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
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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.
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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.
Associated Documents
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
Associated Documents
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
Associated Documents
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 registered Candidates
All Assessors
Internal Verifier
Associated Documents
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.
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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
Associated Documents
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.
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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
All registered Candidates
Lead Assessor
Associated Documents
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.
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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
Associated Documents
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.
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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)
Associated Documents
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.
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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.
Associated Documents
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.
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11 Accreditation of Prior Learning
Aims
To offer credit towards a qualification from prior learning
Scope
All Candidates who are registered on a pathway.
Associated Documents
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.
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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.
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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.
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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.
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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
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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
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Method of delivery or activity
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
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Method of delivery or activity
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
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Method of delivery or activity
First Line Management course: Day 2
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
Guided learning hours
Total 11 hours:
First Line Management course
Introduction to managing staff at Exeter workshop
Change Management Report workshop
Guided reading
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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
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Method of delivery or activity
First Line Management course: Day 3
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
Guided learning hours
Total 11 hours:
First Line Management course
Introduction to managing staff at Exeter workshop
Guided reading
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Guided reading John Kotter & Dan Cohen, ‘Heart of Change’
Online ILM resources from the Learning Zone.
Online resources on You e-Develop
Assessment method Unit M3.03 - Change Management Report
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Method of delivery or activity
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:
First Line Management course
Guided reading
Guided reading David Allen ‘Getting things Done’
Online ILM resources from the Learning Zone.
Online resources on You e-Develop
Assessment method Unit M3.04 - Change Management Report
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Method of delivery or activity
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
Guided learning hours
Total 8 hours:
Business Writing course (6 hours including pre-reading exercises)
Introduction to managing staff at Exeter workshop
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.
You e-Develop resources
Assessment method Report
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Method of delivery or activity
First Line Management course: Day 5
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 learning hours Total 10 hours:
First Line Management course
Guided reading
Guided reading Daniel Kehoe ‘Management Action: Motivating Employees’
Online ILM resources from the Learning Zone.
Online resources on You e-Develop
Assessment method Unit M3.12 - Work-based assignment
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Method of delivery or activity
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.
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Learning Outcome Unit M3.13 - Developing yourself and others:
Know how to identify development needs and develop self and others to achieve organisational objectives
Guided learning hours
Total 8 hours:
Developing yourself and others course (5 hours)
Introduction to managing staff at Exeter workshop
Guided reading
Guided reading You e-Develop resources
ILM resources
Assessment method Unit M3.13 - Work-based assignment
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Method of delivery or activity
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
Guided learning hours
Total 8 hours:
Managing stress course (8 hours)
Introduction to managing staff at Exeter workshop
Guided reading
Guided reading A Managers Guide to Stress (https://exeter.marshallacmtraining.co.uk)
You e-Develop resources
Assessment method Unit M3.15 - Reflective review
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Method of delivery or activity
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
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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
Guided learning hours
Total 10 hours:
Recruitment and selection courses (2 X 2.5 hours plus pre-reading 2 hours)
Introduction to managing staff at Exeter workshop
Guided reading and pre-reading in course
University Induction website
Guided reading Recruitment and selection website
Induction website
Your e-Develop resources
Assessment method Unit M3.17 - Work-based assignment
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Method of delivery or activity
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
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Guided learning hours
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)
Introduction to managing staff at Exeter workshop
Guided reading
Guided reading
You e-Develop resources
University websites
University of Exeter sustainability resources: http://www.exeter.ac.uk/sustainability/
Assessment method Unit M3.23 - Reflective review
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Method of delivery or activity
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
Guided learning hours
Total 8 hours:
Managing performance course (7 hours plus pre- course work)
Introduction to managing staff at Exeter workshop
Guided reading
Guided reading
You e-Develop resources
University websites
University of Exeter sustainability resources: http://www.exeter.ac.uk/sustainability/
Assessment method Unit M3.26 - Reflective review
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Method of delivery or activity
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
Guided learning hours Total 5 hours:
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”
Assessment method Unit M3.33 - Reflective review
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Method of delivery or activity
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
Guided learning hours Total 7 hours:
Customer service principles for service managers course (3 hours plus 2 hours pre- course work)
Guided reading
Guided reading
You e-Develop resources
Best practice guide for Customer service (Customer First publication)
LFHE project report “Practical Customer Service Skills in HE”
Assessment method Unit M3.08 - Reflective review
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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.
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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.
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Summary of assessments for this qualification
Learning component Assessment method
Unit M3.01 Solving problems and making decisions
Work-based assignment
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
Work-based assignment
Unit M3.12 Motivating to perform in the workplace
Work-based assignment
Unit M3.13 Developing yourself and others
Work-based assignment
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
Work-based assignment
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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.
(min 7 marks required from 14 available)
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.
(min 13 marks required from 26 available)
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
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(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.
(min 13 marks required from 26 available)
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
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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
Introduction to your organisation
Context of assignment is provided
/ 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 Marks Outcome (circle as applicable)
Total 50+ overall, AND minimum in each section
PASS/REFERRAL
Total 50+ overall, AND minimum in each section
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):
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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.
(min 5 marks required from 10 available)
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
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(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.
(min 13 marks required from 26 available)
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
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MARK SHEET: M3.02, M3.03, M3.04: CHANGE MANAGEMENT REPORT
Centre Number:
Centre Name :
Candidate Registration No:
Candidate Named below confirms authenticity of submission
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)
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(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)
Total Marks Outcome (circle as applicable)
Total Marks Outcome (circle as applicable)
Total 50+ overall, AND minimum in each section
PASS/REFERRAL
Total 50+ overall, AND minimum in each section
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):
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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
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MARK SHEET: UNIT 3.05 REPORT
Centre Number: Centre Name:
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)
Total Marks Outcome (circle as applicable)
Total Marks Outcome (circle as applicable)
Total 50+ overall, AND minimum in each section
PASS/REFERRAL
Total 50+ overall, AND minimum in each section
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):
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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
FLMC Candidate Pack 2011-12.docx Page 56 of 72
MARK SHEET: UNIT M3.08 WORK-BASED ASSIGNMENT
Centre Number: Centre Name:
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
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)
Total Marks Outcome (circle as applicable)
Total Marks Outcome (circle as applicable)
Total 50+ overall, AND minimum in each section
PASS/REFERRAL
Total 50+ overall, AND minimum in each section
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):
FLMC Candidate Pack 2011-12.docx Page 57 of 72
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
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 below for this work-based assignment Assessment Criteria
Introduction to your organisation
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.
(min 2 marks required from 5 available)
Context of assignment is provided
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
(min 15 marks required from 30 available)
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.
(min 18 marks required from 35 available)
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
(min 15 marks required from 30 available)
The importance of feedback to improve communication and performance is explained
The effectiveness of different types of feedback is compared
FLMC Candidate Pack 2011-12.docx Page 58 of 72
MARK SHEET: M3.12 WORK-BASED ASSIGNMENT
Centre Number: Centre Name:
Candidate Registration No:
Candidate Named below confirms authenticity of submission
NAME:
Criteria Strengths Weaknesses Assr
mark QA mark
Introduction to your organisation
Context of assignment is provided
/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)
Total Marks Outcome (circle as applicable)
Total Marks Outcome (circle as applicable)
Total 50+ overall, AND minimum in each section
PASS/REFERRAL
Total 50+ overall, AND minimum in each section
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):
FLMC Candidate Pack 2011-12.docx Page 59 of 72
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.
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 below for this work-based assignment Assessment Criteria
Introduction to your organisation
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.
(min 2 marks required from 5 available)
Context of assignment is provided
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
(min 10 marks required from 20 available)
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.
(min 10 marks required from 20 available)
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.
(min 10 marks required from 20 available)
The barriers to learning are identified and an explanation given as to how these barriers can be overcome
FLMC Candidate Pack 2011-12.docx Page 60 of 72
(continued)
Support mechanisms
Describe support mechanisms for development that are available for both you and the member of your team.
(min 5 marks required from 10 available)
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.
(min 5 marks required from 10 available)
The methods used to monitor the development of self and one other member of the team is described
FLMC Candidate Pack 2011-12.docx Page 61 of 72
MARK SHEET: M3.13 WORK-BASED ASSIGNMENT Centre Number: Centre Name:
Candidate Registration No: Candidate Named below confirms authenticity of submission
NAME:
Criteria Strengths Weaknesses Assr
mark
QA mark
Introduction to your organisation
Context of assignment is provided
/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)
Total Marks Outcome (circle as applicable)
Total Marks Outcome (circle as applicable)
Total 50+ overall, AND minimum in each section
PASS/REFERRAL
Total 50+ overall, AND minimum in each section
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):
FLMC Candidate Pack 2011-12.docx Page 62 of 72
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
FLMC Candidate Pack 2011-12.docx Page 63 of 72
MARK SHEET: UNIT M.15 REFLECTIVE REVIEW
Centre Number: Centre Name:
Candidate Registration No: Candidate Named below confirms authenticity of submission
NAME: Criteria Strengths Weaknesses
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)
Total Marks Outcome (circle as applicable)
Total Marks Outcome (circle as applicable)
Total 50+ overall, AND minimum in each section
PASS/REFERRAL
Total 50+ overall, AND minimum in each section
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):
FLMC Candidate Pack 2011-12.docx Page 64 of 72
Unit M3.17 Recruiting, selecting and inducting in the workplace
M3.17 Recruiting, selecting and inducting new staff in the workplace
Work-based Assignment
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
FLMC Candidate Pack 2011-12.docx Page 65 of 72
MARK SHEET UNIT M3.17: WORK-BASED ASSIGNMENT
Centre Number: Centre Name:
Candidate Registration No: Candidate Named below confirms authenticity of submission
NAME: Criteria Strengths Weaknesses
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)
Total Marks Outcome (circle as applicable)
Total Marks Outcome (circle as applicable)
Total 50+ overall, AND minimum in each section
PASS/REFERRAL
Total 50+ overall, AND minimum in each section
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):
FLMC Candidate Pack 2011-12.docx Page 66 of 72
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
FLMC Candidate Pack 2011-12.docx Page 67 of 72
MARK SHEET UNIT M.23: REFLECTIVE REVIEW
Centre Number: Centre Name:
Candidate Registration No: Candidate Named below confirms authenticity of submission
NAME: Criteria Strengths Weaknesses
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)
Total Marks Outcome (circle as applicable)
Total Marks Outcome (circle as applicable)
Total 50+ overall, AND minimum in each section
PASS/REFERRAL
Total 50+ overall, AND minimum in each section
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):
FLMC Candidate Pack 2011-12.docx Page 68 of 72
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
The 'nominal' word count for this assignment is 600 words: the suggested range is between 400 and 800 words.
Check your assignment carefully prior to submission using the assessment criteria.
Please use the headings below for this work-based assignment Assessment Criteria
Introduction to your organisation
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.
(min 2 marks required from 5 available)
Context of assignment is provided
Role of the first line manager
Briefly explain your role in performance management
(min 10 marks required from 20 available)
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)
(min 23 marks required from 45 available)
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.
(min 15 marks required from 30 available)
An example of underperformance in the workplace is selected and a performance improvement technique available to address this underperformance explained
FLMC Candidate Pack 2011-12.docx Page 69 of 72
MARK SHEET: M3.26 Reflective Review
Centre Number: Centre Name:
Candidate Registration No:
Candidate Named below confirms authenticity of submission
NAME:
Criteria Strengths Weaknesses Assr
mark
QA mark
Introduction to your organisation
Context of assignment is provided
/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)
Total Marks Outcome (circle as applicable)
Total Marks Outcome (circle as applicable)
Total 50+ overall, AND minimum in each section
PASS/REFERRAL
Total 50+ overall, AND minimum in each section
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):
FLMC Candidate Pack 2011-12.docx Page 70 of 72
Unit M3.33 Effective meetings for managers
M3.33 Effective meetings for managers
Work-based Assignment
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
FLMC Candidate Pack 2011-12.docx Page 71 of 72
MARK SHEET: UNIT M3.33 WORK-BASED ASSIGNMENT
Centre Number: Centre Name:
Candidate Registration No: Candidate Named below confirms authenticity of submission
NAME: Criteria Strengths Weaknesses
Assr
mark
QA mark
Introduction
Context of assignment is provided
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)
Total Marks Outcome (circle as applicable)
Total Marks Outcome (circle as applicable)
Total 50+ overall, AND minimum in each section
PASS/REFERRAL
Total 50+ overall, AND minimum in each section
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):
FLMC Candidate Pack 2011-12.docx Page 72 of 72
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