits work for assessment by the designated date and time.

The Assessor works through the assessment criteria, establishing whether the Candidate meets the criteria or not. The Assessor makes use of the pro forma Assessment and Feedback forms.

The Assessor makes the assessment decision for the Unit(s) and provides appropriate feedback to the Candidate, enabling the Candidate to ask questions.

If the candidate fails on first submission the feedback form is returned with advice on improvements and the candidate ca re-submit upto two other versions in order to develop learning and pass the assessment.

Once the candidate has submitted their final work and this has been marked the Assessor updates the Candidate Progress sheet as required and stores the Assessment and Feedback form on the shared drive. A copy of this form can be provided to the Candidate on request.

The Candidate can get help from assessors, SLD staff, tutors and their line manager should more learning be required.

Late Submission

Candidates should inform the Programme Co-ordinator if submissions are going to be late. Assessors will accept late submission of up to one calendar month providing there is good reason (personal circumstances, welfare, technical problems etc) to be judged by the Internal Verifier.

Quality of work

Candidates are expected to produce work to the standard expected by team leaders and managers in the workplace. Reasonable adjustments will be made (as per the ILM Centre Manual) where necessary.


6 Appeals, Disputes and Referral Procedures

Aims

To provide a mechanism for Candidates to appeal against assessment and certification decisions.

To provide a formal method of processing disputes and referred problems that arise from any part of the Qualification

To provide a mechanism for Candidates to discuss any matter of concern with the most appropriate staff and to ensure that their concern is addressed by someone else if they are not satisfied with the first, or subsequent responses.

Scope

All Registered Candidates

All Centre Staff

External Verifier


Appeal, Dispute and Referral Log (ILMDISPUTE.doc) maintained by Centre Co-ordinator and kept by the Centre Administrator

Procedures

Candidates may formally register a complaint or dispute about any aspect of the learning programme or an appeal against a decision at any time by contacting the Centre Co-ordinator.

Candidates may contact the Centre Co-ordinator formally by email or by memorandum. Appeals, complaints or disputes must be made in writing in this way.

Candidates must register their issue in this manner within the time period of their qualification or no longer than one calendar month after completion or exit from their qualification.

The Centre Co-ordinator will handle all such matters, using the appropriate record form as indicated above and will respond, formally to each matter within one working day. In the absence of the Centre Co-ordinator, an Internal Verifier will be nominated to act on his/her behalf.

Each appeal, complaint or dispute will be considered by the Centre Co-ordinator in the first instance (or his/her nominated deputy). The decision on the matter will be made within five working days, wherever possible, and communicated to the Candidate concerned formally within one working day of the decision.

Where a decision cannot be made by the Centre Co-ordinator or his/her nominated deputy then advice will be sought from ILM External Verifier for ILM QA matters or the Staff Learning and Development Manager for an internal Centre or other matter.

The Centre records all matters of this nature on the form described above which is retained for the duration of the Candidate’s registration (including External Verification and Certification) or for one Calendar month after the matter has been duly resolved, depending on which is the later.


7 All Units assessed

Aims

To collate and present evidence that the Candidate has met all the requirements for the appropriate qualification

To present ILM required documentation for Internal and External Verification of the Candidate’s progress through, and completion of requirements for the qualification

Scope


Lead Assessor


ILM Qualifications descriptions (Scheme of work)

Candidate Progress Sheet

IV Sampling Record

ILM Schedule of Results (SoR) form

Procedures

The Lead Assessor checks that Candidate has met all the qualifications requirements before passing to the Centre Administrator for a claim to be made.

The Centre Administrator updates the Progress Sheet and the ILM Schedule of results form (one per variation in the claim).

The Centre Administrator then submits the SoR to ILM accordingly.


8 Internal Verification

Aims

To ensure Assessor performance is consistent

To ensure assessment process and Assessor judgements are fair and reliable

To check and ensure Candidate’s progress is complete and ready for a claim to be made

Scope

Internal Verifier

All Assessors

All Candidates

Centre Administrator


IV Sampling Record on Candidate Progress Sheet

Standardisation meeting record

Procedures

The Internal Verifier blind marks candidate’s Unit submissions according to the following guidelines:

20% of all completed qualifications, to include:

One whole qualification and

One Unit from each qualification not otherwise sampled, verified once completed (i.e. not necessarily at the completion of the whole award).

Each verification (for each qualification) must include at least one instance of each Assessor involved in each submission.

A record of IV’ed work is kept in the Candidate Progress sheet

Marks from the assessor(s) and IV are compared at a standardisation meeting and areas requiring further attention are noted and appropriate records are kept for internal and EV purposes.


9 External Verification

Aims

To ensure validity and consistency of judgements made of Candidate assessments provided to meet the ILM Standards at the appropriate Level.

To ensure the Centre is run and maintained to ILM QA standards

To provide a third-party assessment in the case of disputes and referrals (see Section 10 above).

Scope

Centre staff

External Verifier

(Candidates)


ILM Schedule of Results

Assessment and Feedback forms

Any other Centre documentation as required

Procedures

The External Verifier will make pre-arranged visits to the Centre to meet with Centre Staff and to verify and submit Candidates to the ILM for certification.

The Centre Co-ordinator will inform the External Verifier of all meetings held and provide records as required.

The Centre Co-ordinator liaises with the External Verifier to arrange meetings with candidates and Assessors as required, and to provide access to candidate submissions and mark sheets.


10 Award of Certificate

Aims

To formally acknowledge the completion of the qualification by the successful Candidate

To encourage further achievement by the Candidate

Scope

All Candidates who have successfully completed their required assessments.


Certificates from ILM

ILM Summary of Results

Procedures

ILM prepare the certificates and send to the Centre. The Centre Co-ordinator will arrange an award ceremony for presentation by a Senior Official if possible, or at least the Head of Personnel.

The ILM send out a Results Summary after the SoR claim. Any discrepancy between the SoR and Results Summary needs to be communicated to ILM.


11 Accreditation of Prior Learning

Aims

To offer credit towards a qualification from prior learning

Scope

All Candidates who are registered on a pathway.


Schedule of Work

Procedures

A Candidate may claim to have undertaken formal, informal or workplace learning

that was not assessed. In this situation the Candidate’s Assessor will:

explain the assessment criteria for the Unit(s) to the learner, and ensure they completely understand them

give the learner a copy of the Unit(s) so that they can assess themselves against the Unit(s) learning outcomes and assessment criteria

identify and document what learning the Candidate needs to undergo to satisfy the Unit(s) using the Candidate Development Plan, and if there appears to be none then,

perform an assessment against the assessment criteria and give feedback to the Candidate.


Summary of documents involving Candidates

This is a list of documents that appear in the processes discussed above, with a note on when the form is used and by whom.

Document name (& FILENAME)

How is document supplied

When used Who completes it Who keeps a copy

Candidate Assessor I.V. Candidate Assessor Centre

Application Form (ILMAPP.doc)

From Centre Administrator Prior to Induction, to apply for registration for an ILM Qualification.

(and Line Manager)

Appeals, Dispute and Referrals Log (ILMDISPUTE.doc)

From Centre Administrator To record any referred or disputed issue

Candidate Progress Sheet (ILMPROG.xls)

Maintained by Centre To monitor progress through qualification

Unit assessment and feedback form

From Centre Administrator To assess and record candidate learning.


Who’s Who Contacts

Title Name

Centre Co-ordinator Clive Betts

Centre Administrator Kathryn Coombes

Internal Verifiers Tash Khan-Davis

Clive Betts

Claire Lambert

Assessors Tash Khan-Davis

Clive Betts

Claire Lambert

For General Enquiries, Registration, Paperwork, Assessments, or Problems please contact the ILM centre by emailing [email protected] or telephone 01392 72 (ext) 5022.

mailto:[email protected]


Introduction to the ILM Certificate in First Line Management

The ILM Level 3 Certificate in First Line Management aims to give practising or potential first line managers comprehensive development to meet a wide range of needs for the role. The qualification does this by developing key management skills and assisting participants in gaining a good breadth of knowledge required at this level.

The Certificate extends the learning provided by the Award by requiring candidates to undertake a range of extra learning opportunities selected to match many of the needs of managers at this level in the University.

Are you a First Line Manager?

The following profile is provided to help you confirm that this is the right qualification for you:

may engage in some of the tasks performed by their fellow team members, but this is not their primary function

are practising managers who engage more extensively in managerial tasks in which other team members do not engage

have a wider span of control, responsibility, authority or power and a greater degree of autonomy than a team leader

have to make decisions which have some resource implications

have to initiate actions in relation to the employment of others (e.g., be involved in, but not decide about recruitment decisions or disciplinary matters)

have to operate with less supervision and control by others

plan work looking several weeks or months ahead (the team leader’s time horizons tends to be days or weeks ahead at most)

have a greater knowledge than team leaders of specific requirements of customers or suppliers (conversely they are not likely to make decisions about varying terms of trading with customers or suppliers)

may deal with similar problems to team leaders, but require superior technical knowledge and more subjective judgements that demand understanding of relationships between people working together (this may extend to the relationship between customer or supplier and the employing organisation or other market related criteria)

What distinguishes first line managers from middle managers is that they have very limited budgetary responsibility.

They may make decisions about resource utilisation but the budgetary accountability for these resources exists at a higher level.

They are also limited in the range of decisions they can make compared to middle managers, with all delegated decision making heavily circumscribed by rules or procedures.

Overview of the ILM Certificate programme

The Certificate in First Line Management consists of 13 Units, 4 of which are covered in the course “First Line Management” with the remaining 9 units covered by individual courses detailed in the Scheme of Work below.

In addition to these 13 Units candidates will also attend a mandatory induction and will receive tutorial support by email and face-to-face from nominated tutors.

A summary of the whole programme is presented in the table below.


Overview of the Certificate in First Line Management

Learning component Note

Induction workshop (2 hours) This workshop will give you all the basics you need to know about the programme, the assessment process, record keeping and so forth.

The workshop supplements this handbook.

Introduction to Managing staff at The University of Exeter

This workshop gives new managers an overview of the management scene at the University. It also provides new managers a chance to network and think about their new role and gives you a chance to identify the resources and support available to you. (Optional for managers who have experience of managing staff at the University)

M3.01 Solving problems and making decisions

These units are all covered in the 5 day course “First Line Management”.

In between each day of the course there will be guided reading and there will also be preparatory work prior to the first day and recommended reading after the end of the course.

Some of the pre-course activities will be in the form of diagnostic tests with interpretative work.

M3.02 Understanding change in the workplace

M3.03 Planning change in the workplace

M3.04 Achieving objectives through time management

M3.05 Writing for business

These units are each covered by individual courses.

M3.08 Managing customer service

M3.12 Motivating to perform in the workplace

M3.13 Developing yourself and others

M3.15 Managing stress in the workplace

M3.17 Recruiting, selecting and inducting new staff in the workplace

M3.23 Managing health and safety at work

M3.26 Managing performance

M3.33 Effective meetings for managers

Tutorial Support You receive 1-1 and group tuition throughout the First Line Management course


Scheme of Work for the Award in First Line Management

Level 3 Award in First Line Management (20 credits, 120 GLH)

Method of delivery or activity

ILM Induction Workshop

Learning Outcome

An outline of the qualification and the related learner support available (including the Study Guides which can be downloaded from www.i-l-m.com)

ILM studying membership and benefits

The aims of Team Leading development

Expectations of, and benefits to, the individual and where relevant, their employer

Format of the programme – content, hours, attendance, delivery methods, etc

The assessment requirements, including assessment criteria

Roles and responsibilities of centre staff, learners and ILM

Learning and study skills, including reference to use of library, internet and any open or on-line learning to be used

Information on tutorial support, advice and guidance, equal opportunities, appeals procedures, authenticity and plagiarism

Guided learning hours Total 2 hours (I hour with other candidates; 1 hour scheduled separately for planning the Certificate specific elements)

Guided reading Candidate & Assessment Pack

Assessment method Not applicable

http://www.i-l-m.com/



Introduction to Managing staff at Exeter Workshop

Learning Outcome

Introduction and scene setting

What is a manager? Agreeing the essentials

The Exeter way – management structures and priorities

Case studies (group work)

Case solutions (plenary)

Guided learning hours Total 2.5 hours + (distributed over whole programme) plus 1 hour post programme reading

Guided reading

University policies

University website

McCaffrey, P. (2010). The Higher Education Manager’s Handbook. 2nd Edition.

You e-Develop resources

Assessment method Not applicable



First Line Management course: Day 1

Pre-Work:

Identify a problem at work that needs to be resolved. Think about what has caused this to arise and what the consequences are if it is not resolved.

Session:

Definition of a problem and Objective setting

Problem solving techniques including brain storming and creative thinking

Cause and Consequence Mapping & Fishbone

Other tools: Pareto, Paired Analysis, Process Mapping, Paired Comparison, Why, Why Diagrams etc.

Problem Statement grid

Defining Decisions and analysing decision making problems

Using statistics, charts, diagrams in interpreting and presenting data

Decision Making Options and Tools

Evaluating the Solution: progress review meetings, evaluation tools.

Learning Outcome

Unit M3.01 - Solving problems and making decisions:

Know how to describe a problem, its nature, scope and impact

Know how to gather and interpret information to solve a problem

Know how to solve a problem

Know how to plan the implementation and communication of decisions

Guided learning hours

Total 10 hours:

First line Management course

Introduction to managing staff at Exeter workshop

Guided reading

Guided reading

Adair ‘Decision Making & Problem Solving’

Tudor Richards ‘Creativity & Problem Solving at Work’

Online ILM resources from the Learning Zone.

Online resources on You e-Develop

Assessment method Unit M3.01 - Work-based assignment




Pre Work:

Individual reflection on a change that they have recently experienced focusing on; how the change was communicated, their response to this, strengths and weakness in the way they were informed and what could have been done differently.

Session:

Explore the key drivers for change and the benefits/consequence of changing versus not changing

Case studies of organisations who have changed successfully as opposed to those who have not

Tutor input on Force Field Analysis and small group work to identify the drivers and resistance to change in their own experience (build on the pre work)

Group identification of the potential barriers to change, followed by problem solving using the “structure of a problem model”

The identification of communication as key to successful implementation of change and consideration of key communication techniques

Tutor input on methods for increasing focus on moving through change for individuals and teams, for e.g. visioning, role clarification, Circle of Influence/Concern model

Individual or small groups application of one of these models

Tutor input and discussion on the William Bridges and Emotional Cycle of Change models illustrating the impact of change on individuals

Group discussion on the role of a manager in moving people through change

Scenarios on change management to allow practical application of learning

Learning Outcome

Unit M3.02 - Understanding change in the workplace:

Understand change in an organisation Understand the effects of change on people and finance in the organisation


Total 11 hours:

First Line Management course


Change Management Report workshop

Guided reading


Guided reading William Bridges ‘Managing Transitions’

Online ILM resources from the Learning Zone Online resources on You e-Develop

Assessment method Unit M3.02 - Change Management Report




Pre Work:

Individuals to gather data and information on the performance of their department/team in preparation for a SWOT analysis

Session:

Tutor input on SWOT analysis, followed by SWOT analysis of own department/team in pairs and group feedback

Tutor input on PESTLE followed by small group work carrying out a PESTLE on the University as a whole.

Refresher on planning and decision making tools

Small group practical exercise to “plan a change”. In small groups ask them to identify one change that they would like to plan for (this should have been generated by the SWOT or PESTLE exercise)

Introduce the Rational Planning Process i.e. setting an objective for the change process, planning (using Gantt charts, CPA etc), identification of milestones, key result measures (including fixed and variable costs), resources etc. Whole group presentation

Small group work to apply a communication plan to the change followed by group presentation

Tutor input on Quality and Continuous Improvement including Quality Circles, Kaizen , Suggestion Schemes etc.

Small groups to apply a quality strategy to their planned change, considering what is appropriate at each stage

Group work to consider the benefits of quality to employee motivation and commitment

Learning Outcome

Unit M3.03 - Planning change in the workplace:

Understand the forces of change in an organisation

Understand planning of change in an organisation Understand continuous improvement in an organisation


Total 11 hours:



Guided reading


Guided reading John Kotter & Dan Cohen, ‘Heart of Change’






First Line Management course Day 4

Introduce SMART objectives and the benefits of them

Identification of personal priorities by individuals

Introduce Urgent versus Importance grid in order to prioritise objectives

Set personal SMART objectives for 3 most urgent/important priorities

Tutor Input on Flow chart technique for prioritising tasks with application by delegates

DVD on Negotiating Techniques, followed by discussion

Use of Time Management Logs (previously completed) to assess use of time

Individual identification of time management issues and actions to resolve, followed by paired work and group feedback

Introduction of time management tools for e.g. MOP, Pareto, planning and monitoring techniques

Personal Energy Cycle and impact on time management

Effective delegation and the benefits to time management

Learning Outcome Unit M3.04 - Achieving objectives through time management:

Know how to use effective time management to prioritise and achieve objectives

Guided learning hours Total 7 hours:


Guided reading

Guided reading David Allen ‘Getting things Done’






Business writing course:

Choose your method of communication

University guidelines

University documents – problems and resolutions

Clarify your purpose with your readers in mind

Brainstorm your ideas

Produce a rough draft

Figure out how to get your reader’s attention

Make it sticky

Make it concise – sentences, phrases and words

Make it airy – layout with attitude

Basic rules of layout

The University style guide

Make it short – the one page rule

Make it even better – what do others think?

Learning Outcome Unit M3.05 - Writing for business:

Know how to write a report


Total 8 hours:

Business Writing course (6 hours including pre-reading exercises)


Guided reading

Guided reading Chip and Dan Heath (1998). Made to Stick. Publ: Arrow Books

Dr Robert Cialdini. Influence – the psychology of persuasion. Publ: Collins.


Assessment method Report




Pre Work:

Undertake a skills audit of your team and find out your department’s goals for this year and any information that demonstrates progress towards achieving these goals

Session:

PDR – why bother? Discussion with regard to the benefits/concerns of both formal and informal systems

Interactive look at the PDR process and the measures that are in place to ensure that it is fair and objective

DVD – “How am I doing?” to highlight the preparation needed to ensure that a PDR meeting is effective

Group work to identify the preparation required from appraiser and appraisee prior to a PDR meeting.

Encourage consideration of seeking feedback on your own performance and how this might be obtained

Tutor input on feedback techniques, using the Event, Effect, Change Model and Good, Tricky, Do Differently Model

Practical exercise in trios using scenarios, giving each delegate the opportunity to practice appraisal and feedback skills

Motivation in the workplace, Tutor input on Maslow, Hertzberg, Hackman and Oldham) with supporting activities to relate it to the delegates department/team

Learning Outcome

Unit M3.12 - Motivating to perform in the workplace:

Understand the value of assessing performance to meet organisational and individual needs

Know how to motivate the team to improve performance in the workplace

Understand the value of feedback in the workplace



Guided reading

Guided reading Daniel Kehoe ‘Management Action: Motivating Employees’






Developing yourself and others course:

Pre work:

Delegates to review their Job Description and Person Specification together with their own skills and experiences. Delegates to prepare a personal statement and CV demonstrating their suitability for the role.

Delegates to bring with them their Personal Performance and Development Objectives. Session:

Tutor input on SWOT analysis

Delegates to carry out a SWOT analysis for themselves in their current role, using their pre work

Tutor input on the hierarchy of objectives, i.e. that department and individual objectives should be based on those of the organisation as a whole

Group review of the University of Exeter objectives against their own and discussion

Tutor input on the Development Cycle followed by small group work

Interactive exercise to identify the ways in which current competence of self and others can be established to include; feedback from others, SWOT, testing etc.

Tutor input on identifying development needs and training needs analysis, followed by an individual activity relating to the development of a member of their team.

Tutor input on development objectives followed by an activity to consolidate learning

Group work to establish learning and development opportunities for each of the different learning styles (Activist, Theorist etc. covered in the Course Induction)

Delegates to prepare their own development plan and discuss in pairs o

This will be delivered using:

Plenary, small group and individual work

Reflective exercises, participative group work and small group practical sessions

Tutor Input and Tutorial Support

Use of DVD’s, case studies, etc. as appropriate to the content

Identification of relevant policies and procedures within the University

Assessment of learning by way of Reflective Review

A Learning Log will be provided for all delegates to use to participate in the learning on the day and to support transfer of learning to the work place.


Learning Outcome Unit M3.13 - Developing yourself and others:

Know how to identify development needs and develop self and others to achieve organisational objectives


Total 8 hours:

Developing yourself and others course (5 hours)


Guided reading

Guided reading You e-Develop resources

ILM resources




Managing stress in the workplace course:

The differences between pressure and stress.

Indentifying the symptoms of stress in yourself and others

How to be able and willing to take action.

Reducing unproductive pressures in terms of expectations, behaviours, management styles, policies, procedures, systems etc.

Avoiding pushing anyone (including yourself) beyond their peak performance.

Measuring success in creating the `can do but caring culture.

Learning Outcome Unit M3.15 - Managing stress in the workplace:

Understand how to manage own stress and minimise stress in others

Know how to support individuals in the team


Total 8 hours:

Managing stress course (8 hours)


Guided reading

Guided reading A Managers Guide to Stress (https://exeter.marshallacmtraining.co.uk)


Assessment method Unit M3.15 - Reflective review

https://exeter.marshallacmtraining.co.uk/



Recruitment and Selection (Foundation) and (Experienced) courses:

Foundation:

Designing a good programme

Promoting equality and diversity at every stage.

Preparing good job descriptions, person specifications, adverts and marking schemes.

Tailoring the standard application form and candidate pack

Planning the activities of a panel and contribute to shortlisting.

Interviewing effectively.

Giving feedback to the successful and unsuccessful candidates.

Protecting personal data.

Knowing how to use University website for future recruitment. Advanced:

Promoting equality and diversity at every stage.

Preparing good job descriptions, person specifications, adverts and marking schemes.

Tailoring the standard application form and candidate pack.

Planning the activities of a panel and contribute to shortlisting.

Interviewing effectively.

Giving feedback to the successful and unsuccessful candidates.

Protecting personal data.

Knowing how to use University website for future recruitment.

Linking candidates into the university induction processes.

Critically evaluating recruitment and selection activities. Induction guided learning (2 hours):

Before you arrive

Induction o Welcome o Induction code of practice o Induction process o Local induction o Induction facilitators

Right to work

International staff


Conditions of employment

CRB checks

IT access

Trent Self Service

Probation

Benefits of working here

Relocation

Learning Outcome

Unit M3.17 - Recruiting, selecting and inducting new staff in the workplace:

Know how to plan to recruit

Know how to select the right person Understand the induction process


Total 10 hours:

Recruitment and selection courses (2 X 2.5 hours plus pre-reading 2 hours)


Guided reading and pre-reading in course

University Induction website

Guided reading Recruitment and selection website

Induction website

Your e-Develop resources




Introduction to health and safety at work course:

introducing the basic concepts of health and safety

hazard identification

risk assessment

legal duties

University health and safety management, accident prevention

safe working attitudes Health and safety: risk assessment course:

existing health and safety legislation

health and safety in a university environment

organisation and arrangements for health and safety within the University Environmental sustainability in the workplace course:

dealing with environmental issues and customer queries

knowledge and understanding of the key concepts involved in environmental awareness in their workplace, in relation to University of Exeter Environmental Sustainability PolicyConditions of employment

CRB checks

IT access

Trent Self Service

Probation

Benefits of working here

Relocation

Learning Outcome

Unit M3.23 – Managing Health and Safety at work:

Understand health and safety at work

Understand risk assessment and accident prevention in the workplace Understand the organisation’s environmental responsibility



Total 10 hours:

Managing health and safety at work course (3 hours)

Workplace risk assessment (3 hours)

Environmental sustainability in the workplace course (3 hours)


Guided reading

Guided reading


University websites

University of Exeter sustainability resources: http://www.exeter.ac.uk/sustainability/


http://www.exeter.ac.uk/sustainability/



Managing performance course:

Who are stakeholders?

Refresher on SMART objectives and alignment of objectives with Organisational Objectives and Vision.

Performance Equation

Performance standards and ways of measuring standards.

Variances in performance and the conduct versus capability model.

Case studies

Performance Counselling Meetings

“I’d like a word with you” DVD

Group discussion.

Reflection

Action planning

Learning Outcome Unit M3.26 – Managing performance:

Know how to manage performance


Total 8 hours:

Managing performance course (7 hours plus pre- course work)


Guided reading

Guided reading


University websites

University of Exeter sustainability resources: http://www.exeter.ac.uk/sustainability/


http://www.exeter.ac.uk/sustainability/



Managing meetings course:

What is a meeting

Ineffective meetings

Communication Meeting mechanics

Responsibilities of attendees

Responsibilities of the Chair

Skills needed

Active participation and conflict

Learning Outcome Unit M3.33 – Effective meetings for managers:

Know how to manage and contribute to a meeting


Managing meetings course (3 hours plus pre- course work)

Guided reading

Guided reading You e-Develop resources

“Leading Effective Meetings” resource

Fenman Personal Development Pack on “Meetings”




Customer service principles for service managers course:

Underlying principles affecting customer service delivery

Manager’s responsibilities and authority in relation to customer service

Relevant models of customer service delivery

Quality in customer service provision

Learning Outcome Unit M3.08 – Managing customer service:

Understand basic customer service

Know how to care for the customer


Customer service principles for service managers course (3 hours plus 2 hours pre- course work)

Guided reading

Guided reading


Best practice guide for Customer service (Customer First publication)

LFHE project report “Practical Customer Service Skills in HE”



Tutorial support Tutorial support for the main learning programme (the 5 days First Line Management course) will be given in 3 X 20 minute slots. These sessions will be held either on site or using skype/telephone. As these tutorial times are an important part of the programme, people will be asked to book themselves tutorial slots on the dates provided. In addition, Lisa and Sandra will be available to offer tutorial support on delivery days. This will be either individual tutorial time or group tutorial time. Further tutorial support is provided 1-1 by our team of assessors when you are submitting assessments and there are assessment workshops to help you get to grips with how assessments work and to help you get the most out of your learning.


Assessment Pack

Introduction to assessment used for this qualification

Reflective reviews

You will be required to submit review-style pieces of work for some Units as described in the Scheme of Work for this qualification. Each Unit has clear assessment criteria which you will need to meet in our submitted work. Although there are recommended lengths of essay-type submissions these are not strict – it is up to you to make sure your piece of work meets all the assessment criteria.

Your review should be structured using the headings in the Assessment Guide for each Unit (contained at the end of this document).

Change Management Report

Some Units are covered by a single Change Management Report. This is more of an essay-type piece of work, structured using the headings provided in the Assessment Guide.

The report is based on work you have discussed with your line manager and which identifies an aspect (or aspects) of your area of work that would benefit the organisation:

you will need to think carefully about the whole topic covered

work on the areas itemised in the Assessment Guide

and submit a consolidated account of your work covering the whole range of topics (as specified).

Work-based assignment

Some Units are assessed against an essay-type submission that examines a problem, issue or opportunity (or several of these) that face you or your team. Like the Change Management Report you will need to capture the whole topic, structuring your report using the headings provided in the Assessment Guide.

Failing to meet the assessment criteria

If a submission fails to meet all the criteria you will be asked to re-submit your work after further learning which will be indicated when you are given feedback by your assessor.


Summary of assessments for this qualification

Learning component Assessment method

Unit M3.01 Solving problems and making decisions


Unit M3.02 Understanding change in the workplace

M3.02, M3.03 and M3.04 together - Change management report

Unit M3.03 Planning change in the workplace

Unit M3.04 Achieving objectives through time management

Unit M3.05 Writing for business

Report

Unit M3.08 Managing customer service


Unit M3.12 Motivating to perform in the workplace


Unit M3.13 Developing yourself and others


Unit M3.15 Managing stress in the workplace

Reflective review

Unit M3.17 Recruiting, selecting and inducting new staff in the workplace Work-based assignment

Unit M.23 Managing health and safety at work

Reflective review

Unit M3.26 Managing performance

Reflective review

Unit M3.33 Effective meetings for managers



Assessment Guides

Unit M3.01 Solving problems and making decisions

Centre Number Centre Name

Candidate Registration No Candidate Name

TASK

Identify a workplace problem facing you or your team (or a team within another organisation if you are currently unemployed) and examine ways to resolve it.

For the purposes of this assignment, ‘problem’ may be interpreted as ‘a deviation from the norm’ OR ‘an improvement opportunity’ OR ‘a potential or anticipated problem’.

The 'nominal' word count for this assignment is 1200 words: the suggested range is between 1000 and 2000 words.

Check your assignment carefully prior to submission using the assessment criteria.

Please use the headings shown below when writing up your Assignment Assessment Criteria

Introduction to your organisation

Help the reader to understand the context of the problem by briefly describing your organisation, what it does, and your role within it.

(min 2 marks required from 5 available)

Context of assignment is provided

Present situation (Analysis of the problem)

Describe:

what the problem is and what may have caused it

its scope (e.g. how widespread, how often, how much, etc.)

who, how and what it affects in the workplace/team;

what you are trying to achieve by solving the problem; and

what the result would be if no action is taken.


The problem, its nature, scope and impact are described

Investigation and identification of possible solutions to the problem

Briefly describe possible solutions to the problem. To do this you must gather and interpret information to identify possible solutions.

The information you gather should be fact supported by evidence and not just your opinion.


Information to identify possible solutions to a problem is gathered and interpreted

Briefly summarised the options providing facts and evidence not just opinion

Evaluation of possible solutions

Evaluate the possible solutions using simple decision making technique(s) to arrive at the best solution. Your evaluation should include human, material and financial resources.

State your chosen solution clearly and concisely.

(min 15marks required from 30 available)

Used at least one simple decision making technique to evaluate options to arrive at the best solution


(continue)

Recommended implementation plan to solve problem

Provide an action plan for the implementation and communication of the solution. Your action plan should include actions, time-scales and required resources including people.

Briefly describe the monitoring and review techniques you could use to evaluate the effectiveness of your chosen solution.


Planned the implementation and communication of the decision

Briefly described which monitoring and review techniques which could be used to evaluate outcomes

By submitting I confirm that this assessment is my own work


MARK SHEET: M3.01: WORK-BASED ASSIGNMENT

Centre Number:

Centre Name :

Candidate Registration No:

Candidate Named below confirms authenticity of submission

NAME:

Criteria Strengths Areas for Improvement Assr

mark

QA mark



/ 4

marks

(min 2)

Present situation (Analysis of the problem)

The problem, its nature, scope and impact are described

/ 14 marks

(min 7)

Investigation and identification of possible solutions to the problem

Information to identify possible solutions to a problem is gathered and interpreted

Briefly summarised the options providing facts and evidence not just opinion

/ 26 marks

(min 13)

Evaluation of possible solutions

Used at least one simple decision making technique to evaluate options to arrive at the best solution

/ 30

marks

(min 15)

Recommended implementation plan to solve problem

Planned the implementation and communication of the decision

Briefly described which monitoring and review techniques which could be used to evaluate outcomes

/ 26

marks

(min 13)

Total Marks Outcome (circle as applicable)


Total 50+ overall, AND minimum in each section

PASS/REFERRAL


PASS/REFERRAL

Section fail if applicable: Date of IQA check:

Name of Assessor: Name of IQA:

Assessor Signature and date: IQA Signature and date:

ILM EV signature: Date externally verified (where applicable):


Unit M3.02 Understanding change in the workplace

Unit M3.03 Planning change in the workplace

Unit M3.04 Achieving objectives through time management

Centre Number: Centre Name:

Candidate Registration No: Candidate Name:

Examine factors that may require your organisation to change, and identify a change required in the workplace that will benefit the organisation. If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity.

You should discuss the choice of topic and an outline of your submission with your line manager and/or your tutor. The choice of topic must allow you to demonstrate achievement of assessment criteria from the units studied. It should not be a very large or complex topic, but it must offer scope for planning change – perhaps it is a change in working methods, customer service or working relationships.

Task

Write a report to your line manager about a change that is needed which could be implemented in the near future. The 'nominal' word count for this assignment is 2000 words: the suggested range is between 1500 and 3000 words.

Please use the headings shown below when writing up your Report Assessment Criteria

Background

Briefly describe your organisation, what it does, and your role within it. Give examples of quality standards from your area of work and briefly explain the importance of quality and continuous improvement for your organisation.


Context for report is provided

The organisation’s quality standards are identified

The importance of quality awareness and the need to continuously improve the organisation is explained

Identify a change that is required

Identify factors that may require the organisation to change. Based on these factors identify a change required in the workplace and explain the potential benefits of this change to the organisation. (min 7 marks required from 14 available)

Forces that may require change in the organisation are identified by conducting a simple SWOT and/or PESTLE analysis

An example is given of change required in the workplace reflecting the SWOT and/or PESTLE analysis

The benefits of innovation and change for the organisation are explained


(continued)

Planning and monitoring the change

State the objectives of the change in order of their priority. At lease one must be a SMART objective. Prepare an action plan for implementing the change. Explain the technique you would use to monitor the achievement of the primary objective. (min 15 marks required from 30 available)

SMART objectives are set, listed in order of priority and appropriate time scales set for their achievement

Objectives are planned using an established time management technique

A technique for planning change within the context of the example given is used

The monitoring technique for any objective is explained

Implications of the change

Explain the possible financial effects of the change on the organisation. Explain the possible effects on people in the organisation. Identify any potential barriers to change and suggest practical ways of overcoming these.


Relevant human and financial factors in the consideration of change are identified

Possible human and financial effects of change upon people, departments and the organisation is explained

Constraining or limiting factors that could hinder the achievement of any one objective are identified

The barriers to change and innovation in the workplace and practical ways of overcoming these are explained

Communicating and implementing the change

Identify who needs to know about the change, describe how you will communicate with them and explain why it is important to communicate the change to them. Explain how you will continually improve once the change has been implemented. Explain how you will involve your team in doing this, and identify which tools or techniques you could use and how you would evaluate these improvement activities. (min 10 marks required from 20 available)

Communication with and involvement of people to facilitate effective change are explained

The importance of communication in successful implementation of change is explained

Ways of involving the team in quality and continuous improvement are explained

A continuous improvement tool or technique relevant to the workplace is used

Ways to evaluate continuous improvement activities are discussed

By submitting I confirm that this assessment is my own work


MARK SHEET: M3.02, M3.03, M3.04: CHANGE MANAGEMENT REPORT

Centre Number:

Centre Name :



NAME:

Criteria CMR Strengths CMR Weaknesses Assr

mark

QA mark

Background

Context for report is provided

The organisation’s quality standards are identified

The importance of quality awareness and the need to continuously improve the organisation is explained

/ 10

marks

(min 5)

Identify a change that is required

Forces that may require change in the organisation are identified by conducting a simple SWOT and/or PESTLE analysis

An example is given of change required in the workplace reflecting the SWOT and/or PESTLE analysis

The benefits of innovation and change for the organisation are explained

/ 14 marks

(min 7)

Planning and monitoring the change

SMART objectives are set, listed in order of priority and appropriate time scales set for their achievement

Objectives are planned using an established time management technique

A technique for planning change within the context of the example given is used

The monitoring technique for any objective is explained

/ 30 marks

(min 15)

Implications of the change

Relevant human and financial factors in the consideration of change are identified

Possible human and financial effects of change upon people, departments and the organisation is explained

Constraining or limiting factors that could hinder the achievement of any one objective are identified

The barriers to change and innovation in the workplace and practical ways of overcoming these are explained

/ 26

marks

(min 13)


(continued)

Communicating and implementing the change

Communication with and involvement of people to facilitate effective change are explained

The importance of communication in successful implementation of change is explained

Ways of involving the team in quality and continuous improvement are explained

A continuous improvement tool or technique relevant to the workplace is used

Ways to evaluate continuous improvement activities are discussed

/ 20

marks

(min 10)




PASS/REFERRAL


PASS/REFERRAL






M3.05 Writing for Business

M3.05 Writing for business

Report

Write a report on a management problem that has been agreed with your tutor. If you use the content of another unit as your topic, then the assessment criteria for both units apply.

Your report should include the headings shown in bold and basic statistics and visual material, either in the content or in an appendix. Use an appropriate tone, language and level of formality in your report.

Background

Briefly describe the organisation, what it does and your role within it.

Introduction

Write an introduction that includes some or all of the following:

A brief description of a management problem The background, circumstances or history of your topic Any explanations where necessary

Investigation (or Methodology)

Investigate the problem and identify possible solutions to the problem. Use basic statistics and visual material in the content or in an appendix.

Evaluation possible solutions

Evaluate your options to arrive at the best solution.

Recommendations

Provide a clear statement of your proposed solution and provide an action plan for implementing your recommendation.

Appropriate tone, language and level of formality

Ensure that you have used suitable language, tone and level of formality in the report.

Assessment Criteria

A report is written to meet specified standards

Basic statistics and visual material is included in the content or in an appendix

Effective and appropriate tone, language and level of formality is used in the report


MARK SHEET: UNIT 3.05 REPORT


Candidate Registration No: Candidate Named below confirms authenticity of submission

NAME:

Criteria Strengths Weaknesses Assr

mark QA mark

Background to your organisation

Briefly describe the organisation, what it does and your role within it

n/a

Introduction

A brief description of a management problem is described

The background, circumstances or history of your topic are presented

Explanations where necessary are provided

/ 15

(min 7)

Investigation (or Methodology)

The problem is investigated and possible solutions to the problem are identified.

Basic statistics and visual material is used in the content or in an appendix

/ 25

(min 12)

Evaluation possible solutions

Options to arrive at the best solution are evaluated

/ 20

(min 10)

Recommendations

A clear statement of proposed solution and an action plan for implementing recommendation are provided

/ 20

(min 10)

Appropriate tone, language and level of formality

Suitable language, tone and level of formality is used in the report

/ 20 (min 10)




PASS/REFERRAL


PASS/REFERRAL






Unit M3.08 Managing customer service

M3.08 Managing customer service

Work-based Assignment

Understanding basic customer service

You should describe your organisation’s customer service by briefly describing at least two legal rights of your customers, two of your organisation’s commitments to customers and the manager’s responsibilities in relation to customer service.

Caring for the customer

You should also describe how your organisation cares for its customers. To do this, identify an internal and an external customer, and explain how customer service standards and procedures are used to meet their needs. In addition, explain how customer service is monitored against the standards set by your organisation.

Assessment Criteria

Two legal rights of customers are described

Two of the organisations’ commitments to customers are described

The managers’ responsibilities in relation to customer service is described

The needs of an internal and an external customer is described

How customer needs are identified is described

The use of service standards and procedures to meet customer needs is explained

Customer service monitoring against set standards is explained


MARK SHEET: UNIT M3.08 WORK-BASED ASSIGNMENT



NAME: Criteria Strengths Weaknesses

Assr

mark

QA mark

Background to your organisation

Briefly describe the organisation, what it does and your role within it

n/a

Legal aspects

Two legal rights of customers are described

/ 10

(min 5)

Commitment to customers

Two of the organisations’ commitments to customers are described

/ 20

(min 10)

Internal and External customers

The needs of an internal and an external customer is described

/ 20

(min 10)

Identifying customer needs

How customer needs are identified is described

/ 20

(min 10)

Service standards

The use of service standards and procedures to meet customer needs is explained

Customer service monitoring against set standards is explained

/ 30 (min 15)




PASS/REFERRAL


PASS/REFERRAL






Unit M3.12 Motivating to perform in the workplace

TASK – WORK-BASED ASSIGNMENT

Describe your organisation’s formal systems of assessment/appraisal, and your own informal practices. Explain the value of each and identify ways that you ensure that it is fair and objective, or suggest any changes that would ensure that it is.

Briefly describe the factors that influence the way that people in your workplace behave and, based on this, explain how you would apply one recognised theory of motivation to your team to improve their performance.

Explain why feedback is important to improve communication and the performance of your team and compare the effectiveness of different types of feedback used in your workplace



Please use the headings below for this work-based assignment Assessment Criteria


Help the reader to understand the context of this work by briefly describing your area of the University, what it does, and your role within it.



Performance appraisal

Briefly describe the formal system of appraisal in the University and how it operates in your area.

Briefly describe the informal practices you employ (or could employ) to appraise staff performance in the workplace

Give a brief account of the value of the formal and informal methods you have described

Describe the ways that ensure the formal appraisal is fair and objective


The value of formal and informal performance assessment in the workplace is explained

Ways that could ensure fair and objective formal assessment are identified

Influencing work performance

Briefly describe the factors that influence the way that people in your workplace behave.

Based on the above, explain how you would apply one recognised theory of motivation to your team to improve their performance.


The factors that influence how people behave at work is outlined

The application of one basic recognised theory of motivation is explained

Feedback and communication

Explain why feedback is important to improve communication and the performance of your team

Compare the effectiveness of different types of feedback used in your workplace


The importance of feedback to improve communication and performance is explained

The effectiveness of different types of feedback is compared


MARK SHEET: M3.12 WORK-BASED ASSIGNMENT




NAME:


mark QA mark



/5

(min 2)

Performance appraisal

The value of formal and informal performance assessment in the workplace is explained

Ways that could ensure fair and objective formal assessment are identified

/ 30

(min 15)

Influencing work performance

The factors that influence how people behave at work is outlined

The application of one basic recognised theory of motivation is explained

/ 35

(min 18)

Feedback and communication

The importance of feedback to improve communication and performance is explained

The effectiveness of different types of feedback is compared

/ 30

(min 15)




PASS/REFERRAL


PASS/REFERRAL






Unit M3.13 Developing yourself and others

TASK – WORK-BASED ASSIGNMENT

Using at least one simple technique carry out a simple development needs analysis on yourself and one member of your team. Also identify your own and one other members of the team’s learning styles. Record the outcomes and briefly outline the technique you used

Briefly analyse two learning/development options available to you, and two learning/development options available to the member of your team. Identify any barriers which might prevent any of these options being accomplished and explain how these barriers might be overcome. You should also describe support mechanisms that are available for both you and the member of your team.

Describe how you would monitor both your own development and the team member’s development.








Development Needs Analysis

Using at least one simple technique carry out a simple development needs analysis on yourself and on one member of your team.

Record the outcome and briefly describe the technique(s) you employed.

(min 8 marks required from15 available)

At least one simple technique for identifying own development needs and the development needs of one other member of the team is used

Learning needs analysis

Identify your own and one other members of the team’s learning styles


Own learning style(s) and the learning style(s) of one other member of the team is identified

Learning and development options

Briefly analyse two learning/development options available to you,

Briefly analyse two learning/development options available to the member of your team.


Two learning/development options to meet the need(s) of self and one other member of the team are briefly analysed

Barriers to achievement

Identify any barriers which might prevent any of these options being accomplished

Explain how these barriers might be overcome.


The barriers to learning are identified and an explanation given as to how these barriers can be overcome


(continued)

Support mechanisms

Describe support mechanisms for development that are available for both you and the member of your team.


The support mechanisms for the development of self and one other member of the team are identified

Monitoring development

Describe how you would monitor both your own development and one team member’s development.


The methods used to monitor the development of self and one other member of the team is described


MARK SHEET: M3.13 WORK-BASED ASSIGNMENT Centre Number: Centre Name:


NAME:


mark

QA mark



/5

(min 2)

Development needs analysis

At least one simple technique for identifying own development needs and the development needs of one other member of the team is used

/ 15

(min 8)

Learning needs analysis

Own learning style(s) and the learning style(s) of one other member of the team is identified

/ 20

(min 10)

Learning and development options

Two learning/development options to meet the need(s) of self and one other member of the team are briefly analysed

/ 20

(min 10)

Barriers to achievement

The barriers to learning are identified and an explanation given as to how these barriers can be overcome

/ 20

(min 10)

Support mechanisms

The support mechanisms for the development of self and one other member of the team are identified

/ 10

(min 5)

Monitoring development

The methods used to monitor the development of self and one other member of the team is described

/ 10

(min 5)




PASS/REFERRAL


PASS/REFERRAL






Unit M.15 Managing stress in the workplace

M3.15 Managing stress in the workplace

Reflective Review

Identify a situation at work where you or a colleague has felt under stress. Explain what caused this stress and examine its impact on your workplace Note: If neither you nor a colleague has experienced any stress, you may choose to use the experience of a friend or relation who has experienced stress at work, or you may explain the general causes and impact of stress in organisations.

Describe how you would recognise stress in yourself and in other members of your team and explain one practical stress management technique that you could use to overcome this stress in yourself or in your team

Outline the responsibilities your organisation’s management has in relation to work related stress in your team, and

explain how you could use counselling, advising or mentoring to provide support for individuals

Note: If you have had experience of using counselling, advising or mentoring, you should describe the circumstances. Otherwise, describe the conditions under which you would do so.

Assessment Criteria

The causes and impact of stress in the organisation is examined

The symptoms of stress in self and in others is described

One practical stress management technique is explained

Management responsibilities and actions in relation to work-related stress in the team are outlined

How and when to use counselling, advising and mentoring to support individuals in the workplace is explained


MARK SHEET: UNIT M.15 REFLECTIVE REVIEW




Assr

mark

QA mark

Introduction

Context of reflective review is provided

n/a

Causes of stress

The causes and impact of stress in the organisation is examined

/ 20

(min 10)

Symptoms of stress

The symptoms of stress in self and in others is described

/ 20

(min 10)

Stress management

One practical stress management technique is explained

/ 20

(min 10)

Responsibilities of management

Management responsibilities and actions in relation to work-related stress in the team are

/ 20

(min 10)

Support mechanisms

How and when to use counselling, advising and mentoring to support individuals in the workplace is explained

/ 20

(min 10)




PASS/REFERRAL


PASS/REFERRAL






Unit M3.17 Recruiting, selecting and inducting in the workplace

M3.17 Recruiting, selecting and inducting new staff in the workplace


Note: For this task you will, ideally, be preparing to recruit someone for a post in your area of responsibility. If

this opportunity does not occur, you should ask for the opportunity to be involved in the recruitment of someone

for a post elsewhere in the organisation. If this is not possible, you should use the scenario of replacing any

existing member of your team. Please identify which of these three options you have selected.

Identify a post for which a new employee needs to be recruited. In order to recruit to this post you should:

Identify your organisation’s policies and procedures that could guide you in recruitment, selection and induction in the workplace

Conduct a job analysis and prepare a job description and person specification for the post

Explain how you would prepare for selection interviews to ensure impartiality and good decision making to ensure that the best person is selected

Explain a recognised selection technique that could be used

Having appointed someone to a post in your organisation, you should prepare a suitable induction for the new employee.

You should:

Explain the importance of effective induction

Describe the phases of induction in your organisation

Describe any legal and/or practical health and safety aspects that should be included in an induction for your workplace

Explain one method that you could use to record the progress of an individual during induction in your workplace

Explain how you could evaluate an induction process in your workplace

Note: If your organisation does not have an established induction system, you should describe the phases of induction that you believe should be there.

Assessment Criteria

The organisation’s policies and procedures that could guide the first line manager in recruitment, selection and induction are identified

A job analysis is conducted and a job description and person specification for a post within own area of responsibility

The way that you would prepare for selection interviews to ensure impartiality and optimum decision making in selecting the most suitable applicant is explained

A recognised selection technique that could be used during interviews is explained

The importance of effective induction is explained

The phases of induction in the organisation is described

The legal and practical aspects of health and safety that should be included in the organisation’s induction process is described

One method that could be used to record an individual’s progress during induction is explained

How an induction process could be evaluated is explained


MARK SHEET UNIT M3.17: WORK-BASED ASSIGNMENT




Assr

mark

QA mark

Introduction

Context of work-based assignment is provided

n/a

Policies and procedures

The organisation’s policies and procedures that could guide the first line manager in recruitment, selection and induction are identified

/ 20

(min 10)

Job description

A job analysis is conducted and a job description and person specification for a post within own area of responsibility

/ 20

(min 10)

Selection interview

The way that you would prepare for selection interviews to ensure impartiality and optimum decision making in selecting the most suitable applicant is explained

A recognised selection technique that could be used during interviews is explained

/ 25

(min 12)

Inducting staff

The importance of effective induction is explained

The phases of induction in the organisation is described

The legal and practical aspects of health and safety that should be included in the organisation’s induction process is described

One method that could be used to record an individual’s progress during induction is explained

How an induction process could be evaluated is explained

/ 35

(min 17)




PASS/REFERRAL


PASS/REFERRAL






M3.23 Managing health and safety at work

M3.23 Managing health and safety

Reflective Review

Carry out a review of your role and responsibilities in relation to health, safety, welfare and environment protection at

work. You should:

Identify two pieces of legislation relating to health, safety, welfare and environmental protection relevant to your workplace

Explain two duties the law imposes on you, as a manager, and on your team

Outline your responsibility as a manager contained in your organisation’s Health and Safety Policy or Environmental Protection Policy

Explain what is meant by “a competent person” in your workplace in the context of health and safety

Identify two ways you can provide health and safety or environmental protection information, instruction and training to your team

Identify the expertise available in your organisation to help and advise you regarding issues of health and safety and environmental protection

Conduct a simple risk assessment in your workplace and explain one practical accident prevention and control

measure that could be implemented

Assessment Criteria

Two pieces of legislation relating to health, safety and welfare at work are identified

Two duties statute law imposes on both the manager and the team is explained

The manager’s responsibilities contained within the organisation’s Health and Safety Policy are outlined

The meaning of “a competent person” is explained

Two ways to provide Health and Safety information, instruction and training to the team are identified

Expertise available in the organisation to help and advise the manager on health and safety issues is identified

A simple risk assessment is conducted in the workplace

One practical accident prevention and control measure that could be implemented in the workplace is explained

The importance of environmental responsibility for your organisation is explained

The action the first line manager could take to enable the organisation to fulfil its environmental responsibility is described


MARK SHEET UNIT M.23: REFLECTIVE REVIEW




Assr

mark

QA mark

Introduction Context of reflective review is provided

n/a

Legislation Two pieces of legislation relating to health,

safety and welfare at work are identified

Two duties statute law imposes on both the manager and the team is explained

/ 15

(min 7)

Manager’s responsibilities The manager’s responsibilities contained

within the organisation’s Health and Safety Policy are outlined

The meaning of “a competent person” is explained

/ 20

(min 10)

Training and support Two ways to provide Health and Safety

information, instruction and training to the team are identified

Expertise available in the organisation to help and advise the manager on health and safety issues is identified

/ 15

(min 7)

Prevention and risk assessment A simple risk assessment is conducted in

the workplace

One practical accident prevention and control measure that could be implemented in the workplace is explained

/ 20

(min 10)

Environmental responsibility The importance of environmental

responsibility for your organisation is explained

The action the first line manager could take to enable the organisation to fulfil its environmental responsibility is described

/30 (min 15)




PASS/REFERRAL


PASS/REFERRAL






Unit M3.26 Managing performance

TASK – REFLECTIVE REVIEW

Explain your role in performance management in your workplace. In your answer you should:

Briefly explain your role in performance management

Give an example of a SMART objective and a performance standard you have agreed for your team

Explain how you would measure performance against this standard

Select an example of underperformance that has occurred in your workplace (or could potentially occur) and explain a performance improvement technique that you used (or could use) to address this variance








Role of the first line manager

Briefly explain your role in performance management


The role of the first line manager in performance management is briefly explained

Setting objectives and performance standards

Give at least one example of a SMART objective you have set out for your team which you have used or are using as a performance standard

Briefly explain how you would measure performance against this (or these) standard(s)


SMART objectives are set for the team

Performance standards are set for the team

How you would measure performance against agreed standards is explained

Improving performance

Identify an example of underperformance that has occurred in your workplace (or could potentially occur) and explain a performance improvement technique that you used (or could use) to address this variance.


An example of underperformance in the workplace is selected and a performance improvement technique available to address this underperformance explained


MARK SHEET: M3.26 Reflective Review




NAME:


mark

QA mark



/5

(min 2)

Role of the First Line Manager

The role of the first line manager in performance management is briefly explained

/ 20

(min 10)

Setting objectives and performance standards

SMART objectives are set for the team

Performance standards are set for the team

How you would measure performance against agreed standards is explained

/ 45

(min 23)

Improving performance

An example of underperformance in the workplace is selected and a performance improvement technique available to address this underperformance explained

/ 30

(min 15)




PASS/REFERRAL


PASS/REFERRAL






Unit M3.33 Effective meetings for managers

M3.33 Effective meetings for managers


Describe how you would prepare prior to a meeting.

Explain the following:

The purpose of an agenda

The role and responsibilities of the chairperson, secretary and individuals

Basic meeting protocol and procedures

The purpose of minutes and action plans

How you could review your own effectiveness at meetings

Assessment Criteria

The purpose of an agenda is explained

How to prepare prior to a meeting is described

The role and responsibilities of the chairperson, the secretary and individuals at a meeting is explained

Basic meeting protocol and procedures are explained

The purposed of minutes and action plans are explained

Own effectiveness at meetings is reviewed


MARK SHEET: UNIT M3.33 WORK-BASED ASSIGNMENT




Assr

mark

QA mark

Introduction


n/a

Preparation

The purpose of an agenda is explained

How to prepare prior to a meeting is described

/ 20

(min 10)

Roles and responsibilities

The role and responsibilities of the chairperson, the secretary and individuals at a meeting is explained

/ 25

(min 12)

Protocol and procedures

Basic meeting protocol and procedures are explained

/ 15

(min 7)

Minutes

The purposed of minutes and action plans are explained

/ 15

(min 7)

Own effectiveness

Own effectiveness at meetings is reviewed

/ 25

(min 12)




PASS/REFERRAL


PASS/REFERRAL






Appendix 2 Centre forms These forms are supplied separately to this pack and are also obtainable from the Centre Administrator:

2.1 Application form

2.2 IV Report

2.3 Dispute and referral form

2.4 Assessment and Feedback form

2.5 Candidate Progress Sheet

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