Pearson Edexcel Level 4 NVQ Diploma in Business and Administration (QCF)
Specification
NVQ/Competence-based qualification First registration February 2014
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information, please visit our qualification websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus.
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References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this specification is correct at time of going to publication.
Authorised by Martin Stretton Prepared by Simon Quinn
ISBN 978 1 446 91089 4
All the material in this publication is copyright © Pearson Education Limited 2014
Contents
Purpose of this specification 1
1 Introducing Pearson Edexcel NVQ/Competence-based qualifications 2
What are NVQ/Competence-based qualifications? 2
2 Qualification summary and key information 3
QCF qualification number and qualification title 4
Qualification objectives 4
Relationship with previous qualifications 4
Apprenticeships 4
Progression opportunities 5
Industry support and recognition 5
Relationship with National Occupational Standards 5
3 Qualification structure 6
Pearson Edexcel Level 4 NVQ Diploma in Business and Administration (QCF) 6
Barred combinations* 9
4 Assessment 10
Assessment strategies 11
Types of evidence 11
Credit transfer 11
5 Centre resource requirements 12
6 Centre recognition and approval 13
Centre recognition 13
Approvals agreement 13
7 Quality assurance of centres 14
8 Programme delivery 15
9 Access and recruitment 16
10 Access to qualifications for learners with disabilities or specific needs 17
11 Unit format 18
Unit title 18
Unit reference number 18
QCF level 18
Credit value 18
Guided learning hours 18
Unit aim 18
Unit assessment requirements/evidence requirements 18
Assessment methodology 18
Learning outcomes 19
Assessment criteria 19
Unit 1: Manage and be Accountable for own Performance in a Business Environment 20
Unit 2: Evaluate and Improve own Performance in a Business Environment 26
Unit 3: Support the Purpose and Values of an Organisation 31
Unit 4: Support Sustainability in a Business Environment 37
Unit 5: Assess, Manage and Monitor Risk in a Business Environment 43
Unit 6: Communicate in a Business Environment 47
Unit 7: Manage the Environmental Impact of Work Activities 56
Unit 8: Implement, Monitor and Maintain Administrative Services 59
Unit 9: Evaluate and Solve Business Problems 67
Unit 10: Manage and Evaluate an Information System 73
Unit 11: Plan Change for a Team 78
Unit 12: Assist in the Design of Business Continuity Management Procedures 83
Unit 13: Raise Awareness of Business Continuity Management within a Team 87
Unit 14: Chair Meetings 90
Unit 15: Assist with the Development of an Organisational Business Continuity Management Strategy 96
Unit 16: Contribute to Innovation in a Business Environment 100
Unit 17: Design and Develop an Information System 107
Unit 18: Prepare, Co-ordinate and Monitor Operational Plans 111
Unit 19: Propose and Design Administrative Services 117
Unit 20: Manage an Office Facility 124
Unit 21: Develop Working Relationships with Colleagues and Stakeholders 130
Unit 22: Support Learning and Development within Own Area of Responsibility 133
Unit 23: Plan, Allocate and Monitor Work in own Area of Responsibility 136
Unit 24: Negotiate in a Business Environment 139
Unit 25: Manage Budgets 145
Unit 26: Make Decisions in a Business Environment 150
Unit 27: Prepare Specifications for Contracts 155
Unit 28: Provide Leadership and Direction for own Area of Responsibility 159
Unit 29: Plan, Organise and Control Customer Service Operations 162
Unit 30: Manage Physical Resources 167
Unit 31: Drafting Financial Statements 170
Unit 32: Operating Credit Control Procedures 173
Unit 33: Gather Information for a Business Impact Analysis 177
Unit 34: Manage a Project 180
Unit 35: Implement, Monitor and Review Change 186
Unit 36: Organise Business Travel or Accommodation 191
Unit 37: Deliver, Monitor and Evaluate Customer Service to Internal Customers 198
Unit 38: Deliver, Monitor and Evaluate Customer Service to External Customers 203
Unit 39: Monitor Information Systems 208
Unit 40: Plan Change Across Teams 213
Unit 41: Ensure Responsibility for Actions to Reduce Risks to Health and Safety 218
Unit 42: Plan and Organise Meetings 221
Unit 43: Evaluate the Organisation of Business Travel or Accommodation 228
Unit 44: Develop a Presentation 231
Unit 45: Deliver a Presentation 235
Unit 46: Support the Design and Development of an Information System 241
Unit 47: Analyse and Report Data 245
Unit 48: Design Business Continuity Management Procedures 249
Unit 49: Invite Tenders and Select Contractors 254
Unit 50: Monitor and Evaluate Contracts 258
Unit 51: Contribute to Running a Project 262
Unit 52: Agree a Budget 270
Unit 53: Recruit Staff in own Area of Responsibility 274
Unit 54: Use Customer Service as a Competitive Tool 277
Unit 55: Monitor and Solve Customer Service Problems 282
Unit 56: Monitor and Review Business Processes 286
Unit 57: Plan and Organise an Event 288
Unit 58: Order Products and Services 293
Unit 59: Co-ordinate an Event 299
Unit 60: Support Individuals with Specific Communication Needs 305
12 Further information and useful publications 309
13 Professional development and training 310
14 Contact us 311
Annexe A: Assessment Strategy for the Business and Administration NVQs 312
Assessment Strategy for Customer Service Units 314
Assessment Strategy for Management and Leadership Units 328
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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Purpose of this specification
This specification sets out:
the objectives of the qualification
any other qualifications that a learner must have completed before taking the qualification
any prior knowledge, skills or understanding which the learner is required to have before taking the qualification
the combination of units that a learner must have completed before the qualification will be awarded and any pathways
any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded
the knowledge, skills and understanding that will be assessed as part of the qualification
the method of any assessment and any associated requirements relating to it
the criteria against which a learner’s level of attainment will be measured (such as assessment criteria)
assessment requirements and/or evidence requirements required as specified by the relevant Sector Skills Council/Standards Setting Body
assessment requirements/strategy as published by the relevant Sector Skills Council/Standards Setting Body
the Apprenticeship Framework in which the qualification is included, where appropriate.
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1 Introducing Pearson Edexcel NVQ/Competence-based qualifications
What are NVQ/Competence-based qualifications?
National Vocational Qualifications (NVQs) or Competence-based qualifications reflect the skills and knowledge needed to do a job effectively. They are work-based qualifications that give learners the opportunity to demonstrate their competence in the area of work or job role to which the qualification relates.
NVQs/Competence-based qualifications are outcomes-based with no fixed learning programme, allowing flexibility in their delivery to meet the individual learner’s needs. The qualifications are based on the National Occupational Standards (NOS) for the sector, which define what employees, or potential employees, must be able to do and know, and how well they should undertake work tasks and work roles.
Most NVQ/Competence-based qualifications form the competence component of Apprenticeship Frameworks. They are suitable for those in employment or those who are studying at college and have a part-time job or access to a substantial work placement.
Most learners will work towards their qualification in the workplace or in settings that replicate the working environment as specified in the assessment requirements/strategy for the sector. Colleges, training centres and/or employers can offer these qualifications provided they have access to appropriate physical and human resources.
There are three sizes of NVQ/Competence-based qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit specifies the number of credits that will be awarded to a learner who has met the learning outcomes of the unit.
The credit value of a unit is based on:
one credit for those learning outcomes achievable in 10 hours of learning
learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.
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2 Qualification summary and key information
Qualification title Pearson Edexcel Level 4 NVQ Diploma in Business and Administration (QCF)
QCF Qualification Number (QN) 601/2452/0
Qualification framework Qualifications and Credit Framework (QCF)
Regulation start date 03/01/2014
Operational start date 01/02/2014
Approved age ranges 16-18
18+
19+
Please note that sector-specific requirements or regulations may prevent learners of a particular age from embarking on this qualification. Please refer to the assessment requirements/strategy.
Credit value 53
Assessment Portfolio of Evidence (internal assessment)
Guided learning hours 194-378
Grading information The qualification and units are graded pass/fail.
Entry requirements For details of entry requirements see below.
Learners taking this qualification should be employed in senior administrative positions, likely to be responsible for supervising staff, and for implementing and monitoring systems and services.
Centres must also follow the Pearson Access and Recruitment policy (see Section 9, Access and Recruitment)
Funding For details on funding availability, please check the Learning Aims Reference Service (LARS), which replaces the Learning Aim Reference Application (LARA).
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QCF qualification number and qualification title
Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification title, unit titles and QN will appear on each learner’s final certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com
Qualification objectives
The Pearson Edexcel Level 4 NVQ Diploma in Business and Administration (QCF) is for learners who work in, or want to work in senior administrative positions.
It gives learners the opportunity to:
demonstrate competence as a senior administrator
develop knowledge and skills related to the specified job roles in administration
have existing skills recognised
achieve a nationally-recognised Level 4 qualification
develop their own personal growth and engagement in learning.
Relationship with previous qualifications
This qualification replaces the Pearson Edexcel Level 4 NVQ in Business and Administration (QCF) 39 credit qualification.
Apprenticeships
Skills CFA include the Pearson Edexcel Level 4 NVQ Diploma in Business and Administration as the competence component for the Higher Apprenticeship in Business and Administration.
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Progression opportunities
Learners who have achieved the Pearson Edexcel Level 4 NVQ Diploma can progress to leadership and management roles through qualifications such as Pearson Edexcel Level 5 NVQ Diploma in Management (QCF) or Pearson BTEC Level 5 Award/ Certificate/Diploma in Management and Leadership (QCF).
Industry support and recognition
Skills CFA, the Skills Council for Business Skills, support this qualification.
Relationship with National Occupational Standards
This qualification is based on the National Occupational Standards (NOS) in Business and Administration, which were set and designed by Skills CFA, the Sector Skills Council for the sector.
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3 Qualification structure
Pearson Edexcel Level 4 NVQ Diploma in Business and Administration (QCF)
The learner will need to meet the requirements outlined in the table below before the qualification can be awarded.
Minimum number of credits that must be achieved 53
Minimum number of credits that must be achieved at level 4 or above 35
Number of mandatory credits that must be achieved 20
Number of optional credits that must be achieved 33
Unit Unit reference number
Mandatory units (20 Credits) Level Credit Guided learning hours
1 L/601/2553 Manage and be Accountable for own Performance in a Business Environment
4 3 18
2 R/601/2554 Evaluate and Improve own Performance in a Business Environment
4 4 14
3 Y/601/2555 Support the Purpose and Values of an Organisation
4 3 14
4 D/601/2556 Support Sustainability in a Business Environment
4 3 14
5 H/601/2557 Assess, Manage and Monitor Risk in a Business Environment
4 4 18
6 M/601/2562 Communicate in a Business Environment
4 3 25
Unit Unit reference number
Optional units (minimum 33 Credits) 15 must be achieved at Level 4 or above
Level Credit Guided learning hours
7 M/600/9712 Manage the Environmental Impact of Work Activities
4 5 10
8 Y/601/2572 Implement, Monitor and Maintain Administrative Services
4 7 15
9 K/601/2558 Evaluate and Solve Business Problems
4 6 16
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Unit Unit reference number
Optional units Level Credit Guided learning hours
10 A/601/2564 Manage and Evaluate an Information System
4 6 20
11 M/601/2576 Plan Change for a Team 4 6 22
12 F/503/9237 Assist in the Design of Business Continuity Management Procedures*
4 4 15
13 H/503/9277 Raise Awareness of Business Continuity Management within a Team
4 4 15
14 J/601/2566 Chair Meetings 4 4 16
15 L/503/9242 Assist with the Development of an Organisational Business Continuity Management Strategy
4 5 20
16 K/601/2575 Contribute to Innovation in a Business Environment
4 6 25
17 T/601/2563 Design and Develop an Information System*
4 7 30
18 L/601/2570 Prepare, Co-ordinate and Monitor Operational Plans
4 6 26
19 Y/601/2569 Propose and Design Administrative Services
4 8 36
20 L/601/2567 Manage an Office Facility 4 6 30
21 K/600/9661 Develop Working Relationships with Colleagues and Stakeholders
4 4 20
22 M/600/9676 Support Learning and Development within own Area of Responsibility
4 5 25
23 H/600/9674 Plan, Allocate and Monitor Work in own Area of Responsibility
4 5 25
24 K/601/2561 Negotiate in a Business Environment
4 7 40
25 T/601/2580 Manage Budgets 4 5 29
26 H/601/2560 Make Decisions in a Business Environment
4 4 24
27 F/601/2565 Prepare Specifications for Contracts 4 5 30
28 T/600/9601 Provide Leadership and Direction for own Area of Responsibility
4 5 30
29 A/601/1236 Plan, Organise and Control Customer Service Operations
4 10 67
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Unit Unit reference number
Optional units Level Credit Guided learning hours
30 K/600/9711 Manage Physical Resources 4 3 25
31 R/600/4955 Drafting Financial Statements 4 6 55
32 Y/601/8324 Operating Credit control Procedures 3 4 10
33 J/503/9272 Gather Information for a Business Impact Analysis
3 3 8
34 A/601/2578 Manage a Project 5 10 33
35 K/601/2589 Implement, Monitor and Review Change
5 6 20
36 H/601/2543 Organise Business Travel or Accommodation
3 5 20
37 A/601/2550 Deliver, Monitor and Evaluate Customer Service to Internal Customers
3 3 12
38 F/601/2551 Deliver, Monitor and Evaluate Customer Service to External Customers
3 3 12
39 R/601/2537 Monitor Information Systems 3 7 30
40 D/601/2587 Plan Change Across Teams 5 6 26
41 T/602/1912 Ensure Responsibility for Actions to Reduce Risks to Health and Safety
3 4 18
42 D/601/2542 Plan and Organise Meetings 3 5 25
43 K/601/2544 Evaluate the Organisation of Business Travel or Accommodation
3 2 10
44 M/601/2528 Develop a Presentation 3 3 15
45 T/601/2529 Deliver a Presentation 3 3 15
46 L/601/2536 Support the Design and Development of an Information System*
3 7 35
47 Y/601/2538 Analyse and Report Data 3 6 30
48 M/503/9251 Design Business Continuity Management Procedures*
5 10 50
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Unit Unit reference number
Optional units Level Credit Guided learning hours
49 R/601/2585 Invite Tenders and Select Contractors
5 6 32
50 Y/601/2586 Monitor and Evaluate Contracts 5 6 35
51 J/601/2549 Contribute to Running a Project 3 5 30
52 J/601/2552 Agree a Budget 3 4 25
53 T/600/9663 Recruit Staff in own Area of Responsibility
5 4 25
54 D/601/1228 Use Customer Service as a Competitive Tool
3 8 53
55 J/601/1515 Monitor and Solve Customer Service Problems
3 6 40
56 A/600/9759 Monitor and Review Business Processes
5 3 20
57 R/601/2540 Plan and Organise an Event 3 4 28
58 D/601/2539 Order Products and Services 3 5 35
59 Y/601/2541 Co-ordinate an Event 3 4 30
60 T/601/8282 Support Individuals With Specific Communication Needs
3 5 35
Barred combinations*
The following units are barred combinations and therefore cannot be chosen as optional units together.
T/601/2563 (unit 17) – is barred against L/601/2536 (unit 46)
F/503/9237 (unit 12) – is barred against M/503/9251 (unit 48)
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4 Assessment
This qualification is assessed through an externally verified Portfolio of Evidence that consists of evidence gathered during the course of the learner’s work.
To achieve a pass for the full qualification, the learner must achieve all the required units in the stated qualification structure. Each unit has specified learning outcomes and assessment criteria. To pass each unit the learner must:
achieve all the specified learning outcomes
satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion
prove that the evidence is their own.
The learner must have an assessment record that identifies the assessment criteria that have been met, and it should be cross-referenced to the evidence provided. The assessment record should include details of the type of evidence and the date of assessment. The unit specification or suitable centre documentation can be used to form an assessment record.
It is important that the evidence provided to meet the assessment criteria of the unit and learning outcomes is:
Valid relevant to the standards for which competence is claimed
Authentic produced by the learner
Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim
Reliable indicates that the learner can consistently perform at this level
Sufficient fully meets the requirements of the standards.
Learners can provide evidence of occupational competence from:
current practice where evidence is generated from a current job role
a programme of development where evidence comes from assessment opportunities built into a learning programme, whether at or away from the workplace. The evidence provided must meet the requirements of the Sector Skills Council’s assessment strategies.
the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of development. They must submit sufficient, reliable, authentic and valid evidence for assessment. Evidence submitted based on RPL should provide confidence that the same level of skill/understanding/knowledge exists at the time of claim as existed at the time the evidence was produced. RPL is acceptable for accrediting a unit, several units, or a whole qualification.
Further guidance is available in the policy document Recognition of Prior Learning Policy, available on the Edexcel website.
a combination of these.
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Assessment strategies
The assessment strategies for this qualification have been included in Annexe A. They set out the overarching assessment principles and the framework for assessing the qualification to ensure that they remain valid and reliable. Skills CFA has developed them in partnership with employers, training providers, awarding organisations and the regulatory authorities.
Types of evidence
To achieve a unit, the learner must gather evidence that shows that they have met the required standard specified in the assessment criteria as well as the requirements of the Skills CFA assessment requirements/strategy. As stated in the assessment strategies, the evidence for this qualification can take a variety of forms as indicated below:
direct observation of the learner’s performance by their assessor (O)
outcomes from oral or written questioning (Q&A)
products of the learner’s work (P)
personal statements and/or reflective accounts (RA)
outcomes from simulation (S)
professional discussion (PD)
assignment, project/case studies (A)
authentic statements/witness testimony (WT)
expert witness testimony (EWT)
evidence of Recognition of Prior Learning (RPL).
Learners can use the abbreviations for cross-referencing purposes in their portfolios.
Learners can also use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed separately. They should be encouraged to reference evidence to the relevant assessment criteria. Evidence must be available to the assessor, internal verifier and Pearson standards verifier.
Any specific evidence requirements for individual units are stated in the unit introduction for the units in Section 11.
There is further guidance about assessment on our website. Please see Section 12 for details.
Credit transfer
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.
If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.
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5 Centre resource requirements
As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.
Centres must have the appropriate physical resources to support both the delivery and assessment of the qualification. For example, a workplace in line with industry standards, or a Realistic Working Environment (RWE), where permitted, as specified in the assessment strategies for the sector, equipment, IT, learning materials, teaching rooms.
Where permitted, RWE must offer the same conditions as the normal day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working.
Centres must meet any specific human and physical resource requirements outlined in the assessment strategies in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment strategies for the sector.
There must be systems in place to ensure the continuing professional development for staff delivering the qualifications.
Centres must have appropriate health and safety policies, procedures and practices in place for the delivery of the qualification.
Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 9 Access and recruitment and Section 10 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, www.gov.uk/government/organisations/home-office
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6 Centre recognition and approval
Centre recognition
Centres that have not previously offered Pearson Edexcel accredited vocational qualifications need to apply for and be granted centre recognition and approval as part of the process for approval to offer individual qualifications.
Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.
Guidance on seeking approval to deliver Pearson Edexcel vocational qualifications is available at www.pearsonwbl.edexcel.com/qualifications-approval.
Approvals agreement
All centres are required to enter into an approval agreement, which is a formal commitment by the head or principal of a centre, to meet all the requirements of the specification and any associated codes, Conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.
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7 Quality assurance of centres
Quality assurance is at the heart of vocational qualifications. Centres will internally assess NVQs/Competence-based qualifications using internal quality assurance procedures to ensure standardisation of assessment across all learners. Pearson uses external quality assurance procedures to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.
For the qualifications in this specification, the Pearson quality assurance model is as described below.
Centres offering Pearson Edexcel NVQs/Competence-based qualifications will usually receive two standards verification visits per year (a total of two days per year). The exact frequency and duration of standards verifier visits must reflect the centre’s performance, taking account of the number:
of assessment sites
and throughput of learners
and turnover of assessors
and turnover of internal verifiers.
For centres offering a full Pearson BTEC Apprenticeship (i.e. all elements of the Apprenticeship are delivered with Pearson through registration of learners on a Pearson BTEC Apprenticeship framework) a single standards verifier will be allocated to verify all elements of the Pearson BTEC Apprenticeship programme. If a centre is also offering stand-alone NVQs/Competence-based qualifications in the same sector as a full Pearson BTEC Apprenticeship, the same standards verifier will be allocated.
In order for certification to be released, confirmation is required that the National Occupational Standards (NOS) for assessment, verification and for the specific occupational sector are being consistently met.
Centres are required to declare their commitment to ensuring quality and to providing appropriate opportunities for learners that lead to valid and accurate assessment outcomes.
For further details, please go to the UK NVQ Quality Assurance Centre Handbook and the Edexcel NVQs, SVQs and competence-based qualifications – Delivery Requirements and Quality Assurance Guidance on our website, at www.pearsonwbl.edexcel.com/NVQ-competence-based.
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8 Programme delivery
Centres are free to offer the qualifications using any mode of delivery (for example full-time, part-time, evening only, distance learning,) that meets learners’ needs.
However, centres must make sure that learners have access to the resources identified in the specification and to the sector specialists delivering and assessing the units. Centres must have due regard to Pearson’s policies that may apply to different modes of delivery.
Those planning the programme should aim to address the occupational nature of the qualification by:
engaging with learners, initially, through planned induction, and subsequently through the involvement of learners in planning for assessment opportunities
using naturally occurring workplace activities and products to present evidence for assessment against the requirements of the qualification
developing a holistic approach to assessment by matching evidence to different assessment criteria, learning outcomes and units, as appropriate, thereby reducing the assessment burden on learners and assessors
taking advantage of suitable digital methods to capture evidence.
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9 Access and recruitment
Pearson’s policy regarding access to its qualifications is that:
they should be available to everyone who is capable of reaching the required standards
they should be free from any barriers that restrict access and progression
there should be equal opportunities for all wishing to access the qualifications.
Centres must ensure that their learner recruitment process is conducted with integrity. This includes ensuring that applicants have appropriate information and advice about the qualification to ensure that it will meet their needs.
Centres should review applicants’ prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.
For learners with disabilities and specific needs, this review will need to take account of the support available to them during the delivery and assessment of the qualification. The review must take account of the information and guidance in Section 10 Access to qualifications for learners with disabilities or specific needs.
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10 Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. Pearson’s Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.
We are committed to making sure that:
learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Learners taking a qualification can be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.
Further information regarding Access Arrangements can be found in Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ)). Further details on how to make adjustments for learners with protected characteristics are given in the Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.
These documents are available on our website, at www.edexcel.com/Policies
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11 Unit format
Each unit has the following sections.
Unit title
The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.
QCF level
All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.
Credit value
All units have a credit value. When a learner achieves a unit, they gain the specified number of credits. The minimum credit value is 1 and credits can be awarded in whole numbers only.
Guided learning hours
Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition includes workplace guidance to support the development of practical job-related skills, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes the time spent by staff assessing learners’ achievements, for example in the assessment of competence for NVQs/Competence qualifications.
Unit aim
This gives a summary of what the unit aims to do.
Unit assessment requirements/evidence requirements
The SSC/B set the assessment/evidence requirements. Learners must provide evidence according to each of the requirements stated in this section.
Assessment methodology
This provides a summary of the assessment methodology to be used for the unit.
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Learning outcomes
The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.
Assessment criteria
The assessment criteria specify the standard required by the learner to achieve the learning outcome.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
20
Unit 1: Manage and be Accountable for own Performance in a Business Environment
Unit reference number: L/601/2553
QCF level: 4
Credit value: 3
Guided learning hours: 18
Unit aim
This unit is about taking responsibility for managing, prioritising and being accountable for your own work in a business environment alongside other people.
Unit assessment requirements/evidence requirements
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 - 1.4
2 2.1 - 2.15
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
3.1 - 3.2
3.5
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports.
3
3.3
3.6 - 3.7
Evidence may be supplied via witness testimony and learner reports/reflective accounts.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
21
Learning outcomes
Assessment criteria
Assessment guidance
3.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports.
3.8 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.
4.1 - 4.3
4.5 - 4.8
Evidence may be supplied via witness testimony, professional discussion and learner reports/reflective accounts.
4.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts, case studies and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
appraisals
performance reviews
self evaluation.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
22
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
and b
enef
its
of
neg
otiat
ing r
ealis
tic
targ
ets
and
reso
urc
es f
or
work
and w
ays
of
doin
g s
o
1.2
Anal
yse
diffe
rent
way
s of
work
ing e
ffec
tive
ly,
and t
he
purp
ose
and
ben
efits
of
usi
ng e
ffec
tive
work
ing m
ethods
1.3
Exp
lain
the
purp
ose
and b
enef
its
for
yours
elf
and o
rgan
isat
ions
of
reco
gnis
ing a
nd lea
rnin
g f
rom
mis
take
s
1
Under
stan
d h
ow
to
work
effec
tive
ly
and b
e ac
counta
ble
fo
r ow
n w
ork
1.4
Eva
luat
e org
anis
atio
nal
guid
elin
es,
pro
cedure
s an
d c
odes
of
pra
ctic
e fo
r th
eir
rele
vance
to o
wn w
ork
2.1
Eva
luat
e th
e purp
ose
and b
enef
its
of
sett
ing h
igh s
tandar
ds
for
ow
n
work
2.2
Eva
luat
e w
ays
of
sett
ing h
igh s
tandar
ds
for
work
2.3
Com
par
e an
d c
ontr
ast
way
s of
dea
ling w
ith p
ress
ure
arisi
ng f
rom
w
ork
tas
ks
2
Under
stan
d h
ow
to
beh
ave
in a
way
th
at s
upport
s ef
fect
ive
work
ing
2.4
Exp
lain
the
purp
ose
and b
enef
its
of
acce
pting s
etbac
ks a
nd d
ealin
g
with t
hem
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
23
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.5
Exp
lain
the
purp
ose
and b
enef
its
of bei
ng a
sser
tive
and its
mea
nin
g in
work
tas
ks
2.6
G
ive
exam
ple
s of
work
situat
ions
wher
e it is
nec
essa
ry t
o b
e as
sert
ive
2.7
Eva
luat
e th
e purp
ose
and b
enef
its
of
bei
ng r
eady
to t
ake
on n
ew
chal
lenges
and a
dap
t to
chan
ge
2.8
Eva
luat
e th
e purp
ose
and b
enef
its
of
trea
ting o
ther
s w
ith h
ones
ty,
resp
ect
and c
onsi
der
atio
n
2.9
Anal
yse
the
effe
cts
of
diffe
rent
types
of
beh
avio
ur
at w
ork
that
show
hones
ty,
resp
ect
and c
onsi
der
atio
n a
nd t
hose
that
do n
ot
2.1
0
Des
crib
e how
to r
ecognis
e w
hen
oth
ers
nee
d s
upport
2.1
1
Eva
luat
e diffe
rent
way
s of
hel
pin
g a
nd s
upport
ing o
ther
s in
work
ta
sks
2.1
2
Exp
lain
the
purp
ose
of
hel
pin
g a
nd s
upport
ing o
ther
s at
work
, an
d t
he
valu
e an
d b
enef
its
of
doin
g s
o
2.1
3
Eva
luat
e th
e re
asons
for
seek
ing o
ut
new
chal
lenges
2.1
4
Anal
yse
the
effe
cts
of
chan
ge
on a
n o
rgan
isat
ion
2.1
5
Exp
lain
why
and h
ow
oth
ers
should
be
support
ed d
uring a
per
iod o
f ch
ange
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
24
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
N
egotiat
e, a
gre
e an
d s
ign-o
ff r
ealis
tic
targ
ets
for
ow
n w
ork
3.2
N
egotiat
e an
d a
gre
e re
sourc
es n
eeded
for
ow
n w
ork
3.3
Sel
ect
effe
ctiv
e w
ork
ing m
ethods
to c
om
ple
te w
ork
tas
ks
3.4
Antici
pat
e an
d d
eal w
ith p
roble
ms
occ
urr
ing in o
wn w
ork
, re
ferr
ing if
required
3.5
M
eet
dea
dlin
es o
r re
-neg
otiat
e tim
esca
les
and p
lans
in g
ood t
ime
3.6
Tak
e re
sponsi
bili
ty f
or
ow
n w
ork
and a
ccep
t re
sponsi
bili
ty f
or
any
mis
take
s m
ade
3.7
Eva
luat
e re
sults
of
mis
take
s m
ade
and m
ake
chan
ges
to w
ork
and
met
hods,
as
required
3
Be
able
to p
lan,
neg
otiat
e an
d b
e ac
counta
ble
for
ow
n w
ork
3.8
Fo
llow
agre
ed w
ork
guid
elin
es,
pro
cedure
s an
d,
wher
e nee
ded
, co
des
of
pra
ctic
e
4.1
Set
hig
h s
tandar
ds
for
ow
n w
ork
and s
how
drive
and c
om
mitm
ent
in
achie
ving t
hes
e st
andar
ds
4.2
Adap
t w
ork
and w
ork
ing m
ethods
to d
eal w
ith p
ress
ure
, se
tbac
ks a
nd
difficu
ltie
s
4.3
Ass
ert
ow
n n
eeds
and r
ights
when
nec
essa
ry t
o a
chie
ve w
ork
tas
ks
and p
riorities
4
Beh
ave
in a
way
th
at s
upport
s ef
fect
ive
work
ing
4.4
Lo
ok
for
opport
unitie
s, a
nd a
gre
e to
tak
e on n
ew c
hal
lenges
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
25
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.5
Lo
ok
for
opport
unitie
s, a
nd c
han
ge
way
s of
work
ing,
to m
eet
new
re
quirem
ents
4.6
Support
oth
ers
during c
han
ge
4.7
Tre
at o
ther
peo
ple
with h
ones
ty,
resp
ect
and c
onsi
der
atio
n
4.8
H
elp a
nd s
upport
oth
er p
eople
in w
ork
tas
ks
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
26
Unit 2: Evaluate and Improve own Performance in a Business Environment
Unit reference number: R/601/2554
QCF level: 4
Credit value: 4
Guided learning hours: 14
Unit aim
This unit is about taking responsibility for evaluating your own performance in work tasks, then taking responsibility for making and evaluating changes that make sure you will be able to work effectively and efficiently in a business environment alongside other people.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.8 Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
2 2.1 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
appraisals
performance reviews.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
27
Learning outcomes
Assessment criteria
Assessment guidance
2.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
appraisals
performance reviews
letters
memos
emails
reports.
2.3 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
completed tasks.
2.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
completed tasks.
2
2.5 Evidence may be supplied via learner reports/reflective accounts.
3.1 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
appraisals
performance reviews.
3
3.2 – 3.4 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
learning plans.
Evidence generated for this unit of assessment may contribute towards other units including Unit 1.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
28
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
29
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Anal
yse
the
purp
ose
and b
enef
its
of co
ntinuousl
y im
pro
ving w
ork
1.2
Eva
luat
e th
e purp
ose
and b
enef
its
of
enco
ura
gin
g a
nd a
ccep
ting
feed
bac
k fr
om
oth
ers
1.3
Anal
yse
way
s of
eval
uat
ing o
wn w
ork
1.4
Eva
luat
e th
e purp
ose
and b
enef
its
of
tryi
ng o
ut
poss
ible
im
pro
vem
ents
to o
wn w
ork
1.5
Anal
yse
how
lea
rnin
g a
nd d
evel
opm
ent
can im
pro
ve o
wn w
ork
, ben
efit o
rgan
isat
ions,
and f
urt
her
ow
n c
aree
r
1.6
Eva
luat
e poss
ible
car
eer
pro
gre
ssio
n r
oute
s an
d t
he
opport
unitie
s th
ey o
ffer
1.7
Anal
yse
poss
ible
dev
elopm
ent
oppor
tunitie
s an
d t
he
ben
efits
they
offer
1
Under
stan
d h
ow
to
eval
uat
e an
d
impro
ve o
wn
per
form
ance
1.8
Eva
luat
e th
e ad
vanta
ges
and d
isad
vanta
ges
of
a le
arnin
g p
lan
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
30
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Enco
ura
ge
and a
ccep
t fe
edbac
k fr
om
oth
er p
eople
2.2
M
ake
reco
mm
endat
ions
to im
pro
ve w
ork
per
form
ance
2.3
Com
ple
te w
ork
tas
ks,
consi
sten
tly
usi
ng r
ecom
men
ded
new
way
s of
work
ing
2.4
Eva
luat
e w
ork
com
ple
ted f
or
impro
vem
ents
and e
ffec
tive
nes
s
2
Be
able
to e
valu
ate
and im
pro
ve o
wn
per
form
ance
usi
ng
feed
bac
k fr
om
oth
ers
2.5
Eva
luat
e ch
anges
mad
e fo
r im
pro
vem
ents
and e
ffec
tive
nes
s
3.1
Eva
luat
e ow
n p
erfo
rman
ce,
usi
ng fee
dbac
k fr
om
oth
ers,
and iden
tify
w
her
e fu
rther
lea
rnin
g a
nd d
evel
opm
ent
will
im
pro
ve o
wn w
ork
3.2
M
ake
reco
mm
endat
ions
and d
evel
op a
lea
rnin
g p
lan t
o im
pro
ve o
wn
work
per
form
ance
, th
at m
eets
ow
n n
eeds
3.3
Im
ple
men
t a
lear
nin
g p
lan f
or im
pro
vem
ent
to o
wn w
ork
3
Be
able
to u
se
eval
uat
ion a
nd
feed
bac
k to
dev
elop a
nd u
se a
le
arnin
g p
lan
3.4
Rev
iew
and e
valu
ate
pro
gre
ss a
gai
nst
lea
rnin
g p
lan a
nd m
ake
updat
es f
or
impro
ving o
wn w
ork
and f
urt
her
lea
rnin
g
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
31
Unit 3: Support the Purpose and Values of an Organisation
Unit reference number: Y/601/2555
QCF level: 4
Credit value: 3
Guided learning hours: 14
Unit aim
This unit is about taking a leading role in establishing and maintaining work environment within own area of responsibility, in ways that consistently show respect and support for other people and which support the mission, purpose and values of an organisation as a whole.
Unit assessment requirements/evidence requirements
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.4
2 2.1 – 2.8
3 3.1 – 3.11
4 4.1 – 4.4
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
5.1 – 5.4 Evidence may be supplied via witness testimony and learner reports/reflective accounts.
5
5.5 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
32
Learning outcomes
Assessment criteria
Assessment guidance
6.1 – 6.3
6.5
Evidence may be supplied via witness testimony, case studies and learner reports/reflective accounts.
6
6.4 Evidence may be supplied via witness testimony, professional discussion, case studies, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports.
7.1 – 7.2 Evidence may be supplied via witness testimony and learner reports/reflective accounts.
7
7.3 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports.
Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
33
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
escr
ibe
the
mai
n c
har
acte
rist
ics
of
the
sect
or
in w
hic
h a
n
org
anis
atio
n o
per
ates
1.2
Eva
luat
e th
e m
ain c
har
acte
rist
ics
of
an o
rgan
isat
ion
1.3
Eva
luat
e how
org
anis
atio
ns
com
par
e w
ith o
ne
anoth
er in o
wn s
ecto
r of
work
1
Under
stan
d t
he
pla
ce o
f org
anis
atio
ns
within
sec
tors
1.4
Anal
yse
why
org
anis
atio
ns
hav
e a
mis
sion a
nd p
urp
ose
2.1
Exp
lain
the
purp
ose
and b
enef
its
of w
ork
ing in w
ays
that
support
the
purp
ose
s an
d v
alues
of
an o
rgan
isat
ion
2.2
Eva
luat
e th
e purp
ose
and v
alues
of
ow
n o
rgan
isat
ion
2.3
Anal
yse
resp
onsi
bili
ties
for
work
in o
wn a
rea
of
resp
onsi
bili
ty
2.4
Exp
lain
how
res
ponsi
bili
ties
and w
ork
role
s in
ow
n a
rea
of
resp
onsi
bili
ty f
it t
he
stru
cture
of
an o
rgan
isat
ion
2.5
Anal
yse
how
res
ponsi
bili
ties
and w
ork
role
s in
ow
n a
rea
of
resp
onsi
bili
ty c
ontr
ibute
to t
he
oper
atio
n o
f an
org
anis
atio
n
2.6
Eva
luat
e th
e polic
ies,
pro
cedure
s, s
yste
ms
and v
alues
of
ow
n
org
anis
atio
n t
hat
are
rel
evan
t to
ow
n a
rea
of
resp
onsi
bili
ty
2.7
Eva
luat
e how
res
ponsi
bili
ties
and job r
ole
s in
ow
n a
rea
of
resp
onsi
bili
ty c
an s
upport
the
valu
es a
nd p
olic
ies
of
the
org
anis
atio
n
2
Under
stan
d h
ow
to
work
in w
ays
that
su
pport
org
anis
atio
nal
purp
ose
s an
d
valu
es
2.8
Anal
yse
how
res
ponsi
bili
ties
and job r
ole
s in
ow
n a
rea
of
resp
onsi
bili
ty
can b
e use
d t
o c
ontr
ibute
to d
evel
opin
g p
olic
ies,
obje
ctiv
es,
syst
ems
and v
alues
of
ow
n o
rgan
isat
ion
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
34
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Exp
lain
the
purp
ose
and b
enef
its
of
hel
pin
g t
o d
evel
op a
nd s
upport
oth
er p
eople
at
work
3.2
Exp
lain
the
purp
ose
and b
enef
its
of
hel
pin
g o
ther
peo
ple
to w
ork
ef
fect
ivel
y an
d e
ffic
iently
3.3
Exp
lain
how
hel
pin
g t
o d
evel
op a
nd s
upport
oth
er p
eople
can
ben
efit
an o
rgan
isat
ion in t
he
med
ium
and long t
erm
3.4
Eva
luat
e diffe
rent
pro
cedure
s th
at c
an b
e put
in p
lace
to m
ake
sure
oth
er p
eople
are
dev
eloped
and s
uppor
ted in t
hei
r cu
rren
t jo
b r
ole
an
d f
or
futu
re n
ew r
esponsi
bili
ties
3.5
Exp
lain
what
is
mea
nt
by
div
ersi
ty a
nd w
hy
it s
hould
be
valu
ed
3.6
Eva
luat
e th
e ad
vanta
ges
of
div
ersi
ty t
o a
n o
rgan
isat
ion
3.7
Eva
luat
e w
ays
in w
hic
h a
work
ing e
nvi
ronm
ent
can b
e dev
eloped
to
support
div
ersi
ty a
nd m
ake
the
bes
t use
of
ever
yone’
s bac
kgro
unds
and a
bili
ties
3.8
Anal
yse
how
to t
reat
oth
er p
eople
in a
way
that
is
sensi
tive
to t
hei
r nee
ds
3.9
Exp
lain
how
to t
reat
oth
er p
eople
in a
way
that
res
pec
ts t
hei
r ab
ilities
, bac
kgro
und,
valu
es,
cust
om
s an
d b
elie
fs
3.1
0
Exp
lain
how
the
rights
of
oth
ers
can b
e su
pport
ed a
nd m
ainta
ined
3
Under
stan
d t
he
purp
ose
and
ben
efits
of
resp
ecting,
hel
pin
g
and s
upport
ing
oth
er p
eople
at
work
3.1
1
Eva
luat
e w
ays
in w
hic
h it
is p
oss
ible
to lea
rn f
rom
oth
ers
at w
ork
and
the
ben
efits
of
doin
g s
o
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
35
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Exp
lain
the
purp
ose
and b
enef
its
of
mai
nta
inin
g s
ecurity
and
confiden
tial
ity
at w
ork
4.2
Anal
yse
the
requirem
ents
for
secu
rity
and c
onfiden
tial
ity
in a
n
org
anis
atio
n
4.3
Exp
lain
leg
al r
equirem
ents
for
secu
rity
and c
onfiden
tial
ity
and t
hei
r im
pac
t on a
n o
rgan
isat
ion
4
Under
stan
d h
ow
to
mai
nta
in s
ecurity
an
d c
onfiden
tial
ity
at w
ork
and d
eal
with c
once
rns
4.4
Anal
yse
pro
cedure
s fo
r dea
ling w
ith c
once
rns
about
secu
rity
and
confiden
tial
ity
in a
n o
rgan
isat
ion a
nd t
hei
r purp
ose
5.1
M
ake
sure
that
work
support
s an
org
anis
atio
n’s
ove
rall
mis
sion a
nd
valu
es in o
wn a
rea
of
resp
onsi
bili
ty
5.2
M
ake
sure
that
work
is
com
ple
ted in a
way
that
support
s te
am
obje
ctiv
es in o
wn a
rea
of
resp
onsi
bili
ty
5.3
M
ake
sure
that
work
support
s an
org
anis
atio
n’s
polic
ies,
sys
tem
s an
d
pro
cedure
s in
ow
n a
rea
of
resp
onsi
bili
ty
5.4
M
ake
sure
that
work
with o
uts
ide
org
anis
atio
ns
and indiv
idual
s is
co
mple
ted in a
way
that
pro
tect
s an
d im
pro
ves
imag
e of
ow
n
org
anis
atio
n
5
Be
able
to s
upport
th
e purp
ose
and
valu
es o
f an
org
anis
atio
n
5.5
M
ake
sugges
tions
to im
pro
ve s
yste
ms
and p
roce
dure
s, a
nd s
upport
obje
ctiv
es,
polic
ies
and v
alues
in a
way
that
is
consi
sten
t w
ith o
wn
job r
ole
and a
rea
of
resp
onsi
bili
ty
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
36
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Agr
ee a
nd
mai
nta
in a
wor
king
envi
ronm
ent
that
val
ues
div
ersi
ty a
nd
mak
es b
est
use
of th
e ab
ilities
of ev
eryo
ne,
in o
wn a
rea
of r
espo
nsi
bilit
y
6.2
W
ork
with o
ther
peo
ple
in a
way
that
is
sensi
tive
to t
hei
r in
div
idual
nee
ds,
and w
hic
h r
espec
ts t
hei
r bac
kgro
und,
abili
ties
, va
lues
, cu
stom
s an
d b
elie
fs,
in o
wn a
rea
of
resp
onsi
bili
ty
6.3
M
ake
sure
the
rights
of
oth
er p
eople
are
support
ed a
nd m
ainta
ined
in
ow
n a
rea
of
resp
onsi
bili
ty
6.4
Agre
e an
d m
ainta
in a
work
ing e
nvi
ronm
ent
wher
e fe
edbac
k fr
om
oth
er p
eople
with d
iffe
rent
bac
kgro
unds
and a
bili
ties
is
use
d t
o
dev
elop a
nd im
pro
ve w
ays
of
work
ing in o
wn a
rea
of
resp
onsi
bili
ty
6
Be
able
to h
elp,
resp
ect
and
support
oth
er
peo
ple
at
work
in
an o
rgan
isat
ion
6.5
M
ake
sure
org
anis
atio
nal
pro
cedure
s an
d leg
al r
equirem
ents
in
rela
tion t
o d
iscr
imin
atio
n leg
isla
tion a
re f
ollo
wed
in o
wn a
rea
of
resp
onsi
bili
ty
7.1
M
ainta
in t
he
secu
rity
of
pro
per
ty in a
way
that
is
consi
sten
t w
ith
org
anis
atio
nal
pro
cedure
s an
d leg
al r
equirem
ents
7.2
M
ainta
in t
he
confiden
tial
ity
of
info
rmat
ion in a
way
that
is
consi
sten
t w
ith o
rgan
isat
ional
pro
cedure
s an
d leg
al r
equirem
ents
7
Be
able
to m
ainta
in
secu
rity
and
confiden
tial
ity
in a
n
org
anis
atio
n
7.3
D
eal w
ith a
ny
conce
rns
about
the
secu
rity
of
pro
per
ty a
nd
confiden
tial
ity
of
info
rmat
ion
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
37
Unit 4: Support Sustainability in a Business Environment
Unit reference number: D/601/2556
QCF level: 4
Credit value: 3
Guided learning hours: 14
Unit aim
This unit is about taking a leading role in supporting the minimisation of waste and the maximisation of efficiency within own area of responsibility in a business environment.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.8
2 2.1 – 2.2
3 3.1 – 3.4
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
4 4.1 – 4.3 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, case studies, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
procedures.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
38
Learning outcomes
Assessment criteria
Assessment guidance
5 5.1 – 5.2 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports.
6.1 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports.
6.2 – 6.3
6.5
Evidence may be supplied via witness testimony and learner reports/reflective accounts.
6
6.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
orders
tenders
quotes
estimates.
Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 3.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
39
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
40
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
and b
enef
its
of
keep
ing w
ork
pla
ce w
aste
to a
m
inim
um
1.2
Eva
luat
e th
e m
ain c
ause
s of w
aste
that
may
occ
ur
in a
busi
nes
s en
viro
nm
ent
1.3
Eva
luat
e w
ays
of
min
imis
ing w
aste
, in
cludin
g u
sing t
echnolo
gy
and
oth
er p
roce
dure
s an
d t
hei
r ben
efits
1.4
Exp
lain
the
soci
al a
nd leg
al r
equirem
ents
for
recy
clin
g a
nd t
he
dis
posa
l of
was
te
1.5
Exp
lain
the
impac
t of so
cial
and leg
al r
equirem
ents
for
recy
clin
g a
nd
dis
posa
l of
was
te o
n a
n o
rgan
isat
ion
1.6
Exp
lain
pro
cedure
s fo
r re
cycl
ing m
ater
ials
and m
inim
isin
g w
aste
that
m
eet
soci
al a
nd leg
al r
equirem
ents
for
an o
rgan
isat
ion
1.7
D
escr
ibe
way
s in
whic
h w
aste
may
be
min
imis
ed b
y re
gula
rly
mai
nta
inin
g e
quip
men
t an
d t
he
ben
efits
of
doin
g s
o
1
Under
stan
d t
he
purp
ose
of
keep
ing
was
te t
o a
m
inim
um
in a
busi
nes
s en
viro
nm
ent,
and
the
pro
cedure
s to
fo
llow
1.8
Exp
lain
pro
cedure
s th
at c
an b
e use
d t
o m
ake
sure
reg
ula
r m
ainte
nan
ce o
f eq
uip
men
t m
inim
ises
was
te
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
41
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exp
lain
the
purp
ose
and b
enef
its
of
pro
cedure
s fo
r th
e re
cycl
ing a
nd
dis
posa
l of
haz
ardous
mat
eria
ls
2
Under
stan
d
pro
cedure
s fo
r dis
posa
l of
haz
ardous
mat
eria
ls
2.2
Exp
lain
pro
cedure
s fo
r th
e re
cycl
ing a
nd d
isposa
l of
haz
ardous
mat
eria
ls f
or
an o
rgan
isat
ion
3.1
Exp
lain
the
ben
efits
to a
n o
rgan
isat
ion o
f w
ork
ing t
o c
ontinuousl
y im
pro
ve e
ffic
iency
and m
inim
ise
was
te o
ver
tim
e
3.2
Exp
lain
how
to invo
lve
all w
ork
colle
agues
in c
ontinuousl
y im
pro
ving
work
ing m
ethods
and u
se o
f te
chnolo
gy
to a
chie
ve m
axim
um
ef
fici
ency
and m
inim
um
was
te
3.3
Eva
luat
e w
ays
of
sele
ctin
g s
ourc
es o
f m
ater
ials
, eq
uip
men
t an
d
exper
tise
that
will
giv
e bes
t va
lue
for
money
and m
axim
um
eff
icie
ncy
ove
r tim
e
3
Under
stan
d w
ays
of
support
ing a
nd
mai
nta
inin
g
sust
ainab
ility
in a
n
org
anis
atio
n
3.4
Exp
lain
the
purp
ose
and b
enef
its
of
consi
der
ing iss
ues
of
soci
al
resp
onsi
bili
ty w
hen
sel
ecting s
upplie
rs
4.1
Est
ablis
h a
nd m
ainta
in p
roce
dure
s to
min
imis
e w
aste
in o
wn a
rea
of
resp
onsi
bili
ty
4.2
M
ake
sure
work
tas
ks a
re c
om
ple
ted k
eepin
g w
aste
to a
min
imum
4
Be
able
to s
upport
th
e m
inim
isat
ion o
f w
aste
in a
n
org
anis
atio
n
4.3
M
ake
sure
tec
hnolo
gy
is u
sed in w
ork
tas
ks in w
ays
that
min
imis
e w
aste
in o
wn a
rea
of
resp
onsi
bili
ty
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
42
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Confirm
and a
gre
e pro
cedure
s fo
r re
cycl
ing a
nd d
isposa
l of
haz
ardous
mat
eria
ls in o
wn a
rea
of
resp
onsi
bili
ty
5
Be
able
to s
upport
th
e m
ainte
nan
ce o
f pro
cedure
s fo
r th
e dis
posa
l of
haz
ardous
was
te in
an o
rgan
isat
ion
5.2
M
ake
sure
pro
cedure
s fo
r re
cycl
ing a
nd d
isposa
l of
haz
ardous
mat
eria
ls a
re f
ollo
wed
in o
wn a
rea
of
resp
onsi
bili
ty
6.1
Confirm
and m
ainta
in p
roce
dure
s fo
r th
e m
ainte
nan
ce o
f eq
uip
men
t so
it
support
s ef
fici
ency
and m
inim
ises
was
te in o
wn a
rea
of
resp
onsi
bili
ty
6.2
M
ake
sure
use
of
equip
men
t m
axim
ises
effic
iency
and m
inim
ises
w
aste
in o
wn a
rea
of
resp
onsi
bili
ty
6.3
M
ake
sure
way
s of
work
ing e
ffic
iently
and u
sing t
echnolo
gy
to
impro
ve e
ffic
iency
are
consi
sten
tly
follo
wed
and d
evel
oped
in o
wn
area
of
resp
onsi
bili
ty
6.4
M
ake
sure
sourc
es o
f eq
uip
men
t, m
ater
ials
and e
xper
tise
that
pro
vide
bes
t va
lue
for
money
and r
efle
ct s
oci
al r
esponsi
bili
ty a
re s
elec
ted a
nd
use
d in o
wn a
rea
of
resp
onsi
bili
ty
6
Be
able
to s
upport
an
d m
ainta
in
sust
ainab
ility
in a
n
org
anis
atio
n
6.5
Con
firm
and
mai
nta
in p
roce
dure
s w
ithin
ow
n a
rea
of r
espo
nsi
bilit
y th
at
will
hel
p to
dev
elop
and
supp
ort
other
peo
ple
in w
ays
that
max
imis
e th
eir
effic
iency
, an
d t
hei
r va
lue
to a
n o
rgan
isat
ion, ov
er t
ime
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
43
Unit 5: Assess, Manage and Monitor Risk in a Business Environment
Unit reference number: H/601/2557
QCF level: 4
Credit value: 4
Guided learning hours: 18
Unit aim This unit is about taking a leading role in supporting the monitoring and managing of risk within own area of responsibility in a business environment so that an organisation’s aims and objectives for minimising risk and ensuring a safe work environment can be supported at all times.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.5 Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
2.1 – 2.4 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
risk assessments.
2
2.5 – 2.6 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
procedures.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
44
Learning outcomes
Assessment criteria
Assessment guidance
2.7 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports.
Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 9, 26.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
45
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
escr
ibe
sourc
es o
f risk
in a
busi
nes
s en
viro
nm
ent,
incl
udin
g h
ealth
and s
afet
y
1.2
D
escr
ibe
way
s of
asse
ssin
g a
nd m
onitor
ing r
isks
in a
n o
rgan
isat
ion
1.3
Exp
lain
how
to judge
when
ris
ks a
re a
ccep
table
1.4
D
escr
ibe
way
s of
min
imis
ing r
isks
in a
n o
rgan
isat
ion
1
Under
stan
d h
ow
to
asse
ss,
man
age
and m
onitor
risk
in
a busi
nes
s en
viro
nm
ent
1.5
Exp
lain
the
import
ance
of
lear
nin
g f
rom
mis
take
s m
ade
when
dea
ling
with r
isk
2.1
Id
entify
poss
ible
sourc
es o
f risk
in o
wn a
rea
of
resp
onsi
bili
ty
2.2
Rec
ognis
e, iden
tify
and d
eal w
ith n
ew r
isks
, as
req
uired
2.3
Ass
ess
the
leve
l of
risk
s in
ow
n a
rea
of
resp
onsi
bili
ty
2.4
M
ake
judgem
ents
on a
ccep
table
ris
ks
2.5
Confirm
and m
ainta
in p
roce
dure
s fo
r m
inim
isin
g r
isk
in o
wn a
rea
of
resp
onsi
bili
ty
2.6
Confirm
and m
ainta
in p
roce
dure
s fo
r m
onitoring r
isk
in o
wn a
rea
of
resp
onsi
bili
ty
2
Be
able
to a
sses
s,
man
age
and
monitor
risk
in a
n
org
anis
atio
n
2.7
U
se o
utc
om
es o
f as
sess
ing a
nd d
ealin
g w
ith r
isk
to m
ake
reco
mm
endat
ions
for
impro
vem
ent
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
46
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
47
Unit 6: Communicate in a Business Environment
Unit reference number: M/601/2562
QCF level: 4
Credit value: 3
Guided learning hours: 25
Unit aim
This unit is about being able to communicate with other people in a business environment clearly, convincingly, and persuasively, in writing and verbally, using language in a variety of formats, styles and tones.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.3
2 2.1 – 2.13
3 3.1 – 3.10
4 4.1 – 4.2
5 5.1 – 5.3
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
6 6.1 – 6.3 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
information selected.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
48
Learning outcomes
Assessment criteria
Assessment guidance
6.4 – 6.8
6.10 – 6.11
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
information formatted.
6.9 Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
7.1
7.3 – 7.4
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
presentation.
7
7.2
7.5 – 7.10
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
minutes of meetings.
8.1 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
feedback received.
8
8.2 Evidence may be supplied via learner reports/reflective accounts.
Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 3.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
49
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
50
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
ben
efits
of
know
ing t
he
purp
ose
of
com
munic
atio
ns
for
in
div
idual
s
org
anis
atio
ns
1.2
Exp
lain
the
purp
ose
of
know
ing t
he
inte
nded
outc
om
es o
f co
mm
unic
atio
ns
1
Under
stan
d t
he
purp
ose
of
pla
nnin
g
com
munic
atio
n
1.3
Exp
lain
the
adva
nta
ges
and d
isad
vanta
ges
of
usi
ng p
articu
lar
met
hods
of
com
munic
atio
n in d
iffe
ring s
ituat
ions
2.1
Id
entify
rel
evan
t so
urc
es o
f in
form
atio
n t
hat
may
be
use
d w
hen
pre
par
ing w
ritt
en c
om
munic
atio
n
2.2
D
escr
ibe
way
s of
findin
g a
nd e
xtra
ctin
g k
ey p
oin
ts f
rom
sourc
es o
f in
form
atio
n f
or
writt
en c
om
munic
atio
n
2.3
Exp
lain
the
purp
ose
of
writt
en c
om
munic
atio
n p
rinci
ple
s fo
r usi
ng
elec
tronic
form
s of
writt
en c
om
munic
atio
n in a
busi
nes
s en
viro
nm
ent
2.4
Exp
lain
diffe
rent
styl
es a
nd t
ones
of
languag
e an
d s
ituat
ions
when
th
ey m
ay b
e use
d
2
Under
stan
d h
ow
to
com
munic
ate
in
writing
2.5
Exp
lain
how
to s
elec
t th
e right
tone
and s
tyle
for
writt
en
com
munic
atio
n
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
51
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.6
Exp
lain
the
purp
ose
of
sele
ctin
g a
nd u
sing lan
guag
e th
at s
uits
the
purp
ose
of
writt
en c
om
munic
atio
n
2.7
D
escr
ibe
way
s of
org
anis
ing,
stru
cturing a
nd p
rese
nting w
ritt
en
info
rmat
ion s
o it
mee
ts t
he
nee
ds
of
diffe
rent
audie
nce
s
2.8
D
escr
ibe
way
s of
chec
king info
rmat
ion f
or
accu
racy
of
conte
nt
2.9
Exp
lain
the
purp
ose
of
accu
rate
use
of
gra
mm
ar,
punct
uat
ion a
nd
spel
ling
2.1
0
Exp
lain
what
is
mea
nt
by
pla
in E
nglis
h,
and w
hy
it is
use
d
2.1
1
Exp
lain
the
purp
ose
of
pro
ofr
eadin
g a
nd c
hec
king w
ritt
en
com
munic
atio
ns
2.1
2
Exp
lain
the
purp
ose
of
reco
gnis
ing w
ork
that
is
‘import
ant’ a
nd w
ork
th
at is
‘urg
ent’,
and w
ays
of
doin
g s
o
2.1
3
Des
crib
e org
anis
atio
nal
pro
cedure
s fo
r sa
ving a
nd f
iling w
ritt
en
com
munic
atio
ns
3.1
D
escr
ibe
way
s of
verb
ally
pre
senting info
rmat
ion a
nd idea
s in
a w
ay
that
is
clea
r, c
onvi
nci
ng o
r per
suas
ive
3.2
D
escr
ibe
way
s of
lead
ing d
iscu
ssio
ns
to a
chie
ve o
bje
ctiv
es
3.3
Exp
lain
way
s of
adap
ting v
erbal
contr
ibutions
to s
uit d
iffe
rent
audie
nce
s, p
urp
ose
s an
d s
ituat
ions
3
Under
stan
d h
ow
to
com
munic
ate
verb
ally
3.4
Exp
lain
how
to u
se a
nd inte
rpre
t bod
y la
nguag
e an
d t
one
of
voic
e
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
52
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.5
D
escr
ibe
met
hods
of
active
lis
tenin
g a
nd t
he
ben
efits
of
doin
g s
o
3.6
Exp
lain
how
to u
se lan
guag
e to
suit d
iffe
rent
audie
nce
s an
d s
ituat
ions
3.7
Exp
lain
the
purp
ose
of
seek
ing idea
s an
d o
pin
ions
from
oth
ers,
and
taki
ng t
hes
e in
to a
ccount
3.8
G
ive
reas
ons
why
bar
rier
s to
ver
bal
com
munic
atio
n m
ay o
ccur
3.9
D
escr
ibe
stra
tegie
s fo
r ove
rcom
ing b
arrier
s to
ver
bal
com
munic
atio
n
3.1
0
Exp
lain
the
purp
ose
of
sum
mar
isin
g v
erbal
com
munic
atio
n
4.1
Exp
lain
way
s of
get
ting f
eedbac
k on w
het
her
com
munic
atio
ns
hav
e ac
hie
ved t
hei
r purp
ose
4
Under
stan
d t
he
purp
ose
and v
alue
of
feed
bac
k in
dev
elopin
g
com
munic
atio
n
skill
s
4.2
Exp
lain
the
purp
ose
and b
enef
its
of usi
ng f
eedbac
k to
furt
her
dev
elop
com
munic
atio
n s
kills
5.1
Id
entify
the
purp
ose
of
com
munic
atio
ns,
the
audie
nce
(s)
and t
he
outc
om
es t
o b
e ac
hie
ved
5.2
D
ecid
e on t
he
leve
l of
form
ality/
info
rmal
ity
for
diffe
rent
types
of
situ
atio
ns
5
Be
able
to p
lan
com
munic
atio
n
5.3
D
ecid
e on t
he
styl
e an
d m
ethod o
f co
mm
unic
atio
n f
or
diffe
rent
types
of
situ
atio
ns
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
53
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Id
entify
sourc
es o
f in
form
atio
n t
hat
support
the
purp
ose
of
writt
en
com
munic
atio
ns
6.2
Eva
luat
e in
form
atio
n t
o e
xtra
ct p
oin
ts t
hat
support
the
purp
ose
of
writt
en c
om
munic
atio
ns
6.3
Sel
ect
the
styl
e an
d t
one
nee
ded
for
writt
en c
om
munic
atio
ns
to
support
thei
r purp
ose
6.4
Pr
esen
t in
form
atio
n u
sing a
form
at,
layo
ut,
sty
le a
nd h
ouse
sty
le
suited
to t
he
subje
ct m
atte
r, w
ork
situat
ion a
nd m
ethod o
f w
ritt
en
com
munic
atio
n
6.5
U
se lan
guag
e th
at m
eets
diffe
ring p
urp
ose
s an
d o
bje
ctiv
es o
f th
e w
ritt
en c
om
munic
atio
ns,
and t
he
nee
ds
of
diffe
rent
audie
nce
s
6.6
O
rgan
ise,
str
uct
ure
and p
rese
nt
info
rmat
ion s
o t
hat
it
is c
lear
and
accu
rate
, an
d m
eets
the
nee
ds
of
diffe
rent
audie
nce
s
6.7
U
se a
ccura
te g
ram
mar
, sp
ellin
g a
nd p
unct
uat
ion,
and p
lain
Englis
h,
to
mak
e su
re t
hat
mea
nin
g is
clea
r
6.8
Pr
oofr
ead a
nd c
hec
k w
ritt
en c
omm
unic
atio
ns
and m
ake
amen
dm
ents
, as
req
uired
6.9
Rec
ognis
e th
e diffe
rence
bet
wee
n w
hat
is
‘import
ant’ a
nd w
hat
is
‘urg
ent’
6.1
0
Produce
writt
en c
om
munic
atio
ns
to m
eet
dea
dlin
es
6
Be
able
to
com
munic
ate
in
writing
6.1
1
Kee
p a
file
copy
of
writt
en c
om
munic
atio
ns
sent
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
54
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Ver
bal
ly p
rese
nt
info
rmat
ion a
nd idea
s to
oth
ers
so t
hat
they
are
cl
ear,
acc
ura
te,
convi
nci
ng a
nd/o
r per
suas
ive
7.2
Le
ad d
iscu
ssio
n(s
) to
ach
ieve
obje
ctiv
es
7.3
Adap
t ve
rbal
contr
ibutions
to d
iscu
ssio
ns
to s
uit a
udie
nce
, purp
ose
an
d s
ituat
ion
7.4
U
se b
ody
languag
e an
d t
one
to m
eet
the
nee
ds
of
audie
nce
, purp
ose
an
d s
ituat
ion
7.5
Act
ivel
y lis
ten t
o info
rmat
ion g
iven
by
oth
er p
eople
7.6
Ask
rel
evan
t ques
tions
to c
larify
ow
n u
nder
stan
din
g,
as r
equired
7.7
M
ake
rele
vant,
wel
l-ar
gued
res
ponse
s usi
ng lan
guag
e to
suit
audie
nce
(s)
and s
ituat
ion(s
)
7.8
G
ive
oth
ers
opport
unitie
s to
ver
bal
ly c
ontr
ibute
idea
s an
d o
pin
ions
and t
ake
thes
e in
to a
ccount
7.9
O
verc
om
e bar
rier
s to
ver
bal
com
munic
atio
n,
wher
e re
quired
7
Be
able
to
com
munic
ate
verb
ally
7.1
0
Sum
mar
ise
verb
al c
omm
unic
atio
n(s
) an
d m
ake
sure
that
the
corr
ect
mea
nin
g h
as b
een u
nder
stood
8.1
G
et f
eedbac
k to
confirm
whet
her
com
munic
atio
ns
hav
e ac
hie
ved t
hei
r purp
ose
8
Be
able
to iden
tify
an
d a
gre
e w
ays
of
furt
her
dev
elopin
g
com
munic
atio
n
skill
s
8.2
U
se f
eedbac
k to
iden
tify
and a
gre
e w
ays
of
furt
her
dev
elopin
g o
wn
com
munic
atio
n s
kills
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
55
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
56
Unit 7: Manage the Environmental Impact of Work Activities
Unit reference number: M/600/9712
QCF level: 4
Credit value: 5
Guided learning hours: 10
Unit aim
This unit will ensure that learners understand how to, and are able to, assess the environmental impact of their work and operate in such a way as to reduce the impact on the environment.
Assessment guidance
This unit was developed by the Management Standards Centre (MSC). No further assessment guidance or evidence requirements have been provided for this unit.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
57
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
legal
req
uirem
ents
that
im
pac
t on o
wn a
rea
of
resp
onsi
bili
ty.
1
Under
stan
d t
he
legal
req
uirem
ents
an
d e
nvi
ronm
enta
l polic
ies
that
im
pac
t on o
wn a
rea
of
resp
onsi
bili
ty.
1.2
Exp
lain
the
envi
ronm
enta
l polic
ies
that
im
pac
t on o
wn a
rea
of
resp
onsi
bili
ty.
2.1
Exp
lain
what
spec
ialis
t ad
vice
is
avai
lable
to m
anag
e th
e en
viro
nm
enta
l im
pac
t of
work
act
ivitie
s.
2.2
Exp
lain
how
to a
sses
s th
e im
pac
t of w
ork
act
ivitie
s an
d r
esourc
es o
n
the
envi
ronm
ent.
2
Under
stan
d h
ow
to
asse
ss t
he
impac
t of
work
act
ivitie
s on t
he
envi
ronm
ent
and
how
this
can
be
min
imis
ed
2.3
Exp
lain
how
to m
inim
ise
the
envi
ronm
enta
l im
pac
t of
work
act
ivitie
s.
3.1
Ass
ess
the
envi
ronm
enta
l im
pac
t of
wor
k ac
tivi
ties
and r
esourc
e use
.
3
Be
able
to a
sses
s an
d r
eport
on t
he
envi
ronm
enta
l im
pac
t of
work
ac
tivi
ties
in o
wn
area
of
resp
onsi
bili
ty.
3.2
Pr
oduce
a r
eport
on t
he
envi
ronm
enta
l im
pac
t of
work
act
ivitie
s an
d
reso
urc
e use
, w
ith r
ecom
men
dat
ions
for
impro
vem
ent.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
58
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Adap
t th
e use
of
reso
urc
es in o
wn a
rea
of
resp
onsi
bili
ty t
o r
educe
en
viro
nm
enta
l im
pac
t.
4
Be
able
to o
rgan
ise
work
act
ivitie
s an
d
reso
urc
e use
to
min
imis
e en
viro
nm
enta
l im
pac
t.
4.2
O
rgan
ise
activi
ties
in o
wn a
rea
of
resp
onsi
bili
ty t
o r
educe
en
viro
nm
enta
l im
pac
t.
5.1
Est
ablis
h m
eans
by
whic
h indiv
idual
s ca
n iden
tify
and r
eport
opport
unitie
s fo
r im
pro
ving e
nvi
ronm
enta
l per
form
ance
.
5
Be
able
to p
rom
ote
ongoin
g
impro
vem
ent
in
envi
ronm
enta
l per
form
ance
5.2
Com
munic
ate
envi
ronm
enta
l ben
efits
resu
ltin
g f
rom
chan
ges
to w
ork
ac
tivi
ties
.
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
59
Unit 8: Implement, Monitor and Maintain Administrative Services
Unit reference number: Y/601/2572
QCF level: 4
Credit value: 7
Guided learning hours: 15
Unit aim
This unit is about implementing administrative services, monitoring these services to make sure they are being used correctly, informing and supporting users of the systems, and making adjustments to the services to improve their performance.
Assessment guidance
The following is a guide, the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.13
2 2.1 – 2.4
3 3.1 – 3.6
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
4 4.1 – 4.2
4.5
4.7 – 4.9
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
minutes of meetings
plan.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
60
Learning outcomes
Assessment criteria
Assessment guidance
4 4.3 – 4.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
minutes of meetings
presentation.
4 4.6 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
plans.
5.1 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
monitoring records.
5
5.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
minutes of meetings
questionnaires
consultation documents.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
61
Learning outcomes
Assessment criteria
Assessment guidance
6.1
6.6 – 6.7
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
minutes of meetings.
6.2 – 6.3 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
information collected
feedback received.
6
6.4 – 6.5 Evidence may be supplied via learner reports/reflective accounts.
Evidence generated for this unit of assessment may contribute towards other units including Unit 19.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
62
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
of
hav
ing lim
its
to o
wn a
uth
ority
in r
elat
ion t
o t
he
imple
men
tation a
nd m
onitoring o
f ad
min
istr
ativ
e se
rvic
es
1.2
Exp
lain
who m
ay b
e in
volv
ed in im
ple
men
ting o
r m
akin
g c
han
ges
to
adm
inis
trat
ive
serv
ices
in a
n o
rgan
isat
ion
1.3
Exp
lain
the
purp
ose
and b
enef
its
of hav
ing s
yste
ms
and p
roce
dure
s to
su
pport
adm
inis
trat
ive
serv
ices
1.4
Exp
lain
who m
ay b
e af
fect
ed b
y ch
anges
to e
xist
ing a
dm
inis
trat
ive
serv
ices
or
the
imple
men
tation o
f new
ser
vice
s in
an o
rgan
isat
ion
1.5
D
escr
ibe
way
s of
com
munic
atin
g im
ple
men
tation p
lans
and c
han
ges
to
adm
inis
trat
ive
serv
ices
1.6
Id
entify
leg
al a
nd r
egula
tory
req
uirem
ents
rel
evan
t to
adm
inis
trat
ive
serv
ices
1.7
Exp
lain
the
purp
ose
and b
enef
its
of in
volv
ing p
eople
in p
lannin
g h
ow
ad
min
istr
ativ
e se
rvic
es w
ill b
e im
ple
men
ted
1.8
D
escr
ibe
how
to invo
lve
peo
ple
in p
lannin
g h
ow
adm
inis
trat
ive
serv
ices
will
be
imple
men
ted
1.9
Exp
lain
how
to d
evel
op p
lans
for
imple
men
tation
1
Under
stan
d h
ow
to
imple
men
t ad
min
istr
ativ
e se
rvic
es
1.1
0
Exp
lain
how
to n
egotiat
e an
d a
gre
e pla
ns
and c
han
ges
with p
eople
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
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rson E
duca
tion L
imited
2014
63
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
1
Exp
lain
the
purp
ose
of
pro
vidin
g s
upport
to u
sers
1.1
2
Exp
lain
the
types
of
support
ava
ilable
and h
ow
to c
hoose
and p
rovi
de
diffe
rent
types
of
support
1.1
3
Exp
lain
how
to iden
tify
poss
ible
dis
ruptions
to w
ork
outp
ut
and t
he
work
ing e
nvi
ronm
ent,
and r
easo
ns
for
doin
g s
o
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
64
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exp
lain
the
purp
ose
of
chec
king a
dm
inis
trat
ive
serv
ices
to m
ake
sure
th
ey a
re b
eing u
sed c
orr
ectly
2.2
D
escr
ibe
way
s of
chec
king a
dm
inis
trat
ive
serv
ices
, an
d w
hen
to u
se
them
2.3
D
escr
ibe
what
typ
es o
f ac
tion t
o t
ake
if s
ervi
ces
are
not
bei
ng u
sed
corr
ectly
2
Under
stan
d h
ow
to
monitor
adm
inis
trat
ive
serv
ices
2.4
Exp
lain
how
to d
ecid
e w
hat
act
ion t
o t
ake
3.1
D
escr
ibe
way
s of
enco
ura
gin
g u
sers
to c
om
men
t an
d m
ake
sugges
tions
3.2
Exp
lain
how
to s
elec
t w
ays
of
enco
ura
gin
g c
om
men
t an
d s
ugges
tions
3.3
Exp
lain
what
is
mea
nt
by
valid
and r
elia
ble
info
rmat
ion o
n
adm
inis
trat
ive
serv
ices
and w
ays
of
colle
ctin
g it
3.4
Exp
lain
how
to u
se info
rmat
ion t
o e
valu
ate
the
effe
ctiv
enes
s of
adm
inis
trat
ive
serv
ices
3.5
Exp
lain
the
purp
ose
of
hav
ing lim
its
on o
wn a
uth
ority
for
mak
ing
impro
vem
ents
3
Under
stan
d h
ow
to
mai
nta
in
adm
inis
trat
ive
serv
ices
3.6
Id
entify
peo
ple
in a
n o
rgan
isat
ion t
o w
hom
rec
om
men
dat
ions
for
impro
vem
ents
to a
dm
inis
trat
ive
serv
ices
should
be
mad
e, w
hen
outs
ide
limits
of
ow
n r
esponsi
bili
ty
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
65
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
M
ake
a pla
n w
ith u
sers
for
imple
men
ting a
dm
inis
trat
ive
serv
ices
4.2
N
egotiat
e an
d a
gre
e a
pla
n f
or
imple
men
ting o
f ad
min
istr
ativ
e se
rvic
es
4.3
Com
munic
ate
an a
gre
ed p
lan a
nd a
ny
chan
ges
to s
take
hold
ers
4.4
M
ake
chan
ges
to a
pla
n f
rom
fee
dbac
k giv
en,
as r
equired
4.5
M
ake
sure
all
those
invo
lved
in im
ple
men
ting a
pla
n u
nder
stan
d t
hei
r ro
les
and r
esponsi
bili
ties
4.6
M
ake
sure
a p
lan m
eets
leg
al a
nd r
egula
tory
req
uirem
ents
, as
nee
ded
4.7
Pr
ovi
de
support
to u
sers
so t
hey
can
use
the
adm
inis
trat
ive
serv
ices
an
d p
roce
dure
s
4.8
Pl
an a
nd t
ake
action,
as n
eeded
, to
min
imis
e dis
ruptions
to w
ork
ac
tivi
ties
and t
he
work
envi
ronm
ent
during im
ple
men
tation
4
Be
able
to
imple
men
t ad
min
istr
ativ
e se
rvic
es f
or
an
org
anis
atio
n
4.9
Fo
llow
a p
lan t
o im
ple
men
t ad
min
istr
ativ
e se
rvic
es
5.1
M
onitor
adm
inis
trat
ive
serv
ices
for
corr
ect
use
5
Be
able
to m
onitor
adm
inis
trat
ive
serv
ices
5.2
Tak
e ac
tion,
as n
eeded
, w
her
e ad
min
istr
ativ
e se
rvic
es a
re n
ot
bei
ng
use
d c
orr
ectly
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
66
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Enco
ura
ge
use
rs t
o c
om
men
t on a
dm
inis
trat
ive
serv
ices
and t
o m
ake
sugges
tions
for
impro
vem
ent
6.2
Colle
ct v
alid
and r
elia
ble
info
rmat
ion a
bout
the
use
of
adm
inis
trat
ive
serv
ices
6.3
U
se f
eedbac
k fr
om
use
rs a
nd info
rmat
ion c
olle
cted
to e
valu
ate
adm
inis
trat
ive
serv
ices
pro
vided
, an
d iden
tify
are
as f
or
impro
vem
ent
6.4
M
ake
impro
vem
ents
to a
dm
inis
trat
ive
serv
ices
within
lim
its
of
ow
n
auth
ority
6.5
M
ake
sure
im
pro
vem
ents
to a
dm
inis
trat
ive
serv
ices
follo
w leg
al a
nd
regula
tory
req
uirem
ents
, as
nec
essa
ry
6.6
Com
munic
ate
impro
vem
ents
to a
ll in
volv
ed
6
Be
able
to m
ainta
in
adm
inis
trat
ive
serv
ices
6.7
M
ake
reco
mm
endat
ions
for
impro
vem
ents
to a
dm
inis
trat
ive
serv
ices
w
hic
h a
re o
uts
ide
limits
of
ow
n a
uth
ority
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
67
Unit 9: Evaluate and Solve Business Problems
Unit reference number: K/601/2558
QCF level: 4
Credit value: 6
Guided learning hours: 16
Unit aim
This unit is about recognising that there is a problem with the way work is being carried out in a business environment, analysing the problem for possible causes and evaluating the problem in terms of the risks it presents if not solved.
Assessment guidance
The following is a guide, the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.4
2 2.1 – 2.6
3 3.1 – 3.2
4 4.1 – 4.3
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
5 5.1 – 5.6 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
68
Learning outcomes
Assessment criteria
Assessment guidance
6.1
6.3
6.6
6.8
Evidence may be supplied via learner reports/reflective accounts.
6
6.2 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
plans.
6.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
plans.
6.5
6.7
6.10
Evidence may be supplied via witness testimony and learner reports/reflective accounts.
6.9 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
feedback
reviews.
7 7.1 – 7.3 Evidence may be supplied via learner reports/reflective accounts.
Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 26.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
69
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
way
s of
reco
gnis
ing w
hen
a b
usi
nes
s pro
ble
m e
xist
s
1.2
Exp
lain
how
to iden
tify
poss
ible
cau
ses
of
busi
nes
s pro
ble
ms
1.3
D
escr
ibe
how
to a
sses
s risk
s or
conse
quen
ces
of
busi
nes
s pro
ble
ms
1
Under
stan
d
busi
nes
s pro
ble
ms,
th
eir
cause
s an
d
impac
t
1.4
Exp
lain
how
to a
nal
yse
busi
nes
s pro
ble
ms
and e
valu
ate
the
rele
vance
an
d im
port
ance
of
fact
ors
contr
ibuting t
o t
hem
2.1
Exp
lain
diffe
rent
way
s of so
lvin
g b
usi
nes
s pro
ble
ms
2.2
Exp
lain
diffe
rent
way
s of
pla
nnin
g t
o s
olv
e busi
nes
s pro
ble
ms
2.3
D
escr
ibe
the
purp
ose
of
iden
tify
ing r
esourc
e re
quirem
ents
nee
ded
2.4
Exp
lain
the
purp
ose
and b
enef
it o
f hav
ing s
upport
and f
eedbac
k fr
om
oth
ers
when
solv
ing b
usi
nes
s pro
ble
ms
2.5
Exp
lain
the
purp
ose
and b
enef
it o
f re
gula
rly
revi
ewin
g p
rogre
ss a
nd
adju
stin
g p
lans
when
sol
ving b
usi
nes
s pro
ble
ms
2
Under
stan
d
tech
niq
ues
for
solv
ing b
usi
nes
s pro
ble
ms
2.6
Exp
lain
how
to r
ecognis
e w
hen
a b
usi
nes
s pro
ble
m h
as b
een s
olv
ed
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
70
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
D
escr
ibe
effe
cts
of
org
anis
atio
nal
polic
es a
nd p
roce
dure
s w
hen
solv
ing
busi
nes
s pro
ble
ms
3
Under
stan
d
org
anis
atio
nal
and
regula
tory
fac
tors
th
at influen
ce
solu
tions
to
busi
nes
s pro
ble
ms
3.2
D
escr
ibe
effe
cts
of
legal
or
regula
tory
req
uirem
ents
when
solv
ing
busi
nes
s pro
ble
ms
4.1
D
escr
ibe
way
s of
eval
uat
ing a
ppro
aches
to s
olv
ing b
usi
nes
s pro
ble
ms
4.2
D
escr
ibe
way
s of
eval
uat
ing s
olutions
to b
usi
nes
s pro
ble
ms
for
effe
ctiv
enes
s
4
Under
stan
d h
ow
to
eval
uat
e ap
pro
aches
to
solv
ing b
usi
nes
s pro
ble
ms
4.3
Exp
lain
the
purp
ose
of
eval
uat
ing a
ppro
aches
and s
olu
tions
to
busi
nes
s pro
ble
ms
5.1
Rec
ognis
e busi
nes
s pro
ble
ms
affe
ctin
g w
ork
5.2
Ass
ess
the
risk
s pre
sente
d b
y a
busi
nes
s pro
ble
m,
and t
he
poss
ible
im
pac
t of
not
reso
lvin
g it
5.3
Anal
yse
busi
nes
s pro
ble
ms,
get
ting a
dditio
nal
info
rmat
ion,
as r
equired
5.4
D
iscu
ss w
ith o
ther
s to
agre
e w
hat
the
busi
nes
s pro
ble
ms
are
5.5
Ass
ess
the
rele
vance
and im
port
ance
of
the
fact
ors
contr
ibuting t
o
busi
nes
s pro
ble
ms
5
Be
able
to
reco
gnis
e an
d
anal
yse
busi
nes
s pro
ble
ms
5.6
Pr
ioritise
busi
nes
s pro
ble
ms
acco
rdin
g t
o its
im
port
ance
, co
mple
xity
, im
pac
t an
d u
rgen
cy
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
71
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
D
evel
op a
nd just
ify
an a
ppro
ach f
or h
ow
to s
olv
e busi
nes
s pro
ble
ms
6.2
D
evel
op a
nd just
ify
ow
n p
lan t
o s
olv
e busi
nes
s pro
ble
ms
6.3
Id
entify
and c
onfirm
way
s of
dec
idin
g w
hen
the
busi
nes
s pro
ble
m h
as
bee
n s
olv
ed
6.4
Agre
e ow
n p
lan w
ith o
ther
s as
req
uired
6.5
Car
ry o
ut
ow
n p
lan t
o s
olv
e busi
nes
s pro
ble
ms,
invo
lvin
g o
ther
s as
re
quired
6.6
G
ather
and u
se r
esourc
es n
eeded
to s
olv
e busi
nes
s pro
ble
ms
6.7
U
se s
upport
and f
eedbac
k fr
om
oth
ers
to h
elp r
each
a s
olu
tion
6.8
Reg
ula
rly
chec
k pro
gre
ss t
ow
ards
solv
ing b
usi
nes
s pro
ble
ms
6.9
U
se f
eedbac
k an
d p
rogre
ss r
evie
ws
to a
dju
st t
he
pla
n,
as r
equired
6
Be
able
to p
lan a
nd
carr
y out
ow
n
solu
tion t
o
busi
nes
s pro
ble
ms
6.1
0
Confirm
that
busi
nes
s pro
ble
ms
hav
e bee
n s
olv
ed,
with o
ther
s as
re
quired
7.1
Eva
luat
e ow
n a
ppro
ach t
o s
olvi
ng b
usi
nes
s pro
ble
ms
for
its
effe
ctiv
enes
s
7.2
Eva
luat
e ow
n s
olu
tion t
o b
usi
nes
s pro
ble
ms
for
its
effe
ctiv
enes
s
7
Be
able
to e
valu
ate
ow
n s
olu
tion t
o a
busi
nes
s pro
ble
m
7.3
Eva
luat
e al
tern
ativ
e ap
pro
aches
and s
olu
tions
for
poss
ible
ef
fect
iven
ess
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
72
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
73
Unit 10: Manage and Evaluate an Information System
Unit reference number: A/601/2564
QCF level: 4
Credit value: 6
Guided learning hours: 20
Unit aim
This unit is about managing and evaluating an information system that meets identified needs in a business environment. The learner will use knowledge of needs, to work in collaboration with others as required to manage and evaluate the system
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.9
2 2.1 – 2.4
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
3 3.1 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
training records.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
74
Learning outcomes
Assessment criteria
Assessment guidance
3.2
3.6
Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
notes of meetings.
3.3 – 3.5 Evidence may be supplied via witness testimony and learner reports/reflective accounts.
4 4.1 – 4.3 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
notes of meetings.
Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 9, 17.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
75
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Anal
yse
how
to p
lan a
nd a
gre
e im
ple
men
tation o
f th
e in
form
atio
n
syst
em
1.2
Anal
yse
the
purp
ose
and b
enef
its
of
man
agin
g info
rmat
ion t
o m
eet
requirem
ents
1.3
Exp
lain
the
purp
ose
and b
enef
its
of
pro
vidin
g t
rain
ing t
o u
sers
and
pro
vidin
g o
n-g
oin
g s
upport
1.4
Exp
lain
the
purp
ose
of
com
ply
ing w
ith leg
al a
nd o
rgan
isat
ion
requirem
ents
when
usi
ng a
n info
rmat
ion s
yste
m
1.5
Exp
lain
the
purp
ose
and b
enef
its
of
monitoring u
se o
f an
info
rmat
ion
syst
em
1.6
Anal
yse
way
s of
monitoring u
se o
f an
info
rmat
ion s
yste
m
1.7
Exp
lain
the
purp
ose
and b
enef
its
of
mai
nta
inin
g a
nd u
pdat
ing a
n
info
rmat
ion s
yste
m
1.8
Anal
yse
way
s of
mai
nta
inin
g a
nd u
pdat
ing a
n info
rmat
ion s
yste
m
1
Under
stan
d h
ow
to
man
age
an
info
rmat
ion s
yste
m
1.9
Anal
yse
the
types
of
pro
ble
ms
that
may
occ
ur
with a
n info
rmat
ion
syst
em a
nd h
ow
to d
eal w
ith t
hem
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
76
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exp
lain
the
purp
ose
and b
enef
its
of
continuousl
y im
pro
ving a
n
info
rmat
ion s
yste
m
2.2
Anal
yse
way
s of
eval
uat
ing a
n info
rmat
ion s
yste
m
2.3
Exp
lain
how
to iden
tify
pro
ble
ms
in a
n info
rmat
ion s
yste
m a
nd
anal
yse
them
2
Under
stan
d h
ow
to
revi
ew a
nd f
urt
her
dev
elop a
n
info
rmat
ion s
yste
m
2.4
Anal
yse
way
s of
reso
lvin
g p
roble
ms
in a
n info
rmat
ion s
yste
m
3.1
Pr
ovi
de
trai
nin
g o
n t
he
use
of
an info
rmat
ion s
yste
m
3.2
Pr
ovi
de
on-g
oin
g s
upport
to u
sers
3.3
M
onitor
use
of,
acc
ura
cy a
nd p
roduct
ivity
of
an info
rmat
ion s
yste
m t
o
mee
t org
anis
atio
nal
req
uirem
ents
3.4
M
ake
sure
leg
al a
nd o
rgan
isat
ional
req
uirem
ents
for
han
dlin
g
info
rmat
ion a
re f
ollo
wed
3.5
M
ake
sure
an info
rmat
ion s
yste
m is
mai
nta
ined
and u
pdat
ed,
if
required
3
Be
able
to m
anag
e an
info
rmat
ion
syst
em
3.6
Id
entify
, an
alys
e an
d r
esolv
e pro
ble
ms
when
they
occ
ur
4.1
Colle
ct f
eedbac
k on p
erfo
rman
ce o
f an
info
rmat
ion s
yste
m
4.2
Eva
luat
e fe
edbac
k an
d p
rioritise
dev
elopm
ent
nee
ds
of
an info
rmat
ion
syst
em,
if r
equired
4
Be
able
to e
valu
ate
an info
rmat
ion
syst
em
4.3
Pro
vide
info
rmat
ion t
o e
nab
le f
urt
her
info
rmat
ion s
yste
m
dev
elopm
ent
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
77
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
78
Unit 11: Plan Change for a Team
Unit reference number: M/601/2576
QCF level: 4
Credit value: 6
Guided learning hours: 22
Unit aim
This unit is about planning changes across teams in a department or part of an organisation at the level of a departmental manager or director
Assessment guidance
The following is a guide, the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1
2 2.1 – 2.3
3 3.1 – 3.2
4 4.1 – 4.5
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
5.1 – 5.3 Evidence may be supplied via witness testimony and learner reports/reflective accounts.
5
5.4
6 6.1
6.3
Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
presentations
minutes of meetings
initial plan.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
79
Learning outcomes
Assessment criteria
Assessment guidance
6.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
plan
letters
emails
memos
reports
minutes of meetings.
Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 9, 17.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
80
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
purp
ose
and v
alue
of
pla
nnin
g c
han
ge
1.1
Exp
lain
the
purp
ose
and b
enef
its
of
pla
nnin
g c
han
ge
for
a te
am t
o
org
anis
atio
ns,
indiv
idual
s an
d a
tea
m
2.1
Exp
lain
the
purp
ose
and b
enef
its
of en
gag
ing t
he
team
and indiv
idual
s in
pla
nnin
g c
han
ge
2.2
Exp
lain
the
purp
ose
and b
enef
its
of
enco
ura
gin
g t
he
team
and
indiv
idual
s to
fee
l th
at t
hey
are
mak
ing c
ontr
ibutions
to p
lannin
g
chan
ge
2
Under
stan
d t
he
role
of
the
team
an
d indiv
idual
s in
pla
nnin
g c
han
ge
2.3
Exp
lain
the
purp
ose
and b
enef
its
of
usi
ng a
tea
m a
nd indiv
idual
s to
ch
alle
nge
way
s of
work
ing c
onst
ruct
ivel
y an
d c
reat
ivel
y w
hen
pla
nnin
g c
han
ge
3.1
Exp
lain
the
purp
ose
and b
enef
its
of
hav
ing g
oal
s fo
r ch
anges
in a
te
am a
nd c
om
munic
atin
g t
hem
to t
hose
invo
lved
3
Under
stan
d t
he
purp
ose
and v
alue
of
com
munic
atio
n
when
pla
nnin
g
chan
ge
3.2
Exp
lain
the
purp
ose
and b
enef
its
of
mak
ing s
ure
dec
isio
n-m
aker
s ar
e co
mm
itte
d t
o p
lanned
chan
ges
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
81
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Exp
lain
the
purp
ose
and b
enef
its
of
bei
ng a
dap
table
during c
han
ge
pla
nnin
g a
nd t
he
chan
ge
pro
cess
4.2
Exp
lain
the
purp
ose
and b
enef
its
of bei
ng a
ble
to r
eneg
otiat
e pla
ns
for
chan
ges
4.3
Anal
yse
the
types
of
pro
ble
ms
and r
isks
that
may
occ
ur
while
pla
nnin
g c
han
ge
4.4
Exp
lain
way
s of
resp
ondin
g t
o p
roble
ms
while
pla
nnin
g c
han
ge
4
Under
stan
d t
he
purp
ose
and v
alue
of
neg
otiat
ion a
nd
dea
ling w
ith
pro
ble
ms
when
pla
nnin
g c
han
ge
4.5
Exp
lain
the
purp
ose
and b
enef
its
of
dea
ling w
ith p
roble
ms
when
pla
nnin
g c
han
ge
5.1
Rec
ognis
e opport
unitie
s fo
r ch
ange
for
a te
am
5.2
Rev
iew
options
for
chan
ge
in t
erm
s of
the
const
rain
ts,
risk
s, b
enef
its,
co
sts
and im
plic
atio
ns
for
a te
am
5.3
Id
entify
the
risk
s an
d b
enef
its
for
a te
am a
ssoci
ated
with o
ptions
for
chan
ge
5
Be
able
to iden
tify
an
d d
evel
op
opport
unitie
s fo
r ch
ange
for
a te
am
5.4
Pe
rsuad
e th
e te
am t
o c
omm
it its
elf
to c
han
ge
6.1
Enco
ura
ge
indiv
idual
s an
d t
he
team
to c
hal
lenge
exis
ting w
ays
of
work
ing a
nd p
ut
forw
ard n
ew idea
s
6.2
Pl
an c
han
ge
for
a te
am iden
tify
ing v
isio
n,
goal
s, o
bje
ctiv
es,
tim
esca
les
and r
esourc
es
6
Be
able
to p
lan
chan
ge
for
a te
am
6.3
Agre
e pla
ns
for
chan
ge
with r
elev
ant
dec
isio
n-m
aker
s, a
s re
quired
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
82
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
83
Unit 12: Assist in the Design of Business Continuity Management Procedures
Unit reference number: F/503/9237
QCF level: 4
Credit value: 4
Guided learning hours: 15
Unit aim
This unit is about assisting the design and testing of BCM procedures to meet organisational needs.
Unit assessment requirements/evidence requirements
There are no specific assessment requirements for this unit. Please refer to the overall Skills CFA assessment strategy (Annexe A).
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
84
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Id
entify
the
peo
ple
, pro
duct
s an
d p
roce
sses
req
uired
for
the
org
anis
atio
n t
o c
ontinue
to f
unct
ion
1.2
Id
entify
the
supply
chai
n o
n w
hic
h p
eople
, pro
duct
s an
d p
roce
sses
dep
end
1.3
Exp
lain
thei
r org
anis
atio
n’s
BCM
str
ateg
y
1.4
D
escr
ibe
thei
r org
anis
atio
n’s
exi
stin
g B
CM
pro
cedure
s, if
any
1.5
Id
entify
the
senio
r dec
isio
n-m
aker
s in
the
org
anis
atio
n f
or
BCM
pro
cedure
s
1
Under
stan
d f
acto
rs
that
will
influen
ce
the
dev
elopm
ent
of
Busi
nes
s Continuity
Man
agem
ent
(BCM
) pro
cedure
s
1.6
Exp
lain
who t
o c
onta
ct for
advi
ce w
hen
dev
elopin
g B
CM
pro
cedure
s
2.1
Exp
lain
the
conce
pt
of
BCM
2.2
Exp
lain
how
to t
ransl
ate
the
conce
pt
of
BCM
into
the
des
ign o
f BCM
pro
cedure
s
2.3
D
escr
ibe
met
hods
of
dev
elopin
g B
CM
sys
tem
s an
d p
roce
dure
s th
at
achie
ve r
equired
outc
om
es
2.4
Exp
lain
way
s in
whic
h r
easo
nab
le a
nd a
ppro
priat
e co
ntr
ibutions
to t
he
dev
elopm
ent
of
BCM
pro
cedure
s ca
n b
e m
ade
2
Under
stan
d h
ow
to
assi
st w
ith t
he
dev
elopm
ent
of
BCM
pro
cedure
s
2.5
Exp
lain
the
ben
efits
of dev
elopin
g a
ran
ge
of
options
for
the
des
ign o
f BCM
pro
cedure
s
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
85
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Exp
lain
the
purp
ose
and b
enef
its
of co
nsu
ltin
g o
n d
esig
n o
ptions
3.2
Exp
lain
who s
hould
be
consu
lted
and h
ow
to o
rgan
ise
this
co
nsu
ltat
ion
3.3
Exp
lain
the
types
of
info
rmat
ion a
nd a
dvi
ce t
hat
peo
ple
may
nee
d t
o
reac
h a
dec
isio
n o
n d
esig
n o
ptions
3
Under
stan
d h
ow
to
consu
lt o
n B
CM
pro
cedure
s
3.4
Exp
lain
the
pro
cedure
s fo
r si
gn-o
ff,
revi
ew a
nd u
pdat
ing o
f docu
men
ts
4.1
M
ake
contr
ibutions
to t
he
conte
nt
and s
cope
of
the
pro
cedure
that
are
re
asonab
le a
nd a
ppro
priat
e to
the
nee
ds
of
the
org
anis
atio
n a
nd its
su
pply
chai
n
4
Be
able
to
contr
ibute
to
pro
posa
ls f
or
BCM
pro
cedure
s 4.2
W
ork
with o
ther
s to
agre
e re
quirem
ents
for
the
pro
cedure
and t
he
syst
ems
nee
ded
to s
upport
it
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
86
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Pr
oduce
des
ign o
ptions
for
BCM
pro
cedure
s co
nsi
sten
t w
ith a
gre
ed
requirem
ents
5.2
Consu
lt w
ith r
elev
ant
peo
ple
when
dev
elopin
g d
iffe
rent
des
ign o
ptions
5.3
M
ake
sure
the
des
ign o
ptions
confo
rm w
ith b
est
pra
ctic
e, leg
al
requirem
ents
and w
ith a
ny
org
anis
atio
nal
Busi
nes
s Continuity
stra
tegy
and p
olic
y
5.4
M
ake
sure
des
ign o
ptions
will
pro
tect
pro
duct
s an
d s
ervi
ces
and a
re
pro
port
ionat
e to
the
org
anis
atio
n’s
nee
ds
5.5
M
ake
sure
des
ign o
ptions
take
acc
ount
of
the
org
anis
atio
n’s
supply
ch
ain,
wher
e nec
essa
ry
5.6
Pr
esen
t des
ign o
ptions
in a
for
m a
nd s
tyle
whic
h is
clea
r an
d
under
stan
dab
le b
y use
rs a
nd d
ecis
ion-m
aker
s
5.7
Pro
vide
suff
icie
nt
info
rmat
ion t
o e
nab
le a
gre
emen
t of
a final
pro
cedure
5.8
Rec
ord
the
final
pro
cedure
in s
uffic
ient
det
ail fo
r im
ple
men
tation
5
Be
able
to
contr
ibute
to t
he
des
ign o
f BCM
pro
cedure
s
5.9
U
se a
gre
ed c
onfigura
tion m
anag
emen
t pro
cedure
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
87
Unit 13: Raise Awareness of Business Continuity Management within a Team
Unit reference number: H/503/9277
QCF level: 4
Credit value: 4
Guided learning hours: 15
Unit aim
This unit is about communicating the purpose for BCM to other members of the team, colleagues or across the organisation.
Unit assessment requirements/evidence requirements
There are no specific assessment requirements for this unit. Please refer to the overall Skills CFA assessment strategy (Annexe A).
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
88
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
conce
pts
of
BCM
1.2
Exp
lain
thei
r org
anis
atio
n’s
BCM
pro
cedure
s
1.3
Exp
lain
thei
r org
anis
atio
n’s
BCM
str
uct
ure
and t
hei
r ow
n r
ole
within
th
is
1.4
Exp
lain
the
role
s an
d r
esponsi
bili
ties
of
diffe
rent
team
mem
ber
s w
ithin
the
org
anis
atio
n’s
BCM
pro
cedure
s
1
Under
stan
d t
he
princi
ple
s an
d
pro
cedure
s of
Busi
nes
s Continuity
Man
agem
ent
(B
CM
)
1.5
D
istinguis
h b
etw
een B
usi
nes
s Continuity
Man
agem
ent
and a
Busi
nes
s Continuity
pla
n
2.1
Exp
lain
how
to c
om
munic
ate
BCM
thro
ughout
the
team
’s B
CM
st
ruct
ure
2
Under
stan
d h
ow
to
rais
e aw
aren
ess
of
BCM
within
a t
eam
2.2
Exp
lain
how
to s
elec
t an
d s
truct
ure
appro
priat
e in
form
atio
n t
o
contr
ibute
to a
war
enes
s-ra
isin
g e
vents
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
89
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
M
ake
sure
all
team
mem
ber
s kn
ow
what
Busi
nes
s Continuity
Man
agem
ent
is
3.2
Com
munic
ate
BCM
and o
wn r
ole
within
it
thro
ughout
the
team
’s B
CM
st
ruct
ure
3.3
M
ake
sure
all
staf
f kn
ow
what
thei
r ro
les
and r
esponsi
bili
ties
are
in
the
org
anis
atio
n’s
BCM
pro
cedure
s
3
Be
able
to r
aise
aw
aren
ess
of
BCM
w
ithin
a t
eam
3.4
Contr
ibute
to a
war
enes
s-ra
isin
g e
vents
within
the
team
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
90
Unit 14: Chair Meetings
Unit reference number: J/601/2566
QCF level: 4
Credit value: 4
Guided learning hours: 16
Unit aim
This unit is about the role of the chairperson before, during and after business meetings.
Assessment guidance
The following is a guide, the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.17 Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
2.1 – 2.5 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
agendas
briefing papers.
2
2.6 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
91
Learning outcomes
Assessment criteria
Assessment guidance
3 3.1 – 3.11 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
• minutes of meetings.
4.1 – 4.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
minutes of meetings
reports.
4
4.3 – 4.4 Evidence may be supplied via learner reports/reflective accounts and professional discussion.
Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 3.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
92
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
role
of
the
chai
r bef
ore,
during a
nd a
fter
a m
eeting
1.2
Anal
yse
diffe
rent
types
of
mee
tings
and h
ow
to r
un t
hem
1.3
Exp
lain
the
purp
ose
of
pre
par
ing f
or
form
al m
eetings
1.4
Exp
lain
the
reas
ons
for
agre
eing t
he
purp
ose
of
mee
tings
1.5
Exp
lain
the
reas
ons
for
agre
eing t
he
tim
ing o
f th
e m
eeting t
o m
ake
sure
key
peo
ple
can
att
end o
r be
repre
sente
d
1.6
D
escr
ibe
how
to c
hai
r m
eetings
to k
eep t
o a
gre
ed t
imin
gs,
as
required
1.7
Exp
lain
the
reas
ons
for
giv
ing p
eople
info
rmat
ion a
bout
faci
litie
s an
d
arra
ngem
ents
, in
cludin
g h
ealth a
nd s
afet
y pro
cedure
s
1.8
Exp
lain
the
ben
efits
of
effe
ctiv
e co
mm
unic
atio
n s
kills
1.9
Exp
lain
how
eff
ective
inte
rper
sonal
ski
lls c
an im
pac
t on t
he
succ
ess
of
mee
tings
1.1
0
Exp
lain
how
to f
acili
tate
dis
cuss
ions
so t
hat
the
purp
ose
of
each
ag
enda
item
is
achie
ved
1
Under
stan
d t
he
role
of
the
chai
r in
m
eetings
1.1
1
Exp
lain
how
to s
um
mar
ise
dis
cuss
ions
and a
gre
e ac
tions
at
appro
priat
e poin
ts
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
93
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
2
Anal
yse
tech
niq
ues
for
keep
ing t
o m
eeting t
imin
gs,
agen
da,
and
purp
ose
1.1
3
Exp
lain
rea
sons
for
liais
ing w
ith m
eeting o
rgan
iser
if
not
the
chai
r
1.1
4
Des
crib
e th
e ty
pes
of
pro
ble
ms
that
may
occ
ur
when
chai
ring
mee
tings,
and h
ow
to r
esolv
e th
em
1.1
5
Des
crib
e th
e purp
ose
of
appro
ving r
ecord
s of
mee
tings
1.1
6
Exp
lain
the
purp
ose
of
follo
w u
p a
ctio
ns,
and e
valu
atio
n o
f m
eetings
1.1
7
Exp
lain
the
purp
ose
of
reflec
ting o
n w
het
her
the
mee
ting m
et its
purp
ose
and a
gre
eing lea
rnin
g p
oin
ts f
or
the
futu
re
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
94
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Agre
e th
e purp
ose
of
a m
eeting
2.2
Agre
e th
e sc
hed
ulin
g o
f a
mee
ting s
o t
hat
key
peo
ple
can
att
end
2.3
M
ake
sure
mee
ting f
acili
ties
mee
t re
quirem
ents
2.4
Agre
e ag
enda
item
s fo
r a
mee
ting,
incl
udin
g t
imin
g a
nd a
ny
pap
ers
required
to a
chie
ve p
urp
ose
2.5
Rea
d b
rief
ing p
aper
s an
d iden
tify
key
iss
ues
, co
nsu
ltin
g a
s re
quired
2
Be
able
to p
repar
e fo
r ch
airing a
m
eeting
2.6
Li
aise
with m
eeting o
rgan
iser
if
not
the
chai
r of
the
mee
ting
3.1
G
reet
peo
ple
att
endin
g t
he
mee
ting
3.2
Kee
p t
o t
imin
gs
as r
equired
3.3
G
ive
det
ails
of
faci
litie
s an
d a
rran
gem
ents
3.4
Fo
llow
an a
gen
da
3.5
M
ake
sure
those
pre
sent
hav
e an
opport
unity
to c
ontr
ibute
to t
he
mee
ting
3.6
Kee
p t
he
mee
ting o
n t
rack
to a
chie
ve its
purp
ose
3.7
Res
olv
e an
y pro
ble
ms
that
occ
ur
3.8
Sum
mar
ise
dis
cuss
ions
and a
gre
e ac
tions
3.9
O
bse
rve
form
al v
oting a
nd a
ppro
val pro
cedure
s, if
required
3.1
0
Agre
e dat
e, t
ime
and loca
tion o
f nex
t m
eeting,
if r
equired
3
Be
able
to c
hai
r a
mee
ting u
sing
inte
rper
sonal
and
org
anis
atio
nal
ski
lls
3.1
1
Clo
se t
he
mee
ting o
n t
ime
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
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Feb
ruar
y 2014 ©
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rson E
duca
tion L
imited
2014
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Appro
ve a
mee
ting r
ecord
and lis
t of
actions
4.2
M
ake
sure
agre
ed a
ctio
ns
are
imple
men
ted
4.3
Eva
luat
e th
e outc
om
es o
f a
mee
ting in t
erm
s of
its
purp
ose
4
Be
able
to f
ollo
w
up a
nd e
valu
ate
a m
eeting t
hat
has
bee
n c
hai
red
4.4
Agre
e le
arnin
g p
oin
ts f
or
futu
re m
eetings,
if
required
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
96
Unit 15: Assist with the Development of an Organisational Business Continuity Management Strategy
Unit reference number: L/503/9242
QCF level: 4
Credit value: 5
Guided learning hours: 20
Unit aim
This unit is about supporting your manager and team when developing an organisational BCM strategy
Unit assessment requirements/evidence requirements
There are no specific assessment requirements for this unit. Please refer to the overall Skills CFA assessment strategy (Annexe A).
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
97
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
escr
ibe
the
critic
al p
roduct
s an
d s
ervi
ces
that
form
the
core
of
the
org
anis
atio
n
1.2
Exp
lain
the
knock
-on e
ffec
t th
at d
isru
ptions
in o
ne
area
of
the
busi
nes
s m
ight
hav
e on o
ther
are
as
1.3
D
escr
ibe
the
supply
chai
n o
n w
hic
h t
he
org
anis
atio
n d
epen
ds
1.4
Exp
lain
the
stru
cture
of
the
org
anis
atio
n a
nd its
bra
nds
1.5
Exp
lain
the
hie
rarc
hy
of th
e org
anis
atio
n in t
erm
s of
dec
isio
n-m
akin
g
1.6
Exp
lain
the
culture
of
the
org
anis
atio
n
1.7
Exp
lain
the
org
anis
atio
n’s
att
itude
to r
isk
1.8
Exp
lain
the
syst
ems
pro
cess
es a
nd funct
ions
within
the
org
anis
atio
n
1.9
Exp
lain
the
boundar
ies
of
thei
r ro
le a
nd r
esponsi
bili
ties
1
Under
stan
d
org
anis
atio
nal
fa
ctors
that
will
in
fluen
ce a
n
org
anis
atio
nal
Busi
nes
s Continuity
Man
agem
ent
(B
CM
) st
rate
gy
1.1
0
Exp
lain
the
const
rain
ts w
ithin
whic
h t
hey
oper
ate
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
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trat
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ific
atio
n –
Iss
ue
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ruar
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imited
2014
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exp
lain
the
conce
pts
of
Busi
nes
s Continuity
Man
agem
ent
2.2
Exp
lain
the
inte
rfac
e bet
wee
n B
usi
nes
s Continuity
Man
agem
ent
and
oth
er a
reas
such
as
risk
man
agem
ent,
HR p
ract
ices
and L
aw,
Finan
ce
info
rmat
ion c
aptu
re,
Hea
lth &
Saf
ety,
Em
ergen
cy p
lannin
g,
Dis
aste
r Rec
ove
ry,
faci
litie
s an
d s
ecurity
2.3
Exp
lain
the
princi
ple
s of
writing a
Busi
nes
s Im
pac
t Anal
ysis
2.4
Exp
lain
the
met
hods
of
writing a
Busi
nes
s Im
pac
t Anal
ysis
2.5
Exp
lain
the
met
hods
of
anal
ysin
g a
nd e
valu
atin
g info
rmat
ion
2.6
Exp
lain
way
s of
sele
ctin
g a
nd e
ngag
ing a
ppro
priat
e peo
ple
when
co
nduct
ing a
Busi
nes
s Im
pac
t Anal
ysis
2.7
Exp
lain
way
s of
pre
senting info
rmat
ion t
o p
rom
ote
deb
ate
and info
rm
dec
isio
ns
2
Under
stan
d h
ow
to
assi
st w
ith t
he
dev
elopm
ent
of
an
org
anis
atio
nal
Busi
nes
s Continuity
Man
agem
ent
stra
tegy
2.8
Exp
lain
how
to u
se info
rmat
ion f
rom
the
Busi
nes
s Im
pac
t Anal
ysis
to
write
a B
usi
nes
s Continuity
pla
n
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
99
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Conduct
a B
usi
nes
s Im
pac
t Anal
ysis
, co
nsu
ltin
g a
nd invo
lvin
g o
ther
s as
appro
priat
e
3.2
Id
entify
the
critic
al c
om
ponen
ts o
f th
e org
anis
atio
n’s
act
ivitie
s an
d
single
poin
ts o
f fa
ilure
and a
nal
yse
thei
r vu
lner
abili
ty
3.3
Contr
ibute
to t
he
dev
elopm
ent
of
a BCM
str
ateg
y ta
king a
ccount
of
the
Busi
nes
s Im
pac
t Anal
ysis
and t
he
Busi
nes
s Continuity
polic
y
3.4
Cre
ate
a co
mm
on u
nder
stan
din
g o
f Busi
nes
s Continuity
and d
isas
ter
reco
very
am
ongst
colle
agues
3.5
Pr
ovi
de
feed
bac
k fr
om
work
col
leag
ues
to info
rm t
he
final
BCM
st
rate
gy
3
Be
able
to a
ssis
t w
ith t
he
dev
elopm
ent
of
a Busi
nes
s Continuity
Man
agem
ent
stra
tegy
3.6
D
raft
a B
usi
nes
s Continuity
Plan
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
100
Unit 16: Contribute to Innovation in a Business Environment
Unit reference number: K/601/2575
QCF level: 4
Credit value: 6
Guided learning hours: 25
Unit aim
This unit is about identifying and evaluating new ideas for innovation in the business environment.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.2
2 2.1 – 2.11
3 3.1 – 3.6
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
4 4.1 – 4.2
4.5
Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
minutes of meetings.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
101
Learning outcomes
Assessment criteria
Assessment guidance
4.3 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
information collected.
4.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
risk assessment.
5 5.1 – 5.2
6.1 – 6.5
6.7
Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
minutes of meetings
formal proposal.
6
6.6 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
feedback received.
Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 3, 9, 26.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
2
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Eva
luat
e th
e purp
ose
of
innova
tion a
s a
way
of
stay
ing c
om
pet
itiv
e an
d o
ffer
ing n
ew s
olu
tions
1
Under
stan
d t
he
purp
ose
and
ben
efits
of
innova
tion in a
busi
nes
s en
viro
nm
ent
1.2
Exp
lain
the
purp
ose
of
ques
tionin
g e
xist
ing w
ays
of
work
ing a
nd
assu
mptions
about
them
2.1
Exp
lain
the
purp
ose
of
revi
ewin
g e
xist
ing p
roduct
s an
d s
ervi
ces,
and
way
s of
doin
g s
o
2.2
Eva
luat
e w
ays
of
revi
ewin
g e
xist
ing p
roduct
s an
d s
ervi
ces
2.3
Id
entify
sourc
es o
f in
form
atio
n f
or n
ew a
ppro
aches
and s
olu
tions
2.4
D
escr
ibe
way
s of
colle
ctin
g info
rmat
ion o
n p
oss
ible
im
pro
vem
ents
2.5
Exp
lain
the
purp
ose
of
work
ing w
ith o
ther
s w
hen
dev
elopin
g n
ew
appro
aches
and s
olu
tions
2.6
Exp
lain
the
purp
ose
and b
enef
its
of
work
ing w
ith o
ther
s w
hen
ag
reei
ng h
ow
to p
rese
nt
idea
s to
dec
isio
n-m
aker
s
2.7
Eva
luat
e how
to w
ork
with o
ther
s to
dev
elop a
nd a
gre
e an
idea
2.8
Exp
lain
the
purp
ose
and b
enef
its
of
ackn
ow
ledgin
g c
ontr
ibutions
mad
e by
oth
ers
2
Under
stan
d h
ow
to
rese
arch
, dev
elop
and r
evie
w idea
s fo
r new
ap
pro
aches
and
solu
tions
2.9
Exp
lain
how
to e
valu
ate
idea
s, incl
udin
g c
ost
/ben
efit a
nd im
pac
t an
alys
is
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
0
Exp
lain
how
to q
ues
tion a
ssum
ptions
to d
evel
op c
once
pts
and
pro
posi
tions
2.1
1
Exp
lain
the
purp
ose
of
revi
ewin
g a
nd lea
rnin
g f
rom
mis
take
s
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Exp
lain
the
purp
ose
of
selli
ng idea
s to
dec
isio
n-m
aker
s
3.2
Anal
yse
how
to p
rese
nt
and s
ell su
gges
tions
for
new
appro
aches
and
solu
tions
to d
ecis
ion-m
aker
s to
ach
ieve
a p
osi
tive
outc
om
e
3.3
Exp
lain
the
purp
ose
of
risk
anal
ysis
3.4
Exp
lain
when
it
is a
ppro
priat
e to
tak
e ‘a
ccep
table
’ risk
s
3.5
Eva
luat
e th
e purp
ose
and b
enef
its
of
acce
pting f
eedbac
k
3
Under
stan
d h
ow
to
pre
sent
sugges
tions
for
new
appro
aches
an
d s
olu
tions
3.6
Exp
lain
how
to d
evel
op a
nd d
ocu
men
t pro
posa
ls f
or
chan
ge
4.1
Q
ues
tion c
onst
ruct
ivel
y ex
isting w
ays
of
work
ing in o
wn a
rea
of
resp
onsi
bili
ty
4.2
Res
earc
h a
nd iden
tify
poss
ible
im
pro
vem
ents
to w
ork
ing m
ethods,
se
rvic
es o
r pro
duct
s in
ow
n a
rea
of
resp
onsi
bili
ty
4.3
Colle
ct info
rmat
ion t
hat
can
be
use
d t
o d
evel
op idea
s fo
r new
ap
pro
aches
and s
olu
tions
4.4
Car
ry o
ut
a risk
anal
ysis
4
Be
able
to r
esea
rch
and d
evel
op idea
s fo
r new
ap
pro
aches
and
solu
tions
4.5
Agre
e cr
iter
ia f
or
eval
uat
ing idea
s in
cludin
g f
it w
ith o
rgan
isat
ional
ai
ms
and o
bje
ctiv
es
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Pu
t fo
rwar
d a
form
al p
roposa
l of new
appro
aches
and /
or
solu
tions
5
Be
able
to p
rese
nt
sugges
tions
for
new
appro
aches
an
d s
olu
tions
5.2
Com
munic
ate
risk
s to
oth
ers
in a
suitab
le f
orm
at
6.1
Id
entify
the
cost
and b
enef
its
of
new
idea
s to
incl
ude
re
sourc
es r
equired
as
sess
men
t of
impac
t on o
ther
s
6.2
Eva
luat
e id
eas
for
new
appro
aches
and s
olu
tions
usi
ng
fit
with o
rgan
isat
ional
aim
s an
d o
bje
ctiv
es
oth
er a
gre
ed c
rite
ria
6.3
Eva
luat
e id
eas
to c
hal
lenge
ow
n a
ssum
ptions
and t
hin
king a
bout
way
s of
work
ing
6.4
Pu
t fo
rwar
d a
form
al p
roposa
l to
per
suad
e dec
isio
n-m
aker
s of
the
ben
efits
of
your
idea
(s)
6.5
Com
munic
ate
and s
ell id
eas
to o
ther
s
6.6
See
k fe
edbac
k on idea
s, a
nal
yse
feed
bac
k, a
nd s
how
a w
illin
gnes
s to
ad
apt
6
Be
able
to
eval
uat
e, r
evie
w
and m
ake
sugges
tions
for
new
appro
aches
an
d s
olu
tions
6.7
Ass
ess
idea
(s)
and d
ecid
e w
het
her
a s
ugges
tion f
or
a new
ap
pro
ach/s
olu
tion is
poss
ible
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
6
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
107
Unit 17: Design and Develop an Information System
Unit reference number: T/601/2563
QCF level: 4
Credit value: 7
Guided learning hours: 30
Unit aim
This unit is about designing and developing an information system that will meet identified needs in a business environment.
This unit must not be taken with Unit L/601/2536 – Support the Design and Development of an Information System.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.2
2 2.1 – 2.5
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
3.1 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
information identified
3
3.2 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
resources identified
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
108
Learning outcomes
Assessment criteria
Assessment guidance
3.3 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
specification
budgets
3.4 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
information system
specification
3.5 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
test results
feedback
3.6 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
9
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Eva
luat
e th
e ty
pes
of
info
rmat
ion t
hat
nee
d t
o b
e m
anag
ed in a
busi
nes
s en
viro
nm
ent
1
Under
stan
d t
he
purp
ose
of
info
rmat
ion
syst
ems
in a
busi
nes
s en
viro
nm
ent
1.2
Anal
yse
the
types
of
info
rmat
ion s
yste
ms
avai
lable
and t
hei
r m
ain
feat
ure
s
2.1
Anal
yse
the
purp
ose
and b
enef
its
of
iden
tify
ing a
nd a
gre
eing u
ser
nee
ds
for
an info
rmat
ion s
yste
m
2.2
Exp
lain
the
purp
ose
and b
enef
its
of dev
elopin
g a
sys
tem
spec
ific
atio
n
bas
ed o
n a
gre
ed n
eeds
2.3
Anal
yse
way
s of
dev
elopin
g a
spec
ific
atio
n f
or
an info
rmat
ion s
yste
m
2.4
Anal
yse
way
s of
crea
ting a
nd d
evel
opin
g a
n info
rmat
ion s
yste
m b
ased
on a
gre
ed n
eeds
2
Under
stan
d h
ow
to
des
ign a
nd d
evel
op
an info
rmat
ion
syst
em
2.5
Exp
lain
the
purp
ose
and b
enef
its
of
test
ing a
n info
rmat
ion s
yste
m
during d
evel
opm
ent
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
11
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Id
entify
and a
nal
yse
the
info
rmat
ion t
o b
e m
anag
ed
3.2
Id
entify
the
reso
urc
es a
vaila
ble
3.3
D
evel
op a
sys
tem
spec
ific
atio
n w
ithin
agre
ed b
udget
, as
req
uired
3.4
D
evel
op a
n info
rmat
ion s
yste
m t
hat
mee
ts t
he
spec
ific
atio
n
3.5
Tes
t th
e sy
stem
3
Be
able
to d
esig
n
and d
evel
op a
n
info
rmat
ion s
yste
m
3.6
Id
entify
, re
port
and r
emed
y fa
ults
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
111
Unit 18: Prepare, Co-ordinate and Monitor Operational Plans
Unit reference number: L/601/2570
QCF level: 4
Credit value: 6
Guided learning hours: 26
Unit aim
This unit is about preparing and co-ordinating delivery of operational plans across one or more work activities or areas of responsibility.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.2
2 2.1 – 2.8
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
3.1
3.3
3.5 – 3.6
Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
plans
3
3.2
3.4
Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
112
Learning outcomes
Assessment criteria
Assessment guidance
4.1
4.4
Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
plans.
4.2 – 4.3
4.5 – 4.11
Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
presentations
4
4.12 Evidence may be supplied via learner reports/reflective accounts
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
11
3
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
of
hav
ing lim
its
of
auth
ority
when
pre
par
ing a
nd
co-o
rdin
atin
g o
per
atio
nal
pla
ns
1.2
Exp
lain
the
purp
ose
and b
enef
its
of co
-ord
inat
ing o
per
atio
nal
pla
ns
1.3
Exp
lain
the
effe
cts
of
org
anis
atio
nal
prior
itie
s, o
bje
ctiv
es a
nd
const
rain
ts o
n o
per
atio
nal
pla
ns
1.4
Exp
lain
how
to iden
tify
ris
ks a
nd c
ontingen
cies
1.5
The
ben
efits
of
clea
r co
mm
unic
atio
n w
hen
pla
nnin
g a
nd c
o-o
rdin
atin
g
oper
atio
ns
1.6
Exp
lain
the
purp
ose
of
neg
otiat
ing a
nd a
gre
eing o
per
atio
nal
pla
ns,
an
d h
ow
to d
o s
o
1.7
D
escr
ibe
the
poss
ible
effec
ts o
f le
gal
and r
egula
tory
req
uirem
ents
on
oper
atio
nal
pla
ns
1.8
Exp
lain
the
effe
cts
on o
per
atio
nal
pla
ns
of
org
anis
atio
nal
polic
ies
and
pro
cedure
s re
late
d t
o w
ork
met
hods
and a
ctiv
itie
s
1.9
Exp
lain
how
to g
et v
alid
and r
elev
ant
info
rmat
ion t
o m
onitor
oper
atio
nal
pla
ns
accu
rate
ly
1
Under
stan
d f
acto
rs
affe
ctin
g t
he
pre
par
atio
n,
co-
ord
inat
ion a
nd
monitoring o
f oper
atio
nal
pla
ns
1.1
0
Exp
lain
the
purp
ose
and b
enef
its
of
continuousl
y lo
oki
ng f
or
opport
unitie
s to
im
pro
ve p
erfo
rman
ce a
gai
nst
oper
atio
nal
pla
ns
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
11
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exp
lain
a r
ange
of
pla
nnin
g t
echniq
ues
and t
ools
that
can
be
use
d t
o
pre
par
e oper
atio
nal
pla
ns
2.2
Exp
lain
how
to iden
tify
and p
rioritise
outc
om
es f
or
oper
atio
nal
pla
ns
2.3
D
escr
ibe
way
s of
iden
tify
ing t
he
activi
ties
and r
esourc
es n
eeded
to
achie
ve a
gre
ed o
utc
om
es
2.4
Exp
lain
the
purp
ose
and b
enef
its
of
hav
ing r
ealis
tic
sched
ule
s fo
r oper
atio
nal
pla
ns
2.5
Exp
lain
the
purp
ose
and b
enef
its
of
revi
ewin
g o
per
atio
nal
pla
ns
as
they
are
dev
eloped
2.6
D
escr
ibe
met
hods
for
iden
tify
ing a
nd n
egotiat
ing r
ole
s an
d
resp
onsi
bili
ties
for
oper
atio
nal
pla
ns
2.7
Exp
lain
the
purp
ose
of
under
stan
din
g t
he
range
of
work
met
hods
and
activi
ties
that
can
be
use
d t
o d
eliv
er o
per
atio
nal
outc
om
es
2
Under
stan
d h
ow
to
pre
par
e oper
atio
nal
pla
ns
2.8
Exp
lain
the
purp
ose
and b
enef
its
of m
akin
g b
est
use
of
reso
urc
es
3.1
Pr
epar
e oper
atio
nal
pla
ns
to c
o-o
rdin
ate
rele
vant
oper
atio
ns
3.2
Pr
ioritise
and a
gre
e re
quired
outc
om
es f
rom
oper
atio
nal
pla
ns
3.3
Id
entify
ris
ks w
ithin
oper
atio
nal
pla
ns
and c
ontingen
cies
to d
eal w
ith
them
3.4
Spec
ify
actions
and r
esourc
es n
eeded
to a
chie
ve o
utc
om
es o
f oper
atio
nal
pla
ns
3.5
M
ake
sure
oper
atio
nal
pla
ns
mee
t le
gal
and r
egula
tory
req
uirem
ents
, if r
equired
3
Be
able
to p
repar
e oper
atio
nal
pla
ns
3.6
M
ake
sure
oper
atio
nal
pla
ns
mee
t org
anis
atio
nal
polic
ies
and
pro
cedure
s re
late
d t
o w
ork
met
hods
and a
ctiv
itie
s
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
11
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
M
ake
sure
oper
atio
nal
pla
ns
are
in lin
e w
ith o
rgan
isat
ional
priorities
, obje
ctiv
es a
nd c
onst
rain
ts
4.2
Pro
vide
clea
r an
d r
elev
ant
info
rmat
ion t
o a
ll w
ho n
eed it
4.3
N
egotiat
e an
d a
gre
e ch
anges
to o
per
atio
nal
pla
ns
4.4
Rev
iew
and u
pdat
e oper
atio
nal
pla
ns
to s
how
chan
ges
in t
he
work
ing
envi
ronm
ent
or
obje
ctiv
es
4.5
N
egotiat
e ro
les
and r
esponsi
bili
ties
for
imple
men
ting o
per
atio
nal
pla
ns
4.6
Chec
k th
at r
elev
ant
peo
ple
under
stan
d t
hei
r ro
les
and r
esponsi
bili
ties
fo
r oper
atio
nal
pla
ns
4.7
N
egotiat
e w
ork
met
hods
and a
ctiv
itie
s to
del
iver
oper
atio
nal
pla
ns
4.8
N
egotiat
e re
sourc
es n
eeded
for
oper
atio
nal
pla
ns
and m
ake
sure
bes
t use
is
mad
e of
them
4.9
N
egotiat
e pro
mpt
and c
orr
ective
act
ions
if o
per
atio
ns
are
not
in lin
e w
ith o
per
atio
nal
pla
ns
4.1
0
Obta
in s
uff
icie
nt,
val
id a
nd r
elev
ant
info
rmat
ion t
o m
onitor
oper
atio
ns
agai
nst
oper
atio
nal
pla
ns
4.1
1
Com
munic
ate
chan
ges
in o
per
atio
nal
pla
ns
whic
h a
ffec
t w
ork
met
hods
and a
ctiv
itie
s pro
mptly
and a
ccura
tely
4
Be
able
to
co-o
rdin
ate
and
monitor
oper
atio
nal
pla
ns
4.1
2
Iden
tify
opport
unitie
s to
im
pro
ve o
per
atio
ns
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
11
6
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
117
Unit 19: Propose and Design Administrative Services
Unit reference number: Y/601/2569
QCF level: 4
Credit value: 8
Guided learning hours: 36
Unit aim
This unit is about researching and using the information gathered to propose and design administrative services for an organisation that will meet the needs of all users, and which will meet legal and organisational requirements.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.4
2 2.1 – 2.7
3 3.1 – 3.9
4 4.1 – 4.3
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
5 5.1
5.3 – 5.4
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
minutes of meetings
questionnaires
Service Level Agreements
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
118
Learning outcomes
Assessment criteria
Assessment guidance
5.2 Evidence may be supplied via learner reports/reflective accounts.
5.5
5.7
Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
specifications
5.6 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
specifications
budgets
6.1 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
specifications
budgets
designs
consultation documents
minutes of meetings
6.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role
6
6.3 – 6.4 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
designs
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
119
Learning outcomes
Assessment criteria
Assessment guidance
7.1
7.3
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
memos
emails
minutes of meetings
designs
presentations
reports
7.2 Evidence may be supplied via learner reports/reflective accounts
7
7.4 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
design
specification
Evidence generated for this unit of assessment may contribute towards other units including Unit 8.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
12
0
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
and b
enef
its
of re
view
ing a
dm
inis
trat
ive
serv
ices
an
d m
akin
g a
ppro
priat
e im
pro
vem
ents
1.2
D
escr
ibe
org
anis
atio
nal
polic
ies
and p
roce
dure
s th
at m
ay a
ffec
t ad
min
istr
ativ
e se
rvic
es a
nd t
hei
r dev
elopm
ent
1.3
Id
entify
leg
al a
nd r
egula
tory
req
uirem
ents
that
aff
ect
the
des
ign o
f an
org
anis
atio
n’s
adm
inis
trat
ive
serv
ices
1
Under
stan
d f
acto
rs
affe
ctin
g t
he
des
ign o
f ad
min
istr
ativ
e se
rvic
es
1.4
Exp
lain
the
purp
ose
and b
enef
its
of
pro
duci
ng d
esig
ns
whic
h r
efle
ct
real
istic
tim
esca
les
and c
ost
s, a
nd w
ays
of
doin
g s
o
2.1
Id
entify
the
limits
of
ow
n job r
ole
in r
elat
ion t
o t
he
dev
elopm
ent
of
adm
inis
trat
ive
serv
ices
for
an o
rgan
isat
ion
2.2
Exp
lain
how
to d
evel
op s
yste
ms
and p
roce
dure
s th
at m
ake
sure
ad
min
istr
ativ
e se
rvic
es a
chie
ve r
equired
outc
om
es
2.3
Exp
lain
the
purp
ose
of
dev
elop
ing d
etai
led s
pec
ific
atio
ns
for
adm
inis
trat
ive
serv
ices
2.4
D
escr
ibe
how
to d
evel
op d
etai
led s
pec
ific
atio
ns
and b
udget
s fo
r ad
min
istr
ativ
e se
rvic
es
2.5
Exp
lain
the
purp
ose
of
keep
ing f
ull
and a
ccura
te r
ecord
s w
hen
dev
elopin
g s
pec
ific
atio
ns
for
adm
inis
trat
ive
serv
ices
2.6
Exp
lain
the
purp
ose
and b
enef
its
of dev
elopin
g a
ran
ge
of
options
for
the
des
ign o
f ad
min
istr
ativ
e se
rvic
es
2
Under
stan
d h
ow
to
dev
elop d
esig
ns
for
adm
inis
trat
ive
serv
ices
2.7
D
escr
ibe
how
to d
evel
op d
iffe
rent
des
ign o
ptions
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
12
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Id
entify
the
use
rs o
f ad
min
istr
ativ
e se
rvic
es in o
rgan
isat
ions
3.2
Id
entify
the
dec
isio
n m
aker
s fo
r ad
min
istr
ativ
e se
rvic
es in
org
anis
atio
ns
3.3
D
escr
ibe
way
s of
enco
ura
gin
g u
sers
to c
om
men
t on t
he
effe
ctiv
enes
s of
adm
inis
trat
ive
serv
ices
3.4
D
escr
ibe
how
to u
se info
rmat
ion t
o e
valu
ate
adm
inis
trat
ive
serv
ices
3.5
Exp
lain
how
to iden
tify
poss
ible
im
pro
vem
ents
in a
dm
inis
trat
ive
serv
ices
and t
hei
r ben
efits
3.6
Id
entify
who t
o c
onta
ct in o
rgan
isat
ions
for
advi
ce w
hen
dev
elopin
g
spec
ific
atio
ns
for
and d
esig
nin
g a
dm
inis
trat
ive
serv
ices
3.7
Exp
lain
the
purp
ose
and b
enef
its
of co
nsu
ltin
g o
n d
esig
n o
ptions
3.8
Id
entify
who s
hould
be
consu
lted
within
org
anis
atio
ns
on t
he
des
ign
of
adm
inis
trat
ive
serv
ices
3
Under
stan
d h
ow
to
consu
lt o
n d
esig
ns
for
adm
inis
trat
ive
serv
ices
3.9
D
escr
ibe
how
to o
rgan
ise
consu
ltat
ion o
n t
he
des
ign o
f ad
min
istr
ativ
e se
rvic
es
4.1
Id
entify
the
types
of
info
rmat
ion a
nd a
dvi
ce t
hat
peo
ple
may
nee
d t
o
mak
e a
dec
isio
n o
n d
esig
n o
ptions
4.2
Exp
lain
the
purp
ose
of
neg
otiat
ing d
esig
ns
and s
pec
ific
atio
ns
for
adm
inis
trat
ive
serv
ices
4
Under
stan
d h
ow
to
support
the
agre
emen
t of
des
igns
for
adm
inis
trat
ive
serv
ices
4.3
D
escr
ibe
way
s of
neg
otiat
ing d
esig
ns
and s
pec
ific
atio
ns
with u
sers
an
d d
ecis
ion m
aker
s
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
12
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Enco
ura
ge
use
rs t
o c
om
men
t on t
he
effe
ctiv
enes
s of
adm
inis
trat
ive
serv
ices
5.2
Id
entify
adm
inis
trat
ive
serv
ices
that
could
be
dev
eloped
and t
he
ben
efits
that
could
follo
w
5.3
Sugges
t poss
ible
dev
elopm
ents
and t
ake
acco
unt
of
feed
bac
k giv
en
5.4
W
ork
with u
sers
to a
gre
e re
quirem
ents
for
adm
inis
trat
ive
serv
ices
and
the
syst
ems
and p
roce
dure
s nee
ded
to s
upport
them
5.5
D
evel
op s
pec
ific
atio
ns
consi
sten
t w
ith a
gre
ed r
equirem
ents
5.6
Agre
e sp
ecific
atio
ns
and b
udget
5
Be
able
to p
ropose
ad
min
istr
ativ
e se
rvic
es
5.7
Rec
ord
agre
ed s
pec
ific
atio
ns
in s
uff
icie
nt
det
ail fo
r th
e ad
min
istr
ativ
e se
rvic
es t
o b
e des
igned
6.1
Pr
oduce
des
ign o
ptions
for
adm
inis
trat
ive
serv
ices
consi
sten
t w
ith
agre
ed s
pec
ific
atio
ns
and b
udget
6.2
Consu
lt w
ith u
sers
and d
ecis
ion m
aker
s w
hen
dev
elopin
g d
esig
n
options
6.3
M
ake
sure
des
ign o
ptions
mee
t le
gal
and o
rgan
isat
ional
req
uirem
ents
6
Be
able
to d
esig
n
adm
inis
trat
ive
serv
ices
fro
m
spec
ific
atio
ns
6.4
M
ake
sure
des
ign o
ptions
support
org
anis
atio
nal
polic
ies
and
obje
ctiv
es
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
12
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Pr
esen
t des
ign o
ptions
in a
form
and s
tyle
to h
elp u
sers
and d
ecis
ion
mak
ers
under
stan
d d
esig
n o
ptions
7.2
Ass
ess
the
stre
ngth
s an
d w
eakn
esse
s of
des
ign o
ptions
7.3
Pro
vide
the
info
rmat
ion a
nd a
dvi
ce n
eeded
to e
nab
le a
gre
emen
t of
a final
des
ign
7
Be
able
to a
gre
e a
des
ign f
or
adm
inis
trat
ive
serv
ices
7.4
Rec
ord
fin
al d
esig
n in s
uff
icie
nt
det
ail fo
r im
ple
men
tation
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
124
Unit 20: Manage an Office Facility
Unit reference number: L/601/2567
QCF level: 4
Credit value: 6
Guided learning hours: 30
Unit aim
This unit is about managing an office facility, making sure that the systems and procedures, facilities and equipment needed to meet the expectations of all users for the smooth running of the office are in place, and evaluating use for possible changes and new needs.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.4
2 2.1 – 2.4
3 3.1 – 3.3
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
4.1 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
budgets
financial records and reports
4
4.2 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
equipment logs
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
125
Learning outcomes
Assessment criteria
Assessment guidance
4.3
4.7 – 4.8
4.14
Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
reports
records
logs
4.4 – 4.5
4.10 – 4.13
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
minutes of meetings
reports
records
logs
4.6 Evidence may be supplied via witness testimony and learner reports/reflective accounts
4.9 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
12
6
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
and b
enef
its
of
pro
vidin
g a
nd m
ainta
inin
g a
n
off
ice
faci
lity
that
mee
ts t
he
nee
ds
of
its
use
rs in lin
e w
ith a
gre
ed
budget
s
1.2
Eva
luat
e a
range
of
faci
litie
s, e
quip
men
t an
d r
esourc
es f
or
an o
ffic
e,
and e
xpla
in w
hat
they
can
be
use
d f
or
1.3
Exp
lain
the
purp
ose
and b
enef
its
of
iden
tify
ing a
nd r
egula
rly
revi
ewin
g t
he
nee
ds
of
offic
e use
rs a
nd w
ays
of
doin
g s
o
1.4
Exp
lain
the
purp
ose
of
hav
ing o
ffic
e sy
stem
s an
d p
roce
dure
s
1.5
D
escr
ibe
and e
valu
ate
syst
ems
and p
roce
dure
s su
itab
le f
or
an o
ffic
e w
ithin
ow
n a
rea
of
resp
onsi
bili
ty
1.6
Exp
lain
how
to d
evel
op o
ffic
e sy
stem
s an
d p
roce
dure
s w
ithin
ow
n
area
of
resp
onsi
bili
ty
1.7
Exp
lain
the
purp
ose
and b
enef
its
of build
ing r
elat
ionsh
ips
with inte
rnal
an
d e
xter
nal
supplie
rs a
nd w
ays
of
doin
g s
o
1.8
Exp
lain
the
purp
ose
and b
enef
its
of
giv
ing u
sers
info
rmat
ion,
guid
ance
and s
upport
for
follo
win
g o
ffic
e sy
stem
s an
d p
roce
dure
s,
and f
or
usi
ng f
acili
ties
and e
quip
men
t
1.9
Exp
lain
the
purp
ose
and b
enef
its
of
contr
olli
ng o
ffic
e fa
cilit
ies
1
Under
stan
d h
ow
to
pro
vide,
mai
nta
in
and m
anag
e an
off
ice
faci
lity
that
m
eets
the
expec
tations
of
its
use
rs
1.1
0
Exp
lain
the
purp
ose
and b
enef
its
of
monitoring,
revi
ewin
g a
nd
eval
uat
ing d
iffe
rent
types
of
activi
ties
to m
ake
sure
an o
ffic
e fa
cilit
y m
eets
the
nee
ds
of
its
use
rs
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
12
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exp
lain
how
to iden
tify
and o
rgan
ise
repai
rs n
eeded
to t
he
faci
litie
s an
d e
quip
men
t of
an o
ffic
e
2.2
D
escr
ibe
pro
cedure
s fo
r dea
ling w
ith r
epai
rs n
eeded
2.3
Exp
lain
the
types
of
pro
ble
ms
that
arise
when
man
agin
g a
n o
ffic
e fa
cilit
y
2
Under
stan
d h
ow
to
dea
l w
ith p
roble
ms
when
man
agin
g
off
ice
faci
litie
s an
d
equip
men
t
2.4
Exp
lain
the
purp
ose
and b
enef
its
of hav
ing a
str
ateg
y to
dea
l w
ith
pro
ble
ms,
and h
ow
to d
evel
op a
str
ateg
y fo
r dea
ling w
ith p
roble
ms
3.1
Exp
lain
why
hea
lth,
safe
ty,
acce
ss a
nd s
ecurity
are
im
port
ant
in a
n
off
ice
envi
ronm
ent
3.2
D
escr
ibe
the
mai
n h
ealth,
safe
ty,
acce
ss a
nd s
ecurity
req
uirem
ents
th
at a
re im
port
ant
in a
n o
ffic
e en
viro
nm
ent
3
Under
stan
d t
he
purp
ose
of
hea
lth,
safe
ty,
acce
ss a
nd
secu
rity
re
quirem
ents
in a
n
off
ice
3.3
Id
entify
hea
lth,
safe
ty,
acce
ss a
nd s
ecurity
req
uirem
ents
for
an o
ffic
e in
ow
n a
rea
of
resp
onsi
bili
ty,
incl
udin
g its
fac
ilities
and e
quip
men
t
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
12
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Pro
vide
off
ice
faci
litie
s an
d e
quip
men
t to
mee
t th
e nee
ds
of
use
rs,
in
line
with a
gre
ed b
udget
s
4.2
M
ainta
in o
ffic
e fa
cilit
ies
and e
quip
men
t to
mee
t th
e nee
ds
of
use
rs
4.3
Co-o
rdin
ate
the
use
of
faci
litie
s an
d e
quip
men
t fo
r an
off
ice
4.4
Set
up,
expla
in,
revi
ew a
nd e
valu
ate
syst
ems
and p
roce
dure
s fo
r an
offic
e, iden
tify
ing c
han
ges
in r
equirem
ents
, as
nee
ded
4.5
M
onitor,
rev
iew
and e
valu
ate
offic
e sy
stem
s an
d p
roce
dure
s, t
akin
g
acco
unt
of
feed
bac
k fr
om
use
rs
4.6
M
ake
sure
the
equip
men
t in
an o
ffic
e is
work
ing c
orr
ectly
and m
eets
ex
pec
tations
of
the
use
rs
4.7
Id
entify
and o
rgan
ise
repai
rs n
eeded
to t
he
faci
litie
s an
d e
quip
men
t in
an
off
ice
4.8
M
ake
sure
the
envi
ronm
ent
of
an o
ffic
e su
pport
s pro
duct
ive
work
ing
4.9
M
ainta
in r
elat
ionsh
ips
with inte
rnal
and e
xter
nal
supplie
rs a
nd look
for
opport
unitie
s to
dev
elop r
elat
ionsh
ips
4.1
0
Monitor
use
and t
ake
action a
s nee
ded
to m
ainta
in t
he
hea
lth,
safe
ty
and s
ecurity
of
offic
e use
rs
4.1
1
Iden
tify
, an
alys
e an
d r
esolv
e pro
ble
ms
with f
acili
ties
and e
quip
men
t in
an o
ffic
e
4.1
2
Pro
vide
info
rmat
ion a
nd g
uid
ance
to u
sers
on t
he
faci
litie
s an
d
equip
men
t in
an o
ffic
e
4.1
3
Agre
e priorities
for
the
supply
, m
ainte
nan
ce a
nd u
se o
f off
ice
faci
litie
s an
d e
quip
men
t w
ith u
sers
4
Be
able
to m
anag
e an
off
ice
faci
lity
4.1
4
Contr
ol use
of
off
ice
faci
litie
s in
ow
n a
rea
of
resp
onsi
bili
ty
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
12
9
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
130
Unit 21: Develop Working Relationships with Colleagues and Stakeholders
Unit reference number: K/600/9661
QCF level: 4
Credit value: 4
Guided learning hours: 20
Unit aim
This unit will help learners to develop effective working relationships with colleagues and stakeholders.
Assessment guidance
The Management Standards Centre (MSC) developed this unit. No further assessment guidance or evidence requirements have been provided for this unit.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
13
1
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Id
entify
an o
rgan
isat
ion’s
sta
kehold
ers
1.2
Eva
luat
e th
e ro
les,
res
ponsi
bili
ties
, in
tere
sts
and c
once
rns
of
stak
ehold
ers
1
Know
how
to
iden
tify
st
akeh
old
ers
and
thei
r re
leva
nce
to
an o
rgan
isat
ion
1.3
Ass
ess
the
import
ance
of
iden
tified
sta
kehold
ers
2.1
Cla
rify
how
to a
gre
e a
com
mon s
ense
of
purp
ose
with c
olle
agues
and
stak
ehold
ers
2
Under
stan
d h
ow
to
esta
blis
h w
ork
ing
rela
tionsh
ips
with
colle
agues
and
stak
ehold
ers
2.2
Sum
mar
ise
how
to c
reat
e an
envi
ronm
ent
of
trust
and m
utu
al r
espec
t w
ith c
olle
agues
and s
take
hold
ers
3.1
Rev
iew
and r
evis
e th
e nee
ds
and m
otiva
tions
of
colle
agues
and
stak
ehold
ers
3
Be
able
to c
reat
e an
envi
ronm
ent
of
trust
and m
utu
al
resp
ect
with
colle
agues
and
stak
ehold
ers
3.2
D
emonst
rate
inte
ract
ion w
ith c
olle
agues
and s
take
hold
ers
that
allo
ws
resp
ect
for
the
view
s an
d a
ctio
ns
of
oth
ers
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
13
2
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
133
Unit 22: Support Learning and Development within Own Area of Responsibility
Unit reference number: M/600/9676
QCF level: 4
Credit value: 5
Guided learning hours: 25
Unit aim
This unit helps learners to understand the importance of learning and to develop a learning environment within own area of responsibility.
Assessment guidance
No further assessment guidance or evidence requirements have been provided by the SSC for this unit.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
13
4
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Id
entify
gap
s bet
wee
n r
equirem
ents
of
colle
agues
’ cu
rren
t or
futu
re
work
role
s an
d t
hei
r ex
isting k
now
ledge,
under
stan
din
g a
nd s
kills
1.2
Pr
ioritise
lea
rnin
g n
eeds
of
colle
agues
1
Be
able
to iden
tify
th
e le
arnin
g n
eeds
of
colle
agues
in
ow
n a
rea
of
resp
onsi
bili
ty
1.3
Pr
oduce
per
sonal
dev
elopm
ent
pla
ns
for
colle
agues
in o
wn a
rea
of
resp
onsi
bili
ty
2.1
Exp
lain
the
ben
efits
of
continual
lea
rnin
g a
nd d
evel
opm
ent
2
Under
stan
d h
ow
to
dev
elop a
lea
rnin
g
envi
ronm
ent
in
ow
n a
rea
of
resp
onsi
bili
ty
2.2
Exp
lain
how
lea
rnin
g o
pport
unitie
s ca
n b
e pro
vided
for
ow
n a
rea
of
resp
onsi
bili
ty
3.1
Id
entify
info
rmat
ion,
advi
ce a
nd g
uid
ance
to s
upport
lea
rnin
g.
3.2
Com
munic
ate
to c
olle
agues
to t
ake
resp
onsi
bili
ty f
or
thei
r ow
n
lear
nin
g
3.3
Exp
lain
to c
olle
agues
how
to g
ain a
cces
s to
lea
rnin
g r
esourc
es
3
Be
able
to s
upport
co
lleag
ues
in
lear
nin
g a
nd its
ap
plic
atio
n
3.4
Support
colle
agues
to p
ract
ise
and r
efle
ct o
n w
hat
they
hav
e le
arned
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
13
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Exa
min
e w
ith e
ach c
olle
ague
whet
her
the
lear
nin
g a
ctiv
itie
s under
take
n h
ave
achie
ved t
he
des
ired
outc
om
es
4
Be
able
to e
valu
ate
lear
nin
g o
utc
om
es
and f
utu
re lea
rnin
g
and d
evel
opm
ent
of
colle
agues
4.2
Support
colle
agues
when
updat
ing t
hei
r per
sonal
dev
elopm
ent
pla
n
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
136
Unit 23: Plan, Allocate and Monitor Work in own Area of Responsibility
Unit reference number: H/600/9674
QCF level: 4
Credit value: 5
Guided learning hours: 25
Unit aim
This unit will develop learner’s skills to plan, allocate and monitor work in own area of responsibility, and make any necessary changes to original work plans.
Unit assessment requirements/evidence requirements
There are no specific assessment requirements for this unit. Please refer to the overall Skills CFA assessment strategy (Annexe A).
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
13
7
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
conte
xt in w
hic
h w
ork
is
to b
e under
take
n
1.2
Id
entify
the
skill
s bas
e an
d t
he
reso
urc
es a
vaila
ble
1.3
Exa
min
e priorities
and s
ucc
ess
criter
ia n
eeded
for
the
team
1
Be
able
to p
roduce
a
work
pla
n f
or
ow
n a
rea
of
resp
onsi
bili
ty
1.4
Pro
duce
a w
ork
pla
n f
or
ow
n a
rea
of
resp
onsi
bili
ty
2.1
Id
entify
tea
m m
ember
s’ r
esponsi
bili
ties
for
iden
tified
work
act
ivitie
s
2
Be
able
to a
lloca
te
and a
gre
e re
sponsi
bili
ties
with
team
mem
ber
s
2.2
Agre
e re
sponsi
bili
ties
and S
MART (
Spec
ific
, M
easu
rable
, Ach
ieva
ble
, Rea
listic
and T
ime-
bound)
obje
ctiv
es w
ith t
eam
mem
ber
s
3.1
Id
entify
way
s to
monitor
pro
gre
ss a
nd q
ual
ity
of
work
3
Be
able
to m
onitor
the
pro
gre
ss a
nd
qual
ity
of
work
in
ow
n a
rea
of
resp
onsi
bili
ty a
nd
pro
vide
feed
bac
k
3.2
M
onitor
and e
valu
ate
pro
gre
ss a
gai
nst
agre
ed s
tandar
ds
and p
rovi
de
feed
bac
k to
tea
m m
ember
s
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
13
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Rev
iew
and a
men
d w
ork
pla
n w
her
e ch
anges
are
nee
ded
4
Be
able
to r
evie
w
and a
men
d p
lans
of
work
for
ow
n
area
of
resp
onsi
bili
ty a
nd
com
munic
ate
chan
ges
4.2
Com
munic
ate
chan
ges
to t
eam
mem
ber
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
139
Unit 24: Negotiate in a Business Environment
Unit reference number: K/601/2561
QCF level: 4
Credit value: 7
Guided learning hours: 40
Unit aim
This unit is about preparing for and carrying out negotiations with other parties in a business environment.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.11
2 2.1 – 2.5
3 3.1 – 3.3
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
4.1 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
negotiating brief
4.2 – 4.3
4.5
Evidence may be supplied via learner reports/reflective accounts
4
4.4 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
research carried out
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
140
Learning outcomes
Assessment criteria
Assessment guidance
4.6 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
presentation
reports
5.1 – 5.4 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
proposals
5
5.5 – 5.8
6.1 – 6.2
6.4
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
6
6.3 Evidence may be supplied via learner reports/reflective accounts
Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 3, 9, 26.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
14
1
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
mai
n p
rinci
ple
s of
neg
otiat
ion
1.2
Exp
lain
the
pro
cess
of
neg
otiat
ion a
nd h
ow
it
is u
sed in b
usi
nes
s
1.3
O
utlin
e co
mm
erci
al a
nd e
thic
al f
ram
ework
s th
at a
re im
port
ant
in
neg
otiat
ions
1.4
Anal
yse
the
purp
ose
and b
enef
its
of
diffe
rent
neg
otiat
ion s
trat
egie
s an
d t
echniq
ues
1.5
Exp
lain
the
valu
e of
under
stan
din
g t
he
role
s an
d lev
els
of
resp
onsi
bili
ty o
f oth
er n
egotiat
ors
1.6
Exp
lain
the
purp
ose
and b
enef
its
of
under
stan
din
g t
he
obje
ctiv
es o
f th
e oth
er n
egotiat
ors
1.7
Exp
lain
the
purp
ose
of
under
stan
din
g o
wn lev
el o
f re
sponsi
bili
ty a
nd
auth
ority
in n
egotiat
ions
1.8
Exp
lain
the
purp
ose
and b
enef
its
of
rese
arch
and p
repar
atio
n b
efore
neg
otiat
ions
1.9
Anal
yse
how
diffe
rence
s in
culture
may
im
pac
t on n
egotiat
ions
1.1
0
Exp
lain
the
purp
ose
and b
enef
its
of
hav
ing c
lear
and r
ealis
tic
obje
ctiv
es f
or
neg
otiat
ions
1
Under
stan
d h
ow
to
pre
par
e fo
r neg
otiat
ions
1.1
1
Exp
lain
the
purp
ose
and b
enef
its
of hav
ing c
om
pro
mis
e posi
tions
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
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rson E
duca
tion L
imited
2014
14
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exp
lain
the
purp
ose
and b
enef
its
of bei
ng f
lexi
ble
during n
egotiat
ions
while
see
king t
o a
chie
ve t
he
mai
n o
bje
ctiv
es
2.2
Exp
lain
the
purp
ose
of
keep
ing t
o t
he
brief
during n
egotiat
ions
2.3
Exp
lain
the
purp
ose
of
keep
ing t
o o
wn lev
el o
f au
thority
during
neg
otiat
ions
2.4
Exp
lain
the
purp
ose
of
refe
rrin
g iss
ues
to o
ther
s, w
her
e re
quired
2
Under
stan
d h
ow
to
conduct
neg
otiat
ions
2.5
Exp
lain
the
purp
ose
and b
enef
its
of
keep
ing g
oodw
ill d
uring
neg
otiat
ions,
and w
ays
of
doin
g s
o
3.1
Exp
lain
the
purp
ose
and b
enef
its
of ac
hie
ving a
‘w
in-w
in’ outc
om
e
3.2
Exp
lain
the
purp
ose
of
keep
ing a
n a
ccura
te r
ecord
of
neg
otiat
ions,
an
d a
gre
eing t
he
reco
rd
3
Under
stan
d h
ow
to
com
ple
te
neg
otiat
ions
3.3
Exp
lain
the
purp
ose
of
withdra
wal
fro
m n
egotiat
ions,
wher
e nee
ded
4.1
Pr
epar
e a
neg
otiat
ing b
rief
4.2
Id
entify
and p
rioritise
obje
ctiv
es a
nd c
om
pro
mis
e posi
tions
4.3
Id
entify
obje
ctiv
es o
ther
neg
otiat
ors
may
hav
e
4.4
Res
earc
h a
nd a
sses
s th
e st
rength
of
the
oth
er n
egotiat
ors
4.5
Id
entify
pote
ntial
pro
ble
ms
in n
egotiat
ions
and s
ugges
t so
lutions
to
ove
rcom
e th
em
4
Be
able
to p
repar
e fo
r neg
otiat
ion
4.6
M
ake
sure
all
invo
lved
in t
he
neg
otiat
ions
are
fully
brief
ed a
nd
pre
par
ed
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
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rson E
duca
tion L
imited
2014
14
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Car
ry o
ut
neg
otiat
ions
in lin
e w
ith t
he
com
mer
cial
and e
thic
al
fram
ework
s of
an o
rgan
isat
ion
5.2
Car
ry o
ut
neg
otiat
ions
within
lim
its
of
ow
n a
uth
ority
5.3
M
ake
pro
posa
ls w
hic
h m
eet
per
sonal
/org
anis
atio
nal
obje
ctiv
es,
and
those
of
the
peo
ple
bei
ng n
egot
iate
d w
ith (
wher
e poss
ible
)
5.4
Adap
t neg
otiat
ion s
trat
egy
to o
bta
in r
esults
that
mee
t m
inim
um
or
agre
ed o
utc
om
es
5.5
Cla
rify
oth
er p
eople
’s u
nder
stan
din
g,
and r
espond t
o t
hei
r quer
ies
and
obje
ctio
ns
5.6
Sugges
t so
lutions
to d
eal w
ith p
roble
ms
5.7
Ref
er t
he
neg
otiat
ions
when
mat
ters
arise
whic
h r
equire
auth
orisa
tion
5
Be
able
to c
onduct
neg
otiat
ions
5.8
Car
ry o
ut
neg
otiat
ions
in a
way
that
cre
ates
goodw
ill a
nd p
rom
ote
s a
posi
tive
im
age
of an
org
anis
atio
n
6.1
Rea
ch a
n a
gre
emen
t to
the
satisf
action o
f al
l th
ose
invo
lved
in t
he
neg
otiat
ions,
wher
e poss
ible
6.2
M
ainta
in c
lear
and c
orr
ect
reco
rds
of
the
neg
otiat
ions
and a
gre
e th
em
with a
ll in
volv
ed
6.3
W
ithdra
w f
rom
neg
otiat
ions
to r
e-co
nsi
der
curr
ent
posi
tion,
if
nec
essa
ry
6
Be
able
to
com
ple
te
neg
otiat
ions
6.4
Com
ple
te n
egotiat
ions
in a
way
that
cre
ates
goodw
ill a
nd p
rom
ote
s a
posi
tive
im
age
of an
org
anis
atio
n
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
14
4
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
145
Unit 25: Manage Budgets
Unit reference number: T/601/2580
QCF level: 4
Credit value: 5
Guided learning hours: 29
Unit aim
This unit is about managing and monitoring a budget for a department or section within an organisation.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.3
2 2.1 – 2.4
3 3.1 – 3.3
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
4.1 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
budgets
financial records
4
4.2 – 4.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
budgets
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
146
Learning outcomes
Assessment criteria
Assessment guidance
• financial records
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
147
Learning outcomes
Assessment criteria
Assessment guidance
5.1 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
records
budgets
5.2 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
information produced
budgets
5.3 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
calculations
budgets
5
5.4 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
information produced
budgets
Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 3, 9, 24, 26.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
14
8
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
and b
enef
its
of
man
agin
g f
inan
cial
res
ourc
es
effe
ctiv
ely
and e
ffic
iently
1.2
Id
entify
leg
al,
regula
tory
and o
rgan
isat
ional
req
uirem
ents
for
man
agin
g a
budget
1
Under
stan
d t
he
purp
ose
of
budget
s
1.3
D
escr
ibe
diffe
rent
types
of
budget
ary
syst
ems
and t
hei
r fe
ature
s
2.1
D
escr
ibe
met
hods
for
monitoring,
contr
olli
ng a
nd r
ecord
ing inco
me
and e
xpen
diture
2.2
D
escr
ibe
way
s in
whic
h c
ost
s m
ay b
e m
inim
ised
in o
wn a
rea
of
resp
onsi
bili
ty
2.3
Id
entify
situat
ions
in w
hic
h c
orre
ctiv
e ac
tion m
ay b
e nee
ded
2
Under
stan
d h
ow
to
man
age
budget
s
2.4
D
escr
ibe
the
scope
of
ow
n a
uth
ority
for
man
agin
g a
budget
and
auth
orisi
ng e
xpen
diture
3.1
Exp
lain
the
purp
ose
and b
enef
its
of
report
ing info
rmat
ion o
n
per
form
ance
agai
nst
budget
3.2
Exp
lain
how
to c
hec
k th
e ac
cura
cy o
f budget
cal
cula
tions
3
Under
stan
d h
ow
to
report
per
form
ance
ag
ainst
budget
s
3.3
Exp
lain
the
purp
ose
and b
enef
its
of
reco
rdin
g info
rmat
ion t
hat
will
hel
p w
ith t
he
futu
re p
repar
atio
n o
f budget
s
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
14
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Contr
ol budget
per
form
ance
within
lim
its
and d
eadlin
es
4.2
Anal
yse
and t
ake
action t
o m
inim
ise
cost
s w
her
e poss
ible
4.3
Tak
e co
rrec
tive
act
ion t
o m
ake
sure
of
bes
t va
lue
for
money
4
Be
able
to m
anag
e budget
s
4.4
Auth
orise
exp
enditure
within
the
scope
of
ow
n a
uth
ority
5.1
Rec
ord
tra
nsa
ctio
ns,
as
required
5.2
Pr
oduce
info
rmat
ion o
n p
erfo
rman
ce a
gai
nst
budget
, w
hen
req
uired
5.3
M
ake
sure
all
calc
ula
tions
are
accu
rate
5
Be
able
to m
onitor
budget
s
5.4
Rec
ord
info
rmat
ion t
hat
will
hel
p w
ith t
he
pre
par
atio
n o
f fu
ture
budget
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
150
Unit 26: Make Decisions in a Business Environment
Unit reference number: H/601/2560
QCF level: 4
Credit value: 4
Guided learning hours: 24
Unit aim
This unit is about making decisions in a business environment at the level where there is no requirement for formal legal or organisational procedures to be followed.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.2
2 2.1 – 2.4
3 3.1 – 3.6
4 4.1 – 4.2
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
5.1 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
information collected
research carried out
5
5.2
6 6.1 – 6.3
Evidence may be supplied via learner reports/reflective accounts
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
151
Learning outcomes
Assessment criteria
Assessment guidance
6.4 – 6.6
6.8 – 6.10
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
presentations
6.7 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role
7 7.1 – 7.2 Evidence may be supplied via learner reports/reflective accounts
Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 3, 9.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
15
2
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Eva
luat
e si
tuat
ions
wher
e dec
isio
n-m
akin
g is
required
1
Under
stan
d t
he
purp
ose
and
pro
cess
of
dec
isio
n-m
akin
g
1.2
Exp
lain
key
sta
ges
in t
he
dec
isio
n-m
akin
g p
roce
ss
2.1
Exp
lain
the
purp
ose
of
know
ing t
he
conte
xt in w
hic
h a
dec
isio
n is
bei
ng m
ade
2.2
Ju
stify
poss
ible
lim
itat
ions
on a
per
son m
akin
g d
ecis
ions
2.3
Exp
lain
how
to r
esea
rch info
rmat
ion t
o b
e use
d t
o info
rm a
nd
influen
ce d
ecis
ion-m
akin
g
2
Under
stan
d h
ow
to
pre
par
e to
mak
e dec
isio
ns
2.4
Eva
luat
e so
urc
es o
f in
form
atio
n t
hat
can
be
use
d t
o info
rm a
nd
influen
ce d
ecis
ion-m
akin
g
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
15
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Exp
lain
the
purp
ose
of
mee
tings
and o
ther
dis
cuss
ions
wher
e dec
isio
ns
are
bei
ng m
ade
3.2
Exp
lain
how
to s
truct
ure
ow
n idea
s, info
rmat
ion a
nd
reco
mm
endat
ions
to m
axim
ise
thei
r ef
fect
iven
ess
3.3
Exp
lain
the
purp
ose
and b
enef
its
of
resp
ecting o
ther
peo
ple
’s
contr
ibutions
to t
he
dec
isio
n-m
akin
g p
roce
ss
3.4
Exp
lain
how
to b
e pro
active
and e
ngag
e w
ith c
olle
agues
during t
he
dec
isio
n-m
akin
g p
roce
ss
3.5
Ju
stify
the
use
of
evid
ence
, ar
gum
ent,
ques
tionin
g a
nd a
sser
tive
nes
s to
influen
ce o
utc
om
es
3
Under
stan
d h
ow
to
mak
e dec
isio
ns
3.6
Exp
lain
the
purp
ose
of
colle
ctiv
e re
sponsi
bili
ty
4.1
Eva
luat
e w
ays
to m
onitor
the
effe
ct o
f dec
isio
ns
and iden
tify
lea
rnin
g
poin
ts
4
Under
stan
d h
ow
to
asse
ss d
ecis
ions
and t
hei
r ef
fect
s 4.2
Exp
lain
how
to r
evie
w t
he
dec
isio
n-m
akin
g p
roce
ss
5.1
Res
earc
h a
nd c
olle
ct info
rmat
ion t
o a
dd v
alue
to t
he
dec
isio
n-m
akin
g
pro
cess
5
Be
able
to p
repar
e bac
kgro
und
info
rmat
ion t
o
mak
e dec
isio
ns
5.2
Eva
luat
e so
urc
es o
f in
form
atio
n n
eeded
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
15
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Id
entify
and a
gre
e cr
iter
ia f
or
mak
ing a
dec
isio
n
6.2
Rev
iew
info
rmat
ion p
rovi
ded
in o
rder
to m
ake
a dec
isio
n
6.3
Str
uct
ure
idea
s, info
rmat
ion a
nd r
ecom
men
dat
ions
in a
logic
al a
nd
mea
nin
gfu
l w
ay
6.4
Pr
esen
t ra
tional
e an
d c
oncl
usi
ons
to o
ther
s usi
ng a
ccura
te a
nd
curr
ent
info
rmat
ion
6.5
Pro
vide
additio
nal
info
rmat
ion t
o s
upport
concl
usi
ons
6.6
Res
pond a
s re
quired
when
ask
ed t
o s
upply
info
rmat
ion t
o h
elp w
ith
dec
isio
n-m
akin
g
6.7
Res
pec
t oth
er p
eople
’s c
ontr
ibutions
to t
he
dec
isio
n-m
akin
g p
roce
ss
6.8
U
se e
viden
ce,
argum
ent,
ques
tionin
g a
nd a
sser
tive
nes
s to
just
ify
dec
isio
n(s
)
6.9
Li
sten
to o
ther
peo
ple
’s f
eedbac
k an
d r
ecord
for
futu
re e
valu
atio
n
6
Be
able
to m
ake
dec
isio
ns
6.1
0
Confirm
support
for
the
dec
isio
n(s
)
7.1
Ass
ess
contr
ibutions
mad
e to
the
dec
isio
n-m
akin
g p
roce
ss
7
Be
able
to a
sses
s co
ntr
ibutions
to
dec
isio
n-m
akin
g
7.2
Id
entify
lea
rnin
g p
oin
ts t
o im
pro
ve f
utu
re d
ecis
ion-m
akin
g
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
155
Unit 27: Prepare Specifications for Contracts
Unit reference number: F/601/2565
QCF level: 4
Credit value: 5
Guided learning hours: 30
Unit aim
This unit is about understanding and preparing the information that is needed to award a contract for work.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.6
2 2.1 – 2.2
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
3 3.1 – 3.2 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
156
Learning outcomes
Assessment criteria
Assessment guidance
4 4.1 Evidence may be supplied via learner reports/reflective accounts, professional discussion and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
list of criteria
4.2 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
list of criteria
letters
emails
memos
reports
Evidence generated for this unit of assessment may contribute towards other units including Units 1, 2, 3, 9, 24, 26, 25.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
15
7
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
and b
enef
its
of
contr
acts
and o
ther
form
s of
agre
emen
t
1.2
D
escr
ibe
diffe
rent
types
of co
ntr
acts
and a
gre
emen
ts
1.3
Eva
luat
e diffe
rent
types
of
contr
act
and a
gre
emen
t fo
r th
eir
inte
nded
purp
ose
1.4
Exp
lain
the
purp
ose
of
legal
, re
gula
tory
and o
rgan
isat
ional
re
quirem
ents
that
may
gove
rn c
ontr
acts
1.5
Id
entify
a r
ange
of
term
inolo
gy
use
d in c
ontr
acts
and e
xpla
in its
purp
ose
1
Under
stan
d w
ork
co
ntr
acts
1.6
Exp
lain
the
purp
ose
and b
enef
its
of re
quirem
ents
and s
pec
ific
atio
ns
in
contr
acts
2.1
Exp
lain
the
purp
ose
and b
enef
its
of
prioritisi
ng r
equirem
ents
2
Under
stan
d h
ow
to
pre
par
e fo
r se
lect
ion
2.2
Exp
lain
the
purp
ose
and v
alue
of
dev
elopin
g o
bje
ctiv
e se
lect
ion
criter
ia
3.1
Id
entify
req
uirem
ents
for
contr
acto
r(s)
, co
nsu
ltin
g w
ith o
ther
s w
her
e re
quired
3
Be
able
to p
repar
e sp
ecific
atio
ns
for
work
3.2
Pr
ioritise
req
uirem
ents
and p
repar
e sp
ecific
atio
ns
for
the
pro
duct
s an
d
serv
ices
to b
e pro
vided
, co
nsu
ltin
g w
ith o
ther
s w
her
e re
quired
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
15
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Pre
par
e se
lect
ion c
rite
ria
4
Be
able
to a
gre
e se
lect
ion c
rite
ria
4.2
Agre
e se
lect
ion c
rite
ria,
wher
e re
quired
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
159
Unit 28: Provide Leadership and Direction for own Area of Responsibility
Unit reference number: T/600/9601
QCF level: 4
Credit value: 5
Guided learning hours: 30
Unit aim
This unit helps learners to provide leadership and direction for their area of responsibility.
Assessment guidance
The Management Standards Centre (MSC) developed this unit. No further assessment guidance or evidence requirements have been provided for this unit.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
16
0
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Id
entify
ow
n s
tren
gth
s an
d a
bili
ty t
o lea
d in a
lea
der
ship
role
1
Be
able
to lea
d in
ow
n a
rea
of
resp
onsi
bili
ty
1.2
Eva
luat
e st
rength
s w
ithin
ow
n a
rea
of
resp
onsi
bili
ty
2.1
O
utlin
e direc
tion f
or
ow
n a
rea
of
resp
onsi
bili
ty
2
Be
able
to p
rovi
de
direc
tion a
nd s
et
obje
ctiv
es in o
wn
area
of
resp
onsi
bili
ty
2.2
Im
ple
men
t obje
ctiv
es w
ith c
olle
agues
that
alig
n w
ith t
hose
of
the
org
anis
atio
n
3.1
Com
munic
ate
the
agre
ed d
irec
tion t
o indiv
idual
s w
ithin
ow
n a
rea
of
resp
onsi
bili
ty
3
Be
able
to
com
munic
ate
the
direc
tion f
or
ow
n
area
of
resp
onsi
bili
ty a
nd
colle
ct f
eedbac
k to
in
form
im
pro
vem
ent
3.2
Colle
ct f
eedbac
k to
info
rm im
pro
vem
ent
4.1
Ass
ess
feed
bac
k on o
wn lea
der
ship
per
form
ance
4
Be
able
to a
sses
s ow
n lea
der
ship
per
form
ance
4.2
Eva
luat
e ow
n lea
der
ship
per
form
ance
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
16
1
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
162
Unit 29: Plan, Organise and Control Customer Service Operations
Unit reference number: A/601/1236
QCF level: 4
Credit value: 10
Guided learning hours: 67
Unit aim
Delivering effective customer service is key to winning and maintaining customer loyalty. This requires careful planning and organisation, followed by close monitoring and control of customer service operations. When problems occur, the learner must be able to deal with these problems in a way that leaves their customer with a positive impression of the organisation. This unit is about managing the delivery of services to the customer.
Evidence requirements
This unit and accompanying evidence requirements were developed by the Institute of Customer Service (ICS). Learners must produce evidence for each of the requirements stated.
1 The evidence should be collected when carrying out a real job, whether paid or voluntary, and when dealing with real customers, whether internal or external to the organisation. Evidence collected in a realistic working environment or a work placement is not permissible for this unit. Simulation is not allowed for any performance evidence within this unit.
2 Learners may collect the evidence for the unit through work in a private sector organisation, a not-for-profit organisation or a public services organisation.
3 Learners must provide evidence that shows they have done this over a sufficient period for the assessor to be confident that they are competent.
4 Learners’ plans must provide evidence that they have taken into account:
a the aims, objectives and targets for their area of responsibility
b the organisation’s customer service strategy
c the customers’ needs and expectations.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
163
5 Learners’ evidence must show that their plans include consideration of:
a time
b physical resources
c human resources
d financial resources.
6 Learners must show that they have negotiated with:
a front-line staff
b supervisors or team leaders
c senior managers.
7 Learners must provide evidence that they have collected and analysed:
a qualitative information
b quantitative information.
Assessment methodology
This unit is assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
16
4
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Anal
yse
cust
om
er e
xpec
tations
and d
efin
e th
e se
rvic
e offer
des
igned
to
mee
t th
ose
exp
ecta
tions
1.2
D
evel
op s
pec
ific
pla
ns
that
will
ensu
re s
ust
ainab
le a
nd c
onsi
sten
t del
iver
y of
cust
om
er s
ervi
ce
1.3
Id
entify
any
contingen
cies
that
may
occ
ur,
ass
ess
thei
r risk
s an
d
dev
elop e
ffec
tive
pla
ns
to d
eal w
ith t
hem
1
Plan
cust
om
er
serv
ice
oper
atio
ns
1.4
Pla
n h
ow
they
will
monitor
and e
valu
ate
cust
om
er s
ervi
ce o
per
atio
ns
2.1
N
egotiat
e th
e av
aila
bili
ty o
f peo
ple
and o
ther
res
ourc
es t
hat
they
nee
d t
o im
ple
men
t th
eir
cust
om
er s
ervi
ce d
eliv
ery
pla
ns
2.2
D
evel
op s
pec
ific
, m
easu
rable
and r
ealis
tic
targ
ets
for
the
staf
f w
ho
del
iver
cust
om
er s
ervi
ce
2.3
Ensu
re t
hat
pla
nned
res
ourc
es a
re a
vaila
ble
when
req
uired
2.4
Brief
sta
ff o
n t
hei
r obje
ctiv
es a
nd t
arget
s
2.5
Enco
ura
ge
feed
bac
k fr
om
sta
ff a
nd c
ust
om
ers
and u
se t
hei
r fe
edbac
k to
modify
obje
ctiv
es a
nd t
arget
s
2.6
Colle
ct a
nd a
nal
yse
feed
bac
k fr
om
cust
om
ers
and s
taff o
n c
ust
om
er
serv
ice
oper
atio
ns
2.7
Eva
luat
e how
effec
tive
ly a
gre
ed o
utc
om
es a
nd p
roce
sses
are
bei
ng
achie
ved
2
Super
vise
cu
stom
er s
ervi
ce
oper
atio
ns
2.8
M
odify
thei
r pla
ns
for
cust
om
er s
ervi
ce o
per
atio
ns
in t
he
light
of
thei
r ev
aluat
ion
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
16
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Colle
ct info
rmat
ion o
n t
he
nat
ure
of
the
pro
ble
m a
nd a
sses
s th
e lik
ely
impac
t on t
he
cust
om
er
3.2
Id
entify
the
cause
s of
the
pro
ble
m a
nd p
oss
ible
solu
tions
3.3
Eva
luat
e poss
ible
sol
utions
agai
nst
cust
om
er e
xpec
tations
and
org
anis
atio
nal
nee
ds
3.4
Sel
ect
and im
ple
men
t an
acc
epta
ble
solu
tion w
ith t
he
min
imum
poss
ible
dis
ruption t
o c
ust
om
ers
3
Dea
l w
ith p
roble
ms
rela
ting t
o
cust
om
er s
ervi
ce
oper
atio
ns
3.5
M
onitor
the
imple
men
tation o
f th
e so
lution a
nd,
wher
e nec
essa
ry,
mak
e ad
just
men
ts
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
16
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Exp
lain
how
to d
evel
op p
lans
for
cust
om
er s
ervi
ce o
per
atio
ns
and
what
thes
e pla
ns
should
conta
in
4.2
Exp
lain
how
to iden
tify
and w
ork
within
allo
cate
d b
udget
s an
d t
ime
targ
ets
for
cust
om
er s
ervi
ce o
per
atio
ns
4.3
D
escr
ibe
the
types
of
contingen
cies
that
may
occ
ur
during c
ust
om
er
serv
ice
oper
atio
ns,
how
to a
sses
s th
eir
risk
s an
d p
lan h
ow
to d
eal
with t
hem
4.4
D
escr
ibe
the
types
of
monitoring m
ethods
that
can
be
use
d a
nd t
he
criter
ia t
hey
should
sel
ect
to e
valu
ate
the
effe
ctiv
enes
s of
cust
om
er
serv
ice
oper
atio
ns
4.5
Exp
lain
how
to d
evel
op o
bje
ctiv
es a
nd t
arget
s fo
r st
aff
4.6
Exp
lain
the
import
ance
of brief
ing s
taff
and h
ow
to d
o s
o e
ffec
tive
ly
4.7
Exp
lain
the
import
ance
of
monitor
ing t
he
qual
ity
of
thei
r cu
stom
er
serv
ice
oper
atio
ns
4.8
In
vest
igat
e th
e ty
pes
of
pro
ble
ms
that
are
lik
ely
to o
ccur
in t
hei
r cu
stom
er s
ervi
ce o
per
atio
ns
and h
ow t
o p
lan f
or
dea
ling w
ith t
hes
e
4.9
Exp
lain
the
import
ance
of
liais
ing w
ith c
ust
om
ers
and c
olle
agues
ab
out
pro
ble
ms
and p
oss
ible
solu
tions
4
Under
stan
d h
ow
to
pla
n,
org
anis
e an
d
contr
ol cu
stom
er
serv
ice
oper
atio
ns
4.1
0
Exp
lain
how
to iden
tify
and e
valu
ate
poss
ible
solu
tions
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
167
Unit 30: Manage Physical Resources
Unit reference number: K/600/9711
QCF level: 4
Credit value: 3
Guided learning hours: 25
Unit aim
This unit will ensure that learners are able to identify, obtain, manage and review the use of physical resources. The unit also ensures learners are able to take the environmental impact of resource use into consideration.
Assessment guidance
The Management Standards Centre (MSC) developed this unit. No further assessment guidance or evidence requirements have been provided for this unit.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
16
8
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
import
ance
of
usi
ng s
ust
ainab
le r
esourc
es
1.2
Exp
lain
the
pote
ntial
im
pac
t of
reso
urc
e use
on t
he
envi
ronm
ent
1.3
Exp
lain
how
to u
se r
esourc
es e
ffec
tive
ly a
nd e
ffic
iently
1
Under
stan
d t
he
import
ance
of
sust
ainab
ility
when
usi
ng p
hys
ical
re
sourc
es
1.4
D
escr
ibe
actions
one
can t
ake
to m
inim
ise
any
adve
rse
envi
ronm
enta
l im
pac
t of
usi
ng p
hys
ical
res
ourc
es
2.1
Consu
lt w
ith c
olle
agues
to iden
tify
thei
r pla
nned
act
ivitie
s an
d
corr
espondin
g r
esourc
e nee
ds
2.2
Eva
luat
e pas
t re
sourc
e use
to info
rm e
xpec
ted f
utu
re d
eman
d
2
Be
able
to iden
tify
re
sourc
e re
quirem
ents
for
ow
n a
rea
of
resp
onsi
bili
ty
2.3
Id
entify
res
ourc
e re
quirem
ents
for
ow
n a
rea
of
resp
onsi
bili
ty
3.1
Subm
it a
busi
nes
s ca
se t
o p
rocu
re r
equired
res
ourc
es
3.2
Rev
iew
and a
gre
e re
quired
res
ourc
es w
ith r
elev
ant
indiv
idual
s
3
Be
able
to o
bta
in
required
res
ourc
es
for
ow
n a
rea
of
resp
onsi
bili
ty
3.3
Exp
lain
an o
rgan
isat
ion’s
pro
cess
es f
or
pro
curing a
gre
ed r
esourc
es
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
16
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
M
onitor
the
qual
ity
of
reso
urc
es a
gai
nst
req
uired
spec
ific
atio
ns
4.2
Id
entify
diffe
rence
s bet
wee
n a
ctual
and p
lanned
use
of
reso
urc
es a
nd
take
corr
ective
act
ion
4.3
Anal
yse
the
effe
ctiv
enes
s an
d e
ffic
iency
of
reso
urc
e use
in o
wn a
rea
of
resp
onsi
bili
ty
4
Be
able
to m
onitor
and r
evie
w t
he
qual
ity
and u
sage
of
reso
urc
es in o
wn
area
of
resp
onsi
bili
ty
4.4
M
ake
reco
mm
endat
ions
to im
pro
ve t
he
effe
ctiv
enes
s an
d e
ffic
iency
of
reso
urc
e use
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
170
Unit 31: Drafting Financial Statements
Unit reference number: R/600/4955
QCF level: 4
Credit value: 6
Guided learning hours: 55
Unit aim
This unit is designed to develop learner’s knowledge and skills of international financial reporting standards and relevant legislation in the drafting of financial statements of limited companies and consolidated financial statements.
Unit assessment requirements/evidence requirements
For competency qualifications, this unit must be delivered and assessed with unit ‘Principles of Drafting Financial Statements’.
Skills based assessment under controlled conditions or work based assessment
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
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duca
tion L
imited
2014
17
1
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Apply
acc
ounting s
tandar
ds
and r
elev
ant
legis
lation t
o c
orr
ectly
iden
tify
, an
d a
ccura
tely
adju
st,
acco
unting info
rmat
ion
1.2
U
se a
ppro
priat
e in
form
atio
n t
o a
ccura
tely
dra
ft a
sta
tem
ent
of
com
pre
hen
sive
inco
me
1.3
U
se a
ppro
priat
e in
form
atio
n t
o a
ccura
tely
dra
ft a
sta
tem
ent
of
finan
cial
posi
tion (
bal
ance
shee
t)
1.4
Pr
epar
e note
s to
the
acco
unts
whic
h s
atis
fy s
tatu
tory
curr
ent
dis
closu
re r
equirem
ents
, in
res
pec
t of
acco
unting p
olic
ies,
fix
ed
asse
ts,
curr
ent
and long t
erm
lia
bili
ties
, eq
uity
1
Dra
ft s
tatu
tory
finan
cial
st
atem
ents
for
a lim
ited
com
pan
y
1.5
D
raft
an a
ccura
te s
tate
men
t of
cash
flo
ws
(cas
h f
low
sta
tem
ent)
2.1
D
raft
a c
onso
lidat
ed inco
me
stat
emen
t fo
r a
par
ent
com
pan
y w
ith o
ne
par
tly
ow
ned
subsi
dia
ry
2.2
D
raft
a c
onso
lidat
ed s
tate
men
t of finan
cial
posi
tion (
bal
ance
shee
t)
for
a par
ent
com
pan
y w
ith o
ne
par
tly
ow
ned
subsi
dia
ry
2
Dra
ft s
imple
co
nso
lidat
ed
finan
cial
st
atem
ents
.
2.3
Apply
curr
ent
stan
dar
ds
to a
ccura
tely
cal
cula
te a
nd a
ppro
priat
ely
dea
l w
ith t
he
acco
unting t
reat
men
t of
goodw
ill,
non-c
ontr
olli
ng inte
rest
(m
inority
inte
rest
) an
d p
ost
acq
uis
itio
n p
rofits
, in
the
gro
up f
inan
cial
st
atem
ents
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
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ue
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ruar
y 2014 ©
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duca
tion L
imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Cal
cula
te a
nd inte
rpre
t th
e re
lationsh
ip b
etw
een t
he
elem
ents
of
the
finan
cial
sta
tem
ents
with r
egar
d t
o p
rofita
bili
ty,
liquid
ity,
eff
icie
nt
use
of
reso
urc
es a
nd f
inan
cial
posi
tion
3.2
D
raw
val
id c
oncl
usi
ons
from
the
info
rmat
ion c
onta
ined
within
the
finan
cial
sta
tem
ents
3
Inte
rpre
t finan
cial
st
atem
ents
usi
ng
ratio a
nal
ysis
3.3
Pr
esen
t cl
early
and c
onci
sely
iss
ues
, an
alys
is a
nd c
oncl
usi
ons
to t
he
appro
priat
e peo
ple
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
173
Unit 32: Operating Credit Control Procedures
Unit reference number: Y/601/8324
QCF level: 3
Credit value: 4
Guided learning hours: 10
Unit aim
This unit may be suitable for learners who identify instances of non-payment and take appropriate action to recover moneys due. They will operate credit control procedures, identifying and understanding the reason(s) for non-payment, identifying opportunities for the collection of money and recognising when outstanding debts should be referred to others in the organisation.
Unit assessment requirements/evidence requirements
Assessment must be carried out in a way that is consistent with the requirements outlined in Annexe A: Assessment Strategy.
To pass the unit, learners must meet all of the assessment criteria.
Wherever possible, assessment should be carried out holistically. Items of evidence may contribute to the assessment of more than one criterion, both within this unit and across other units, and, wherever possible, centres are recommended to use evidence in this way.
Assessment criteria: performance
All of the assessment criteria except for 1.1, 2.1, 2.3, 2.8, 2.9 and 3.5 relate to performance. Evidence for all performance-related assessment criteria must come from learners’ performance in the workplace. ‘What-if’ questioning may only be used in assessment criterion 3.2 to supplement evidence of learners working within limits of their authority – here if there is no naturally occurring evidence of learners needing to refer to others, they can instead explain when they would refer to others and how they would do this
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
174
Simulation
Simulation is permitted for assessment criterion 2.7. The reason for this is that learners may not actually have the opportunity at their workplace of dealing with more than one account holder and their circumstances (to take into account when deciding what action to take). The learner’s ability to perform competently in this criterion may, therefore, be evidenced through scenario-based assessment, asking them to show how they would deal with an account holder with a different set of circumstances.
Assessment criteria: knowledge and understanding
Assessment criteria 1.1, 2.1, 2.3, 2.8, 2.9 and 3.5 relate to knowledge and understanding. These must be assessed in addition to assessment of performance. They can be assessed inside or outside the workplace but the evidence the learners produce must relate to their own work environment and should preferably be assessed using question and answers, case studies or by professional discussion.
Recording of evidence
The type of evidence, portfolio reference and date should be entered against each assessment criterion in the table. Alternatively, centre documentation could be used to record this information. Evidence such as documents and materials from the learner’s workplace must be left in situ in the workplace and not included in a portfolio. The nature and location of the evidence must be recorded in the assessment documents. Centres must ensure that access to the evidence will be permitted for examination by internal and external verifiers.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
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ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
17
5
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Id
entify
the
diffe
rent
met
hods
of re
ceiv
ing f
inan
cial
info
rmat
ion
1.2
Id
entify
inst
ance
s of
non-p
aym
ent
1.3
Id
entify
bad
and p
ote
ntial
ly b
ad d
ebts
acc
ura
tely
1
Be
able
to iden
tify
non p
aym
ent
1.4
Est
ablis
h t
he
reas
ons
for
non-p
aym
ent
2.1
Exp
lain
the
org
anis
atio
n’s
polic
y an
d p
roce
dure
for
com
munic
atin
g
with c
ust
om
ers
2.2
Tak
e ac
tion t
o r
ecove
r m
onie
s due
by
clar
ifyi
ng d
iscr
epan
cies
and
reques
ting a
ny
outs
tandin
g a
mounts
2.3
Exp
lain
why
and h
ow
res
pec
t sh
ould
be
show
n t
o c
ust
om
ers
2.4
O
bta
in t
he
cust
om
er’s
agre
emen
t to
pay
the
amount
ow
ed
2.5
Agre
e ap
pro
priat
e m
ethods
of pay
men
t w
ith t
he
cust
om
er a
nd
monitor
thei
r co
mplia
nce
with t
hes
e
2.6
Id
entify
continued
non-p
aym
ent
and t
ake
appro
priat
e ac
tion
2.7
Tak
e th
e nat
ure
and c
ircu
mst
ance
s of
the
acco
unt
hold
er into
acc
ount
when
dec
idin
g w
hat
act
ion t
o t
ake
2.8
Exp
lain
the
org
anis
atio
n’s
cust
om
er s
ervi
ce a
nd c
om
pla
ints
pro
cedure
2
Be
able
to t
ake
appro
priat
e ac
tion
with n
on p
aym
ent
2.9
Exp
lain
the
sourc
es o
f in
form
atio
n a
nd a
dvi
ce w
ithin
the
org
anis
atio
n
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
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d A
dm
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trat
ion
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ific
atio
n –
Iss
ue
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Feb
ruar
y 2014 ©
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duca
tion L
imited
2014
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Fo
llow
the
org
anis
atio
n’s
sys
tem
s, p
roce
dure
s an
d t
ime
limits
for
dea
ling w
ith lat
e pay
men
ts
3.2
Act
within
the
per
sonal
auth
ority
lim
its
reco
gnis
ing w
hen
to r
efer
to
oth
er
3.3
Kee
p a
ccura
te a
nd u
p-t
o-d
ate
reco
rds
of
all ac
tions
take
n
3.4
Com
ply
with leg
al r
equirem
ents
, in
dust
ry r
egula
tions,
org
anis
atio
nal
polic
ies
and p
rofe
ssio
nal
codes
3
Be
able
to c
om
ply
w
ith a
ll co
des
, la
ws
and r
egula
tory
re
quirem
ents
3.5
Exp
lain
the
org
anis
atio
n’s
req
uirem
ents
rel
atin
g t
o t
he
applic
atio
n o
f co
des
, la
ws
and r
egula
tory
req
uirem
ents
and t
hei
r im
pac
t on t
he
job
role
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
177
Unit 33: Gather Information for a Business Impact Analysis
Unit reference number: J/503/9272
QCF level: 3
Credit value: 3
Guided learning hours: 8
Unit aim
This unit is for those responsible for gathering information for a Business Impact Analysis (BIA), but who would not themselves carry out the analytical work to produce a BIA.
Unit assessment requirements/evidence requirements
There are no specific assessment requirements for this unit. Please refer to the overall Skills CFA assessment strategy (Annexe A).
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
17
8
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
thei
r org
anis
atio
n’s
Busi
nes
s Continuity
Man
agem
ent
(BCM
) Polic
y
1.2
D
escr
ibe
thei
r org
anis
atio
n’s
pro
duct
s an
d s
ervi
ces
1.3
Exp
lain
the
supply
chai
n o
n w
hic
h t
hei
r org
anis
atio
n’s
pro
duct
s an
d
serv
ices
dep
end
1.4
Exp
lain
met
hods
use
d t
o c
onduct
a B
usi
nes
s Im
pac
t Anal
ysis
1.5
D
escr
ibe
spec
ific
sourc
es o
f in
form
atio
n f
or
the
Busi
nes
s Im
pac
t Anal
ysis
1.6
Exp
lain
inte
rvie
w t
echniq
ues
and h
ow
to a
pply
them
to o
bta
in
rele
vant
info
rmat
ion f
or
the
Busi
nes
s Im
pac
t Anal
ysis
1
Under
stan
d h
ow
to
gat
her
info
rmat
ion
for
a Busi
nes
s Im
pac
t Anal
ysis
1.7
Exp
lain
the
purp
ose
of
mai
nta
inin
g a
rec
ord
of
inte
rvie
wee
s
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
17
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Agre
e obje
ctiv
es a
nd d
eadlin
es f
or
the
Busi
nes
s Im
pac
t Anal
ysis
2.2
Id
entify
prim
ary
candid
ates
for
inte
rvie
w t
o p
rovi
de
info
rmat
ion
required
for
the
Busi
nes
s Im
pac
t Anal
ysis
2.3
Car
ry o
ut
inte
rvie
ws
with a
gre
ed s
ubje
cts
and r
ecord
info
rmat
ion
gat
her
ed
2.4
Chec
k th
at info
rmat
ion is
com
ple
te a
nd in lin
e w
ith B
CM
polic
y
2.5
M
eet
dea
dlin
es f
or
the
Busi
nes
s Im
pac
t Anal
ysis
2.6
Rep
ort
info
rmat
ion in t
he
agre
ed f
orm
at
2.7
M
ake
a re
cord
of
inte
rvie
wee
s
2.8
G
et f
eedbac
k on info
rmat
ion p
rovi
ded
2
Be
able
to g
ather
in
form
atio
n f
or
a Busi
nes
s Im
pac
t Anal
ysis
2.9
Pro
vide
clar
ific
atio
n o
r ad
ditio
nal
info
rmat
ion w
her
e nec
essa
ry
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
180
Unit 34: Manage a Project
Unit reference number: A/601/2578
QCF level: 5
Credit value: 10
Guided learning hours: 33
Unit aim
This unit is about managing the setting up and running of a project, by monitoring and reviewing the work of other people who are running the project, to achieve agreed aims and objectives.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.2
2 2.1 – 2.9
3 3.1 – 3.8
4 4.1 – 4.2
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role.
5 5.1 – 5.11 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
minutes of meetings
specification
budget
critical path analysis
GANTT chart
• contingency plan
• team list
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
181
Learning outcomes
Assessment criteria
Assessment guidance
6 6.1 – 6.5 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
minutes of meetings
adapted plans
feedback
reports
7 7.1 – 7.3 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
minutes of meetings
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
18
2
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Com
par
e an
d c
ontr
ast
the
diffe
rence
bet
wee
n m
anag
ing o
per
atio
ns
and m
anag
ing p
roje
cts
1
Under
stan
d t
he
nat
ure
and p
urp
ose
of
pro
ject
s 1.2
Anal
yse
the
adva
nta
ges
and d
isad
vanta
ges
of
usi
ng p
roje
cts,
and
when
pro
ject
s ar
e ap
pro
priat
e
2.1
Exp
lain
the
purp
ose
and b
enef
its
of es
tablis
hin
g s
take
hold
ers
invo
lved
in
a p
roje
ct
2.2
Exp
lain
the
purp
ose
and b
enef
its
of
def
inin
g a
pro
ject
’s p
urp
ose
, sc
ope,
tim
esca
le,
cost
s, a
ims
and o
bje
ctiv
es
2.3
Exp
lain
the
purp
ose
of
agre
eing a
budget
for
a pro
ject
2.4
Anal
yse
how
to e
stim
ate
types
and q
uan
tity
of
reso
urc
es n
eeded
to
run a
pro
ject
2.5
Exp
lain
the
purp
ose
and b
enef
its
of
iden
tify
ing p
roje
ct r
isks
and
dev
elopin
g c
ontingen
cy p
lans
2.6
Anal
yse
how
to d
efin
e pro
ject
lim
its
2.7
Anal
yse
the
adva
nta
ges
and d
isad
vanta
ges
of
diffe
rent
pro
ject
pla
nnin
g m
ethods
for
diffe
rent
types
of
pro
ject
2.8
Anal
yse
the
feat
ure
s of
diffe
rent
tools
that
can
be
use
d t
o h
elp w
ith
pro
ject
pla
nnin
g a
nd c
ontr
ol
2
Under
stan
d h
ow
to
pre
par
e an
d p
lan a
pro
ject
2.9
Exp
lain
how
to e
stab
lish t
he
pro
ject
tea
m
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
18
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Anal
yse
how
to m
onitor
pro
ject
s an
d t
he
diffe
rent
met
hods
that
can
be
use
d
3.2
Exp
lain
the
purp
ose
and b
enef
its
of
monitoring p
roje
cts
3.3
Anal
yse
how
to e
stab
lish a
com
munic
atio
n p
lan f
or
a pro
ject
3.4
Exp
lain
the
purp
ose
and b
enef
its
of
diffe
rent
met
hods
of
com
munic
atio
n n
eeded
for
man
agin
g a
pro
ject
3.5
Anal
yse
the
feat
ure
s of
diffe
rent
com
munic
atio
n m
ethods
use
d t
o
mak
e su
re a
pro
ject
runs
smooth
ly
3.6
Exp
lain
the
purp
ose
and b
enef
its
of
estim
atin
g a
nd c
ontr
olli
ng
reso
urc
es d
uring a
pro
ject
3.7
Anal
yse
the
purp
ose
of
monitoring p
rogre
ss r
eport
ing d
uring a
pro
ject
3
Under
stan
d h
ow
to
run a
pro
ject
3.8
Exp
lain
the
purp
ose
and b
enef
its
of ac
hie
ving p
roje
cts
within
agre
ed
tim
esca
les
4.1
Anal
yse
the
purp
ose
and b
enef
its
of
eval
uat
ing p
roje
cts
4
Under
stan
d
purp
ose
and
ben
efits
of
eval
uat
ing a
pro
ject
and w
ays
of
eval
uat
ing
pro
ject
s
4.2
Anal
yse
diffe
rent
way
s of
eval
uat
ing p
roje
cts
to m
ake
sure
les
sons
are
lear
ned
for
the
futu
re
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
18
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Agre
e al
l st
akeh
old
ers
invo
lved
in a
pro
ject
5.2
Confirm
that
the
purp
ose
of
the
pro
ject
has
bee
n a
gre
ed w
ith a
ll re
leva
nt
stak
ehold
ers
5.3
Confirm
pro
ject
sco
pe,
tim
esca
le,
aim
s an
d o
bje
ctiv
es
5.4
Agre
e th
e pre
par
atio
n o
f a
pro
ject
spec
ific
atio
n
5.5
Confirm
a b
udget
for
the
pro
ject
5.6
Confirm
all
types
of
reso
urc
es f
or
a pro
ject
5.7
Agre
e th
e pro
ject
pla
n a
nd t
imed
use
of
all ty
pes
of
reso
urc
es
5.8
Agre
e id
entified
ris
ks a
nd c
ontingen
cy p
lans
dev
eloped
5.9
Sig
n o
ff a
pro
ject
pla
n
5.1
0
Prep
are
a co
mm
unic
atio
n p
lan
5
Be
able
to m
anag
e th
e pre
par
atio
n
and p
lannin
g o
f a
pro
ject
5.1
1
Est
ablis
h a
nd s
elec
t th
e pro
ject
tea
m
6.1
M
onitor
a pro
ject
6.2
G
ive
feed
bac
k to
all
those
invo
lved
with o
r af
fect
ed b
y a
pro
ject
6.3
M
ake
sure
pro
ject
pla
ns
are
adap
ted t
o r
espond t
o u
nex
pec
ted e
vents
an
d r
isks
6.4
G
ive
feed
bac
k on inte
rim
rep
ort
s on p
roje
ct p
rogre
ss
6
Be
able
to m
anag
e a
pro
ject
6.5
M
ake
sure
a p
roje
ct a
chie
ves
required
outc
om
es o
n t
ime
and t
o
budget
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
18
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Eva
luat
e al
l pro
ject
are
as
7.2
Confirm
the
deg
ree
to w
hic
h a
pro
ject
met
its
aim
s an
d o
bje
ctiv
es
7
Be
able
to e
valu
ate
the
outc
om
es o
f a
pro
ject
7.3
G
ive
feed
bac
k on p
roje
ct s
tren
gth
s an
d a
reas
for
impro
vem
ent
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
186
Unit 35: Implement, Monitor and Review Change
Unit reference number: K/601/2589
QCF level: 5
Credit value: 6
Guided learning hours: 20
Unit aim
This unit is about implementing change and evaluating the effects of change with all those involved in the change process
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1
2 2.1 – 2.4
3 3.1 – 3.4
4 4.1 – 4.2
5 5.1 – 5.4
6 6.1 – 6.4
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning.
7 7.1 – 7.5
8 8.1 – 8.2
Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
presentation
minutes of meetings.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
187
Learning outcomes
Assessment criteria
Assessment guidance
8.3 – 8.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
feedback given.
Evidence generated for this unit of assessment may contribute towards other units including Unit 40.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
18
8
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
purp
ose
and
ben
efits
of
imple
men
ting
chan
ge
1.1
Exp
lain
the
purp
ose
and b
enef
its
of
imple
men
ting c
han
ge
for
org
anis
atio
ns,
indiv
idual
s an
d a
tea
m
2.1
Exp
lain
the
purp
ose
and b
enef
its
of en
gag
ing t
eam
s an
d indiv
idual
s in
im
ple
men
ting c
han
ge
2.2
Exp
lain
the
purp
ose
and b
enef
its
of
enco
ura
gin
g t
eam
s an
d
indiv
idual
s to
fee
l th
at t
hey
are
mak
ing c
ontr
ibutions
to im
ple
men
ting
chan
ge
2.3
Eva
luat
e th
e im
pac
t of
imple
men
ting c
han
ge
on a
n o
rgan
isat
ion,
the
team
and indiv
idual
s
2
Under
stan
d t
he
role
of
the
team
an
d indiv
idual
s in
im
ple
men
ting
chan
ge
2.4
Exp
lain
how
to m
anag
e th
e im
pac
t of
imple
men
ting c
han
ge
to a
chie
ve
a posi
tive
outc
om
e
3.1
Exp
lain
how
to e
valu
ate
options
for
imple
men
ting c
han
ge
3.2
Exp
lain
and e
valu
ate
the
const
rain
ts o
n im
ple
men
ting c
han
ge
3.3
Anal
yse
the
implic
atio
ns
of
chan
ge
on t
he
org
anis
atio
n
3
Under
stan
d t
he
implic
atio
ns
of
imple
men
ting
chan
ge
3.4
Exp
lain
how
to a
sses
s risk
s an
d b
enef
its
with t
hose
invo
lved
during
the
chan
ge
pro
cess
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
18
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Exp
lain
the
purp
ose
and b
enef
its
of
com
munic
atio
n w
ith a
ll in
volv
ed
when
im
ple
men
ting c
han
ge
4
Under
stan
d t
he
purp
ose
and
ben
efits
of
com
munic
atio
n
when
im
ple
men
ting
chan
ge
4.2
Exp
lain
the
purp
ose
and b
enef
its
of
mak
ing s
ure
all
those
invo
lved
in
chan
ge
rem
ain c
om
mitte
d w
hen
im
ple
men
ting c
han
ge
5.1
Exp
lain
the
purp
ose
and b
enef
its
of
bei
ng a
dap
table
during a
chan
ge
pro
cess
5.2
Anal
yse
the
types
of
pro
ble
ms
that
may
occ
ur
during t
he
imple
men
tation o
f ch
ange
5.3
Exp
lain
way
s of
resp
ondin
g t
o p
roble
ms
during t
he
imple
men
tation o
f ch
ange
5
Under
stan
d t
he
purp
ose
and
ben
efits
of
neg
otiat
ion a
nd
dea
ling w
ith
pro
ble
ms
when
im
ple
men
ting
chan
ge
5.4
Exp
lain
the
purp
ose
and b
enef
its
of dea
ling w
ith p
roble
ms
during t
he
imple
men
tation o
f ch
ange
6.1
Exp
lain
way
s of
monitoring a
nd r
evie
win
g c
han
ge
6.2
Exp
lain
the
purp
ose
and b
enef
its
of m
onitoring a
nd r
evie
win
g c
han
ge
6.3
Anal
yse
way
s of
mak
ing u
se o
f th
e outc
om
es o
f re
view
ing
6
Know
how
to
monitor
and r
evie
w
chan
ge
and
under
stan
d t
he
purp
ose
and
ben
efits
of
doin
g
so
6.4
Exp
lain
the
purp
ose
and b
enef
its
of
giv
ing f
eedbac
k to
those
who
hav
e bee
n invo
lved
in t
he
chan
ge
pro
cess
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
19
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Com
munic
ate
pla
ns
for
chan
ge
clea
rly
and logic
ally
7.2
Enco
ura
ge
team
mem
ber
s to
contr
ibute
to p
lans
for
chan
ge
7.3
Im
ple
men
t ch
ange
with t
hose
invo
lved
in t
he
chan
ge,
pro
vidin
g
info
rmat
ion,
support
and m
otiva
tion t
o t
hose
affec
ted
7.4
Adap
t an
d n
egotiat
e am
endm
ents
to p
lans
for
chan
ge
7
Be
able
to
imple
men
t ch
ange
for
a te
am
7.5
Id
entify
and s
olv
e or
refe
r pro
ble
ms,
as
required
8.1
M
onitor
the
effe
cts
of ch
ange
with t
hose
invo
lved
in t
he
chan
ge
8.2
Rev
iew
the
effe
cts
of
chan
ge
with t
hose
invo
lved
in t
he
chan
ge
8.3
Pr
ovi
de
feed
bac
k to
those
invo
lved
in c
han
ge
8
Be
able
to m
onitor
and r
evie
w c
han
ge
8.4
U
se f
eedbac
k to
agre
e fu
rther
chan
ges
if
required
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
191
Unit 36: Organise Business Travel or Accommodation
Unit reference number: H/601/2543
QCF level: 3
Credit value: 5
Guided learning hours: 20
Unit aim
This unit is about organising the delivery of travel or accommodation arrangements to meet the traveller’s brief within budget.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.8
2 2.1 – 2.2
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
3 3.1 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
briefs
budgets
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
192
Learning outcomes
Assessment criteria
Assessment guidance
3.2 – 3.8
3.10 – 3.12
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
travel and accommodation documents
3.9 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
19
3
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
and b
enef
its
of
agre
eing t
he
brief
and b
udget
of
trav
el o
r ac
com
modat
ion a
rran
gem
ents
with t
rave
ller(
s)
1.2
Exp
lain
how
to o
rgan
ise
busi
nes
s tr
avel
or
acco
mm
odat
ion t
o m
eet
expec
tations
1.3
The
sourc
es o
f in
form
atio
n a
nd f
acili
ties
that
are
use
d t
o m
ake
trav
el
or
acco
mm
odat
ion a
rran
gem
ents
1.4
D
escr
ibe
the
mai
n t
ypes
of
busi
nes
s tr
avel
or
acco
mm
odat
ion
arra
ngem
ents
that
can
be
mad
e, incl
udin
g t
hose
req
uirin
g a
dditio
nal
sp
ecia
list
docu
men
ts a
nd f
acili
ties
1.5
H
ow
to o
bta
in b
est
valu
e fo
r m
oney
when
mak
ing t
rave
l or
acco
mm
odat
ion a
rran
gem
ents
1
Under
stan
d t
he
range
of
info
rmat
ion,
requirem
ents
and
pro
cedure
s th
at
may
be
nee
ded
for
all ty
pes
of
busi
nes
s tr
avel
or
acco
mm
odat
ion
arra
ngem
ents
1.6
Exp
lain
pro
cedure
s fo
r obta
inin
g s
pec
ific
info
rmat
ion,
faci
litie
s or
docu
men
ts f
or:
pay
men
t fa
cilit
ies
and f
ore
ign c
urr
ency
, if r
equired
in
sura
nce
and h
ealth p
reca
utions,
if
required
vi
sas
and p
assp
ort
req
uirem
ents
, if r
equired
se
curity
and e
mer
gen
cies
, if r
equired
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
19
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.7
H
ow
to k
eep r
ecord
s of
trav
el o
r ac
com
modat
ion a
rran
gem
ents
, in
cludin
g f
inan
cial
rec
ord
s
1.8
The
types
of
info
rmat
ion t
hat
are
confiden
tial
and h
ow
to s
tore
them
in
lin
e w
ith c
urr
ent
legis
lation
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
19
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
D
escr
ibe
pro
ble
ms
that
may
occ
ur
when
mak
ing a
rran
gem
ents
for
busi
nes
s tr
avel
or
acco
mm
odat
ion
2
Under
stan
d t
he
types
of
pro
ble
ms
that
may
occ
ur
with b
usi
nes
s tr
avel
or
acco
mm
odat
ion
arra
ngem
ents
and
how
to d
eal w
ith
them
2.2
Exp
lain
way
s of
reso
lvin
g p
roble
ms
that
may
arise
3.1
Agre
e th
e busi
nes
s tr
avel
or
acco
mm
odat
ion b
rief
and b
udget
with
trav
elle
r(s)
3.2
Chec
k dra
ft itiner
ary
and s
ched
ule
with a
tra
velle
r(s)
3.3
Res
earc
h s
uitab
le b
usi
nes
s tr
avel
or
acco
mm
odat
ion o
ptions
3.4
M
ake
busi
nes
s tr
avel
arr
angem
ents
or
book
acco
mm
odat
ion,
to b
rief
an
d b
udget
, obta
inin
g b
est
valu
e fo
r m
oney
3.5
M
ake
nec
essa
ry p
aym
ents
or
arra
nge
pay
men
t fa
cilit
ies
3.6
M
ake
additio
nal
arr
angem
ents
for
inte
rnat
ional
tra
vel an
d
acco
mm
odat
ion,
if r
equired
3.7
O
bta
in c
onfirm
atio
ns
and r
ecord
all
det
ails
of
arra
ngem
ents
3.8
Colla
te a
ll docu
men
ts a
nd o
ther
ite
ms
3.9
Kee
p b
usi
nes
s tr
avel
item
s (if re
quired
) sa
fe a
nd s
ecure
until h
anded
ov
er
3.1
0
Pro
vide
trav
elle
r(s)
with itiner
ary
and a
ll re
quired
info
rmat
ion a
nd
docu
men
ts,
in g
ood t
ime
3
Be
able
to o
rgan
ise
diffe
rent
types
of
busi
nes
s tr
avel
or
acco
mm
odat
ion
arra
ngem
ents
3.1
1
Confirm
with t
rave
ller(
s) t
hat
all
item
s pro
vided
mee
t re
quirem
ents
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
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dm
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trat
ion
Spec
ific
atio
n –
Iss
ue
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ruar
y 2014 ©
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duca
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imited
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6
3.1
2
Res
olv
e pro
ble
ms
that
may
arise
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
19
7
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
198
Unit 37: Deliver, Monitor and Evaluate Customer Service to Internal Customers
Unit reference number: A/601/2550
QCF level: 3
Credit value: 3
Guided learning hours: 12
Unit aim
This unit is about providing and continuously improving services to internal customers.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1
2 2.1
3 3.1 – 3.4
4 4.1 – 4.3
5 5.1 – 5.4
6 6.1 – 6.3
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
199
Learning outcomes
Assessment criteria
Assessment guidance
7.1 – 7.4 Evidence may be supplied via observation of workplace activities, witness testimony and learner reports/reflective accounts
7
7.2 - 7.4
8 8.1 - 8.3
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
9 9.1 Evidence may be supplied via witness testimony, professional discussion, case studies and learner reports/reflective accounts
10 10.1 – 10.3 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
feedback received
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
20
0
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
mea
nin
g o
f in
tern
al
cust
om
er
1.1
D
escr
ibe
what
is
mea
nt
by
inte
rnal
cust
om
ers
2
Know
the
types
of
pro
duct
s an
d
serv
ices
rel
evan
t to
in
tern
al c
ust
om
ers
2.1
D
escr
ibe
the
pro
duct
s an
d s
ervi
ces
off
ered
by
ow
n o
rgan
isat
ion t
o
inte
rnal
cust
om
ers
3.1
Exp
lain
the
purp
ose
and v
alue
of id
entify
ing inte
rnal
cust
om
er n
eeds
and e
xpec
tations
3.2
Exp
lain
why
cust
om
er s
ervi
ce m
ust
mee
t or
exce
ed inte
rnal
cust
om
er
expec
tations
3.3
Exp
lain
the
valu
e of
mee
ting o
r ex
ceed
ing inte
rnal
cust
om
er
expec
tations
3
Under
stan
d h
ow
to
del
iver
cust
om
er
serv
ice
that
mee
ts
or
exce
eds
inte
rnal
cu
stom
er
expec
tations
3.4
Exp
lain
the
purp
ose
and v
alue
of
build
ing p
osi
tive
work
ing
rela
tionsh
ips
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
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rson E
duca
tion L
imited
2014
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1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Id
entify
qual
ity
stan
dar
ds
for
ow
n o
rgan
isat
ion a
nd w
ork
4.2
Exp
lain
the
valu
e of
agre
eing q
ual
ity
stan
dar
ds
and t
imes
cale
s
4
Under
stan
d t
he
purp
ose
of
qual
ity
stan
dar
ds
and
tim
esca
les
for
del
iver
ing
cust
om
er s
ervi
ce
4.3
Exp
lain
how
to s
et a
nd m
eet
qual
ity
stan
dar
ds
and t
imes
cale
s w
ith
inte
rnal
cust
om
ers
5.1
D
escr
ibe
the
types
of
pro
ble
ms
that
inte
rnal
cust
om
ers
may
hav
e
5.2
Exp
lain
way
s of
dea
ling w
ith p
roble
ms
5
Under
stan
d h
ow
to
dea
l w
ith inte
rnal
cu
stom
er s
ervi
ce
pro
ble
ms
5.3
Exp
lain
the
purp
ose
and v
alue
of
a co
mpla
ints
pro
cedure
, if a
pplic
able
6.1
Exp
lain
the
purp
ose
and b
enef
its
of
monitoring inte
rnal
cust
om
er
satisf
action a
nd h
ow
to d
o s
o
6.2
D
escr
ibe
tech
niq
ues
for
colle
ctin
g a
nd e
valu
atin
g c
ust
om
er f
eedbac
k
6
Under
stan
d h
ow
to
monitor
and
eval
uat
e in
tern
al
cust
om
er s
ervi
ce
and t
he
ben
efits
of
this
6.3
Exp
lain
the
ben
efits
of
continuous
impro
vem
ent
7.1
Id
entify
inte
rnal
cust
om
ers
7.2
Confirm
inte
rnal
cust
om
er n
eeds
in t
erm
s of
pro
duct
s an
d s
ervi
ces
7.3
Confirm
inte
rnal
cust
om
er n
eeds
in t
erm
s of
qual
ity
stan
dar
ds
and
tim
esca
les
7
Be
able
to b
uild
posi
tive
work
ing
rela
tionsh
ips
with
inte
rnal
cust
om
ers
7.4
Agre
e pro
cedure
s to
be
follo
wed
if
inte
rnal
cust
om
er n
eeds
are
not
met
Pear
son E
dex
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vel 4 C
ertifica
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iplo
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in B
usi
nes
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inis
trat
ion
Spec
ific
atio
n –
Iss
ue
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ruar
y 2014 ©
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duca
tion L
imited
2014
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2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
8.1
Pr
ovi
de
cust
om
er s
ervi
ce(s
) to
agre
ed q
ual
ity
stan
dar
ds
8.2
Pr
ovi
de
cust
om
er s
ervi
ce(s
) to
agre
ed t
imes
cale
s
8
Be
able
to d
eliv
er
cust
om
er s
ervi
ces
to a
gre
ed q
ual
ity
stan
dar
ds
and
tim
esca
les
8.3
Chec
k in
tern
al c
ust
om
er n
eeds
and e
xpec
tations
hav
e bee
n m
et
9
Be
able
to d
eal
with inte
rnal
cu
stom
er s
ervi
ce
pro
ble
ms
and
com
pla
ints
9.1
Fo
llow
pro
cedure
s, w
ithin
agre
ed t
imes
cale
, to
pro
cess
pro
ble
ms
and c
om
pla
ints
re
solv
e pro
ble
ms
and c
om
pla
ints
re
fer
pro
ble
ms
and c
om
pla
ints
, w
her
e nec
essa
ry
10.1
O
bta
in a
nd r
ecord
inte
rnal
cust
om
er f
eedbac
k
10.2
Anal
yse
and e
valu
ate
inte
rnal
cust
om
er f
eedbac
k
10
Be
able
to m
onitor
and e
valu
ate
cust
om
er s
ervi
ces
to inte
rnal
cu
stom
ers
10.3
Tak
e ac
tion t
hat
will
lea
d t
o im
pro
vem
ent
in c
ust
om
er s
ervi
ce(s
) to
in
tern
al c
ust
om
ers
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
203
Unit 38: Deliver, Monitor and Evaluate Customer Service to External Customers
Unit reference number: F/601/2551
QCF level: 3
Credit value: 3
Guided learning hours: 12
Unit aim
This unit is about providing and continuously improving customer services to external customers.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1
2 2.1
3 3.1 – 3.4
4 4.1 – 4.3
5 5.1 – 5.4
6 6.1 – 6.3
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
204
Learning outcomes
Assessment criteria
Assessment guidance
7.1 – 7.4 Evidence may be supplied via observation of workplace activities, witness testimony and learner reports/reflective accounts
7
7.2 - 7.4
8 8.1 - 8.3
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
9 9.1 Evidence may be supplied via witness testimony, professional discussion, case studies and learner reports/reflective accounts
10 10.1 – 10.3 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
feedback received
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
20
5
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
mea
nin
g o
f ex
tern
al c
ust
om
ers
1.1
D
escr
ibe
what
is
mea
nt
by
exte
rnal
cust
om
ers
2
Know
the
types
of
pro
duct
s an
d
serv
ices
rel
evan
t to
ex
tern
al c
ust
om
ers
2.1
D
escr
ibe
the
pro
duct
s an
d s
ervi
ces
offer
ed b
y th
e org
anis
atio
n t
o
exte
rnal
cust
om
ers
3.1
Exp
lain
the
purp
ose
and v
alue
of
iden
tify
ing c
ust
om
er n
eeds
and
expec
tations
3.2
Exp
lain
why
cust
om
er s
ervi
ce m
ust
mee
t or
exce
ed c
ust
om
er
expec
tations
3.3
Exp
lain
the
valu
e of
mee
ting o
r ex
ceed
ing c
ust
om
er e
xpec
tations
3
Under
stan
d h
ow
to
del
iver
cust
om
er
serv
ice
that
mee
ts
or
exce
eds
exte
rnal
cu
stom
er
expec
tations
3.4
Exp
lain
the
purp
ose
and v
alue
of
build
ing p
osi
tive
work
ing
rela
tionsh
ips
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
20
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Id
entify
qual
ity
stan
dar
ds
for
ow
n o
rgan
isat
ion a
nd w
ork
4.2
Exp
lain
the
valu
e of
agre
eing q
ual
ity
stan
dar
ds
and t
imes
cale
s
4
Under
stan
d t
he
purp
ose
of
qual
ity
stan
dar
ds
and
tim
esca
les
for
cust
om
er s
ervi
ce
to e
xter
nal
cu
stom
ers
4.3
Exp
lain
how
to s
et a
nd m
eet
qual
ity
stan
dar
ds
and t
imes
cale
s w
ith
exte
rnal
cust
om
ers
5.1
D
escr
ibe
the
types
of
pro
ble
ms
that
ext
ernal
cust
om
ers
may
hav
e
5.2
Exp
lain
the
conse
quen
ces
of
not
mee
ting e
xter
nal
cust
om
er n
eeds
and e
xpec
tations
5.3
Exp
lain
way
s of
dea
ling w
ith e
xter
nal
cust
om
er s
ervi
ces
pro
ble
ms
5
Under
stan
d h
ow
to
dea
l w
ith c
ust
om
er
serv
ice
pro
ble
ms
for
exte
rnal
cu
stom
ers
5.4
Exp
lain
the
purp
ose
and v
alue
of
a co
mpla
ints
pro
cedure
6.1
Exp
lain
the
purp
ose
and b
enef
its
of
monitoring e
xter
nal
cust
om
er
satisf
action a
nd h
ow
to d
o s
o
6.2
D
escr
ibe
tech
niq
ues
for
colle
ctin
g a
nd e
valu
atin
g e
xter
nal
cust
om
er
feed
bac
k
6
Under
stan
d h
ow
to
monitor
and
eval
uat
e ex
tern
al
cust
om
er s
ervi
ce
and t
he
ben
efits
of
this
6.3
Exp
lain
the
ben
efits
of
continuous
impro
vem
ent
7.1
Id
entify
ext
ernal
cust
om
ers
7.2
Confirm
ext
ernal
cust
om
er n
eeds
in t
erm
s of
pro
duct
s an
d s
ervi
ces
7.3
Confirm
ext
ernal
cust
om
er n
eeds
in t
erm
s of
qual
ity
stan
dar
ds
and
tim
esca
les
7
Be
able
to b
uild
posi
tive
work
ing
rela
tionsh
ips
with
exte
rnal
cust
om
ers
7.4
Agre
e pro
cedure
s to
be
follo
wed
if
exte
rnal
cust
om
er n
eeds
are
not
met
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
20
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
8.1
Pr
ovi
de
exte
rnal
cust
om
er s
ervi
ce(s
) to
agre
ed q
ual
ity
stan
dar
ds
8.2
Pr
ovi
de
exte
rnal
cust
om
er s
ervi
ce(s
) to
agre
ed t
imes
cale
s
8
Be
able
to d
eliv
er
exte
rnal
cust
om
er
serv
ices
to a
gre
ed
qual
ity
stan
dar
ds
and t
imes
cale
s 8.3
Chec
k ex
tern
al c
ust
om
er n
eeds
and e
xpec
tations
hav
e bee
n m
et
9
Be
able
to d
eal
with c
ust
om
er
serv
ice
pro
ble
ms
and c
om
pla
ints
for
exte
rnal
cust
om
ers
9.1
Fo
llow
pro
cedure
s, w
ithin
agre
ed t
imes
cale
, to
pro
cess
pro
ble
ms
and c
om
pla
ints
re
solv
e pro
ble
ms
and c
om
pla
ints
re
fer
pro
ble
ms
and c
om
pla
ints
, w
her
e nec
essa
ry
10.1
O
bta
in a
nd r
ecord
ext
ernal
cust
om
er f
eedbac
k
10.2
Anal
yse
and e
valu
ate
exte
rnal
cust
om
er f
eedbac
k
10
Be
able
to m
onitor
and e
valu
ate
serv
ices
to e
xter
nal
cu
stom
ers
10.3
Tak
e ac
tions
that
will
lea
d t
o im
pro
vem
ent
in s
ervi
ce(s
) to
ext
ernal
cu
stom
ers
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
208
Unit 39: Monitor Information Systems
Unit reference number: R/601/2537
QCF level: 3
Credit value: 7
Guided learning hours: 30
Unit aim
This unit is about monitoring and evaluating an information system to meet identified needs in a business environment.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.8
2 2.1 – 2.3
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
3.1 – 3.2
3.4 – 3.8
Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
3
3.3 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
training records
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
209
Learning outcomes
Assessment criteria
Assessment guidance
3.9 – 3.10 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
feedback
notes of meetings
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
21
0
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
and b
enef
its
of
man
agin
g info
rmat
ion t
o m
eet
requirem
ents
1.2
Exp
lain
the
purp
ose
and b
enef
its
of
pro
vidin
g t
rain
ing a
nd o
n-g
oin
g
support
to u
sers
1.3
Exp
lain
the
purp
ose
of
com
ply
ing w
ith leg
al a
nd o
rgan
isat
ional
re
quirem
ents
when
usi
ng a
n info
rmat
ion s
yste
m
1.4
Exp
lain
the
purp
ose
and b
enef
its
of
monitoring u
se o
f an
info
rmat
ion
syst
em
1.5
D
escr
ibe
way
s of
monitoring u
se o
f an
info
rmat
ion s
yste
m
1.6
Exp
lain
the
purp
ose
and b
enef
its
of
mai
nta
inin
g a
nd u
pdat
ing a
n
info
rmat
ion s
yste
m
1.7
D
escr
ibe
way
s of
mai
nta
inin
g a
nd u
pdat
ing a
n info
rmat
ion s
yste
m
1
Under
stan
d h
ow
to
monitor
an
info
rmat
ion s
yste
m
1.8
D
escr
ibe
the
types
of
pro
ble
ms
that
may
occ
ur
with a
n info
rmat
ion
syst
em a
nd h
ow
to d
eal w
ith t
hem
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
21
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exp
lain
the
purp
ose
and b
enef
its
of
continuousl
y im
pro
ving a
n
info
rmat
ion s
yste
m
2.2
Exp
lain
how
to iden
tify
pro
ble
ms
in a
n info
rmat
ion s
yste
m a
nd
anal
yse
them
2
Under
stan
d h
ow
to
revi
ew a
nd f
urt
her
dev
elop a
n
info
rmat
ion s
yste
m
2.3
D
escr
ibe
way
s of
reso
lvin
g p
roble
ms
in a
n info
rmat
ion s
yste
m
3.1
Id
entify
the
info
rmat
ion t
o b
e m
onitore
d a
nd t
he
reso
urc
es a
vaila
ble
to
do s
o
3.2
Contr
ibute
to d
esig
nin
g a
sys
tem
spec
ific
atio
n
3.3
Pr
ovi
de
trai
nin
g o
n t
he
use
of
an info
rmat
ion s
yste
m
3.4
Pr
ovi
de
on-g
oin
g s
upport
to u
sers
3.5
M
onitor
use
of
an info
rmat
ion s
yste
m
3.6
M
ake
sure
leg
al a
nd o
rgan
isat
ional
req
uirem
ents
for
han
dlin
g
info
rmat
ion a
re f
ollo
wed
3.7
M
ake
sure
a s
yste
m is
mai
nta
ined
and u
pdat
ed,
if r
equired
3.8
Id
entify
, an
alys
e an
d r
esolv
e pro
ble
ms
when
they
occ
ur
3.9
Colle
ct f
eedbac
k on p
erfo
rman
ce o
f an
info
rmat
ion s
yste
m
3
Be
able
to m
onitor
an info
rmat
ion
syst
em
3.1
0
Pro
vide
info
rmat
ion t
o e
nab
le f
urt
her
sys
tem
dev
elopm
ent
to m
eet
agre
ed s
pec
ific
atio
ns
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
21
2
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
213
Unit 40: Plan Change Across Teams
Unit reference number: D/601/2587
QCF level: 5
Credit value: 6
Guided learning hours: 26
Unit aim
This unit is about planning changes across a department or teams within a department, at the level of a department manager or director.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1
2 2.1 – 2.3
3 3.1 – 3.2
4 4.1 – 4.5
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
5.1 – 5.3 Evidence may be supplied via learner reports/reflective accounts.
5
5.4
6 6.1
6.3
Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
minutes of meetings
presentations
initial plan
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
214
Learning outcomes
Assessment criteria
Assessment guidance
6.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
plans
Evidence generated for this unit of assessment may contribute towards other units including Unit 35.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
21
5
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
purp
ose
and
ben
efits
of
pla
nnin
g c
han
ge
acro
ss t
eam
s
1.1
Exp
lain
the
purp
ose
and b
enef
its
of
pla
nnin
g c
han
ge
acro
ss t
eam
s fo
r org
anis
atio
ns,
indiv
idual
s an
d t
eam
s
2.1
Exp
lain
the
purp
ose
and b
enef
its
of en
gag
ing t
eam
s an
d indiv
idual
s in
pla
nnin
g c
han
ge
acro
ss t
eam
s
2.2
Eva
luat
e th
e purp
ose
and b
enef
its
of
enco
ura
gin
g t
eam
s an
d
indiv
idual
s to
fee
l th
at t
hey
are
mak
ing c
ontr
ibutions
to p
lannin
g
chan
ge
2
Under
stan
d t
he
role
of
team
s an
d
indiv
idual
s in
pla
nnin
g c
han
ge
acro
ss t
eam
s
2.3
Anal
yse
the
purp
ose
and b
enef
its
of
usi
ng t
eam
s an
d indiv
idual
s to
ch
alle
nge
way
s of
work
ing c
onst
ruct
ivel
y an
d c
reat
ivel
y w
hen
pla
nnin
g c
han
ge
3.1
Exp
lain
the
purp
ose
and b
enef
its
of
hav
ing a
vis
ion a
nd g
oal
s fo
r ch
anges
acr
oss
tea
ms
and c
om
munic
atin
g t
hem
to t
hose
invo
lved
3
Under
stan
d t
he
purp
ose
and
ben
efits
of
com
munic
atio
n
when
pla
nnin
g
chan
ge
acro
ss
team
s
3.2
Anal
yse
the
purp
ose
and b
enef
its
of
mak
ing s
ure
tea
m m
ember
s an
d
dec
isio
n-m
aker
s ar
e co
mm
itte
d t
o p
lanned
chan
ges
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
21
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Exp
lain
the
purp
ose
and b
enef
its
of
bei
ng a
dap
table
during c
han
ge
pla
nnin
g a
cross
tea
ms
4.2
Exp
lain
the
purp
ose
and b
enef
its
of bei
ng a
ble
to r
eneg
otiat
e pla
ns
for
chan
ges
acr
oss
tea
ms
4.3
Exp
lain
the
types
of
pro
ble
ms
and r
isks
that
may
occ
ur
while
pla
nnin
g
chan
ge
acro
ss t
eam
s
4.4
Exp
lain
way
s of
resp
ondin
g t
o p
roble
ms
while
pla
nnin
g c
han
ge
acro
ss
team
s
4
Under
stan
d t
he
purp
ose
and
ben
efits
of
neg
otiat
ion a
nd
dea
ling w
ith
pro
ble
ms
when
pla
nnin
g c
han
ge
acro
ss t
eam
s
4.5
Exp
lain
the
purp
ose
and b
enef
its
of
dea
ling w
ith p
roble
ms
when
pla
nnin
g c
han
ge
acro
ss t
eam
s
5.1
Rec
ognis
e opport
unitie
s fo
r ch
ange
acro
ss t
eam
s
5.2
Eva
luat
e options
for
chan
ge
in t
erm
s of
the
const
rain
ts,
risk
s,
ben
efits,
cost
s an
d im
plic
atio
ns
acro
ss t
he
team
s in
volv
ed
5.3
Eva
luat
e th
e risk
s an
d b
enef
its
for
the
team
s an
d t
he
org
anis
atio
n
asso
ciat
ed w
ith t
hes
e options
5
Be
able
to iden
tify
an
d d
evel
op
opport
unitie
s fo
r ch
ange
acro
ss
team
s
5.4
Pe
rsuad
e te
ams
and d
ecis
ion-m
aker
s to
com
mit t
hem
selv
es t
o
chan
ge
6.1
Enco
ura
ge
indiv
idual
s an
d t
eam
s to
chal
lenge
exis
ting w
ays
of
work
ing a
nd p
ut
forw
ard n
ew idea
s
6.2
Pl
an c
han
ge
acro
ss t
eam
s id
entify
ing v
isio
n,
goal
s, o
bje
ctiv
es,
tim
esca
les
and r
esourc
es
6
Be
able
to p
lan f
or
chan
ge
acro
ss
team
s
6.3
Agre
e pla
ns
for
chan
ge
with t
eam
s an
d d
ecis
ion-m
aker
s
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
21
7
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
218
Unit 41: Ensure Responsibility for Actions to Reduce Risks to Health and Safety
Unit reference number: T/602/1912
QCF level: 3
Credit value: 4
Guided learning hours: 18
Unit aim
This unit is about the health and safety responsibilities for everyone in own workplace including an appreciation of significant risks in own workplace and knowing how to identify and deal with them
Fundamental to this unit is an understanding of the terms ‘hazard’, ‘risk’ and ‘control’.
Unit assessment requirements/evidence requirements
There are no specific assessment requirements for this unit. Please refer to the overall Skills CFA assessment strategy (Annexe A).
Learners should have a reasonable degree of authority and autonomy and may be responsible for others. They should have access to higher levels of management and may be in a position to influence others.
The learner will probably have defined responsibilities for health and safety in their job role. They will also need the opportunity to research workplace instructions and legislation to enable them to identify anything harmful in the workplace including those not normally visible.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
21
9
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Id
entify
work
pla
ce inst
ruct
ions
that
are
rel
evan
t to
them
and t
hei
r jo
b
role
1.2
Id
entify
work
ing p
ract
ices
and h
azar
ds
in t
he
work
pla
ce t
hat
could
be
har
mfu
l
1.3
Eva
luat
e th
e haz
ards
and p
rioritise
in r
isk
ord
er
1
Be
able
to iden
tify
th
e haz
ards
and
eval
uat
e th
e risk
s in
the
work
pla
ce
1.4
Rep
ort
haz
ards
to t
he
resp
onsi
ble
per
son
2.1
Pe
rform
work
act
ivitie
s at
ow
n lev
el o
f co
mpet
ence
in a
ccord
ance
with
iden
tified
hea
lth a
nd s
afet
y:
w
ork
pla
ce p
olic
ies
in
stru
ctio
ns
and p
roce
dure
s
su
pplie
rs a
nd m
anufa
cture
rs’ in
form
atio
n a
nd
re
leva
nt
legal
req
uirem
ents
2.2
M
anag
e haz
ards
in a
ccord
ance
with w
ork
pla
ce inst
ruct
ions
and leg
al
requirem
ents
2
Be
able
to r
educe
th
e risk
s to
hea
lth
and s
afet
y in
the
work
pla
ce
2.3
Rep
ort
any
diffe
rence
s bet
wee
n w
ork
pla
ce inst
ruct
ions
and
supplie
r/m
anufa
cture
r in
stru
ctio
ns
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
22
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Exp
lain
thei
r re
sponsi
bili
ty in r
emai
nin
g a
lert
to h
azar
ds
and r
isks
3.2
D
escr
ibe
ow
n r
esponsi
bili
ties
and s
cope
for
action in c
ontr
olli
ng r
isk
3.3
Exp
lain
the
import
ance
of
adher
ing t
o h
ealth a
nd s
afet
y polic
ies
and
pra
ctic
es
3.4
D
escr
ibe
wher
e an
d w
hen
to g
et a
dditio
nal
hea
lth a
nd s
afet
y as
sist
ance
3
Know
how
to
reduce
ris
ks t
o
hea
lth a
nd s
afet
y in
the
work
pla
ce
3.5
D
escr
ibe
the
import
ance
of
per
sonal
pre
senta
tion a
nd b
ehav
iour
in
mai
nta
inin
g h
ealth a
nd s
afet
y in
the
work
pla
ce
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
221
Unit 42: Plan and Organise Meetings
Unit reference number: D/601/2542
QCF level: 3
Credit value: 5
Guided learning hours: 25
Unit aim
This unit is about planning and organising meetings to meet the agreed purpose of the meeting.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.17 Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
2.1
2.4 – 2.6
2.8
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
2
2.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
budget
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
222
Learning outcomes
Assessment criteria
Assessment guidance
2.3 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
agenda
meeting papers
2
2.7
3.1
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role
3
3.2 – 3.4 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
meeting papers
4.1 – 4.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
records
4
4.3 – 4.4 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
223
Learning outcomes
Assessment criteria
Assessment guidance
4.5 – 4.7 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
evaluations
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
22
4
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
role
of
the
per
son p
lannin
g a
nd o
rgan
isin
g a
mee
ting
1.2
D
escr
ibe
the
diffe
rent
types
of
mee
tings
and t
hei
r m
ain f
eatu
res
1.3
Exp
lain
how
to p
lan m
eetings
that
mee
t ag
reed
aim
s an
d o
bje
ctiv
es
1.4
Exp
lain
the
purp
ose
of
agre
eing a
brief
for
the
mee
ting
1.5
Exp
lain
how
to iden
tify
suitab
le v
enues
for
diffe
rent
types
of
mee
tings
1.6
D
escr
ibe
the
types
of
reso
urc
es n
eeded
for
diffe
rent
types
of
mee
tings
1.7
O
utlin
e th
e m
ain p
oin
ts t
hat
should
be
cove
red b
y an
agen
da
and
mee
ting p
aper
s
1.8
Exp
lain
the
purp
ose
of
mee
ting a
tten
dee
s’ n
eeds
and s
pec
ial
requirem
ents
, an
d p
rovi
din
g t
hem
with info
rmat
ion r
equired
for
mee
tings
1.9
D
escr
ibe
the
hea
lth,
safe
ty a
nd s
ecurity
req
uirem
ents
that
nee
d t
o b
e co
nsi
der
ed w
hen
org
anis
ing m
eetings
1.1
0
Exp
lain
the
purp
ose
and b
enef
its
of
brief
ing t
he
chai
r bef
ore
a
mee
ting
1
Under
stan
d t
he
arra
ngem
ents
and
actions
required
for
pla
nnin
g a
nd
org
anis
ing
mee
tings
1.1
1
Exp
lain
the
purp
ose
of
wel
com
ing a
nd p
rovi
din
g s
uitab
le r
efre
shm
ents
to
att
endee
s, if
required
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
22
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
2
Des
crib
e th
e ty
pes
of
info
rmat
ion,
advi
ce a
nd s
upport
that
may
nee
d
to b
e pro
vided
during a
mee
ting
1.1
3
Des
crib
e th
e ty
pes
of
pro
ble
ms
that
may
occ
ur
during a
mee
ting a
nd
how
to s
olv
e th
em
1.1
4
Exp
lain
what
should
be
incl
uded
in a
rec
ord
of
a m
eeting,
and t
he
purp
ose
of
ensu
ring t
he
reco
rd is
accu
rate
and a
ppro
ved
1.1
5
Exp
lain
how
to r
ecord
act
ions
and f
ollo
w u
p,
if r
equired
1.1
6
Exp
lain
the
purp
ose
of
colle
ctin
g a
nd e
valu
atin
g p
artici
pan
t fe
edbac
k fr
om
the
mee
ting
1.1
7
Des
crib
e how
to a
gre
e le
arnin
g p
oin
ts t
o im
pro
ve t
he
org
anis
atio
n o
f fu
ture
mee
tings
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
22
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Agre
e an
d p
repar
e th
e m
eeting b
rief
, ch
ecki
ng w
ith o
ther
s if r
equired
2.2
Agre
e a
budget
for
the
mee
ting,
if r
equired
2.3
Pr
epar
e an
d a
gre
e an
agen
da
and m
eeting p
aper
s
2.4
O
rgan
ise
and c
onfirm
ven
ue,
equip
men
t an
d c
ater
ing r
equirem
ents
, w
hen
nec
essa
ry
2.5
In
vite
att
endee
s, c
onfirm
att
endan
ce a
nd iden
tify
any
spec
ial
requirem
ents
2.6
Arr
ange
cate
ring,
if r
equired
2.7
Arr
ange
the
equip
men
t an
d lay
out
of
the
room
, if r
equired
2
Be
able
to p
repar
e fo
r a
mee
ting
2.8
M
ake
sure
the
chai
r re
ceiv
es a
ppro
priat
e brief
ing
3.1
W
elco
me
atte
ndee
s an
d o
ffer
suitab
le r
efre
shm
ents
(if r
equired
)
3.2
M
ake
sure
att
endee
s hav
e a
full
set
of
pap
ers
3.3
M
ake
sure
a p
erso
n h
as b
een n
om
inat
ed t
o t
ake
min
ute
s, if
required
3
Be
able
to s
upport
ru
nnin
g a
mee
ting
3.4
Pro
vide
info
rmat
ion,
advi
ce a
nd s
upport
when
req
uired
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
22
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Pr
oduce
a r
ecord
of
the
mee
ting
4.2
See
k ap
pro
val fo
r th
e m
eeting r
ecord
and a
men
d a
s re
quired
4.3
Res
pond t
o r
eques
ts f
or
amen
dm
ents
and a
rran
ge
reci
rcula
tion o
f a
revi
sed m
eeting r
ecord
4.4
Fo
llow
up a
ctio
n p
oin
ts,
if r
equired
4.5
Eva
luat
e m
eeting a
rran
gem
ents
, an
d e
xter
nal
ser
vice
s w
her
e use
d
4.6
Eva
luat
e par
tici
pan
t fe
edbac
k fr
om
the
mee
ting a
nd s
har
e re
sults
with
rele
vant
peo
ple
, w
her
e use
d
4
How
to f
ollo
w u
p a
m
eeting
4.7
Sum
mar
ise
lear
nin
g p
oin
ts a
nd u
se t
hes
e to
iden
tify
im
pro
vem
ents
th
at c
an b
e m
ade
to f
utu
re m
eeting a
rran
gem
ents
and s
upport
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
228
Unit 43: Evaluate the Organisation of Business Travel or Accommodation
Unit reference number: K/601/2544
QCF level: 3
Credit value: 2
Guided learning hours: 10
Unit aim
This unit is about evaluating the effectiveness of processes, services, etc involved in the delivery of business travel or accommodation arrangements.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1
1.1 – 1.2 Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
2 2.1 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
records
questionnaires
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
229
Learning outcomes
Assessment criteria
Assessment guidance
2.2 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
feedback received
questionnaires
2.3 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
records
2.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
23
0
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
escr
ibe
diffe
rent
criter
ia t
hat
may
be
use
d t
o e
valu
ate
arra
ngem
ents
fo
r busi
nes
s tr
avel
or
acco
mm
odat
ion
1
Under
stan
d t
he
purp
ose
and
pro
cess
es o
f ev
aluat
ing
busi
nes
s tr
avel
or
acco
mm
odat
ion
arra
ngem
ents
1.2
Exp
lain
the
ben
efits
of
eval
uat
ing b
usi
nes
s tr
avel
or
acco
mm
odat
ion
arra
ngem
ents
for
indiv
idual
s an
d o
rgan
isat
ions
2.1
U
se r
ecord
s of
busi
nes
s tr
avel
and a
ccom
modat
ion a
rran
gem
ents
m
ade
and s
ervi
ces
use
d a
nd a
sses
s th
eir
effe
ctiv
enes
s
2.2
U
se fee
dbac
k fr
om a
tra
velle
r(s)
to
asse
ss t
he
effe
ctiv
enes
s of
busi
nes
s tr
avel
and a
ccom
mod
atio
n a
rran
gem
ents
mad
e an
d s
ervi
ces
use
d
2.3
Rec
ord
outc
om
es o
f ev
aluat
ions
to info
rm f
utu
re s
ervi
ce e
xpec
tations
2
Be
able
to e
valu
ate
busi
nes
s tr
avel
or
acco
mm
odat
ion
arra
ngem
ents
2.4
M
ake
reco
mm
endat
ions
to t
he
appro
priat
e peo
ple
to u
pdat
e busi
nes
s tr
avel
or
acco
mm
odat
ion p
olic
ies
and p
roce
dure
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
231
Unit 44: Develop a Presentation
Unit reference number: M/601/2528
QCF level: 3
Credit value: 3
Guided learning hours: 15
Unit aim
This unit is about developing a presentation.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.5 Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
2.1 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
2.2 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
plans
2
2.3 – 2.4
2.8 – 2.9
Evidence may be supplied via learner reports/reflective accounts
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
232
Learning outcomes
Assessment criteria
Assessment guidance
2.5
2.7
Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
feedback received
2.6 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
handouts
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
23
3
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
of
usi
ng d
iffe
rent
types
of
pre
senta
tion a
nd
equip
men
t to
pro
vide
info
rmat
ion
1.2
Exp
lain
the
pro
cedure
s to
be
follo
wed
when
pre
par
ing a
pre
senta
tion,
incl
udin
g p
lannin
g,
pre
par
atio
n o
f co
nte
nt,
mat
eria
ls,
and
contingen
cies
1.3
Exp
lain
the
ben
efits
of
pre
par
ing f
or
giv
ing a
pre
senta
tion
1.4
Exp
lain
and illu
stra
te h
ow
pre
senta
tions
may
be
enhan
ced b
y m
ater
ials
and e
quip
men
t
1
Under
stan
d t
he
purp
ose
of
pre
par
ing f
or
and
eval
uat
ing a
pre
senta
tion
1.5
Exp
lain
the
purp
ose
and b
enef
its
of
reflec
ting o
n t
he
feed
bac
k obta
ined
on t
he
writt
en p
rese
nta
tion
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
23
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Agre
e an
d c
onfirm
audie
nce
, purp
ose
, co
nte
nt,
sty
le a
nd t
imin
g o
f a
pre
senta
tion
2.2
Res
earc
h a
nd p
lan a
pre
senta
tion
2.3
Sel
ect
any
equip
men
t nee
ded
for
the
pre
senta
tion
2.4
Pr
epar
e co
nte
nt,
shap
e an
d s
truct
ure
of
a pre
senta
tion t
o a
chie
ve its
purp
ose
and s
uit n
eeds
of
audie
nce
2.5
O
bta
in f
eedbac
k on p
lanned
pre
senta
tion a
nd m
ake
adju
stm
ents
, if
required
2.6
Pr
oduce
pre
senta
tion h
andouts
2.7
Colle
ct f
eedbac
k on t
he
writt
en p
rese
nta
tion
2.8
Ref
lect
on t
he
feed
bac
k obta
ined
of
the
writt
en p
rese
nta
tion a
nd
iden
tify
lea
rnin
g p
oin
ts
2
Be
able
to d
evel
op
a pre
senta
tion
2.9
Id
entify
chan
ges
that
will
im
pro
ve f
utu
re w
ritt
en p
rese
nta
tions
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
235
Unit 45: Deliver a Presentation
Unit reference number: T/601/2529
QCF level: 3
Credit value: 3
Guided learning hours: 15
Unit aim
This unit covers the skills, knowledge and understanding learners need to prepare for, deliver and evaluate a presentation for an audience.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.8
2 2.1 – 2.5
3.1 – 3.3
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
3
3.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
4.1 Evidence may be supplied via learner reports/reflective accounts
4
4.2 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
presentation materials
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
236
Learning outcomes
Assessment criteria
Assessment guidance
4.3 – 4.11 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
presentation notes
handouts
slides
5.1 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
feedback
evaluation sheets
5
5.2 – 5.3 Evidence may be supplied via learner reports/reflective accounts
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
23
7
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
of
usi
ng d
iffe
rent
types
of
pre
senta
tion a
nd
equip
men
t
1.2
Exp
lain
diffe
rent
way
s of
del
iver
ing p
rese
nta
tions
and t
hei
r fe
ature
s
1.3
Exp
lain
the
pro
cedure
s to
be
follo
wed
when
pre
par
ing a
pre
senta
tion
1.4
Exp
lain
the
ben
efits
of
pre
par
ing f
or
giv
ing a
pre
senta
tion
1.5
D
escr
ibe
the
types
of
pro
ble
ms
that
may
occ
ur
with e
quip
men
t an
d
how
to d
eal w
ith t
hem
1.6
Exp
lain
the
purp
ose
and b
enef
its
of
contingen
cy p
lannin
g
1.7
Exp
lain
the
purp
ose
and b
enef
its
of
colle
ctin
g f
eedbac
k fr
om
the
audie
nce
on t
he
pre
senta
tion
1
Under
stan
d t
he
purp
ose
of
pre
par
ing f
or
and
eval
uat
ing a
pre
senta
tion
1.8
Exp
lain
the
purp
ose
and b
enef
its
of
eval
uat
ing p
rese
nta
tions
and o
wn
per
form
ance
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
23
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exp
lain
and illu
stra
te h
ow
pre
senta
tions
may
be
enhan
ced b
y m
ater
ials
and e
quip
men
t
2.2
Exp
lain
and illu
stra
te h
ow
pre
senta
tions
may
be
enhan
ced b
y use
of
com
munic
atio
n a
nd inte
rper
sonal
ski
lls
2.3
D
escr
ibe
how
to g
auge
audie
nce
rea
ctio
n t
o t
he
pre
senta
tion
2.4
Exp
lain
the
purp
ose
and b
enef
its
of
sum
mar
isin
g im
port
ant
feat
ure
s of
the
pre
senta
tion
2
Under
stan
d t
he
tech
niq
ues
use
d in
enhan
cing a
pre
senta
tion
2.5
D
escr
ibe
the
purp
ose
and b
enef
its
of
giv
ing t
he
audie
nce
opport
unitie
s to
ask
ques
tions
3.1
Sel
ect
any
equip
men
t nee
ded
and p
lan h
ow
to u
se it
to b
est
effe
ct
3.2
M
ake
contingen
cy p
lans
in c
ase
of
equip
men
t fa
ilure
or
oth
er
pro
ble
ms,
if
required
3.3
Pr
actise
the
pre
senta
tion a
nd its
tim
ing
3
Be
able
to p
repar
e fo
r del
iver
y of
a pre
senta
tion
3.4
O
bta
in f
eedbac
k on p
lanned
pre
senta
tion a
nd m
ake
adju
stm
ents
, if
required
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
23
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Chec
k eq
uip
men
t an
d r
esourc
es
4.2
Circu
late
pre
senta
tion m
ater
ials
4.3
In
troduce
sel
f to
audie
nce
and s
tate
aim
s of
the
pre
senta
tion
4.4
Addre
ss t
he
audie
nce
, sp
eaki
ng c
lear
ly a
nd c
onfiden
tly,
usi
ng
languag
e to
suit t
he
topic
and a
udie
nce
4.5
Var
y to
ne,
pac
e an
d v
olu
me
to e
mphas
ise
key
poin
ts
4.6
G
auge
audie
nce
rea
ctio
n d
uring t
he
pre
senta
tion a
nd a
dap
t if r
equired
4.7
Sum
mar
ise
thro
ughout
the
pre
senta
tion t
o e
mphas
ise
key
poin
ts a
nd
hel
p t
o m
ainta
in a
udie
nce
inte
rest
4.8
U
se b
ody
languag
e in
a w
ay t
hat
rei
nfo
rces
pre
sente
d info
rmat
ion
4.9
U
se e
quip
men
t, w
her
e ap
pro
priat
e, t
o e
nhan
ce t
he
pre
senta
tion,
and
dea
l w
ith a
ny
pro
ble
ms
that
may
occ
ur
4.1
0
Provi
de
the
audie
nce
with o
ppor
tunitie
s to
ask
ques
tions
4
Be
able
to d
eliv
er a
pre
senta
tion
4.1
1
List
en c
aref
ully
to q
ues
tions
and r
espond in a
way
that
mee
ts t
he
audie
nce
’s n
eeds
5.1
Colle
ct f
eedbac
k on t
he
pre
senta
tion
5.2
Ref
lect
on o
wn p
erfo
rman
ce a
nd iden
tify
lea
rnin
g p
oin
ts
5
Be
able
to e
valu
ate
a pre
senta
tion
5.3
Eva
luat
e th
e pre
senta
tion a
nd o
wn p
erfo
rman
ce a
nd iden
tify
chan
ges
th
at w
ill im
pro
ve f
utu
re p
rese
nta
tions
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
24
0
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
241
Unit 46: Support the Design and Development of an Information System
Unit reference number: L/601/2536
QCF level: 3
Credit value: 7
Guided learning hours: 35
Unit aim
This unit is about contributing to the design and development of an information system that will meet identified needs in a business environment.
This unit must not be taken with unit T/601/2563 – Design and Develop an Information System.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.2
2 2.1 – 2.4
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
3 3.1
3.3 – 3.5
Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
notes of meetings
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
242
Learning outcomes
Assessment criteria
Assessment guidance
3.2 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
specification
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
24
3
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
and v
alue
of
contr
ibuting t
o t
he
des
ign a
nd
dev
elopm
ent
of
an info
rmat
ion s
yste
m
1
Under
stan
d t
he
purp
ose
of
support
ing t
he
des
ign
and d
evel
opm
ent
of
an
info
rmat
ion s
yste
m
1.2
D
escr
ibe
way
s of
contr
ibuting t
o t
he
des
ign a
nd d
evel
opm
ent
of
an info
rmat
ion s
yste
m
2.1
Exp
lain
the
purp
ose
and v
alue
of
contr
ibuting o
wn u
ser
nee
ds
for
an info
rmat
ion s
yste
m
2.2
Exp
lain
the
ben
efits
of
dev
elopin
g a
sys
tem
spec
ific
atio
n b
ased
on
use
r nee
ds
2.3
D
escr
ibe
way
s of
contr
ibuting t
o t
he
crea
tion,
des
ign a
nd
dev
elopm
ent
of
an info
rmat
ion s
yste
m
2
Under
stan
d h
ow
to
contr
ibute
to t
he
des
ign
and d
evel
opm
ent
of
an
info
rmat
ion s
yste
m
2.4
Exp
lain
the
purp
ose
and v
alue
of co
ntr
ibuting t
o t
he
test
ing o
f an
in
form
atio
n s
yste
m d
uring d
esig
n a
nd d
evel
opm
ent
3.1
Id
entify
and a
gre
e th
e in
form
atio
n t
o b
e m
anag
ed
3.2
Contr
ibute
to t
he
des
ign a
nd d
evel
opm
ent
of
an info
rmat
ion
syst
em t
o m
eet
agre
ed s
pec
ific
atio
n r
equirem
ents
3.3
Support
sys
tem
tes
ting
3.4
Id
entify
and r
eport
fau
lts
3
Be
able
to c
ontr
ibute
to
the
des
ign a
nd
dev
elopm
ent
of
an
info
rmat
ion s
yste
m
3.5
Rem
edy
faults,
within
lim
its
of
ow
n a
uth
ority
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
24
4
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
245
Unit 47: Analyse and Report Data
Unit reference number: Y/601/2538
QCF level: 3
Credit value: 6
Guided learning hours: 30
Unit aim
This unit is about analysing and reporting data that meets the aims and objectives of the research.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.6
2 2.1
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
3.1 – 3.5 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role
3
3.6 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
feedback obtained
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
246
Learning outcomes
Assessment criteria
Assessment guidance
4 4.1 – 4.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
• memos
• data reported
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
24
7
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
escr
ibe
purp
ose
and b
enef
its
of
org
anis
ing d
ata
so t
hat
it
can b
e an
alys
ed
1.2
Exp
lain
how
to e
valu
ate
the
rele
vance
, va
lidity
and r
elia
bili
ty o
f dat
a
1.3
Exp
lain
how
to a
nal
yse
and p
repar
e re
sear
ched
dat
a so
res
ults
will
be
accu
rate
and f
ree
from
bia
s
1.4
Exp
lain
the
diffe
rence
s bet
wee
n p
rim
ary
and s
econdar
y re
sear
ch
met
hods
1.5
Exp
lain
the
diffe
rence
s bet
wee
n q
uan
tita
tive
and q
ual
itat
ive
rese
arch
m
ethods
1
Under
stan
d h
ow
to
org
anis
e an
d
eval
uat
e dat
a th
at
has
bee
n
rese
arch
ed
1.6
D
escr
ibe
how
to s
earc
h f
or
rele
vant
dat
a so
urc
es
2
Under
stan
d h
ow
to
report
dat
a th
at
has
bee
n
rese
arch
ed
2.1
D
escr
ibe
way
s of
report
ing d
ata
so t
hat
it
m
eets
agre
ed a
ims
and o
bje
ctiv
es
is
acc
ura
te a
nd f
ree
from
bia
s
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
24
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
O
rgan
ise
dat
a so
that
it
can b
e an
alys
ed a
nd r
eport
ed
3.2
Sel
ect
rele
vant,
val
id a
nd r
elia
ble
dat
a to
anal
yse
3.3
Apply
anal
ysis
and e
valu
atio
n t
echniq
ues
, as
req
uired
3.4
Rev
iew
dat
a to
pro
duce
acc
ura
te, unbia
sed r
esults
and c
oncl
usi
ons
3.5
Chec
k th
e ac
cura
cy o
f th
e an
alys
is,
and m
ake
adju
stm
ents
, if
required
3
Be
able
to a
nal
yse
and e
valu
ate
dat
a
3.6
O
bta
in f
eedbac
k on d
ata
anal
ysis
, if r
equired
4.1
Pr
esen
t dat
a in
agre
ed f
orm
at
4
Be
able
to r
eport
dat
a 4.2
Pr
esen
t dat
a to
agre
ed t
imes
cale
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
249
Unit 48: Design Business Continuity Management Procedures
Unit reference number: M/503/9251
QCF level: 5
Credit value: 10
Guided learning hours: 50
Unit aim
This unit is about proposing, designing and testing BCM procedures to meet organisational needs.
Unit assessment requirements/evidence requirements
There are no specific assessment requirements for this unit. Please refer to the overall Skills CFA assessment strategy (Annexe A).
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
25
0
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Id
entify
the
peo
ple
, pro
duct
s, p
roce
sses
and d
epen
den
cies
req
uired
fo
r th
e org
anis
atio
n t
o c
ontinue
to f
unct
ion
1.2
Id
entify
the
supply
chai
n o
n w
hic
h p
eople
, pro
duct
s, p
roce
sses
and
dep
enden
cies
dep
end
1.3
Id
entify
the
senio
r dec
isio
n-m
aker
s in
the
org
anis
atio
n f
or
BCM
pro
cedure
s
1.4
D
eter
min
e w
ho t
o c
onta
ct f
or a
dvi
ce w
hen
dev
elopin
g B
CM
pro
cedure
s
1
Under
stan
d f
acto
rs
that
will
influen
ce
the
dev
elopm
ent
of
Busi
nes
s Continuity
Man
agem
ent
(BCM
) pro
cedure
s
1.5
Exp
lain
how
to d
evel
op a
budget
for
BCM
pro
cedure
s
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
25
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exp
lain
the
conce
pt
of
BCM
2.2
Exp
lain
how
to t
ransl
ate
the
conce
pt
of
BCM
into
the
des
ign o
f BCM
pro
cedure
s
2.3
Exp
lain
the
princi
ple
s of
gat
her
ing d
ata
for
the
purp
ose
of
Busi
nes
s Im
pac
t Anal
ysis
2.4
D
escr
ibe
met
hods
of
dev
elopin
g B
CM
sys
tem
s an
d p
roce
dure
s th
at
achie
ve r
equired
outc
om
es,
busi
nes
s co
ntinuity
and o
rgan
isat
ional
obje
ctiv
es
2.5
Exp
lain
the
ben
efits
of dev
elopin
g a
ran
ge
of
options
for
the
des
ign o
f BCM
pro
cedure
s
2.6
Exp
lain
met
hods
of
dev
elop
ing d
esig
n o
ptions
2.7
Exp
lain
the
purp
ose
and b
enef
its
of
pro
duci
ng d
esig
ns
whic
h r
efle
ct
real
istic
tim
esca
les
and c
ost
s
2
Under
stan
d h
ow
to
dev
elop B
CM
pro
cedure
s
2.8
Exp
lain
way
s of
pro
duci
ng d
esig
ns
whic
h r
efle
ct r
ealis
tic
tim
esca
les
and c
ost
s
3.1
Exp
lain
the
purp
ose
and b
enef
its
of co
nsu
ltin
g o
n d
esig
n o
ptions
3.2
Exp
lain
who s
hould
be
consu
lted
and h
ow
to o
rgan
ise
this
co
nsu
ltat
ion
3.3
Exp
lain
the
types
of
info
rmat
ion a
nd a
dvi
ce t
hat
peo
ple
may
nee
d t
o
reac
h a
dec
isio
n o
n d
esig
n o
ptions
3.4
Exp
lain
met
hods
of
pre
senta
tion,
usi
ng t
echniq
ues
of
per
suas
ion
3
Under
stan
d h
ow
to
consu
lt o
n a
nd
agre
e BCM
pro
cedure
s
3.5
Exp
lain
tec
hniq
ues
of
neg
otiat
ing d
esig
ns
with u
sers
and d
ecis
ion
mak
ers
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
25
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Id
entify
the
conte
nt
and s
cope
of th
e pro
cedure
appro
priat
e to
the
nee
ds
of
the
org
anis
atio
n a
nd its
supply
chai
n
4.2
W
ork
with o
ther
s to
agre
e re
quirem
ents
for
the
pro
cedure
and t
he
syst
ems
nee
ded
to s
upport
it
4.3
G
ain a
gre
emen
t an
d s
upport
of se
nio
r dec
isio
n-m
aker
s
4
Be
able
to m
ake
pro
posa
ls f
or
BCM
pro
cedure
s
4.4
Agre
e a
budget
for
BCM
pro
cedure
s
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
25
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Pr
oduce
des
ign o
ptions
for
BCM
pro
cedure
s co
nsi
sten
t w
ith a
gre
ed
requirem
ents
and b
udget
s
5.2
Consu
lt w
ith r
elev
ant
peo
ple
when
dev
elopin
g d
iffe
rent
des
ign o
ptions
5.3
M
ake
sure
the
des
ign o
ptions
confo
rm w
ith leg
al r
equirem
ents
and
with a
ny
org
anis
atio
nal
Busi
nes
s Continuity
stra
tegy
and p
olic
y
5.4
M
ake
sure
des
ign o
ptions
will
pro
tect
pro
duct
s an
d s
ervi
ces
and a
re
pro
port
ionat
e to
the
org
anis
atio
n’s
nee
ds
5.5
M
ake
sure
des
ign o
ptions
take
acc
ount
of
the
org
anis
atio
n’s
supply
ch
ain
5.6
Pr
esen
t des
ign o
ptions
in a
form
and s
tyle
to h
elp u
sers
and d
ecis
ion-
mak
ers
under
stan
d
5.7
Ass
ess
des
ign o
ptions’
str
ength
s an
d w
eakn
esse
s
5.8
Pro
vide
suff
icie
nt
info
rmat
ion a
nd a
dvi
ce t
o e
nab
le a
gre
emen
t of
a final
pro
cedure
5
Be
able
to d
esig
n
BCM
pro
cedure
s
5.9
Rec
ord
the
final
pro
cedure
in s
uffic
ient
det
ail fo
r im
ple
men
tation
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
254
Unit 49: Invite Tenders and Select Contractors
Unit reference number: R/601/2585
QCF level: 5
Credit value: 6
Guided learning hours: 32
Unit aim
This unit is about handling the tendering process, identifying appropriate selection criteria to award the tender and agree a contractor.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.2
2 2.1 -2.3
3 3.1
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
4.1 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
information given
4
4.2 Evidence may be supplied via learner reports/reflective accounts, professional discussion and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
invitation to tender
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
255
Learning outcomes
Assessment criteria
Assessment guidance
4.3 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
4.4 Evidence may be supplied via witness testimony and learner reports/reflective accounts
5.1 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
evaluations.
5.2 – 5.3 Evidence may be supplied via learner reports/reflective accounts
5
5.4 – 5.5
6.1 – 6.2
Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
6
6.3 Evidence may be supplied via learner reports/reflective accounts
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
25
6
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
and b
enef
its
of
invi
ting a
ran
ge
of
pote
ntial
co
ntr
acto
rs t
o b
id f
or
a te
nder
1
Under
stan
d t
ender
ing
pro
cedure
s
1.2
D
escr
ibe
the
pro
cedure
s to
be
follo
wed
when
invi
ting a
nd r
ecei
ving
tender
s
2.1
D
escr
ibe
poin
ts t
o c
onsi
der
when
eva
luat
ing t
ender
s, t
hei
r purp
ose
an
d b
enef
its
2.2
D
escr
ibe
purp
ose
and b
enef
its
of
iden
tify
ing f
inan
cial
res
ourc
es
required
2
Under
stan
d h
ow
to
eval
uat
e te
nder
s
2.3
D
escr
ibe
the
purp
ose
and b
enef
its
of
hav
ing o
bje
ctiv
e se
lect
ion
criter
ia
3
Under
stan
d p
rinci
ple
s fo
r neg
otiat
ing a
co
ntr
act
3.1
D
escr
ibe
the
purp
ose
and b
enef
its
of
agre
eing a
contr
act
that
is
fit
for
purp
ose
4.1
G
ive
info
rmat
ion a
bout
the
tender
ing p
roce
ss t
hat
is
fit
for
purp
ose
4.2
Is
sue
invi
tation t
o t
ender
to p
ote
ntial
suitab
ly q
ual
ifie
d c
ontr
acto
rs
4.3
Answ
er p
re-t
ender
quer
ies
to m
ake
sure
all
pro
spec
tive
supplie
rs
hav
e th
e sa
me
info
rmat
ion
4
Be
able
to f
ollo
w
pro
cedure
s fo
r han
dlin
g t
ender
s
4.4
Fo
llow
pro
cedure
s to
rec
eive
, re
cord
and o
pen
ten
der
s
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
25
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Eva
luat
e te
nder
s ag
ainst
crite
ria
5.2
Id
entify
fin
anci
al r
esourc
es n
eeded
to a
chie
ve a
ims
and o
bje
ctiv
es o
f th
e sp
ecific
atio
n
5.3
M
ake
sele
ctio
n in lin
e w
ith s
elec
tion c
rite
ria
5.4
In
form
unsu
cces
sful te
nder
ers
of
the
outc
om
e
5
Be
able
to iden
tify
and
sele
ct c
ontr
acto
r(s)
5.5
G
ive
feed
bac
k to
unsu
cces
sful te
nder
ers,
if
required
6.1
N
egotiat
e w
ith c
ontr
acto
rs t
o r
each
an a
gre
emen
t th
at
co
vers
the
requirem
ents
and s
pec
ific
atio
ns
offer
s good v
alue
for
money
is
acc
epta
ble
to b
oth
par
ties
6.2
N
egotiat
e w
ith c
ontr
acto
r(s)
to m
ake
sure
ther
e is
com
plia
nce
with
rele
vant
org
anis
atio
nal
req
uirem
ents
, le
gis
lation a
nd r
egula
tions
6
Be
able
to n
egotiat
e an
d a
gre
e a
contr
act
6.3
M
ake
sure
that
spec
ific
atio
ns
and c
ontr
act
are
fit
for
purp
ose
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
258
Unit 50: Monitor and Evaluate Contracts
Unit reference number: Y/601/2586
QCF level: 5
Credit value: 6
Guided learning hours: 35
Unit aim
This unit is about monitoring and evaluating a contractor’s performance and compliance against the requirements of a contract.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.8
2 2.1 – 2.2
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
3.1 – 3.3
3.6 – 3.7
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, case studies, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
reports
3
3.4 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
contracts
legal and organisational requirements
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
259
Learning outcomes
Assessment criteria
Assessment guidance
3.5
4.1 – 4.2
Evidence may be supplied via witness testimony, professional discussion and learner reports/reflective accounts
4.3 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
information gathered
4
4.4 – 4.5 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
reports
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
26
0
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
escr
ibe
way
s of
build
ing r
elat
ionsh
ips
with c
ontr
acto
r(s)
1.2
Exp
lain
the
purp
ose
and b
enef
its
of
build
ing r
elat
ionsh
ips
with
contr
acto
r(s)
1.3
D
escr
ibe
diffe
rent
way
s of
monitoring c
om
plia
nce
with a
contr
act
1.4
Id
entify
and e
valu
ate
diffe
rent
met
hods
of
monitoring c
ontr
acts
that
m
eet
all nee
ds
1.5
D
escr
ibe
way
s of
trac
king a
chie
vem
ent
of
contr
act
obje
ctiv
es
1.6
G
ive
exam
ple
s of
what
const
itute
s a
bre
ach o
f co
ntr
act
1.7
Id
entify
way
s of
dea
ling w
ith a
bre
ach o
f co
ntr
act
1
Under
stan
d
monitoring
pro
cedure
s
1.8
D
escr
ibe
the
legal
, re
gula
tory
and o
rgan
isat
ional
req
uirem
ents
gove
rnin
g c
ontr
acts
2.1
Id
entify
and e
valu
ate
the
sourc
es a
nd t
ypes
of
info
rmat
ion t
hat
can
be
use
d t
o m
onitor
contr
acts
2
Under
stan
d h
ow
to
eval
uat
e co
ntr
acto
r(s)
per
form
ance
2.2
D
escr
ibe
the
purp
ose
and b
enef
its
of
eval
uat
ing a
nd r
eport
ing o
n
contr
acto
r(s)
str
ength
s an
d a
reas
for
impro
vem
ent
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
26
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Agre
e pro
cedure
s fo
r co
mm
unic
atin
g w
ith c
ontr
acto
r(s)
3.2
Agre
e pro
cedure
s fo
r co
mm
unic
atin
g w
ith o
ther
s in
volv
ed
3.3
Agre
e pro
cedure
s w
ith c
ontr
acto
rs f
or
monitoring p
erfo
rman
ce
3.4
Chec
k co
ntr
acto
r’s
com
plia
nce
with t
he
contr
act
incl
udin
g,
as r
equired
le
gal
and r
egula
tory
req
uirem
ents
org
anis
atio
nal
req
uirem
ents
3.5
M
ake
sure
contr
act
obje
ctiv
es a
re b
eing m
et
3.6
Agre
e ac
tion w
ith c
ontr
acto
r(s)
to d
eal w
ith n
on-c
om
plia
nce
3
Be
able
to m
onitor
the
per
form
ance
of
contr
acto
rs
3.7
D
eal w
ith b
reac
hes
of
contr
act(
s) w
ithin
agre
ed t
imes
cale
s, if
required
4.1
Agre
e pro
cedure
s fo
r ev
aluat
ion
4.2
Agre
e so
urc
es o
f in
form
atio
n f
or
eval
uat
ion
4.3
G
ather
and a
nal
yse
info
rmat
ion
4.4
Id
entify
and r
eport
on s
tren
gth
s of
contr
acto
r(s)
4
Be
able
to e
valu
ate
the
per
form
ance
of
contr
acto
r(s)
4.5
Id
entify
and r
eport
on a
reas
for
im
pro
vem
ent
for
contr
acto
r(s)
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
262
Unit 51: Contribute to Running a Project
Unit reference number: J/601/2549
QCF level: 3
Credit value: 5
Guided learning hours: 30
Unit aim
This unit is about contributing to achieving a project’s agreed aims and objectives as it impacts on stakeholders.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.8
2 2.1 – 2.7
3 3.1 – 3.3
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
4 4.1 – 4.2
4.4
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
minutes of meetings
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
263
Learning outcomes
Assessment criteria
Assessment guidance
4.3 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
specifications
4.5 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
Critical path analysis
GANTT charts
4.6 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
risks identified
contingency plans
5 5.1
5.5
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
264
Learning outcomes
Assessment criteria
Assessment guidance
5.2
5.6
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
minutes of meetings
5.3 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
minutes of meetings
adapted plans
5.4
5.7
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
minutes of meetings
reports
6 6.1 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
minutes of meetings
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
265
Learning outcomes
Assessment criteria
Assessment guidance
6.2 – 6.3 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
minutes of meetings
reports
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
26
6
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
escr
ibe
the
diffe
rence
bet
wee
n r
outine
work
and t
akin
g p
art
in a
pro
ject
1.2
Exp
lain
the
adva
nta
ges
and d
isad
vanta
ges
of
usi
ng p
roje
cts
and w
hen
pro
ject
s ar
e ap
pro
priat
e
1.3
Exp
lain
the
pro
ject
-pla
nnin
g m
ethodolo
gie
s ap
pro
priat
e to
the
types
of
pro
ject
s ru
n a
nd t
he
tools
that
can
be
use
d t
o a
ssis
t pro
ject
pla
nnin
g a
nd c
ontr
ol
1.4
Exp
lain
the
purp
ose
and b
enef
its
of id
entify
ing s
take
hold
ers
invo
lved
in
the
pro
ject
1.5
Exp
lain
the
purp
ose
of
contr
ibuting t
o a
gre
eing a
pro
ject
’s p
urp
ose
, sc
ope,
tim
esca
le,
cost
s, a
ims
and o
bje
ctiv
es
1.6
Exp
lain
the
purp
ose
of
agre
eing a
budget
for
a pro
ject
1.7
D
escr
ibe
how
to e
stim
ate
types
and q
uan
tity
of
reso
urc
es n
eeded
to
run a
pro
ject
1
Under
stan
d h
ow
to
contr
ibute
to a
gre
e to
a p
roje
ct b
rief
1.8
D
escr
ibe
how
to iden
tify
pro
ject
ris
ks a
nd d
evel
op c
ontingen
cy p
lans,
if r
equired
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
26
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
D
escr
ibe
the
types
of
info
rmat
ion n
eeded
to m
onitor
pro
ject
s an
d t
he
met
hods
that
can
be
use
d t
o g
ive
info
rmat
ion
2.2
D
escr
ibe
how
to e
stim
ate
and c
ontr
ol re
sourc
es in a
n a
rea
of
work
during a
pro
ject
2.3
Exp
lain
the
purp
ose
of
report
ing o
wn p
rogre
ss d
uring a
pro
ject
2.4
O
utlin
e re
asons
for
seek
ing a
dvi
ce in r
esponse
to u
nex
pec
ted e
vents
2.5
Exp
lain
the
purp
ose
and b
enef
its
of
contr
ibuting t
ow
ards
achie
ving
pro
ject
s w
ithin
agre
ed t
imes
cale
s
2.6
Exp
lain
the
purp
ose
and b
enef
its
of
keep
ing r
ecord
s of
all pro
ject
ac
tivi
ty w
ithin
the
scope
of
ow
n w
ork
2
Under
stan
d h
ow
to
contr
ibute
to a
pro
ject
2.7
D
escr
ibe
diffe
rent
way
s of
com
munic
atin
g w
ith t
hose
invo
lved
in o
r af
fect
ed b
y a
pro
ject
to m
ake
sure
it
runs
smooth
ly
3.1
D
escr
ibe
diffe
rent
types
of
met
hods
avai
lable
to m
onitor
pro
ject
s
3.2
Exp
lain
the
purp
ose
of
mak
ing o
wn c
ontr
ibutions
when
eva
luat
ing
pro
ject
s
3
Under
stan
d t
he
purp
ose
of
contr
ibuting t
o t
he
eval
uat
ion o
f a
pro
ject
3.3
D
escr
ibe
how
to lea
rn les
sons
for
the
futu
re f
or
ow
n w
ork
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
26
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Confirm
the
purp
ose
of
the
pro
ject
with a
ll st
akeh
old
ers
4.2
Confirm
pro
ject
sco
pe,
tim
esca
le,
aim
s an
d o
bje
ctiv
es
4.3
Contr
ibute
to t
he
pre
par
atio
n o
f a
pro
ject
spec
ific
atio
n
4.4
Confirm
all
types
of
reso
urc
es f
or
all st
akeh
old
ers
4.5
Confirm
with a
ll st
akeh
old
ers,
the
pro
ject
pla
n a
nd t
imed
use
of
all
types
of
reso
urc
es f
or
an a
rea
of
work
4
Be
able
to
contr
ibute
to
pre
par
ing a
nd
pla
nnin
g a
pro
ject
4.6
Contr
ibute
to iden
tify
ing r
isks
and d
evel
op c
ontingen
cy p
lans
for
an
area
of
work
5.1
Im
ple
men
t a
pro
ject
5.2
Com
munic
ate
with a
ll st
akeh
old
ers
invo
lved
with o
r af
fect
ed b
y a
pro
ject
5.3
Adap
t pro
ject
pla
ns
for
stak
ehold
ers
to r
espond t
o u
nex
pec
ted e
vents
an
d r
isks
5.4
Pr
ovi
de
inte
rim
rep
ort
s on p
roje
ct p
rogre
ss t
o r
elev
ant
stak
ehold
ers
5.5
Ach
ieve
req
uired
outc
om
es f
or
rele
vant
stak
ehold
ers
on t
ime
and t
o
budget
5.6
See
k ad
vice
in r
esponse
to u
nex
pec
ted e
vents
, if r
equired
5
Be
able
to
contr
ibute
to
runnin
g a
pro
ject
5.7
Kee
p r
ecord
s of
pro
ject
act
ivity
6.1
Eva
luat
e pro
ject
for
all st
akeh
old
ers
6.2
Rep
ort
on t
he
deg
ree
to w
hic
h a
pro
ject
met
its
aim
s an
d o
bje
ctiv
es
for
all st
akeh
old
ers
6
Be
able
to
contr
ibute
to
eval
uat
ing t
he
outc
om
es o
f a
pro
ject
6.3
Rep
ort
on p
roje
ct s
tren
gth
s an
d a
reas
for
impro
vem
ent
for
all
stak
ehold
ers
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
26
9
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
D
ate:
_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
270
Unit 52: Agree a Budget
Unit reference number: J/601/2552
QCF level: 3
Credit value: 4
Guided learning hours: 25
Unit aim
This unit is about developing and agreeing a budget for a department or section within a business.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.6 Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
2.1 – 2.2 Evidence may be supplied via learner reports/reflective accounts
2.3 Evidence may be supplied via learner reports/reflective accounts, professional discussion and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
draft budget
2
2.4 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
budget
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
271
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
27
2
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
how
to u
se e
stim
atio
ns
when
dev
elopin
g a
dra
ft b
udget
1.2
Exp
lain
how
to iden
tify
priorities
and f
inan
cial
res
ourc
es n
eeded
when
pre
par
ing a
budget
1.3
Exp
lain
the
purp
ose
and b
enef
its
of
iden
tify
ing p
riorities
when
pre
par
ing a
budget
1.4
Exp
lain
the
purp
ose
and b
enef
its
of
eval
uat
ing a
nd just
ifyi
ng
estim
ated
cost
s an
d inco
me
1.5
D
escr
ibe
pro
cedure
s fo
r neg
otiat
ing s
uper
seded
budget
s
1
Under
stan
d h
ow
to
dev
elop b
udget
s
1.6
D
escr
ibe
skill
s nee
ded
for
agre
eing b
udget
s
2.1
Id
entify
fin
anci
al r
esourc
es n
eeded
to a
chie
ve g
oal
s an
d o
bje
ctiv
es f
or
agre
eing a
budget
2.2
Eva
luat
e an
d just
ify
cost
s an
d r
isks
2.3
Pr
epar
e a
dra
ft b
udget
2
Be
able
to a
gre
e a
budget
2.4
N
egotiat
e an
d a
gre
e a
budget
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
27
3
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
274
Unit 53: Recruit Staff in own Area of Responsibility
Unit reference number: T/600/9663
QCF level: 5
Credit value: 4
Guided learning hours: 25
Unit aim
This unit helps learners to contribute to the recruitment, selection and induction of staff and evaluate the processes used.
Assessment guidance
The Management Standards Centre (MSC) developed this unit. No further assessment guidance or evidence requirements have been provided for this unit.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
27
5
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exa
min
e th
e hum
an r
esourc
es r
equired
to m
eet
obje
ctiv
es in o
wn
area
of
resp
onsi
bili
ty
1.2
Id
entify
gap
s bet
wee
n c
urr
ent
and r
equired
hum
an r
esourc
es t
o m
eet
obje
ctiv
es
1
Be
able
to r
evie
w
hum
an r
esourc
e re
quirem
ents
to
mee
t busi
nes
s obje
ctiv
es in o
wn
area
of
resp
onsi
bili
ty
1.3
Ass
ess
the
options
for
hum
an r
esourc
e re
quirem
ents
to m
eet
obje
ctiv
es
2.1
Exp
lain
how
to e
nsu
re r
ecru
itm
ent
and s
elec
tion p
roce
sses
are
fai
r
2.2
Exp
lain
how
to e
nsu
re t
hat
leg
al r
equirem
ents
, in
dust
ry r
egula
tions,
org
anis
atio
nal
polic
ies
and p
rofe
ssio
nal
codes
are
met
2
Under
stan
d t
he
import
ance
of
ensu
ring t
hat
re
cruitm
ent
and
sele
ctio
n p
roce
sses
m
eet
legal
, re
gula
tory
, et
hic
al
and s
oci
al
requirem
ents
2.3
Exp
lain
when
to s
eek
spec
ialis
t ex
per
tise
thro
ughout
the
recr
uitm
ent
pro
cess
3.1
Consu
lt w
ith r
elev
ant
oth
ers
to p
roduce
or
updat
e jo
b d
escr
iptions
3.2
Agre
e w
ith c
olle
agues
the
stag
es in t
he
recr
uitm
ent
and s
elec
tion
pro
cess
for
iden
tified
vac
anci
es
3
Be
able
to
par
tici
pat
e in
the
recr
uitm
ent
and
sele
ctio
n p
roce
ss
3.3
Id
entify
the
met
hods
and c
rite
ria
that
will
be
use
d in t
he
recr
uitm
ent
and s
elec
tion p
roce
ss
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
27
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Ass
ess
and s
elec
t le
arner
s usi
ng a
gre
ed m
ethods
and c
rite
ria
4.2
Eva
luat
e th
e re
cruitm
ent
and s
elec
tion m
ethods
and c
rite
ria
use
d in
ow
n a
rea
of
resp
onsi
bili
ty
4
Be
able
to e
valu
ate
the
recr
uitm
ent
and s
elec
tion
pro
cess
and
iden
tify
im
pro
vem
ents
for
the
futu
re
4.3
Id
entify
way
s of
impro
ving f
utu
re r
ecru
itm
ent
and s
elec
tion
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
277
Unit 54: Use Customer Service as a Competitive Tool
Unit reference number: D/601/1228
QCF level: 3
Credit value: 8
Guided learning hours: 53
Unit aim
Customer service contributes to an organisation’s competitive position. Customers of many organisations have choice about the services or products they use and who supplies them. Often the technical features and cost of the service or product are almost identical. If this is the case, the quality of the customer service offered makes all the difference about which supplier the customer chooses. This unit is about how the learner can play their part in ensuring that their organisation makes the best possible use of the competitive advantage that can be gained from offering superior customer service. It covers how the learner can use customer service as a tool to compete effectively with other providers of similar services and products. The unit is not for a learner whose organisation does not compete actively with others.
Evidence requirements
The Institute of Customer Service (ICS) developed this unit and accompanying evidence requirements. Learners must produce evidence for each of the requirements stated.
1 Learners’ evidence should be collected when carrying out a real job, whether paid or voluntary, and when dealing with real customers, whether internal or external to the organisation. Evidence collected in a realistic working environment or a work placement is not permissible for this unit. Simulation is not allowed for any performance evidence within this unit.
2 Learners may collect the evidence for the unit through work in a private sector organisation, a not-for-profit organisation or a public services organisation.
3 Learners must provide evidence that shows they have done this over a sufficient period of time with different customers on different occasions for the assessor to be confident that they are competent.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
278
4 Learners must provide examples of when the benefits of using customer service as a competitive tool enjoyed by customers are:
a tangible in that they can be measured
b intangible in that they are represented solely by feelings and perceptions of the customer experience.
5 Learners’ evidence must include examples of competitive analysis involving:
a direct competitors
b competitors offering substitute services or products.
6 Learners’ evidence must include examples of when they have used customer service actions as a competitive tool to attract or maintain:
a loyal customers
b customers returning from competitors
c new customers.
Assessment methodology
This unit is assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
27
9
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
evel
op t
hei
r ow
n a
nd c
olle
agues
’ under
stan
din
g o
f th
e se
rvic
es a
nd
pro
duct
s offer
ed b
y th
eir
org
anis
atio
n
1.2
D
efin
e th
eir
org
anis
atio
n’s
ser
vice
offer
and t
he
way
s in
whic
h it
com
par
es w
ith t
hose
of
thei
r co
mpet
itors
1.3
Set
an e
xam
ple
for
colle
agues
and p
rese
nt
an im
age
to t
hei
r cu
stom
ers
that
rei
nfo
rces
thei
r org
anis
atio
n’s
ser
vice
offer
1
Org
anis
e cu
stom
er
serv
ice
to g
ain a
co
mpet
itiv
e ad
vanta
ge
1.4
Enco
ura
ge
cust
om
er s
ervi
ce a
ctio
ns
that
cre
ate
and d
evel
op c
ust
om
er
loya
lty
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
28
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Tak
e posi
tive
act
ions
and e
nco
ura
ge
colle
agues
to t
ake
actions
that
pro
vide
indiv
idual
cust
om
ers
with a
dded
val
ue
within
thei
r org
anis
atio
n’s
ser
vice
offer
2.2
Rem
ind c
ust
om
ers
about
thei
r se
rvic
e offer
and t
he
extr
a ben
efit it
pro
vides
ove
r th
ose
of
thei
r co
mpet
itors
2.3
O
ffer
additio
nal
tec
hnic
al a
dvi
ce t
o c
ust
om
ers
within
thei
r org
anis
atio
n’s
ser
vice
offer
2.4
Show
aw
aren
ess
of
the
finan
cial
im
plic
atio
ns
of
any
added
val
ue
actions
that
they
or
thei
r co
lleag
ues
mig
ht
offer
2.5
M
eet
cust
om
er s
ervi
ce t
arget
s to
ensu
re t
hat
cust
om
ers
see
the
ben
efit o
f dea
ling w
ith t
hem
rat
her
than
with a
com
pet
itor
2.6
Re-
direc
t cu
stom
ers
to o
ther
ser
vice
pro
vider
s w
ithout
offen
ce w
hen
th
eir
expec
tations
cannot
be
met
by
the
org
anis
atio
n’s
ser
vice
offer
2.7
Ensu
re t
hat
cust
om
ers
who h
ave
show
n a
pre
vious
inte
rest
in r
epea
t an
d a
dditio
nal
ser
vice
s ar
e re
min
ded
of
this
2
Del
iver
a
com
pet
itiv
e se
rvic
e
2.8
Enco
ura
ge
colle
agues
to o
ffer
com
ple
men
tary
ser
vice
s an
d p
roduct
s w
hen
cust
om
er s
atis
fact
ion indic
ates
that
cust
om
ers
would
be
inte
rest
ed in t
hem
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
28
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Id
entify
the
fact
ors
that
lea
d t
o c
ust
om
ers’
bel
ief
that
they
are
en
joyi
ng v
alue
for
money
3.2
D
escr
ibe
the
serv
ices
and p
roduct
s offer
ed b
y th
eir
org
anis
atio
n
3.3
D
escr
ibe
the
serv
ices
and p
roduct
s offer
ed b
y co
mpet
itors
3.4
Id
entify
the
feat
ure
s an
d b
enef
its
of
serv
ices
and p
roduct
s th
at a
re
seen
by
cust
om
ers
as a
dded
val
ue
3.5
Exp
lain
the
purp
ose
of
addin
g n
on-c
har
gea
ble
ite
ms
to t
he
serv
ice
offer
in o
rder
to im
pre
ss c
ust
om
ers
and d
evel
op c
ust
om
er loya
lty
3.6
Exp
lain
how
to p
ort
ray
a posi
tive
im
age
that
rei
nfo
rces
thei
r org
anis
atio
n’s
com
pet
itiv
e posi
tion
3.7
Exp
lain
thei
r org
anis
atio
n’s
cust
om
er s
ervi
ce t
arget
s an
d c
ost
im
plic
atio
ns
of
added
val
ue
actions
to im
pro
ve t
he
org
anis
atio
n’s
co
mpet
itiv
e posi
tion
3
Under
stan
d h
ow
to
use
cust
om
er
serv
ice
as a
co
mpet
itiv
e to
ol
3.8
D
escr
ibe
com
ple
men
tary
ser
vice
s an
d p
roduct
s th
at m
ay b
e of
inte
rest
to t
hei
r cu
stom
ers
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
282
Unit 55: Monitor and Solve Customer Service Problems
Unit reference number: J/601/1515
QCF level: 3
Credit value: 6
Guided learning hours: 40
Unit aim
The learner’s job involves delivering and organising excellent customer service. However good the service provided, some of their customers will experience problems and the learner will spot and solve other problems before their customers even know about them. This unit is about the part of their job that involves solving immediate customer service problems. It is also about changing systems to avoid repeated customer service problems. Remember that some customers judge the quality of their customer service by the way that the learner solves customer service problems. The learner can impress customers and build customer loyalty by sorting out those problems efficiently and effectively. Sometimes a customer service problem presents an opportunity to impress a customer in a way that would not have been possible if everything had gone smoothly.
Evidence requirements
The Institute of Customer Service (ICS) developed this unit and accompanying evidence requirements. Learners must produce evidence for each of the requirements stated.
1 The evidence should be collected when carrying out a real job, whether paid or voluntary, and when dealing with real customers, whether internal or external to the organisation. Evidence collected in a realistic working environment or a work placement is not permissible for this unit. Simulation is not allowed for any performance evidence within this unit.
2 Learners may collect the evidence for the unit through work in a private sector organisation, a not-for-profit organisation or a public services organisation.
3 Learners must provide evidence that shows they have done this over a sufficient period of time with different customers on different occasions for the assessor to be confident that they are competent.
4 The evidence must include examples of problems which are:
a brought to learners’ attention by customers
b are identified first by the learner and/or by a colleague.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
283
5 The problems included in the evidence must include examples of a:
a difference between customer expectations and what is offered by the organisation
b problem resulting from a system or procedure failure
c problem resulting from a shortage of resources or human error.
6 Learners must show that they have considered the options for solving problems from the point of view of:
a the customer
b the potential benefits to the organisation
c the potential risks to the organisation.
7 Learners must provide evidence that they have made use of options that:
a follow organisational procedures or guidelines
b make agreed and authorised exceptions to usual practice.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
28
4
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Res
pond p
osi
tive
ly t
o c
ust
om
er s
ervi
ce p
roble
ms
follo
win
g
org
anis
atio
nal
guid
elin
es
1.2
Solv
e cu
stom
er s
ervi
ce p
roble
ms
when
they
hav
e su
ffic
ient
auth
ority
1.3
W
ork
with o
ther
s to
solv
e cu
stom
er s
ervi
ce p
roble
ms
1.4
Kee
p c
ust
om
ers
info
rmed
of th
e ac
tions
bei
ng t
aken
1.5
Chec
k w
ith c
ust
om
ers
that
they
are
com
fort
able
with t
he
actions
bei
ng t
aken
1.6
Solv
e pro
ble
ms
with s
ervi
ce s
yste
ms
and p
roce
dure
s th
at m
ight
affe
ct
cust
om
ers
bef
ore
cust
om
ers
bec
om
e aw
are
of
them
1
Solv
e im
med
iate
cu
stom
er s
ervi
ce
pro
ble
ms
1.7
In
form
man
ager
s an
d c
olle
agues
of th
e st
eps
take
n t
o s
olv
e sp
ecific
pro
ble
ms
2.1
Id
entify
rep
eate
d c
ust
om
er s
ervi
ce p
roble
ms
2.2
Id
entify
the
options
for
dea
ling w
ith a
rep
eate
d c
ust
om
er s
ervi
ce
pro
ble
m a
nd c
onsi
der
the
adva
nta
ges
and d
isad
vanta
ges
of
each
option
2
Iden
tify
rep
eate
d
cust
om
er s
ervi
ce
pro
ble
ms
and
options
for
solv
ing
them
2.3
W
ork
with o
ther
s to
sel
ect
the
bes
t option f
or
solv
ing a
rep
eate
d
cust
om
er s
ervi
ce p
roble
m,
bal
anci
ng c
ust
om
er e
xpec
tations
with t
he
nee
ds
of
the
org
anis
atio
n
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
28
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
O
bta
in t
he
appro
val of
som
ebody
with s
uff
icie
nt
auth
ority
to c
han
ge
org
anis
atio
nal
guid
elin
es in o
rder
to r
educe
the
chan
ce o
f a
pro
ble
m
bei
ng r
epea
ted
3.2
Act
ion t
hei
r ag
reed
solu
tion
3.3
Kee
p t
hei
r cu
stom
ers
info
rmed
in a
posi
tive
and c
lear
man
ner
of
step
s bei
ng t
aken
to s
olv
e an
y se
rvic
e pro
ble
ms
3
Tak
e ac
tion t
o
avoid
the
repet
itio
n
of
cust
om
er s
ervi
ce
pro
ble
ms
3.4
M
onitor
the
chan
ges
they
hav
e m
ade
and a
dju
st t
hem
if
appro
priat
e
4.1
D
escr
ibe
org
anis
atio
nal
pro
cedure
s an
d s
yste
ms
for
dea
ling w
ith
cust
om
er s
ervi
ce p
roble
ms
4.2
D
escr
ibe
the
org
anis
atio
nal
pro
cedure
s an
d s
yste
ms
for
iden
tify
ing
repea
ted c
ust
om
er s
ervi
ce p
roble
ms
4.3
Exp
lain
how
the
succ
essf
ul re
solu
tion o
f cu
stom
er s
ervi
ce p
roble
ms
contr
ibute
s to
cust
om
er loya
lty
with t
he
exte
rnal
cust
om
er a
nd
impro
ved w
ork
ing r
elat
ionsh
ips
with s
ervi
ce p
artn
ers
or
inte
rnal
cu
stom
ers
4
Under
stan
d h
ow
to
monitor
and s
olv
e cu
stom
er s
ervi
ce
pro
ble
ms
4.4
Exp
lain
how
to n
egotiat
e w
ith a
nd r
eass
ure
cust
om
ers
while
thei
r pro
ble
ms
are
bei
ng s
olv
ed
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
286
Unit 56: Monitor and Review Business Processes
Unit reference number: A/600/9759
QCF level: 5
Credit value: 3
Guided learning hours: 20
Unit aim
This unit enables learners to monitor, implement and review business processes in their own area of responsibility.
Assessment guidance
The Management Standards Centre (MSC) developed this unit. No further assessment guidance or evidence requirements have been provided for this unit.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
28
7
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
evel
op m
easu
res
that
are
appro
priat
e an
d p
rovi
de
suitab
le
info
rmat
ion t
o a
sses
s busi
nes
s pro
cess
es
1
Be
able
to m
onitor
busi
nes
s pro
cess
es
in o
wn a
rea
of
resp
onsi
bili
ty.
1.2
M
onitor
the
qual
ity
of
work
agai
nst
key
succ
ess
criter
ia w
ork
ing w
ith
rele
vant
stak
ehold
ers
2.1
Rev
iew
busi
nes
s pro
cess
es
2.2
Tak
e co
rrec
tive
act
ion a
nd r
evis
e pla
ns
wher
e nec
essa
ry
2.3
Im
ple
men
t re
vise
d b
usi
nes
s pro
cess
es t
o a
ll re
leva
nt
stak
ehold
ers
2
Be
able
to r
evie
w
and im
pro
ve
busi
nes
s pro
cess
es
in o
wn a
rea
of
resp
onsi
bili
ty.
2.4
M
easu
re t
he
effe
cts
of
chan
ge
in b
usi
nes
s pro
cess
es in o
wn a
rea
of
resp
onsi
bili
ty
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
288
Unit 57: Plan and Organise an Event
Unit reference number: R/601/2540
QCF level: 3
Credit value: 4
Guided learning hours: 28
Unit aim
This unit is about planning and organising an event.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.6
2 2.1
3 3.1 – 3.3
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
4 4.1 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
briefs
budgets
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
289
Learning outcomes
Assessment criteria
Assessment guidance
4.2 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
plans
4.3 – 4.16 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
event packs
training schedules
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
29
0
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
purp
ose
and b
enef
its
of
pla
nnin
g a
n e
vent
1.2
Exp
lain
the
role
of
the
even
t org
anis
er in:
a m
eeting t
he
obje
ctiv
es o
f th
e ev
ent
b
agre
eing a
brief
and b
udget
for
the
even
t
1.3
Id
entify
and e
valu
ate
the
types
of risk
s as
soci
ated
with e
vents
and
expla
in h
ow
to m
inim
ise
thes
e
1.4
Exp
lain
the
purp
ose
and b
enef
its
of a
contingen
cy p
lan f
or
an e
vent
1.5
D
escr
ibe
the
types
of
pro
ble
ms
that
may
occ
ur
when
org
anis
ing a
n
even
t an
d h
ow
to s
olv
e th
em
1
Under
stan
d t
he
role
of
an e
vent
org
anis
er in
pla
nnin
g a
n e
vent
1.6
Cat
egorise
diffe
rent
types
of
even
ts a
nd t
hei
r m
ain f
eatu
res
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
29
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Under
stan
d t
he
arra
ngem
ents
to
be
mad
e w
hen
pla
nnin
g a
nd
org
anis
ing a
n
even
t
2.1
Exp
lain
the
role
of
the
even
t org
anis
er f
or:
an
tici
pat
ing a
nd p
lannin
g f
or
all del
egat
e pro
visi
on a
nd n
eeds
bef
ore
and d
uring t
he
even
t, incl
udin
g inve
stig
atin
g a
nd p
rovi
din
g
for
any
spec
ial re
quirem
ents
m
eeting r
elev
ant
hea
lth,
safe
ty a
nd s
ecurity
arr
angem
ents
m
eeting leg
al a
nd o
rgan
isat
ional
req
uirem
ents
for
contr
acts
org
anis
ing r
esourc
es a
nd t
he
pro
duct
ion o
f ev
ent
mat
eria
ls
th
e ty
pes
of
activi
ties
and r
esourc
es t
hat
may
be
nee
ded
during
an e
vent
lia
ison w
ith t
he
venue
and t
he
support
ing t
eam
to m
ake
sure
all
requirem
ents
are
met
and r
ole
s ar
e under
stood
3.1
Id
entify
and e
valu
ate
diffe
rent
types
of
venue
in t
erm
s of
suitab
ility
fo
r ev
ents
and c
ost
s
3.2
D
escr
ibe
a ra
nge
of
reso
urc
es t
hat
may
be
nee
ded
for
even
ts a
nd
illust
rate
how
they
may
be
use
d
3
Under
stan
d t
he
diffe
rent
types
of
venues
and
reso
urc
es n
eeded
fo
r diffe
rent
types
of
even
ts
3.3
Id
entify
exa
mple
s an
d e
xpla
in t
he
purp
ose
and b
enef
its
of
sele
ctio
n
criter
ia w
hen
choosi
ng a
ven
ue
and r
esourc
es f
or
an e
vent
4.1
Agre
e an
eve
nt
brief
and b
udget
4.2
Agre
e a
pla
n f
or
an e
vent,
whic
h w
ill m
eet
agre
ed o
bje
ctiv
es a
nd
addre
ss a
ny
iden
tified
ris
ks a
nd c
ontingen
cies
4.3
Id
entify
and a
gre
e re
sourc
es a
nd s
upport
nee
ded
for
org
anis
ing a
n
even
t
4
Be
able
to p
lan a
nd
org
anis
e an
eve
nt
4.4
Agre
e re
quirem
ents
for
venue(
s)
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
29
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.5
Id
entify
ven
ue
and a
gre
e co
stin
gs
4.6
Li
aise
with t
he
venue
to c
onfirm
eve
nt
requirem
ents
and/o
r an
y sp
ecia
l del
egat
e re
quirem
ents
4.7
Agre
e re
quirem
ents
for
reso
urc
es
4.8
Co-o
rdin
ate
reso
urc
es a
nd p
roduct
ion o
f ev
ent
mat
eria
ls
4.9
M
ake
sure
arr
angem
ents
are
in p
lace
for
the
even
t to
mee
t re
leva
nt
hea
lth,
safe
ty a
nd s
ecurity
req
uirem
ents
4.1
0
Mak
e su
re leg
al a
nd o
rgan
isat
ional
req
uirem
ents
for
contr
acts
are
met
4.1
1
Mak
e su
re t
hat
all
those
invo
lved
are
brief
ed a
nd t
rain
ed t
o f
ulfil
thei
r ro
les
4.1
2
Del
egat
e fu
nct
ions
to t
he
even
t te
am a
s re
quired
4.1
3
Mak
e ar
rangem
ents
for
rehea
rsal
s to
mak
e su
re t
he
even
t ru
ns
smooth
ly,
if r
equired
4.1
4
Mak
e su
re invi
tations
are
sent
out
to d
eleg
ates
4.1
5
Man
age
del
egat
e re
sponse
s
4.1
6
Prep
are
join
ing
inst
ruct
ions
and e
vent
mat
eria
ls t
o be
sent
to d
eleg
ates
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
293
Unit 58: Order Products and Services
Unit reference number: D/601/2539
QCF level: 3
Credit value: 5
Guided learning hours: 35
Unit aim
This unit is about the ordering and supply of products and services for an organisation, ensuring that the products and services supplied meet the needs of the organisation and represent the best value for money.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.8
2 2.1 – 2.3
3 3.1 – 3.3
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
4.1
4.3 – 4.4
Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
information used
4
4.2 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
budgets
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
294
Learning outcomes
Assessment criteria
Assessment guidance
4.5 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
orders
delivery notes
4.6 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
4.7 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
contract
5.1 Evidence may be supplied via learner reports/reflective accounts and professional discussion
5.2 Evidence may be supplied via learner reports/reflective accounts, professional discussion and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
records of monitoring.
5
5.3 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
295
Learning outcomes
Assessment criteria
Assessment guidance
6.1 Evidence may be supplied via learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
records of monitoring
6.2 Evidence may be supplied via learner reports/reflective accounts and professional discussion
6
6.3 Evidence may be supplied via witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
appraisals
performance review
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
29
6
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Id
entify
diffe
rent
sourc
es o
f in
form
atio
n o
n p
roduct
s an
d s
ervi
ces
for
an o
rgan
isat
ion
1.2
Exp
lain
how
to u
se d
iffe
rent
sourc
es o
f in
form
atio
n o
n p
roduct
s an
d
serv
ices
1.3
D
escr
ibe
how
to w
rite
a s
pec
ific
atio
n f
or
a pro
duct
or
serv
ice
1.4
Id
entify
sourc
es o
f pro
duct
s an
d s
ervi
ces
that
mee
t th
e qual
ity
expec
tations
of
an o
rgan
isat
ion
1.5
Exp
lain
the
purp
ose
of
sele
ctin
g p
roduct
s an
d s
ervi
ces
that
rep
rese
nt
bes
t va
lue
for
money
1.6
D
escr
ibe
how
to n
egotiat
e bes
t va
lue
for
money
1.7
Exp
lain
the
purp
ose
of
dev
elopin
g a
nd m
ainta
inin
g g
ood r
elat
ionsh
ips
with s
upplie
rs,
and w
ays
of
doin
g s
o
1
Under
stan
d h
ow
to
iden
tify
, se
lect
and
neg
otiat
e th
e su
pply
of
pro
duct
s an
d s
ervi
ces
1.8
D
escr
ibe
a su
pply
chai
n a
nd h
ow
it
work
s
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
29
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
D
escr
ibe
the
pro
cedure
s fo
r th
e ord
erin
g a
nd s
upply
of
pro
duct
s an
d
serv
ices
for
an o
rgan
isat
ion
2.2
D
escr
ibe
the
nee
ds
and p
riorities
for
the
ord
erin
g a
nd s
upply
of
pro
duct
s an
d s
ervi
ces
for
an o
rgan
isat
ion
2
Under
stan
d
org
anis
atio
nal
re
quirem
ents
and
polic
ies
for
the
ord
erin
g a
nd
supply
of
pro
duct
s an
d s
ervi
ces
2.3
Exp
lain
the
purp
ose
of
hav
ing o
rgan
isat
ional
polic
ies
for
the
acce
pta
nce
of
gifts
and h
osp
ital
ity
3.1
Exp
lain
the
purp
ose
of
monitoring a
nd e
valu
atin
g p
roce
dure
s fo
r th
e ord
erin
g a
nd s
upply
of
pro
duct
s an
d s
ervi
ces,
and w
ays
of
doin
g s
o
3.2
D
escr
ibe
actions
that
may
be
take
n t
o im
pro
ve e
ffic
iency
in t
he
ord
erin
g a
nd s
upply
of
pro
duct
s an
d s
ervi
ces
3
Under
stan
d h
ow
to
monitor,
eva
luat
e an
d im
pro
ve
pro
cedure
s fo
r th
e ord
erin
g a
nd
supply
of
pro
duct
s an
d s
ervi
ces
3.3
D
escr
ibe
way
s of
get
ting b
ette
r va
lue
for
money
for
pro
duct
s an
d
serv
ices
pro
vided
4.1
U
se a
vaila
ble
info
rmat
ion t
o k
eep u
p t
o d
ate
with p
roduct
s an
d
serv
ices
in o
wn a
rea
of
work
4.2
Agre
e a
budget
and s
pec
ific
atio
n f
or
pro
duct
s or
serv
ices
to b
e ord
ered
4.3
Id
entify
sourc
es o
f pro
duct
s an
d s
ervi
ces
that
mee
t th
e qual
ity
spec
ific
atio
n(s
) of
the
org
anis
atio
n
4.4
Sel
ect
the
pro
duct
or
serv
ice
whic
h r
epre
sents
bes
t va
lue
for
money
4.5
Pr
ocu
re p
roduct
(s)
or
serv
ice(
s) f
ollo
win
g o
rgan
isat
ional
pro
cedure
s
4.6
N
egotiat
e w
ith s
elec
ted s
upplie
r(s)
to r
each
an a
gre
emen
t w
hic
h
offer
s good v
alue
for
money
and w
hic
h is
acce
pta
ble
to b
oth
par
ties
, w
ithin
lim
its
of
ow
n a
uth
ority
4
Be
able
to f
ollo
w
org
anis
atio
nal
pro
cedure
s fo
r th
e ord
erin
g a
nd
supply
of
pro
duct
s an
d s
ervi
ces
4.7
Agre
e a
contr
act
for
the
supply
of pro
duct
(s)
or
serv
ice(
s),
within
lim
its
of
ow
n a
uth
ority
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
29
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Tak
e ac
tions
to c
reat
e an
d m
ainta
in p
artn
ersh
ips
with s
upplie
rs t
o
impro
ve q
ual
ity
and c
ut
cost
s, w
ithin
lim
its
of
ow
n a
uth
ority
5.2
M
onitor
the
per
form
ance
of
supplie
rs in lin
e w
ith t
he
term
s of
the
contr
act
5
Be
able
to m
ainta
in
rela
tionsh
ips
with
supplie
rs o
f pro
duct
s an
d
serv
ices
and d
eal
with p
roble
ms
5.3
D
eal w
ith p
roble
ms
as t
hey
occ
ur,
see
king s
upport
fro
m o
ther
s w
her
e nec
essa
ry
6.1
M
onitor
the
ord
erin
g a
nd s
upply
of
pro
duct
s an
d s
ervi
ces
for
effe
ctiv
enes
s an
d e
ffic
iency
6.2
Eva
luat
e th
e ord
erin
g a
nd s
upply
of
pro
duct
s an
d s
ervi
ces
and
iden
tify
are
as f
or
impro
vem
ent
6
Be
able
to m
onitor,
ev
aluat
e an
d m
ake
reco
mm
endat
ions
to im
pro
ve t
he
ord
erin
g a
nd
supply
of
pro
duct
s an
d s
ervi
ces
6.3
Sugges
t w
ays
to im
pro
ve e
ffec
tive
nes
s an
d e
ffic
iency
and o
bta
in
bet
ter
valu
e fo
r m
oney
for
the
supply
of
pro
duct
s an
d s
ervi
ces
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
299
Unit 59: Co-ordinate an Event
Unit reference number: Y/601/2541
QCF level: 3
Credit value: 4
Guided learning hours: 30
Unit aim
This unit is about co-ordinating the delivery of an event.
Assessment guidance
The following is a guide; the evidence suggested is neither mandatory nor exclusive.
Learning outcomes
Assessment criteria
Assessment guidance
1 1.1 – 1.2
2 2.1 – 2.2
Evidence may be supplied via learner reports/reflective accounts, professional discussion and questioning
3.2 – 3.7 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role
3
3.8 – 3.10
3.12 – 3.13
Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
event records
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
300
Learning outcomes
Assessment criteria
Assessment guidance
3.11 Evidence may be supplied via observation of workplace activities, witness testimony, professional discussion, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role from the following sources:
letters
emails
memos
budget
reconciliations
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
Pear
son E
dex
cel Le
vel 4 C
ertifica
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iplo
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in B
usi
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Spec
ific
atio
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Iss
ue
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ruar
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duca
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imited
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1
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
resp
onsi
bili
ties
of
an e
vent
co-o
rdin
ator
1
Under
stan
d t
he
role
of
an e
vent
co-o
rdin
ator
in
man
agin
g a
n e
vent
to m
eet
the
obje
ctiv
es o
f th
e brief
1.2
D
escr
ibe
the
purp
ose
of
agre
eing a
pla
n t
hat
mee
ts t
he
obje
ctiv
es o
f th
e ev
ent
brief
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
30
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exp
lain
the
role
of
the
even
t co
-ord
inat
or
during t
he
even
t fo
r:
al
l del
egat
e pro
visi
on a
nd n
eeds
m
eeting r
elev
ant
hea
lth,
safe
ty a
nd s
ecurity
req
uirem
ents
obse
rvin
g leg
al a
nd o
rgan
isat
ional
req
uirem
ents
for
contr
acts
co
-ord
inat
ing r
esourc
es a
nd t
he
use
of
even
t m
ater
ials
lia
isin
g w
ith t
he
venue
and s
upport
ing t
eam
during a
n e
vent
to
mak
e su
re a
ll re
quirem
ents
are
met
and r
ole
s ar
e ca
rrie
d o
ut
re
solv
ing p
roble
ms
ove
rsee
ing t
he
work
of
key
staf
f
2
Under
stan
d t
he
activi
ties
req
uired
w
hen
co-o
rdin
atin
g
an e
vent
2.2
Exp
lain
the
role
of
an e
vent
co-o
rdin
ator
afte
r an
eve
nt
for:
cl
earing a
nd v
acat
ing t
he
venue
org
anis
ing f
ollo
w u
p p
aper
s an
d a
ctiv
itie
s, if
required
re
conci
ling a
ccounts
to b
udget
ev
aluat
ing a
n e
vent
and t
he
met
hods
that
can
be
use
d t
o d
o t
his
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
30
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Pr
epar
e th
e ve
nue
and m
ake
sure
all
nec
essa
ry r
esourc
es a
re in p
lace
3.2
Co-o
rdin
ate
activi
ties
during a
n e
vent,
in lin
e w
ith a
gre
ed p
lans
3.3
H
elp d
eleg
ates
to f
eel w
elco
me
3.4
Res
pond t
o d
eleg
ates
’ nee
ds
thro
ughout
an e
vent
3.5
Res
olv
e pro
ble
ms,
as
required
3.6
O
vers
ee t
he
work
of
key
staf
f during t
he
even
t
3.7
M
onitor
com
plia
nce
with r
elev
ant
hea
lth,
safe
ty a
nd s
ecurity
re
quirem
ents
3.8
Li
aise
with t
he
man
agem
ent
of
the
venue
to m
ake
sure
fac
ility
re
sourc
es a
re in p
lace
3.9
Arr
ange
clea
ring a
nd v
acat
ing t
he
venue
acco
rdin
g t
o t
he
term
s of
the
contr
act
3.1
0
Prep
are
and c
ircu
late
pap
ers,
or
com
ple
te o
ther
follo
w u
p a
ctio
ns
follo
win
g t
he
even
t, if
required
3.1
1
Rec
onci
le a
ccounts
to b
udget
, if r
equired
3.1
2
Eva
luat
e an
eve
nt
iden
tify
ing r
ecom
men
dat
ions
and p
assi
ng t
hes
e on
to r
elev
ant
colle
agues
, w
her
e re
leva
nt
3
Be
able
to c
o-
ord
inat
e an
eve
nt
3.1
3
Agre
e ke
y le
arnin
g p
oin
ts a
nd u
se t
hes
e to
im
pro
ve t
he
runnin
g o
f fu
ture
eve
nts
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
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4
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
305
Unit 60: Support Individuals with Specific Communication Needs
Unit reference number: T/601/8282
QCF level: 3
Credit value: 5
Guided learning hours: 35
Unit aim
This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication.
Unit assessment requirements/evidence requirements
This unit must be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles. Learning outcomes 2, 3, 4 and 6 must be assessed in a real work environment.
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
30
6
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exp
lain
the
import
ance
of
mee
ting a
n indiv
idual
’s c
om
munic
atio
n
nee
ds
1.2
Exp
lain
how
ow
n r
ole
and p
ract
ice
can im
pac
t on c
omm
unic
atio
n w
ith
an indiv
idual
who h
as s
pec
ific
com
munic
atio
n n
eeds
1.3
Anal
yse
feat
ure
s of
the
envi
ronm
ent
that
may
hel
p o
r hin
der
co
mm
unic
atio
n
1.4
Anal
yse
reas
ons
why
an indiv
idual
may
use
a f
orm
of
com
munic
atio
n
that
is
not
bas
ed o
n a
form
al lan
guag
e sy
stem
1.5
Id
entify
a r
ange
of
com
munic
atio
n m
ethods
and a
ids
to s
upport
in
div
idual
s to
com
munic
ate
1
Under
stan
d s
pec
ific
co
mm
unic
atio
n
nee
ds
and f
acto
rs
affe
ctin
g t
hem
1.6
D
escr
ibe
the
pote
ntial
effec
ts o
n a
n indiv
idual
of
hav
ing u
nm
et
com
munic
atio
n n
eeds
2.1
W
ork
in p
artn
ersh
ip w
ith t
he
indiv
idual
and o
ther
s to
iden
tify
the
indiv
idual
’s s
pec
ific
com
munic
atio
n n
eeds
2.2
Contr
ibute
to iden
tify
ing t
he
com
munic
atio
n m
ethods
or
aids
that
will
bes
t su
it t
he
indiv
idual
2
Be
able
to
contr
ibute
to
esta
blis
hin
g t
he
nat
ure
of
spec
ific
co
mm
unic
atio
n
nee
ds
of
indiv
idual
s an
d
way
s to
addre
ss
them
2.3
Exp
lain
how
and w
hen
to a
cces
s in
form
atio
n a
nd s
upport
about
iden
tify
ing a
nd a
ddre
ssin
g s
pec
ific
com
munic
atio
n n
eeds
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion –
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
30
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Pre
par
e th
e en
viro
nm
ent
to f
acili
tate
com
munic
atio
n
3.2
U
se a
gre
ed m
ethods
of
com
munic
atio
n t
o inte
ract
with t
he
indiv
idual
3.3
M
onitor
the
indiv
idual
’s r
esponse
s during a
nd a
fter
the
inte
ract
ion t
o
chec
k th
e ef
fect
iven
ess
of
com
munic
atio
n
3
Be
able
to inte
ract
w
ith indiv
idual
s usi
ng t
hei
r pre
ferr
ed
com
munic
atio
n
3.4
Adap
t ow
n p
ract
ice
to im
pro
ve c
om
munic
atio
n w
ith t
he
indiv
idual
4.1
Support
the
indiv
idual
to d
evel
op c
om
munic
atio
n m
ethods
that
will
hel
p t
hem
to u
nder
stan
d o
ther
s an
d b
e under
stood b
y th
em
4.2
Pr
ovi
de
opport
unitie
s fo
r th
e in
div
idual
to c
om
munic
ate
with o
ther
s
4.3
Support
oth
ers
to u
nder
stan
d a
nd inte
rpre
t th
e in
div
idual
’s
com
munic
atio
n
4
Be
able
to p
rom
ote
co
mm
unic
atio
n
bet
wee
n
indiv
idual
s an
d
oth
ers
4.4
Support
oth
ers
to b
e under
stood b
y th
e in
div
idual
by
use
of
agre
ed
com
munic
atio
n m
ethods
5.1
Id
entify
spec
ialis
t se
rvic
es r
elat
ing t
o c
om
munic
atio
n t
echnolo
gy
and
aids
5.2
D
escr
ibe
types
of
support
that
an indiv
idual
may
nee
d in o
rder
to u
se
com
munic
atio
n t
echnolo
gy
and a
ids
5
Know
how
to
support
the
use
of
com
munic
atio
n
tech
nolo
gy
and
aids
5.3
Exp
lain
the
import
ance
of
ensu
ring t
hat
com
munic
atio
n e
quip
men
t is
co
rrec
tly
set
up a
nd w
ork
ing p
roper
ly
Pear
son E
dex
cel Le
vel 4 C
ertifica
te/D
iplo
ma
in B
usi
nes
s an
d A
dm
inis
trat
ion
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
30
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Colla
te info
rmat
ion a
bout
an indiv
idual
’s c
om
munic
atio
n a
nd t
he
support
pro
vided
6.2
Contr
ibute
to e
valu
atin
g t
he
effe
ctiv
enes
s of
agre
ed m
ethods
of
com
munic
atio
n a
nd s
upport
pro
vided
6
Be
able
to r
evie
w
an indiv
idual
’s
com
munic
atio
n
nee
ds
and t
he
support
pro
vided
to
addre
ss t
hem
6.3
W
ork
with o
ther
s to
iden
tify
way
s to
support
the
continued
dev
elopm
ent
of
com
munic
atio
n
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
309
12 Further information and useful publications
To get in touch with us visit our ‘Contact us’ pages:
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Key publications:
Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))
Equality Policy (Pearson)
Recognition of Prior Learning Policy and Process (Pearson)
UK Information Manual – (Pearson)
UK Quality Vocational Assurance Handbook (Pearson).
All of these publications are available on our website.
Further information and publications on the delivery and quality assurance of NVQ/Competence-based qualifications is available on our website, at www.pearsonwbl.edexcel.com/NVQ-competence-based.
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13 Professional development and training
Pearson supports UK and international customers with training related to our qualifications. This support is available through a choice of training options and sector events, or through customised training at your centre.
The support we offer focuses on a range of issues, including:
planning for the delivery of a new programme
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Support services
Face-to-face support: our team of Regional Quality Managers, based around the country, are responsible for providing quality assurance support and guidance to anyone managing and delivering NVQs/Competence-based qualifications. The Regional Quality Managers can support you at all stages of the standard verification process as well as in finding resolutions of actions and recommendations as required. A UK map showing the Regional Quality Managers’ contact details can be found at www.btec.co.uk/support.
Online support: find the answers to your questions by browsing over 100 FAQs on our website or by submitting a query using our Work Based Learning Ask the Expert Service. You can search the database of commonly asked questions relating to all aspects of our qualifications in the work-based learning market. If you are unable to find the information you need, send us your query and our qualification or administrative experts will get back to you. The Ask the Expert service is available at www.pearsonwbl.edexcel.com/Our-support.
Online forum
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14 Contact us
We have a dedicated Account Support team, based throughout the UK, to give you more personalised support and advice. To contact your Account Specialist you can use any of the following methods:
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If you are new to Pearson and would like to become an approved centre, please contact us at:
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We will formally acknowledge your complaint within two working days of receipt and provide a full response within seven working days.
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Annexe A: Assessment Strategy for the Business and Administration NVQs
1 Introduction
1.1 The Business and Administration Assessment Strategy is designed to provide awarding organisations with a robust and flexible approach to deliver assessment for Business and Administration NVQs and competence-based qualifications.
2 External quality control
2.1 Awarding organisations will provide qualifications and quality assurance that support their delivery to all Business and Administration NVQs and competence-based qualification assessment centres in line with regulatory requirements in England, Scotland, Wales and Northern Ireland.
2.2 Awarding organisations must use independent assessment for competence-based qualifications.
2.3 Awarding organisations will supply the Council for Administration (CfA) with reports:
Quarterly: provide registration and achievement data at unit and qualification levels.
3 Assessing performance
3.1 Assessment of all units at any level of Business and Administration NVQs and competence-based qualifications may be based on either learner performance at work or through simulation, as necessary (see Section 4 below).
4 Simulation of NVQ/SVQ units
4.1 If a unit or part of a unit at any level is simulated, it must be undertaken in a ‘realistic working environment’ (RWE).
4.2 Awarding organisations will provide guidance for centres on RWEs. Awarding organisations will make sure RWEs, ‘provide an environment which replicates the key characteristics of the workplace in which the skill to be assessed is normally employed’.
4.3 Units which have been imported by the CfA in their Business and Administration NVQs and competence-based qualifications will be assessed in compliance with their relevant assessment strategies.
Pearson Edexcel Level 4 Certificate/Diploma in Business and Administration – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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5 Occupational expertise to assess performance, and moderate and verify assessments
5.1 Learners can be assessed, moderated or verified at work either by:
a Assessors, moderators or verifiers who have achieved or are working towards achievement of the appropriate regulatory body approved unit qualifications for assessment, moderation or verification;
OR
b A trainer, supervisor or manager, employed by an organisation, who must either:
1 Have achieved or be in the process of achieving the appropriate regulatory body approved unit qualifications for assessment, moderation or verification; or,
2 Seek guidance and approval from an awarding organisation to demonstrate that the:
Organisation has appropriate processes in place to facilitate assessment, moderation or verification functions
Trainer, supervisor or manager is able to map their assessment, moderation or verification skills and knowledge 100% to the NOS upon which the qualifications above are based.
5.2 Assessors must be occupationally competent to make Business and Administration assessment judgements about the level and scope of individual learner performance at work or in RWEs; and occupationally competent to make assessment judgements about the quality of assessment and the assessment process.
5.3 External Moderators/Verifiers or Internal Moderators/Verifiers must be occupationally competent to make Business and Administration moderation and verification judgements about the quality of assessment and the assessment process.
5.4 Awarding organisations will supply full information on the requirements for internal and external moderation/verification activities to Business and Administration assessment centres.
5.5 The sector requires all assessors, moderators and verifiers to maintain current Business and Administration competence to deliver these functions. The CfA recognises this can be achieved in many ways but must be recorded in individual continual professional development (CPD) records that are maintained in Business and Administration assessment centres.
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Assessment Strategy for Customer Service Units
This assessment strategy relates to the following units:
D/601/1228 – Use Customer Service as a Competitive Tool
J/601/1515 – Monitor and Solve Customer Service Problems
A/601/1236 – Plan, Organise and Control Customer Service Problems
This document gives details of the Assessment Strategy for the Customer Service S/NVQs at Levels 1, 2, 3 and 4. It gives the key requirements for Customer Service Awarding Organisations/Bodies, External and Internal Verifiers, Assessors and S/NVQ Centres regarding:
1 External Quality Control
2 Assessor and Verifier Occupational Competence
3 Workplace Performance and Simulation
4 Employer Direct Model
1 External Quality Control
1a Monitoring Centre Performance
Awarding Organisations/Bodies should:
carry out thorough risk assessments of organisations applying to become Approved Centres for the Customer Service Level 1, 2, 3 and 4 S/NVQs
apply quality control management measures appropriate to assess each centre’s risk.
1b External Verification
Awarding Organisations/Bodies will appoint External Verifiers and will monitor all External Verifier practices.
In particular the AO/B will:
seek centre feedback regarding the performance of External Verifiers and act on this feedback
ensure that centres have requested feedback from their employers in the feedback process
ensure that External Verifiers follow the relevant regulatory code of practice for EVs and if no code of practice is developed Awarding Organisations/Bodies will develop their own and apply it
ensure that where a Realistic Working Environment is used IVs and EVs carry out a full examination of the working practices and the assessment process.1
1 Additional Requirements for Qualifications using the title NVQ within the QCF: Version 2 August 2009
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2 Assessor, Internal and External Verifier Occupational Competence
2a Customer Service Awarding Organisations/Bodies will facilitate Assessment, Internal and External Verification by ensuring that EVs have:
a thorough knowledge of the Level 1, 2, 3 or 4 National Occupational Standards for Customer Service, appropriate to the Level the EV is working at, and the ability to interpret them across a wide variety of Customer Service environments;
experience and working knowledge of the operational and assessment processes of the Customer Service S/NVQ at the Level the EV is working at;
relevant and credible Customer Service experience across the level and breadth of the National Occupational Standards and S/NVQs at the Level the EV is working at;
knowledge of current Customer Service practice and emerging issues in the Customer Service arena;
high levels of communication and interpersonal skills.
Level 1 – the table at Appendix A shows the ICS requirements for the Occupational Competence of Assessors, Internal and External Verifiers at Level 1.
Level 2 – the table at Appendix B shows the ICS requirements for the Occupational Competence of Assessors, Internal and External Verifiers at Level 2.
Level 3 – the table at Appendix C shows the ICS requirements for the Occupational Competence of Assessors, Internal and External Verifiers at Level 3.
Level 4 – the table at Appendix D shows the ICS requirements for the Occupational Competence of Assessors, Internal and External Verifiers at Level 4.
In these tables the ICS has suggested some ways in which Awarding Organisations/Bodies can gain evidence to meet these requirements – these are not compulsory, just a guide. The tick boxes on the right show whether the evidence applies to Assessors (A), Internal Verifiers (IV) or External Verifiers (EV).
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2b Awarding Organisations/Bodies and the ICS will work together to:
circulate and disseminate information appropriate to the job role, from the ICS, to all EVs when this supports the Awarding Organisations’/Bodies’ communication strategy/schedule
advise EVs of the availability of the ICS web pages
hold briefings for External Verifiers about the revised Customer Service Standards and S/NVQs
encourage EVs to take part in ICS events regarding the Customer Service Standards and S/NVQs whenever this is felt appropriate.
3 Workplace Performance and Simulation
Wherever possible, assessment of the Customer Service National S/NVQ Units should be carried out in a real job (either paid or voluntary). Where this is not possible this Assessment Strategy does allow for:
3a The use of simulation for the following Level 1 S/NVQ Units only:
C1 Recognise and deal with customer queries, requests and problems
C2 Take details of customer service problems
To undertake assessment of simulated activities for the units above the Guidelines for Simulation shown at Appendix E must be met.
3b The use of a Realistic Working Environment including work experience and work placement is allowed for all units in the Level 1 and Level 2 S/NVQ
To undertake assessment in a Realistic Working Environment the Guidelines shown at Appendix F must be met.
All other units must be achieved in a real working situation (either paid or voluntary)
4 The Employer Direct Model
The ICS feels that the Employer Direct Model of in-house assessment will encourage more employers to offer the Customer Service SVQs and NVQs, particularly when they often have highly trained and experienced assessors, managers and trainers already in situ who meet or exceed the requirements of the A1 and V1 qualifications. Wherever possible, the ICS works with employers to encourage assessment to be carried out by colleagues, supervisors and/or managers in a workplace environment. However, many employers see gaining the A1 and V1 units as an obstacle and unnecessary given the experience and quality of their own internal assessors and trainers.
The Employer Direct Model has been developed to meet the needs of specific employers based on their knowledge of the Customer Service NOS and qualifications and their history of internal assessor/internal verifier expertise.
The ICS supports this model with several provisos:
The organisation must:
liaise with an Awarding Organisation/Body who will be offering the qualification prior to beginning the process
prepare, validate and review the assessment/verification roles
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carry out 100% mapping of the employer’s training to the National Occupational Standards for the A and V units which the qualifications are based on
agree the mapping process with the awarding organisation/body involved
demonstrate an equivalent level of rigour and robustness as the achievement of the unit qualification.
The Awarding Organisation/Body must:
offer this model to employers only
inform the ICS of employers who are using this model
supply the ICS with statistical data including take-up, sector, size of organisation etc. when requested
keep the ICS informed of any problems/issues incurred in the delivery of this model.
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Appendix A to Assessment Strategy for Customer Service NVQs
The Assessor, IV and EV working at Level 1 must have:
This can be evidenced by: A IV EV
gathering feedback from a variety of centres
1 A thorough understanding of
the National Occupational Standards in Customer Service at Level 1 with the ability to interpret them within the environments and sectors they are working in
explaining and putting the National Occupational Standards into the contexts they are working in
taking active participation in consultations and briefings with Awarding Organisations/Bodies, UKCES, Accreditation Bodies and the ICS
2 Knowledge of current practice and emerging issues and changes in the VQ area across the UK
explaining the differences between the 4 UK countries
gathering feedback from a variety of employers and centres
attending conferences or workshops where trends and developments in Customer Service are on the agenda
reading Customer Service publications and articles
regularly looking at the ICS website for new developments
keeping up to date with media news regarding Customer Service
3 Knowledge of current practice and emerging issues and changes in Customer Service across organisations and industries
joining the ICS
having a successful track record of assessing or verifying the current Standards across a variety of organisations
4 Experience and working knowledge of the operational, assessment and verification processes specifically for Customer Service S/NVQ Level 1
achieving or working towards the Level 2, 3 or 4 Customer Service S/NVQ
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The Assessor, IV and EV working at Level 1 must have:
This can be evidenced by: A IV EV
gathering feedback from a variety of employers and centres
5 Sufficient, relevant and
credible Customer Service experience across the level and breadth of the Standards and S/NVQs at Level 1
curriculum vitae and references/testimonies
6 Appropriate A and V Units according to their role – within 18 months of working with the Standards for Assessors and IVs and within 12 months for EVs.
In Scotland all Assessors and Verifiers should provide evidence of CPD to show that they are working to the A and/or V unit standards where appropriate; those not yet qualified
should show that they are working towards achieving the appropriate units.
producing certificates or evidence of working towards these units or by taking part in an Employer Direct Model in partnership with an Awarding Organisation/Body
7 Demonstrated high levels of communication and interpersonal skills
gathering feedback from candidates, employers or peers
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Appendix B to Assessment Strategy for Customer Service NVQs
The Assessor, IV and EV working at Level 2 must have:
This can be evidenced by: A IV EV
gathering feedback from a variety of centres
1 A thorough understanding of
the National Occupational Standards in Customer Service at Level 2 with the ability to interpret them within the environments and sectors they are working in
explaining and putting the National Occupational Standards into the contexts they are working in
taking active participation in consultations and briefings with Awarding Organisations/Bodies, UKCES, Accreditation Bodies and the ICS
2 Knowledge of current practice and emerging issues and changes in the VQ area across the UK
explaining the differences between the 4 UK countries
gathering feedback from a variety of employers and centres
attending conferences or workshops where trends and developments in Customer Service are on the agenda
reading Customer Service publications and articles
regularly looking at the ICS website for new developments
keeping up to date with media news regarding Customer Service
3 Knowledge of current practice and emerging issues and changes in Customer Service across organisations and industries
joining the ICS
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The Assessor, IV and EV working at Level 2 must have:
This can be evidenced by: A IV EV
having a successful track record of assessing or verifying the current Standards across a variety of organisations
4 Experience and working knowledge of the operational, assessment and verification processes specifically for Customer Service S/NVQ Level 2
achieving or working towards the Level 2, 3 or 4 Customer Service S/NVQ
gathering feedback from a variety of employers and centres
5 Sufficient, relevant and
credible Customer Service experience across the level and breadth of the Standards and S/NVQs at Level 2
curriculum vitae and references/testimonies
6 Appropriate A and V Units according to their role – within 18 months of working with the Standards for Assessors and IVs and within 12 months for EVs.
In Scotland all Assessors and Verifiers should provide evidence of CPD to show that they are working to the A and/or V unit standards where appropriate; those not yet qualified
should show that they are working towards achieving the appropriate units.
producing certificates or evidence of working towards these units or by taking part in an Employer Direct Model in partnership with an Awarding Organisation/Body
7 Demonstrated high levels of communication and interpersonal skills
gathering feedback from candidates, employers or peers
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Appendix C to Assessment Strategy for Customer Service NVQs
The Assessor, IV and EV working at Level 3 must have:
This can be evidenced by: A IV EV
gathering feedback from a variety of centres
1 A thorough understanding of
the National Occupational Standards in Customer Service at Level 3 with the ability to interpret them within the environments and sectors they are working in
explaining and putting the National Occupational Standards into the contexts they are working in
taking active participation in consultations and briefings with Awarding Organisations/Bodies, UKCES, Accreditation Bodies and the ICS
2 Knowledge of current practice and emerging issues and changes in the VQ area across the UK
explaining the differences between the 4 UK countries
gathering feedback from a variety of employers and centres
attending conferences or workshops where trends and developments in Customer Service are on the agenda
reading Customer Service publications and articles
regularly looking at the ICS website for new developments
keeping up to date with media news regarding Customer Service
3 Knowledge of current practice and emerging issues and changes in Customer Service across organisations and industries
joining the ICS
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The Assessor, IV and EV working at Level 3 must have:
This can be evidenced by: A IV EV
having a successful track record of assessing or verifying the current Standards across a variety of organisations
4 Experience and working knowledge of the operational, assessment and verification processes specifically for Customer Service S/NVQ Level 3
achieving or working towards the Level 2, 3 or 4 Customer Service S/NVQ
gathering feedback from a variety of employers and centres
5 Sufficient, relevant and
credible Customer Service experience across the level and breadth of the Standards and S/NVQs at Level 3
curriculum vitae and references/testimonies
6 Appropriate A and V Units according to their role – within 18 months of working with the Standards for Assessors and IVs and within 12 months for EVs.
In Scotland all Assessors and Verifiers should provide evidence of CPD to show that they are working to the A and/or V unit standards where appropriate; those not yet qualified
should show that they are working towards achieving the appropriate units.
producing certificates or evidence of working towards these units or by taking part in an Employer Direct Model in partnership with an Awarding Organisation/Body
7 Demonstrated high levels of communication and interpersonal skills
gathering feedback from candidates, employers or peers
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Appendix D to Assessment Strategy for Customer Service NVQs
The Assessor, IV and EV working at Level 4 must have:
This can be evidenced by: A IV EV
gathering feedback from a variety of centres
1 A thorough understanding of
the National Occupational Standards in Customer Service at Level 4 with the ability to interpret them within the environments and sectors they are working in
explaining and putting the National Occupational Standards into the contexts they are working in
taking active participation in consultations and briefings with Awarding Organisations/Bodies, UKCES, Accreditation Bodies and the ICS
2 Knowledge of current practice and emerging issues and changes in the VQ area across the UK
explaining the differences between the 4 UK countries
gathering feedback from a variety of employers and centres
attending conferences or workshops where trends and developments in Customer Service are on the agenda
reading Customer Service publications and articles
regularly looking at the ICS website for new developments
keeping up to date with media news regarding Customer Service
3 Knowledge of current practice and emerging issues and changes in Customer Service across organisations and industries
joining the ICS
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The Assessor, IV and EV working at Level 4 must have:
This can be evidenced by: A IV EV
having a successful track record of assessing or verifying the current Standards across a variety of organisations
4 Experience and working knowledge of the operational, assessment and verification processes specifically for Customer Service S/NVQ Level 4
achieving or working towards the Level 2, 3 or 4 Customer Service S/NVQ
gathering feedback from a variety of employers and centres
5 Sufficient relevant and
credible Customer Service experience across the level and breadth of the Standards and S/NVQs at Level 4
curriculum vitae and references/testimonies
6 Appropriate A and V Units according to their role – within 18 months of working with the Standards for Assessors and IVS and within 12 months for EVs.
In Scotland all Assessors and Verifiers should provide evidence of CPD to show that they are working to the A and/or V unit standards where appropriate; those not yet qualified
should show that they are working towards achieving the appropriate units.
producing certificates or evidence of working towards these units or by taking part in an Employer Direct Model in partnership with an Awarding Organisation/Body
7 Demonstrated high levels of communication and interpersonal skills
gathering feedback from learners, employers or peers
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Appendix E to the Customer Service Assessment Strategy
Simulated Activities Guidelines for Customer Service National Occupational Standards
Simulation can only be applied to the Level 1 S/NVQ Units listed below:
C1 Recognise and deal with customer queries, requests and problems
C2 Take details of customer service problems
Simulation is defined by the ICS as any activities where dealing with customers and work activities are carried out through using individuals acting the part of the customer or scenarios which are not ‘real’ customer transactions.
To undertake the assessment of simulated activities for these two units the following guidelines must be met:
a when role playing, candidates and anybody taking part as a customer must have a brief that gives sufficient information for them to recognise the equivalent real situation and decide what they would do and say;
b the simulated situation should represent normal and routine experience wherever possible and not exceptional or unusually difficult circumstances that might be faced;
c the person taking part in the simulation as a customer must be credible for the situation that is being simulated;
d any resources or equipment that would normally be in real work should be available and in working order for the simulation;
e candidates should complete the required tasks to the National Occupational Standards and in the timescales that would normally be expected in real work;
f candidates should complete the required tasks taking account of legislation and regulation that would apply in real work;
g candidates must carry out the simulated activity in a professional manner taking into account establishment requirements such as appearance and dress code, personal conduct, hygiene, reliability and punctuality;
h whilst the primary purpose of the simulation is for assessment, feedback must be given in a way that builds confidence.
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Appendix F to the Customer Service Assessment Strategy
Realistic Working Environment Guidelines for Customer Service National Occupational Standards
RWE can be applied to all units in the Level 1 and 2 NVQs.
It is essential that organisations wishing to operate a Realistic Working Environment (RWE) operate in an environment which reflects a real work setting. This will ensure that any competence achieved in this way will be sustained in real employment.
To undertake the assessment in a RWE the following guidelines must be met:
a assessments must be carried out under realistic business pressures, using real customers and within a defined service offer;
b all services that are carried out should be completed in a way, and to a timescale, that is acceptable in business organisations;
c candidates must be expected to achieve a volume of work comparable to normal business practices;
d the range of services, products, tools, materials and equipment that the candidates use must be up to date and available. They must enable candidates to meet the requirements of the National Occupational Standards;
e account must be taken of any legislation or regulations in relation to the type of work that is being carried out;
f candidates must be given workplace responsibilities to enable them to meet the requirements of the Customer Service National Occupational Standards at Level 2;
g candidates must show that their productivity reflects that found in the work situation being represented.
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Assessment Strategy for Management and Leadership Units
This Assessment Strategy relates to the following units:
K/600/9711 – Manage Physical Resources
M/600/9712 – Manage the Environmental Impact of Work Activities
K/600/9661 – Develop Working Relationships with Colleagues and Stakeholders
T/600/9601 – Provide Leadership and Direction for Own Area of Responsibility
M/600/9676 – Support Learning and Development within Own Area of Responsibility
A/600/9759 – Monitor and Review Business Processes
T/600/9663 – Recruit Staff in Own Area of Responsibility
The Management Standards Centre (MSC) is the Government-recognised standards setting body for management and leadership. This document sets out the overarching assessment strategy for National Vocational Qualifications QCF and related units and Scottish Vocational Qualifications (SVQs) in management and leadership based on the National Occupational Standards (NOS) for management and leadership.
1 Achieving External Quality Control of Assessment
The following measures are proposed in terms of achieving external quality control of assessment:
Application of risk management. The MSC will expect awarding bodies to apply risk management systems to the awarding of NVQs and SVQs in management and leadership and deploy resources accordingly to tackle identified risks.
The existing Management and Leadership Qualifications Forum (M&LQF) will take on a more active role in relation to the ongoing assessment and quality assurance of NVQs and SVQs in management and leadership.
The MSC encourages Standardisation activities/exercises across centres (Assessors and Internal Verifiers) and External Verifiers where appropriate.
2 Assessment through Performance in the Workplace
The NVQs and SVQs in management and leadership are to be assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc.
3 Assessment by Simulation
Simulation is not allowed.
4 Requirements for Assessors and Verifiers
Assessors and Verifiers must demonstrate that they:
have credible expertise in management and leadership relevant to the level(s)/units they are assessing or verifying.
keep themselves up-to-date with developments in management and leadership practice;
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have a thorough understanding of the NOS for management and leadership at the unit(s)/level(s) they are assessing or verifying.
In addition Assessors and Verifiers must have:
An accredited assessor and/or verifier qualification, or
A related qualification in assessment and/or verification that has been mapped to the National Occupational Standards for assessment and/or verifications, or
Evidence of undertaking an employer assessment programme that has been mapped to the National Occupational Standards for assessment and/or verifications. MSC will work with Awarding Bodies through the Awarding Body forum to ensure that there is effective development and management through the QCF process.
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