btec specialist qualifications internally assessed · 2018-07-03 · unit 2: understanding...

Specification

Edexcel BTEC Level 2 Award/Extended Award/Certificate in WorkSkills for Apprenticeships (QCF)

For first delivery September 2010

BTEC Specialist qualifications

Edexcel, a Pearson company, is the UK’s largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide.

We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and learners which helps to raise attainment.

References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

Authorised by Roger Beard Prepared by Phil Myers

All the material in this publication is copyright © Edexcel Limited 2010

BTEC Specialist qualification titles covered by this specification

Edexcel BTEC Level 2 Award in WorkSkills for Apprenticeships

Edexcel BTEC Level 2 Extended Award in WorkSkills for Apprenticeships

Edexcel BTEC Level 2 Certificate in WorkSkills for Apprenticeships

These qualifications have been accredited to the Qualifications and Credit Framework (QCF) and are eligible for public funding as determined by the Department for Education (DfE) under Sections 96 and 97 of the Learning and Skills Act 2000.

The qualification titles listed above feature in the funding lists published annually by the DfE and the regularly updated website www.education.gov.uk/ The QCF Qualification Accreditation Number (QAN) should be used by centres when they wish to seek public funding for their learners. Each unit within a qualification will also have a QCF unit code.

The QCF qualification and unit codes will appear on learners’ final certification documentation.

The Qualification Accreditation Numbers for the qualifications in this publication are:

Edexcel BTEC Level 2 Award in WorkSkills for Apprenticeships 501/1793/2


501/1790/7

Edexcel BTEC Level 2 Certificate in WorkSkills for Apprenticeships 501/1794/4

These qualification titles will appear on learners’ certificates. Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel.

These qualifications are accredited by Ofqual as being Stand Alone.

Welcome to BTEC Level 2 qualifications in WorkSkills for Apprenticeships

We are delighted to introduce our new qualifications, which will be available for teaching from September 2010. These qualifications conform with the requirements of the new Qualifications and Credit Framework (QCF).

Focusing on the BTEC Level 2 qualifications in WorkSkills for Apprenticeships These qualifications have been developed to support apprenticeship induction, the learning of Employment Rights and Responsibilities (ERR), and personal learning and thinking skills (PLTS). The structures also include the opportunity to supplement learning with Edexcel WorkSkills units.

Straightforward to implement, teach and assess

Implementing BTEC qualifications could not be easier. They are designed to fit easily into your curriculum and can be studied independently or alongside existing qualifications, to suit the interests and aspirations of learners. The clarity of assessment makes grading learner attainment simpler.

Engaging for everyone

Learners of all abilities flourish when they can apply their own knowledge, skills and enthusiasm to a subject. BTEC qualifications make explicit the link between theoretical learning and the world of work by giving learners the opportunity to apply their research, skills and knowledge to work-related contexts and case studies. These applied and practical BTEC approaches give all learners the impetus they need to achieve and the skills they require for workplace or education progression.

Recognition

BTEC qualifications are understood and recognised by a large number of organisations in a wide range of sectors. BTEC qualifications are developed with key industry representatives and Sector Skills Councils (SSC) to ensure that they meet employer and learner needs.

All you need to get started

To help you off to a flying start, we have developed an enhanced specification that gives you all the information you need to start teaching BTEC. This includes:

• information on rules of combination, structures and quality assurance, so you can deliver the qualifications with confidence

• explanations of the content’s relationship with the learning outcomes

• guidance on assessment, and what learners must produce to achieve the unit.

Don’t forget that we are always here to offer curriculum and qualification updates, local training and network opportunities, advice, guidance and support.

Contents

What are BTEC Specialist qualifications? 1

Edexcel BTEC Level 2 Award 2

Edexcel BTEC Level 2 Extended Award 2

Edexcel BTEC Level 2 Certificate 2

Key features of the Edexcel BTEC Level 2 qualifications in WorkSkills for Apprenticeships 2

Rules of combination 3

Rules of combination for the Edexcel BTEC Level 2 qualifications in WorkSkills for Apprenticeships 3

Unit options for the Edexcel Level 2 qualifications in WorkSkills for Apprenticeships 4

Edexcel BTEC Level 2 Award in WorkSkills for Apprenticeships 4

Edexcel BTEC Level 2 Extended Award in WorkSkills for Apprenticeships 4

Edexcel BTEC Level 2 Certificate in WorkSkills for Apprenticeships 4

Assessment 9

Quality assurance of centres 10

Approval 11

Quality assurance guidance 11

Programme design and delivery 11

Mode of delivery 11

Resources 12

Delivery approach 12

Additional and specialist learning 12

Access and recruitment 13

Restrictions on learner entry 13

Access arrangements and special considerations 13

Recognition of Prior Learning 14

Unit format 15

Unit title 15

Unit code 15

QCF level 15

Credit value 15

Guided learning hours 15

Unit aim 15

Unit introduction 16

Learning outcomes 16

Assessment criteria 16

Unit content 16

Essential guidance for tutors 17

Units 19

Unit 1: Preparing for an Apprenticeship 21

Unit 2: Understanding Employment Responsibilities and Rights 25

Unit 3: Understanding Employment Responsibilities and Rights in Health, Social Care or Children’s and Young People’s Settings 31

Unit 4: Employment Opportunities and Career Progression 37

Unit 5: Understanding the Employing Organisation 41

Unit 6: Understanding Employment Rights and Responsibilities 45

Unit 7: Using Enquiry and Investigative Techniques to Solve Problems 51

Unit 8: Participating in Teamwork 57

Unit 9: Manage Own Learning 63

Further information 69

Useful publications 69

Professional development and training 70

Annexe A 71

Glossary of accreditation terminology 71

Annexe B 73

BTEC Specialist and Professional qualifications 73

BA025531 – Specification – Edexcel BTEC Level 2 Award/Extended Award/Certificate

in WorkSkills for Apprenticeships – Issue 1 – October 2010 © Edexcel Limited 2010

1

What are BTEC Specialist qualifications?

BTEC Specialist qualifications are qualifications at Entry Level to Level 3 in the Qualifications and Credit Framework (QCF) and are designed to provide specialist work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare for employment. The qualifications also provide career development opportunities for those already in work. Consequently, they provide a course of study for full-time or part-time learners in schools, colleges and training centres.

BTEC Specialist qualifications provide much of the underpinning knowledge and understanding for the National Occupational Standards for the sector, where appropriate. They are supported by the relevant Standards Setting Body (SSB) or Sector Skills Council (SSC). A number of BTEC Specialist qualifications are recognised as the knowledge components of Apprenticeships Frameworks.

On successful completion of a BTEC Specialist qualification, learners can progress to or within employment and/or continue their study in the same or related vocational area.

Care needs to be exercised when registering learners as the titling conventions and titles for the revised QCF versions of the BTEC Level 2 Firsts and BTEC Level 3 Nationals have changed.

The QCF is a framework which awards credit for qualifications and units and aims to present qualifications in a way that is easy to understand and measure. It enables learners to gain qualifications at their own pace along flexible routes.

There are three sizes of 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 framework will have a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved 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.

The credit value of the unit will remain constant in all contexts, regardless of the assessment method used for the qualification(s) to which it contributes.

Learning time should address all learning (including assessment) relevant to the learning outcomes, regardless of where, when and how the learning has taken place.



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Edexcel BTEC Level 2 Award

The Edexcel BTEC Level 2 Award gives learners the opportunity to support specific aspects of their apprenticeship learning without committing to a larger qualification. The structure allows learners to undertake an induction unit and then select from ERR, PLTS or Edexcel WorkSkills units.

Edexcel BTEC Level 2 Extended Award

The Edexcel BTEC Level 2 Extended Award gives learners the opportunity to support a range of aspects of their apprenticeship learning. The structure allows learners to undertake an induction unit and then select ERR and PLTS or Edexcel WorkSkills units.

Edexcel BTEC Level 2 Certificate

The Edexcel BTEC Level 2 Certificate gives learners the opportunity to support a range of aspects of their apprenticeship learning. The structure allows learners to undertake an induction unit and then select several ERR, PLTS and Edexcel WorkSkills units.

Key features of the Edexcel BTEC Level 2 qualifications in WorkSkills for Apprenticeships

The Edexcel BTEC Level 2 Qualifications in WorkSkills for Apprenticeships have been developed to give learners the opportunity to:

• engage in learning that is relevant to them and which will provide opportunities to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life

• achieve a nationally recognised Level 2 vocationally-related qualification

• progress to employment in their vocational sector.



3

Rules of combination

The rules of combination specify the credits that need to be achieved, through the completion of particular units, for the qualification to be awarded. All accredited qualifications within the QCF have rules of combination.

Rules of combination for the Edexcel BTEC Level 2 qualifications in WorkSkills for Apprenticeships

When combining units for an Edexcel BTEC Level 2 in WorkSkills for Apprenticeships, it is the centre’s responsibility to ensure that the following rules of combination are adhered to.


1 Qualification credit value: a minimum of 4 credits.

2 Minimum credit to be achieved at, or above, the level of the qualification: 3

3 All credits must be achieved from the units listed in this specification.











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Unit options for the Edexcel Level 2 qualifications in WorkSkills for Apprenticeships


• The Edexcel BTEC Level 2 Award in WorkSkills for Apprenticeships is a 4 credit and 35-40 guided learning hour (GLH) qualification.

• It consists of one mandatory unit plus optional units that provide for a combined total of 4 credits.

• At least 3 credits must be at Level 2 or above.

• Optional units may be selected from WorkSkills for Apprenticeships units (see page 5) and Level 1 and 2 WorkSkills units (see pages 6 and 7).

• A maximum of 1 credit may be selected from Level 1 WorkSkills units.


• The Edexcel BTEC Level 2 Extended Award in WorkSkills for Apprenticeships is a 7 credit and 55-70 guided learning hour (GLH) qualification




• A maximum of 3 credits may be selected from Level 1 WorkSkills units.


• The Edexcel BTEC Level 2 Certificate in WorkSkills for Apprenticeships is a 13 credit and 115-130 guided learning hour (GLH) qualification




• A maximum of 6 credits may be selected from Level 1 WorkSkills units



5

Edexcel BTEC Level 2 Award/Extended Award/Certificate in WorkSkills for Apprenticeships

Unit Mandatory unit Credit Level

1 Preparing for an Apprenticeship 1 2

Level 2 WorkSkills for Apprenticeships units available as optional units

Unit Optional units Credit Level

2 Understanding Employment Responsibilities and Rights* 3 2

3 Understanding Employment Responsibilities and Rights in Health, Social Care, or Children’s and Young People’s Settings**

3 2

4 Employment Opportunities and Career Progression 1 2

5 Understanding the Employing Organisation 2 2

6 Understanding Employment Rights and Responsibilities 2 2

7 Using Enquiry and Investigation Skills to Solve Problems 1 2

8 Participating in Teamwork 1 2

9 Managing Own Learning 1 2

*Unit 2 may not be taken in combination with Units 3, 5 or 6

**Unit 3 may not be taken in combination with Units 2, 5 or 6

Summary of forbidden combinations

Units may not be combined in a single programme when indicated with an (x) in the table below.

Unit 2 3 4 5 6 7 8 9

2 x x x

3 x x x

4

5 x x

6 x x

7

8

9



6

Level 2 WorkSkills units available as optional units

Please see specification for Edexcel BTEC Level 2 Award, Certificate and Diploma in WorkSkills (available from the Edexcel website www.edexcel.com).

Units Credit value

Unit 1 Alternatives to Paid Work 1

Unit 2 Working as a Volunteer 2

Unit 3 Managing your own Money 2

Unit 4 Searching for a Job 1

Unit 5 Applying for a Job 1

Unit 6 Preparing for an Interview 1

Unit 7 Interview Skills 1

Unit 8 Self-Management Skills 2

Unit 9 Self-Assessment 2

Unit 10 Career Progression 2

Unit 11 Developing Personal Skills for Leadership 2

Unit 12 Practising Leadership Skills with Others 2

Unit 13 Learning with Colleagues and Other Learners 2

Unit 14 Communicating Solutions to Others 2

Unit 15 Effectiveness at Work 1

Unit 16 Working in a Team 3

Unit 17 Learning from more Experienced People 2

Unit 18 Building Working Relationships with Colleagues 2

Unit 19 Building Working Relationships with Customers 2

Unit 20 Investigating Rights and Responsibilities at Work 1

Unit 21 Managing your Health at Work 1

Unit 22 Setting and Meeting Targets at Work 2

Unit 23 Solving Work-Related Problems 2

Unit 24 Summarising Documents 1

Unit 25 Contributing to Meetings 1

Unit 26 Preparing for Work Placement 1

Unit 27 Learning from Work Placement 2

Unit 28 Planning an Enterprise Activity 1

Unit 29 Running an Enterprise Activity 1

Unit 30 Producing a Product 1

http://www.edexcel.com/



7

Level 1 WorkSkills units available as optional units

Please see specification for Edexcel BTEC Level 2 Award, Certificate and Diploma in WorkSkills (available from the Edexcel website www.edexcel.com).

Units Credit value



Unit 3 Managing your own Money 2

Unit 4 Being Responsible for other People's Money 1





Unit 9 Self-Management Skills 2

Unit 10 Self-Assessment 1




Unit 14 Learning With Colleagues and Other Learners 2


Unit 16 Positive Attitudes and Behaviours at Work 1


Unit 18 Learning from more Experienced People 2






Unit 24 Solving Work-Related Problems 2

Unit 25 Taking Notes at Meetings 1





Unit 30 Safe Learning in the Workplace 1




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Units Credit value






9

Assessment

All units within these qualifications are internally assessed. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes.

To achieve a ‘pass’ a learner must have successfully passed all the assessment criteria.

Guidance

The purpose of assessment is to ensure that effective learning has taken place to give learners the opportunity to:

• meet the standard determined by the assessment criteria and

• achieve the learning outcomes.

Evidence to demonstrate achievement of the assessment criteria should be kept in a portfolio that is indexed and referenced to the units and grading criteria. This evidence may fall naturally out of the Apprentices’ BTEC Apprenticeship programme and the portfolio of evidence towards achieving the BTEC technical certificate and Edexcel NVQ or competence qualifications. Adopting a holistic approach to assessment in this way leads to more effective use of the assessors’ time and reduces the burden of assessment on the Apprentices.

Where naturally occurring evidence is not available, assignments may be devised to provide evidence generating opportunities. All assignments created by centres should be reliable and fit for purpose, and should be built on the unit assessment criteria. Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the specified criteria. Centres should enable learners to produce evidence in a variety of forms, including performance observation, presentations and posters, along with projects, or time-constrained assessments.

Centres are encouraged to emphasise the practical application of the assessment criteria, providing a realistic scenario for learners to adopt, and making maximum use of practical activities. The creation of assignments that are fit for purpose is vital to achievement and their importance cannot be over-emphasised.

The assessment criteria must be indicated clearly in the assignments briefs. This gives learners focus and helps with internal verification and standardisation processes. It will also help to ensure that learner feedback is specific to the assessment criteria.

When designing assignments briefs, centres are encouraged to identify common topics and themes. A central feature of vocational assessment is that it allows for assessment to be:

• current, ie to reflect the most recent developments and issues

• local, ie to reflect the employment context of the delivering centre

• flexible to reflect learner needs, ie at a time and in a way that matches the learner’s requirements so that they can demonstrate achievement.



10

Qualification grade

Learners who achieve the minimum eligible credit value specified by the rules of combination will achieve the qualification at pass grade.

In the Edexcel BTEC Level 2 Specialist qualifications each unit has a credit value which specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit. This has been based on:

• one credit for those learning outcomes achievable in 10 hours of learning time

• learning time being 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

• the credit value of the unit remaining constant regardless of the method of assessment used or the qualification to which it contributes.

Quality assurance of centres

Edexcel BTEC Level 2 specialist qualifications provide a flexible structure for learners enabling programmes of varying credits and combining different levels. For the purposes of quality assurance, all individual qualifications and units are considered as a whole.

Centres delivering Edexcel BTEC Level 2 specialist qualifications must be committed to ensuring the quality of the units and qualifications they deliver, through effective standardisation of assessors and verification of assessor decisions. Centre quality assurance and assessment is monitored and guaranteed by Edexcel.

For Work Based Learning centres that are delivering Edexcel level 2 specialist qualifications as part of an approved BTEC Apprenticeship programme the Edexcel quality assurance process will involve:

• centre approval for those centres not already recognised as a centre for BTEC Apprenticeships

• approval for the Edexcel BTEC Apprenticeship

• 2 visits annually by sector specialist Apprenticeship Standards Verifiers

• the sampling of completed units that have been assessed either during the Standards Verifier’s visit or remotely, subject to mutual agreement

• for those units that are submitted for standards verification, at least 50% should have been internally verified.

For centres that are delivering Edexcel Level 2 specialist qualifications as stand alone qualifications, the Edexcel quality assurance processes will involve:

• centre approval for those centres not already recognised as a centre for BTEC qualifications

• approval for Edexcel BTEC Level 2 qualifications and units

• compulsory Edexcel-provided training and standardisation for internal verifiers and assessors leading to the accreditation of lead internal verifiers via the OSCA system



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• quality review of centre verification practice

• centre risk assessment by Edexcel of overarching processes and quality standards

• remedial training and/or assessment sampling for centres identified through standardisation or risk assessment activities as having inadequate quality, assessment or internal verification processes.

Approval

Centres are required to declare their commitment to ensuring the quality of the programme of learning and providing appropriate assessment opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.

Centres already holding BTEC approval are able to gain qualification approval online. New centres must complete a centre approval application.

Quality assurance guidance

Details of quality assurance for Edexcel BTEC Level 2 qualifications are set out in centre guidance which is published on our website (www.edexcel.com).

Programme design and delivery

Mode of delivery

Edexcel does not normally define the mode of delivery for Edexcel BTEC Entry to Level 3 qualifications. Centres are free to offer the qualifications using any mode of delivery (such as full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identified in the specification and to the subject specialists delivering the units. This is particularly important for learners studying for the qualification through open or distance learning.

Learners studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. The use of assessment evidence drawn from learners’ work environments should be encouraged. Those planning the programme should aim to enhance the vocational nature of the qualification by:

• liaising with employers to ensure a course relevant to learners’ specific needs

• accessing and using non-confidential data and documents from learners’ workplaces

• including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

• linking with company-based/workplace training programmes

• making full use of the variety of experience of work and life that learners bring to the programme.



12

Resources

Edexcel BTEC Level 2 qualifications are designed to give learners an understanding of the skills needed for specific vocational sectors. Physical resources need to support the delivery of the programme and the assessment of the learning outcomes, and should therefore normally be of industry standard. Staff delivering programmes and conducting the assessments should be familiar with current practice and standards in the sector concerned. Centres will need to meet any specific resource requirements to gain approval from Edexcel.

Where specific resources are required these have been indicated in individual units in the Essential resources sections.

Delivery approach

It is important that centres develop an approach to teaching and learning that supports the vocational nature of Edexcel BTEC Level 2 qualifications and the mode of delivery. Specifications give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practical application and that the knowledge base is applied to the sector. This requires the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector. Maximum use should be made of learners’ experience.

Additional and specialist learning

Additional and Specialist Learning (ASL) consists of accredited qualifications at the same level as, or one level above a 14-19 Diploma course of study, which have been approved under Section 96 of the Learning and Skills Act 2000. The ASL may include BTEC qualifications which are also available to learners not following a 14-19 Diploma course of study.

ASL qualifications are listed on the 14-19 Diploma Catalogue which is available on the Register of Regulated Qualifications (www.ofqual.gov.uk). The catalogue will expand over time as more qualifications are accredited and approved.

Centres undertaking, or preparing to undertake, ASL should refer regularly to the Edexcel website for information regarding additions and the 14-19 Diploma Catalogue for the latest information.



13

Access and recruitment

Edexcel’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 are required to recruit learners to BTEC qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel’s policy on learners with particular requirements.

Centres will need to review the entry profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a higher level qualification.

Restrictions on learner entry

The Edexcel BTEC Level 2 qualifications in WorkSkills for Apprenticeships are accredited on the QCF for learners aged 16 and above.

Access arrangements and special considerations

Edexcel’s policy on access arrangements and special considerations for BTEC and Edexcel NVQ qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence.

Further details are given in the policy document Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications, which can be found on the Edexcel website (www.edexcel.com). This policy replaces the previous Edexcel policy (Assessment of Vocationally Related Qualifications: Regulations and Guidance Relating to Learners with Special Requirements, 2002) concerning learners with particular requirements.




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Recognition of Prior Learning

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

Edexcel encourages centres to recognise learners’ previous achievements and experiences whether at work, home or at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.



15

Unit format

All units in Edexcel BTEC Level 2 specialist qualifications have a standard format. The unit format is designed to give guidance on the requirements of the qualification for learners, tutors, assessors and those responsible for monitoring national standards.

Each unit has the following sections.

Unit title

The unit title is accredited on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit code

Each unit is assigned a QCF unit code that appears with the unit title on the National Database of Accredited Qualifications.

QCF level

All units and qualifications within the QCF will have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry Level to Level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional benchmarks.

Credit value

All units have a credit value. The minimum credit value that may be determined for a unit is one, and credits can only be awarded in whole numbers. Learners will be awarded credits for the successful completion of whole units.

Guided learning hours

Guided learning hours are defined as all the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim being studied on a programme. This definition includes lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes time spent by staff assessing learners’ achievements. It does not include time spent by staff in day-to-day marking of assignments or homework where the learner is not present.

Unit aim

The aim provides a clear summary of the purpose of the unit and is a succinct statement that summarises the learning outcomes of the unit.



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Unit introduction

The unit introduction gives the reader an appreciation of the unit in the vocational setting of the qualification, as well as highlighting the focus of the unit. It gives the reader a snapshot of the unit and the key knowledge, skills and understanding gained while studying the unit. The unit introduction also highlights any links to the appropriate vocational sector by describing how the unit relates to that sector.

Learning outcomes

The learning outcomes of a unit set out what a learner is expected to know, understand or be able to do as the result of a process of learning.

Assessment criteria

The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or set of learning outcomes, has been achieved. The learning outcomes and assessment criteria clearly articulate the learning achievement for which the credit will be awarded at the level assigned to the unit.

Unit content

The unit content identifies the breadth of knowledge, skills and understanding needed to design and deliver a programme of learning to achieve each of the learning outcomes. This is informed by the underpinning knowledge and understanding requirements of the related National Occupational Standards (NOS), where relevant. The content provides the range of subject material for the programme of learning and specifies the skills, knowledge and understanding required for achievement of the unit.

Each learning outcome is stated in full and then the key phrases or concepts related to that learning outcome are listed in italics followed by the subsequent range of related topics.

Relationship between content and assessment criteria

The learner should have the opportunity to cover all the unit content.

It is not a requirement of the unit specification that all the content is assessed. However, the indicative content will need to be covered in a programme of learning in order for learners to be able to meet the standard determined in the assessment criteria.



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Content structure and terminology

The information below shows how the unit content is structured and gives the terminology used to explain the different components within the content.

• Learning outcome: this is shown in bold at the beginning of each section of content.

• Italicised sub-heading: it contains a key phrase or concept. This is content which must be covered in the delivery of the unit. Colons mark the end of an italicised sub-heading.

• Elements of content: the elements are in plain text and amplify the sub-heading. The elements must be covered in the delivery of the unit. Semi-colons mark the end of an element.

• Brackets contain amplification of content which must be covered in the delivery of the unit.

• ‘eg’ is a list of examples, used for indicative amplification of an element (that is, the content specified in this amplification could be covered or could be replaced by other, similar material).

Essential guidance for tutors

This section gives tutors additional guidance and amplification to aid understanding and a consistent level of delivery and assessment. It is divided into the following sections.

• Delivery – explains the content’s relationship to the learning outcomes and offers guidance about possible approaches to delivery. This section is based on the more usual delivery modes but is not intended to rule out alternative approaches.

• Assessment – gives amplification about the nature and type of evidence that learners need to produce in order to achieve the unit. This section should be read in conjunction with the assessment criteria.

• Essential resources – identifies any specialist resources needed to allow learners to generate the evidence required for each unit. The centre will be asked to ensure that any requirements are in place when it seeks approval from Edexcel to offer the qualification.

• Indicative resource materials – gives a list of learner resource material that benchmarks the level of study.



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Units

Unit 1: Preparing for an Apprenticeship 21

Unit 2: Understanding Employment Responsibilities and Rights 25

Unit 3: Understanding Employment Responsibilities and Rights in Health, Social Care or Children’s and Young People’s Settings 31

Unit 4: Employment Opportunities and Career Progression 37

Unit 5: Understanding the Employing Organisation 41

Unit 6: Understanding Employment Rights and Responsibilities 45

Unit 7: Using Enquiry and Investigative Techniques to Solve Problems 51

Unit 8: Participating in Teamwork 57

Unit 9: Manage Own Learning 63



20

UNIT 1: PREPARING FOR AN APPRENTICESHIP



21

Unit 1: Preparing for an Apprenticeship

Unit code: H/602/4529

QCF Level 2: BTEC Short Course

Credit value: 1

Guided learning hours: 10

Unit aim

The aim of this unit is to enable learners to successfully plan for their Level 2 Apprenticeship.

Unit introduction

This unit is designed to support learners’ understanding of, and induction to, their Apprenticeship and to help them develop an understanding of why components are present and assessed in particular ways. The unit is designed to help learners plan their learning. Learners are introduced to the importance of time management and personal management in the successful completion of their Apprenticeship. Delivery of this unit could form part of learner induction.




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Learning outcomes and assessment criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

On completion of this unit a learner should:

Learning outcomes Assessment criteria

1 Know the components of the Apprenticeship

1.1 Discuss the relevance of each of the components

1.2 Describe how each component will be assessed

1.3 Describe the purpose of the Apprenticeship agreement

2 Be able to set goals for the coming year

2.1 Describe the importance of meeting deadlines

2.2 Describe the importance of being organised

2.3 Create targets for own skills development and completion of the Apprenticeship

3 Understand the progression routes 3.1 Discuss the sources of information regarding progression routes

3.2 Compare possible progression routes




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Unit content

1 Know the components of the Apprenticeship

Components: components within the Apprenticeship framework for the sector eg competence and knowledge-based qualifications, functional skills, employee rights and responsibilities, personal, learning and thinking skills; choosing units allowed in the framework

Assessment: gathering evidence eg on the job, off the job, witness statements, use of videos and tapes, observation sheets; exams and tests eg online, paper based; preparation for tests and exams eg revision techniques, revision timetable, practice papers; completing coursework eg organisation of folders, cross referencing; review visits; holistic assessment

The Apprenticeship agreement: as set out in legislation and regulations; employee and employer obligations; contents of the agreement; time limitations in the agreement

2 Be able to set goals for the coming year

Organisational skills: time keeping; study timetable eg week planner, calendar of assessment and review dates; where to study eg a quiet room, library, college; folders for keeping notes organised

Appropriate targets: arising from prior learning and experience; personal targets eg arrive on time, attend each day, dress appropriately; work-related targets eg learn a new skill, follow instructions, find out about the job role, ask appropriate questions if something is unclear

Setting targets: SMART targets–specific, measurable, achievable, realistic, time bound

3 Understand the progression routes

Sources of information for progression routes: Connexions, Jobcentre Plus, tutor, local colleges’ websites and prospectuses, websites eg Apprenticeships, employment websites

Progression routes: further learning including BTEC qualifications, general qualifications, Diplomas; employment; higher Apprenticeships




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Delivery

This unit is designed to be taken within the context of any sector appropriate for the Apprenticeship learners are undertaking. The unit can be used to support induction. Delivery could start by studying the Apprenticeship framework and discussing why components are present and their purpose. Learners should understand why components are assessed in certain ways. They should also understand the main aspects of the Apprenticeship agreement.

The learning outcomes enable learners to develop an individual learning plan. Tutors will need to take a flexible approach when delivering the content of this unit, as learners could be engaged in on-the-job training or attending a training centre on day release.

The intention of this unit is to ensure that learners understand the apprenticeship and how they are to be assessed throughout. The unit should be delivered as near to the start of the course as possible.

Assessment

The assessment for this unit could include written work such as a portfolio of evidence. Evidence could be a log of 1:1 tutorial sessions, or a log created independently by the learner. All evidence needs to be kept for internal and external quality assurance and assessment. The assessment criteria for each learning outcome can be assessed together or individually. It is essential that the evidence for each criterion is recorded.

Indicative resource materials

Textbooks

Cottrell S – The Study Skills Handbook (Palgrave Study Guides, 2008) ISBN 0333751892 (there are also MP3 downloads of various sections of this book)

Websites

www.apprenticeships.org.uk National Apprenticeship Service

www.bbc.co.uk/learningzone/clips/ Useful video clips in a variety of occupational settings

www.excellencegateway.org.uk A variety of learning resources

www.mindtools.com Covers many aspects of personal management

UNIT 2: UNDERSTANDING EMPLOYMENT RESPONSIBILITIES AND RIGHTS



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Unit 2: Understanding Employment Responsibilities and Rights

Unit code: D/602/4769


Credit value: 3


Unit aim

This unit supports learning of employment rights and responsibilities across all occupations and sectors.

Unit introduction

Learners should be aware of and conversant with the rules, principles and regulations governing employment rights and responsibilities to ensure they understand the conditions under which they work. This understanding protects both the employee and the employer, ensuring that work practice is undertaken in a mutually respectful and safe environment.

This unit is intended to cover the requirements of Employment Rights and Responsibilities within the Specification of Apprenticeship Standards for England. The unit has been designed to be applied to a working context.




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1 Know the statutory rights and responsibilities of employees and employers within own area of work

1.1 Outline employee rights and responsibilities under Employment Law

1.2 Describe how related legislation can support employees in the workplace

1.3 Describe employer responsibilities in the workplace

1.4 Identify sources and types of information and advice on own employment rights and responsibilities

2 Understand agreed ways of working that protect own relationship with employer

2.1 Explain the terms and conditions of own contract of employment

2.2 Describe information shown on own pay statement

2.3 Explain the procedures to follow in event of a grievance

2.4 Identify the personal information that must be kept up to date with own employer

2.5 Explain agreed ways of working with employer




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3 Know how own role fits within the wider context of the sector

3.1 Describe the effect of own role on service provision

3.2 Describe how own role links to the wider sector

3.3 Describe the main roles and responsibilities of representative bodies that influence the wider sector

3.4 Outline different viewpoints around an issue of public concern relevant to the sector or occupation

3.5 Describe how issues of public concern have altered public views of the sector or occupation

4 Know career pathways available within own and related sectors

4.1 Describe occupational opportunities within own sector and related sectors

4.2 Identify sources of information related to a chosen career pathway

4.3 Identify next steps in own career pathway




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Unit content

1 Know the statutory rights and responsibilities of employees and employers within own area of work

Employee rights and responsibilities: difference between rights and responsibilities; current employment legislation; current anti-discrimination legislation eg gender, race, religion, disability, age; working hours and holiday entitlement; data protection; other relevant examples

Employer rights and responsibilities: duty of care to employees eg safe and healthy workplace, public liability insurance; appropriate training and development; adhere to terms of contract

Sources and types of information on employment issues: HR department; Line manager; Trade Unions representative; Professional Body; Citizens Advice Bureau; Community Legal Advice; internet; trade magazines and journals


Contract of employment: terms and conditions; hours; pay rate; holiday entitlement; format of contract

Interpret information on pay slip: gross wages; deductions; net pay; personal information eg national insurance number, employee number

Grievance procedure: grounds for grievance; informal approach; formal procedure within own workplace

Types of information held on personnel records: personal data eg name, address, telephone number(s), qualifications, National Insurance Number, tax code, bank details, disabilities, employment history, absence details, training,

Updating information held on personnel records: personal responsibility; Data Protection considerations

Ways of working with employer: work place procedures for leave entitlement eg holiday, maternity, paternity, compassionate; procedures to deal with bullying or discrimination; procedures for self certification




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3 Know how own role fits within the wider context of the sector

Own role in the workplace: own job description, organisation’s aim

Role of the sector: aims and objectives of the employment sector

Main roles and responsibilities of representative bodies: Trade Unions, Professional Bodies, Health and Safety Executive

Issue of public concern: Consider the effect of recent high profile events on the industry eg Victoria Climbie, Baby Peter, Hatfield Rail Disaster, BP oil spillage, Salmonella in eggs, Kings Cross Underground Fire

Effects of public concern: Introduction of legislation and good practice eg Criminal Record Bureau Checks, Risk Assessment; Health and Safety Legislation, Disabilities and effects on building regulations

4 Know career pathways available within own and related sectors

Career pathways; Progression routes within own sector; Progression routes within related sectors; Importance of continuing professional development,

Sources of Information: Line manager, Sector Skills Councils, Job Centres, relevant web sites

Developing own career path: create a development plan; consult related web sites




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Delivery

This unit includes topics which apply generally, and others which apply specifically to the learner’s workplace. Input should be as varied as possible making good use of internet resources and websites, together with group work, individual study and team activities as well as more traditional written tasks. Learners should be encouraged to read around the subject to gain more understanding of the contents of the relevant legislation.

Visiting speakers, who work in various parts of the organisation or who work for associated organisations, would greatly enliven the programme. All study should be related to the workplace.

Assessment

Naturally occurring evidence should be used where possible. It is likely that learners will undertake an induction process for any work role or work placement. Learners could build a portfolio of evidence or workbook that, as well as showing evidence of achievement, could be used as a point of reference for their future work.


Textbooks

Mitchell Sack S – The Employee Rights Handbook (Warner Books, 2000) ISBN 978-0446673266

Mitchell Sack S – The Employee Rights Handbook: Effective Legal Strategies to Protect Your Job from Interview to Pink Slip (Legal Strategies Inc, 2010) ISBN 978-0963630674

UNIT 3: UNDERSTANDING EMPLOYMENT RESPONSIBILITIES AND RIGHTS IN HEALTH, SOCIAL CARE OR CHILDREN’S AND YOUNG PEOPLE’S SETTINGS



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Unit 3: Understanding Employment Responsibilities and Rights in Health, Social Care or Children’s and Young People’s Settings

Unit code: R/602/2954


Credit value: 3


Unit aim

This unit is aimed at those working in a wide range of settings in the health, social care or children and young people’s sector.

It covers:

• statutory responsibilities and rights of employees and employers

• awareness of own occupational role and how it fits within the sector

• agreed ways of working with employer

• career pathways

• issues of public concern and how these may influence changes in the sector

Unit introduction

Learners should be aware and conversant with the rules, principles and regulations governing employment rights and responsibilities to ensure that they understand the conditions under which they work. This understanding serves to protect both the employee and the employer, ensuring that work practice is undertaken in a mutually respectful and safe environment.

This unit is intended to cover the requirements of employment rights and responsibilities within the Specification of Apprenticeship Standards for England. The unit is written so that it can be applied to a working context.




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1 Know the statutory responsibilities and rights of employees and employers within own area of work

1.1 List the aspects of employment covered by law

1.2 List the main features of current employment legislation

1.3 Outline why legislation relating to employment exists

1.4 Identify sources and types of information and advice available in relation to employment responsibilities and rights


2.1 Describe the terms and conditions of own contract of employment

2.2 Describe the information shown on own pay statement

2.3 Describe the procedures to follow in event of a grievance

2.4 Identify the personal information that must be kept up to date with own employer

2.5 Explain agreed ways of working with employer

3 Understand how own role fits within the wider context of the sector

3.1 Explain how own role fits within the delivery of the service provider

3.2 Explain the effect of own role on service provision

3.3 Describe how own role links to the wider sector

3.4 Describe the main roles and responsibilities of representative bodies that influence the wider sector




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4 Understand career pathways available within own and related sectors

4.1 Explore different types of occupational opportunities

4.2 Identify sources of information related to a chosen career pathway

4.3 Identify next steps in own career pathway

5 Understand how issues of public concern may affect the image and delivery of services in the sector

5.1 Identify occasions where the public have raised concerns regarding issues within the sector

5.2 Outline different viewpoints around an issue of public concern relevant to the sector

5.3 Describe how issues of public concern have altered public views of the sector

5.4 Describe recent changes in service delivery which have affected own area of work




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Unit content

1 Know the statutory responsibilities and rights of employees and employers within own area of work

Aspects covered by law: anti-discrimination provisions (gender, race, disability, religion, age); working hours and holiday entitlements; sickness absence and sick pay; data protection; health and safety; Criminal Records Bureau (CRB) checks; other relevant examples

Current employment legislation: main features of key legislation; why legislation exists

Sources of information and advice on employment issues: HR department; line manager; ACAS; Citizens Advice Bureau; Community Legal Advice; Access to Work; Additional Learning Support; advice from trade unions and representative bodies


Contract of employment: terms and conditions; hours; pay rate; holiday entitlement; format of the contract; or relevant regulation; contribution of objectives of job role to organisation’s key aims

Interpret information on pay slip: gross wages; deductions; net pay

Grievance procedure: informal approach; management structure; company handbook; ACAS (Advisory, Conciliation and Arbitration Service) procedures; types of discrimination; basic rights under the Disability Discrimination Act 1995 and 2005; line management structure; trade union support; Employment Tribunal

Types of information held on personnel records: personal data eg name, address, telephone number(s); qualifications; National Insurance number; tax code; disabilities; employment history; absence details; training; data protection

Updating information held on personnel records: personal responsibility; management structure

Agreed ways of working: procedures to follow if someone needs to take time off: holiday entitlement; bank holidays; sickness procedures; self certification; medical certificate.




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3 Understand how own role fits within the wider context of the sector

Objectives of job role: effect of own role on service provision; contribution of objectives of own job role to organisation’s key aims; own role in relation to wider sector; relationship to National Occupational Standards

Representative bodies: trade unions; professional organisations

4 Understand career pathways available within own and related sectors

Entry, professional development and progression: entry requirements, level of entry, experience; occupational opportunities; importance of continuing professional development eg efficiency, customer satisfaction, retention of staff, motivation of staff; induction; training and development eg internal training, external training, gaining qualifications, work experience, secondments, monitoring, shadowing, observations; career progression (opportunities, requirements); next steps

Sources of information and advice on employment issues: HR department; line manager; ACAS; trade unions; Citizens Advice Bureau; Community Legal Advice; Access to Work; Additional Learning Support; advice from trade unions and representative bodies

Next steps: in own career pathway

5 Understand how issues of public concern may affect the image and delivery of services in the sector

Issues of public concern: child protection issues, starvation, abuse(physical); social issues, child poverty; poor practice, lack of communication, lack of coordination across services; high profile cases (Baby ‘P’, Climbie), affect these have had on public view of the Sector; recent changes in service and affect on own role.




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Delivery

This unit includes topics which are applicable generally, and others which apply specifically to the workplace of the learner. Input should be as varied as possible, making good use of internet resources and online websites, mixed with group work, individual study and team activities, as well as more traditional tasks involving pen and paper. Learners should be encouraged to read around the subject to gain more understanding.

Visiting speakers who work in various organisations would greatly enliven the programme. All study should be related back to the workplace where possible.

Assessment

This unit needs to be assessed in line with the Skills for Care and Development’s QCF Assessment Principles (Annexe E).

Assessment requirements will be a mixture of naturally occurring evidence prompted by on-screen directives and multiple-choice questions.

It is likely that learners will undertake an induction process prior to commencement of any work role or work placement. Learners could build a portfolio of evidence or a workbook that, as well as showing evidence of achievement, could be used as a point of reference for their future assessment.


Textbooks



Journals

Care and Health

Child Education

Websites

www.hse.gov.uk Health and Saftety Executive

www.skillsforhealth.org.uk Sector skills Council for Health

www.skillsforcare.org.uk Sector skills Council for Care and Development

UNIT 4: EMPLOYMENT OPPORTUNITIES AND CAREER PROGRESSION



37

Unit 4: Employment Opportunities and Career Progression



Credit value: 1


Unit aim

The aim of this unit is to allow learners to research their chosen vocational sector and subsector, gaining an idea of size, importance and structure as well as career opportunities.

Unit introduction

In this unit learners will research the key features of their chosen vocational sector, looking at its size at local and national levels. They will find out about the roles of key organisations within the sector, including regulatory bodies and trade unions, and develop knowledge of the drivers of change within their sector.

Learners will then narrow their research on a chosen subsector, again considering its size and scope within the local and national picture.

Finally, they will consider the job roles within their vocational sector and the qualifications and training needed to progress within the sector.




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1 Know the key features of a vocational sector

1.1 Describe the size and scope of a vocational sector at local and national level

1.2 Outline the roles of key organisations in a vocational sector

1.3 List reasons for future developments in a vocational sector

2 Know the key features of a vocational subsector

2.1 Identify the main subsectors of a vocational sector

2.2 Describe a subsector in terms of its local impact

3 Be able to establish own employment and career opportunities in a vocational sector

3.1 Identify the main job roles within a vocational sector

3.2 Outline progression routes within a vocational sector

3.3 Plan own education and training requirements within a vocational sector

3.4 Consult sources of advice and guidance to inform own career planning




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Unit content

1 Know the key features of a vocational sector

Size and scope: size of vocational sector eg numbers employed in the sector locally and nationally, numbers of employment sites, national turnover of the sector; scope of vocational sector eg activities, trades or businesses encompassed by the sector locally and nationally

Key organisations: eg representative bodies, regulatory bodies, trade unions, trade associations; eligibility for entry; services provided; roles of relevant organisations within the sector

Future developments: reasons for future change within sector eg economic environment, change of government, change of legislation, technological developments

2 Know the key features of a vocational subsector

Main subsectors: identification of main subsectors of a vocational sector; differences between them eg skills needed, target markets

A vocational subsector: description of the chosen subsector eg numbers employed locally and nationally, turnover locally and nationally, impact of the subsector on the local economy

3 Be able to establish own employment and career opportunities in the vocational sector

Main job roles: the main job roles within a local vocational sector; comparison with main job roles within the vocational sector nationally

Progression routes: academic qualifications required pre-entry to vocational sector; on the job training; apprenticeship opportunities; assessment of training needs; progression structure; contracts eg probationary or training contract, temporary contract, permanent contract; ways of finding out about job vacancies

Education and training: eg qualifications, on the job training, assessment, attitudes, skills

Advice and guidance: eg Chambers of Commerce, Sector Skills Councils, local career services, Connexions




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Delivery

This unit is designed for delivery within a college environment or within the workplace. Learners may use this unit to study a vocational sector of their choice, as agreed with the tutor. Learners should hone their investigative skills, researching their chosen vocational sector and subsector locally and nationally. They could contact any or all of the bodies suggested below. Ideally, tutors should invite speakers to give presentations and participate in question and answer sessions to facilitate learner research. Visits to relevant vocational centres and places of employment could all contribute to learning.

It is always a good idea to start by finding out what learners already know, so a thought shower of information related to the topic could be carried out in small groups then fed back to the whole group as a summary.

Research could then be undertaken in pairs, dividing up topics amongst learners, with a plenary to feed back findings to the whole group.

Learners requiring more support could be given direction for example topic headings to follow up or signposting to helpful websites.

Assessment

Learners should produce a portfolio or a PowerPoint presentation covering the key points of the assessment criteria. This may include illustrations, diagrams, charts and maps as well as text and notes.

Essential resources

Accesses to the internet for research purposes and to a library are essential requirements.

It would be useful for learners to speak with people in their vocational sector and subsector and to visit places of employment.


Websites

www.britishchambers.org.uk/ British Chambers of Commerce

www.careerseurope.co.uk Careers in Europe

www.connexions-direct.com Connexions

www.direct.gov.uk/en/employment/tradeunions/index.htm

Information about Trade Unions

www.sscalliance.org Sector Skills Councils portal

http://www.britishchambers.org.uk/

http://www.careerseurope.co.uk/

http://www.connexions-direct.com/

http://www.direct.gov.uk/en/employment/tradeunions/index.htm

http://www.direct.gov.uk/en/employment/tradeunions/index.htm

http://www.sscalliance.org/

UNIT 5: UNDERSTANDING THE EMPLOYING ORGANISATION



41

Unit 5: Understanding the Employing Organisation



Credit value: 2


Unit aim

This unit covers the knowledge and understanding that employees require concerning:

• the aims, objectives and structure of their organisation

• the contribution they can make to the organisation’s objectives

• opportunities for professional and career development in the organisation.

Unit introduction

This unit will develop learners’ knowledge of the structure of their organisation, including its functions and how it is staffed and organised, as well as organisational lines of reporting.

Learners will also develop knowledge of the aims and objectives of their organisation, and an understanding of their own contribution to the organisation’s aims and objectives, through considering the objectives of their job role and the evaluation and development of their work/performance.

Finally, learners will develop their knowledge of the opportunities that exist within the organisation for entry, professional development and progression, including looking at induction, training and development and career progression.




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1 Know the structure of their organisation

1.1 Identify the main functions in their organisation

1.2 Describe how the main functions in their organisation are staffed and organised

1.3 Describe lines of reporting in their organisation

2 Know key aims and objectives of their organisation

2.1 Identify their organisation’s key aims (for example, mission, core aims and values)

2.2 Identify their organisation’s targets

3 Understand their own contribution to the organisation’s aims and objectives

3.1 Identify the objectives of their job role

3.2 Describe how the objectives of their job role contribute to the organisation’s key aims

3.3 Describe how their own performance is evaluated and developed

3.4 Describe how they can assist the evaluation and development of their own work

4 Know the opportunities for entry, professional development and progression within the organisation

4.1 Outline the importance of continuing professional development

4.2 Describe the organisation’s processes for induction

4.3 Describe the organisation’s processes for training and development

4.4 Identify the opportunities and requirements for their career progression in the organisation




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Unit content

1 Know the structure of their organisation

Structure of organisation: functions; staffing and organisation; lines of reporting

2 Know key aims and objectives of their organisation

Aims and objectives: key aims of organisation eg mission, core aims, values; targets (financial, non-financial) eg profit, expansion, health and wellbeing, inclusion, community development

3 Understand their own contribution to the organisation’s aims and objectives

Objectives: objectives of job role; contribution of objectives of job role to organisation’s key aims

Evaluation and development: how own performance is evaluated and developed eg personal development, reviews, observation, feedback, one to ones; assisting with evaluation and development of own work eg monitoring, shadowing, observations

4 Know the opportunities for entry, professional development and progression within the organisation

Entry, professional development and progression: importance of continuing professional development eg efficiency, customer satisfaction, staff retention, staff motivation; induction; training and development eg internal training, external training, gaining qualifications, work experience, secondments, monitoring, shadowing, observations; career progression (opportunities, requirements)




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Delivery

This unit includes topics which apply to all workplaces, and others which apply specifically to the learner’s workplace. Input should be as varied as possible making good use of internet resources and websites, together with group work, individual study and team activities as well as more traditional written tasks. Learners should be encouraged to read around the subject to gain more understanding of the contents of the relevant legislation.

Visiting speakers would enhance the programme. All study should be related back to the workplace.

Assessment

Learners could produce a report on their employing organisation, its functions and reporting structure for learning outcomes 1 and 2. This may be handwritten or, preferably, using ICT. It must include text but may also include graphs, diagrams or illustrations. Learners may refer back to lesson notes and the task may be carried out in class time as it is a chance to consolidate learning and deepen learner understanding of the employing organisation. Assessment of learning outcome 3 could take the form of a commentary on the learner’s job description and how they will contribute to the workplace. Evidence for learning outcome 4 is likely to take the form of notes following research.


Texts

Clarke P – GCSE Bitesize Business Studies Complete Revision and Practice (BBC Active, 2010) ISBN 978-1406654370

Marcouse I – BTEC First Business — Teacher Resource Pack (Collins Educational, 2010) ISBN 978-0007342709

Pile L and Lowe S – Intelligent Business Intermediate Teachers Book and Test Master CD-Rom Pack: Intermediate Teacher's Book Pack (Longman, 2006) ISBN 978-1405843409

Website

www.businesslink.gov.uk Business Link

http://www.businesslink.gov.uk/

UNIT 6: UNDERSTANDING EMPLOYMENT RIGHTS AND RESPONSIBILITIES



45

Unit 6: Understanding Employment Rights and Responsibilities

Unit code: J/600/0840


Credit value: 2


Unit aim

This unit covers the knowledge and understanding that employees require concerning:

• Employment law and industry specific legislation that apply to their jobs

• Key documents relating to their employment

• Employment procedures they should follow at work

Unit introduction

The unit begins with an overview of the legal rights and responsibilities of employees and employers, ensuring that learners are clear about the terms and conditions of a job and the legislation which protects them. The unit also covers health and safety legislation and learners will consider how this affects their own role in the organisation.

Learners will then look at the documentation they will encounter as employees, for example record keeping and payslips, all of which need to be recognised and understood.

Finally, learners will investigate the various procedures they might need to instigate in certain circumstances, ensuring that they not only know the systems but also which people or bodies they might approach for help and advice.




46





1 Know their employment rights and responsibilities under the law

1.1 Describe their rights and responsibilities in terms of:

– contracts of employment

– anti-discrimination legislation

– working hours and holiday entitlements

– sickness absence and sick pay

– data protection

– health and safety

1.2 Outline the rights and responsibilities of the employer

1.3 Describe the health and safety legal requirements relevant to their organisation

1.4 Outline the implications of health and safety legal requirements for their own job role

2 Understand documents relevant to their employment

2.1 Explain the main terms and conditions of a contract of employment

2.2 Outline the contents and purpose of a job description

2.3 Describe the types of information held on personnel records

2.4 Describe how to update information held on personnel records

2.5 Interpret the information shown on a payslip or other statement of earnings




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3 Know key employment procedures at work

3.1 Describe the procedures to follow if someone needs to take time off

3.2 Describe the procedures to follow if there is a grievance

3.3 Describe the procedures to follow if there is evidence of discrimination or bullying

3.4 Identify sources of information and advice on employment issues:

– internal to their organisation

– external to their organisation




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Unit content

1 Know their employment rights and responsibilities under the law

Employee rights and responsibilities: contracts of employment; anti-discrimination legislation; working hours and holiday entitlements; sickness absence and sick pay; data protection; equality and diversity provision

Rights and responsibilities of the employer: pay and pensions; equality and diversity; sickness and time off; maternity leave, paternity leave, adoption leave; trade unions; disciplinary procedures; basics of Employment Law; codes of practice; training; progression

Legal health and safety requirements: key health and safety rules; good practice; occupational health; risk assessment; basics of the Health and Safety at Work Act

Implications of health and safety legal requirements for personal job role: risk assessment; personal responsibility

2 Understand documents relevant to their employment

Contract of employment: terms and conditions; hours; pay rate; holiday entitlement; format of the contract

Job description: content eg job title, main responsibilities and duties, reporting structure; purpose of a job description

Types of information held on personnel records: personal data eg name, address, telephone number(s), qualifications, National Insurance number, tax code, disabilities, employment history, absence details, training; data protection

Updating information held on personnel records: personal responsibility; management structure

Interpret information on payslip: gross wages; deductions; net pay

3 Know key employment procedures at work

Procedures to follow if someone needs to take time off: holiday entitlement; bank holidays; sickness procedures; self certification; medical certificate

Grievance procedure: informal approach; management structure; company handbook; ACAS (Advisory, Conciliation and Arbitration Service) procedures

Procedures for cases of discrimination or bullying: types of discrimination; basic rights under the Disability Discrimination Act 1995 and 2005; line management structure; trade union support; employment tribunal

Sources of information and advice on employment issues: HR department; line manager; ACAS; trade unions; Citizens Advice Bureau; Community Legal Advice; Access to Work; Additional Learning Support




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Delivery

This unit includes topics which apply generally, and others which apply specifically to the learners’ workplace. Input should be as varied as possible making good use of internet resources and websites, together with group work, individual study and team activities as well as more traditional written tasks. Learners should be encouraged to read around the subject to gain more understanding of the contents of the relevant legislation.

Visiting speakers would enhance the programme. All study should be related to the workplace.

Assessment

This unit is assessed through a portfolio of evidence.

A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Other alternatives could be logbooks or workbooks completed in the workplace or during visits.


Textbooks



Websites

www.direct.gov.uk/en/Employment/Employees/index.htm

Employment terms and conditions

http://www.direct.gov.uk/en/Employment/Employees/index.htm





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UNIT 7: USING ENQUIRY AND INVESTIGATIVE TECHNIQUES TO SOLVE PROBLEMS



51

Unit 7: Using Enquiry and Investigative Techniques to Solve Problems

Unit code: K/602/4547

QCF Level 2: BTEC Short course

Credit value: 1


Unit aim

The aim of this unit is to enable learners to think creatively and enquire independently to solve problems through a short directed enquiry.

Unit introduction

This unit is designed to enable learners to use research to solve problems. Learners could use the unit to guide their enquiry into work-based or study-based problems. The unit covers the creative thinking and independent enquirer areas of PLTS. The unit is designed to complement other courses of study and could be built into these courses enabling research and idea generation to take place.

The creative thinking encourages learners to generate ideas, tackle problems and find imaginative solutions. Learners inquire independently through undertaking small scale research, planning and carrying out investigations and making informed decisions.




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1 Be able to research questions related to a specific problem

1.1 Generate ideas for enquiry which result from a specific identified problem

1.2 Define enquiry questions relating these to the specific problem

1.3 Identify investigative techniques to use that meet the aims of the enquiry

1.4 Create a structured plan for the enquiry

1.5 Conduct the enquiry following the plan

2 Be able to assess enquiry outcomes on a specific problem

2.1 Select the information that is useful and relevant from the data

2.2 Assess the findings referring to the intentions in the enquiry plan

2.3 Explain the factors that influenced decisions in the methodology

2.4 Identify assumptions in methodology used

2.5 Discuss the impact alternative investigation methods could have on the outcomes




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Unit content

1 Be able to research questions related to a specific problem

Problem: work related, study related

Generating ideas: various techniques eg brainstorming

Enquiry questions: underlying objectives of research which inform the more specific questions that may be asked in the methodology

Planning: brief plan including research questions; any supporting theory or subject matter, methodology, methods, timescale

Investigation techniques: primary and secondary sources; collection of data eg qualitative, quantitative; research methods eg questionnaires, surveys, documents, observation

Findings: recording information; presentation eg report, audio-visual

2 Be able to assess enquiry outcomes on a specific problem

Assessment of findings: against the original questions asked, against the topic concerned; ability to form a response to the question using findings

Assumptions: questions that interrogate the validity of the enquiry results, number of results that are needed to establish proof, statistical significance

Alternatives: primary eg different sources of research, qualitative eg other websites, books, journals




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Delivery

The emphasis in this unit is on developing learners’ knowledge and understanding of, and skills in processes so that they are able to plan and carry out investigations as well as generate ideas and solutions.

The unit should ideally be offered within the context of other learning so that problems, ideas generated and research undertaken is relevant for learners.

The unit is designed to provide a brief introduction to and experience of carrying out research. Research undertaken is likely to be small scale with a small sample, and could involve only research of secondary evidence. Nevertheless, learners should be encouraged to critique types of evidence and to begin to question how valid certain types of research are. For example, to find out customer views on a particular product it is more valid to ask them than to personally critique the product in question.

The unit should be as practical as possible, ensuring that learners see how they can apply their new skills to real situations.

Assessment

Assessment for this unit could include a portfolio of evidence comprising witness statements, photographs, video clips, tapes, written work or a completed training manual, all of which need to be kept for both internal and external quality assurance. The assessment criteria for each learning outcome can be assessed together or individually. It is essential that the evidence for each criterion is recorded. Tutors should ensure that learners are given regular 1:1 feedback on their progress. They could use a series of questions to ask learners to confirm that their evidence meets all the assessment criteria.

The assessment criteria are referenced to the creative thinkers and independent enquirers PLTS. Satisfactory completion of all criteria ensures that all aspects of creative thinkers and independent enquirers have been covered.

Responses to assessment criteria are expected to be brief but relevant and could be conveyed within a plan and write up of a research experience that covers all criteria.

The assessment could be completed in a work placement where learners are working with other colleagues or during activities in the learning centre.


Websites

www.bbc.co.uk/learningzone/clips/ Useful video clips covering a variety of occupational settings

www.mindtools.com Variety of team leadership and management resources




55

PLTS performance mapping

Creative thinkers Assessment criterion

Generate ideas and explore possibilities 1.1

Ask questions to extend their thinking 1.2

Connect their own and others’ ideas and experience in inventive ways 1.2

Question their own and others’ assumptions 2.4

Try out alternatives or new solutions and follow ideas through 2.5

Adapt ideas as circumstances change 2.5

Independent enquirers Assessment criterion

Identify questions to answer and problems to solve 1.1

Plan and carry out research, appreciating the consequences of decisions 1.2/1.3/1.4

Explore issues, events or problems from different perspectives 2.1

Analyse and evaluate information, judging its relevance and value 2.2

Consider the influence of circumstances, beliefs and feelings on decisions and events

2.3/2.5

Support conclusions, using reasoned arguments and evidence 2.2




56

UNIT 8: PARTICIPATING IN TEAMWORK



57

Unit 8: Participating in Teamwork

Unit code: H/602/4546


Credit value: 1


Unit aim

The aim of this unit is to enable learners to complete a task as a member of a team drawing on an agreed code of conduct.

Unit introduction

Any employee or potential employee should understand the importance of effective people skills to their career and also to the organisation where they work. A great deal depends on the ability of individuals to work with colleagues in a positive and cooperative manner.

This unit introduces learners to the idea of creating a code of conduct to maximise the team’s effectiveness and success. Learners have the opportunity to put their new knowledge into practice.

This unit covers the PLTS performance indicators for both effective participators and team workers.




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1 Understand the need for a team to work to an agreed code of conduct

1.1 Contribute to discussion with others to agree a team task that contributes to the local context

1.2 Contribute to discussion with team members to agree a code of conduct for effective teamwork

1.3 Describe agreed consequences for team members who do not follow the code of conduct

2 Be able to work positively as a member of a team to complete a task

2.1 Complete a task showing adherence to the code of conduct

2.2 Undertake contrasting roles within the team task, showing evidence of adapting behaviour to meet task needs

2.3 Describe areas for improvement in own performance in the task

2.4 Communicate to others, areas of improvement in their performance in a constructive manner




59

Unit content


Code of conduct for effective teamwork: code of conduct appropriate to the task to include contributions from every member of the team; listening to views of all team members; value contribution of others; accept criticism; consult with other team members; make decisions as a group; follow group decisions; carry out agreed responsibilities

Consequences of team members not following a code of conduct: team task not completed on time; team task not completed correctly or to appropriate standard; conflict between team members; confusion about individual tasks and responsibilities; team members feel let down; team members feel reluctant or anxious about working with other team members in future

Clear communication: verbal communication eg language level, legibility (if written communication); non-verbal communication eg body language, tone of voice, place and time of communication

2 Be able to work positively as a member of a team to complete a task

Implementation of code of conduct to achieve task: all team members have a copy of code of conduct; all team members understand their roles and responsibilities; follow code of conduct, complete individual task appropriately and on time; carry out individual responsibilities

Completion of task to required standard and deadline: carry out own tasks to appropriate standard within agreed timescale

Help, support and advice to team members: offer to help team member who is having difficulty carrying out their task, suggest a better way of doing something, agreeing to take on an extra task when a fellow team member is absent




60


Delivery

Tutors will need to take a flexible approach when delivering the content of this unit, as learners could be engaged in on-the-job training, studying in schools, colleges or training centres.

The selected team task should be relevant locally and enable learners to become effective participators in their local environment be this school, the workplace, a community group or a social group. The unit could be delivered within the context of another course of learning such as a vocational qualification where opportunities to undertake teamworking may materialise. Alternatively, the qualification may support citizenship learning. It is important that learners have the opportunity in the task to show they can take responsibility for their actions.

The emphasis in this unit is on developing learners’ knowledge and skills so that they can work effectively alongside colleagues or peers. The unit should be as practical as possible, ensuring that learners see how they can apply their new skills to real situations.

Assessment

The assessment criteria for each learning outcome can be assessed together or individually. It is essential that the evidence for each criterion is recorded. Tutors should ensure that learners are given regular 1:1 feedback on their progress. Tutors could use a series of questions to ask learners to confirm that their evidence meets all the assessment criteria.

The assessment criteria are referenced to the team working and effective participators PLTS. Satisfactory completion of all the assessment criteria ensures that all aspects of these PLTS have been covered.

The assessment for the task could be completed in a work placement where the learner is working with other colleagues.


Websites

www.bbc.co.uk/learningzone/clips/ Useful video clips covering a variety of occupational settings

www.excellencegateway.org.uk Variety of learning resources

www.mindtools.com A variety of team leadership and management resources

http://www.bbc.co.uk/learningzone/clips/

http://www.excellencegateway.org.uk/




61


Effective participators Assessment criterion

Discuss issues of concern, seeking resolution where needed 1.2/1.3

Present a persuasive case for action 1.2

Propose practical ways forward, breaking these down into manageable steps

1.1/1.3

Identify improvements that would benefit others as well as themselves

2.3

Try to influence others, negotiating and balancing diverse views to reach workable solutions

1.3/2.4

Act as an advocate for views and beliefs that may differ from their own

2.4

Team workers Assessment criterion

Collaborate with others to work towards common goals 1.1/2.1

Reach agreements, managing discussions to achieve results 1.1/1.2/1.3

Adapt behaviour to suit different roles and situations, including leadership roles

1.3/2.2

Show fairness and consideration to others 2.4

Take responsibility, showing confidence in themselves and their contribution

2.2

Provide constructive support and feedback to others 2.3/2.4




62

UNIT 9: MANAGE OWN LEARNING



63

Unit 9: Manage Own Learning

Unit code: Y/602/4544


Credit value: 1


Unit aim

The aim of this unit is to enable learners to organise and prepare their learning and to reflect on what they have done.

Unit introduction

This unit allows learners to develop skills within the PLTS framework and therefore can be assessed in conjunction with other units that they are studying. The focus is on process as well as outcomes. Learners should develop an understanding of the processes to help to improve their own learning. The emphasis of the unit is on empowering learners to work independently. This unit should be delivered over a length of time to give learners the opportunity to develop their skills.

The areas of the PLTS framework that this unit covers are self managers and reflective learners.




64





1 Be able to organise and manage own learning goals

1.1 Assess own skills and learning requirements

1.2 Describe learning goals to enable learning to be completed on time and to a high standard

1.3 Describe risks to learning not being completed on time

1.4 Plan work and personal life commitments to ensure needs are met

1.5 Maintain relationships with peers to enable success in learning

1.6 Complete learning tasks on time and to the required standard

2 Be able to reflect on own learning 2.1 Assess learning goals against success criteria

2.2 Assess where own learning has been successful and where learning strategies could be improved

2.3 Devise positive and constructive actions in response to feedback from others

2.4 Revise learning goals to respond to outcomes of reflection

2.5 Communicate outcomes of learning experiences to others




65

Unit content

1 Be able to organise and manage own learning goals

Skills and learning requirements: future work and learning; new skills, competences, learning and qualifications required, types of assessment to be undertaken, preferred learning styles, study skills gaps

Learning goals: specific, measurable, achievable, realistic, time bound (SMART); related to organisation of time, resources, work, personal life commitments; related to success criteria for learning and achievement

Managing risks: conflicting priorities, motivation, skills gaps

Time management: punctuality and meeting deadlines, managing work, learning and personal commitments

Building relationships: showing respect for others ideas and opinions; listening to others, working with others in learning, managing work and personal life

2 Be able to reflect on own learning

Success: eg qualification aims, learning aims, assessment outcomes, confidence, expectations

Accepting feedback: listening to others’ comments whether positive or negative and using the comments to amend targets

Reflection on learning: describing the experience, what was done, what was learned, how this was learned, and how it felt; reflect on the experience, what went well, what went less well, what might be done differently another time, how skills could be improved; how goals would change

Outcomes of learning: positive experiences, lessons learned




66


Delivery

Tutors will need to take a flexible approach when delivering the content of this unit, as learners could be engaged in full-time study or on-the-job training. The unit could be delivered alongside an experiential unit from another programme to enable learners to plan their work and measure achievement. At this level, learners are expected to show skills in managing their own learning and relating positively with others.

The emphasis in this unit is on developing learners’ skills and helping them to understand the processes used to enable better self-organisation and to reflect on their learning. The content of the unit could be delivered through one-to-one tutorials and group work, but learners may be able to work individually on their learning goals.

Assessment

Assessment for this unit could include written work and tapes, video or audio. It is likely to be through a portfolio of evidence or a logbook which records learning goals and achievements as learners progress through a programme of learning. This evidence could form part of a wider portfolio for another qualification, provided it is explicit enough for assessment of this unit.

When communicating outcomes of learning experiences to others, learners are expected to comment generally on the importance of various factors in improving their learning experiences. This could be assessed through a witnessed discussion where learners discuss the outcomes of their experiences.

The assessment criteria are referenced to the self managers and reflective learners PLTS. Satisfactory completion of all the assessment criteria ensures that all aspects of these PLTS have been covered.


Websites

www.managingtimeeffectively.com/ Information and ideas on time management

www.mindtools.co.uk Variety of team leadership and management resources

www.practicebasedlearning.org/ Ideas and resources for learning in the workplace




67


Reflective learners Assessment criterion

Assess themselves and others, identifying opportunities and achievements

2.1

Set goals with success criteria for their development and work 2.1/2.2

Review progress, acting on the outcomes 2.1

Invite feedback and deal positively with praise, setbacks and criticism 2.3

Evaluate experiences and learning to inform future progress 2.1/2.4

Communicate their learning in relevant ways for different audiences 2.5

Self-managers Assessment criterion

Seek out challenges or new responsibilities and show flexibility when priorities change

1.1

Work towards goals, showing initiative, commitment and perseverance 1.6

Organise time and resources, prioritising actions 1.6

Anticipate, take and manage risks 1.3

Deal with competing pressures, including personal and work-related demands

1.4

Respond positively to change, seeking advice and support when needed 2.3

Manage their emotions, and build and maintain relationships 1.5




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69

Further information

For further information please call Customer Services on 0844 576 0026 (calls may be recorded for training purposes) or visit our website (www.edexcel.com).

Useful publications

Related information and publications include:

• Guidance for Centres Offering Edexcel/BTEC QCF Accredited Programmes (Edexcel, distributed to centres annually)

• Functional Skills publications – specifications, tutor support materials and question papers

• Regulatory arrangements for the Qualification and Credit Framework (published by Ofqual) August 2008

• the current Edexcel publications catalogue and update catalogue.

Edexcel publications concerning the Quality Assurance System and the internal and external verification of vocationally-related programmes can be found on the Edexcel website and in the Edexcel publications catalogue.

NB: Some of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.




70

Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory 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

• planning for assessment and grading

• developing effective assignments

• building your team and teamwork skills

• developing learner-centred learning and teaching approaches

• building functional skills into your programme

• building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.

Our customer service numbers are:

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

The Diploma 0844 576 0028

DiDA and other qualifications 0844 576 0031

Calls may be recorded for training purposes.

The training we provide:

• is active – ideas are developed and applied

• is designed to be supportive and thought provoking

• builds on best practice.

Our training is underpinned by the LLUK standards for those preparing to teach and for those seeking evidence for their continuing professional development.

http://www.edexcel.com/resources/training/Pages/home.aspx



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Annexe A

Glossary of accreditation terminology

The following information about these qualifications can also be found on the Edexcel website – see: www.edexcel.com

Accreditation start/end date

The first/last dates that Edexcel can register learners for a qualification.

Certification end date

The last date on which a certificate may be issued by Edexcel.

Credit value All units have a credit value. The minimum credit value that may be determined for a unit is one, and credits can only be awarded in whole numbers. Learners will be awarded credits for the successful completion of whole units.

Guided Learning Hours (GLH)

Guided learning hours are defined as all the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim being studied on a programme. This definition includes lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes time spent by staff assessing learners’ achievements. It does not include time spent by staff in day-to-day marking of assignments or homework where the learner is not present.

Learning Aims Database

Link to the Learning Aims Database, which features detailed funding information by specific learning aim reference.

Learning Aim Reference

Unique reference number given to the qualification by the funding authorities on accreditation.

Level The level at which the qualification is positioned in the Qualifications and Credit Framework (QCF).

Performance tables

These qualifications are listed on the Department for Education (DfE) website School and College Achievement and Attainment Tables (SCAAT) as performance indicators for schools and colleges.

Qualifications Accreditation Number (QAN)

Unique reference number given to the qualification by the regulatory authorities on accreditation.

Register of Regulated Qualifications

Link to the entry on the Register of Regulated Qualifications for a particular qualification. This database features detailed accreditation information for the particular qualification.



72

Section 96 Section 96 is a section of the Learning and Skills Act 2000. This shows for which age ranges the qualification is publicly funded for under-19 learners.

Section 97 Section 97 is a section of the Learning and Skills Act 2000. This shows whether the qualification is publicly funded for learners aged 19 and over.

Title The accredited title of the qualification.

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Publications Code BA025531 October 2010 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com BTEC is a registered trademark of Edexcel Limited Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH. VAT Reg No 780 0898 07


Guidance and units

Edexcel Level 1 BTEC Award, Certificate and Diploma in WorkSkills

For first teaching September 2008

August 2008

BTEC Short Courses


We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment.


Authorised by Roger Beard Prepared by Leanne Elliot


Contents

Qualification titles covered by this specification 1

Introduction 2

BTEC Short Courses at Levels Entry — Level 3 3


Rules of combination for the Edexcel Level 1 BTEC qualifications in WorkSkills 4

Structure of the Edexcel Level 1 BTEC qualifications in WorkSkills 6

Key features 7

Edexcel Level 1 BTEC Award, Certificate and Diploma in WorkSkills 7

Unit format 8

Assessment and grading 10

Accreditation of Prior Learning (APL) 10

Quality assurance 11


Mode of delivery 12

Resources 12





Functional skills 14

The wider curriculum 15




Units 19

Unit 1: Alternatives to Paid Work 21

Unit 2: Working as a Volunteer 27

Unit 3: Managing Your Own Money 31

Unit 4: Being Responsible for Other People’s Money 37

Unit 5: Searching for a Job 43

Unit 6: Applying for a Job 49

Unit 7: Preparing for an Interview 55

Unit 8: Interview Skills 59

Unit 9: Self-management Skills 63

Unit 10: Self-assessment 69

Unit 11: Career Progression 73

Unit 12: Developing Personal Skills for Leadership 79

Unit 13: Practising Leadership Skills with Others 85

Unit 14: Learning with Colleagues and Other Learners 89

Unit 15: Communicating Solutions to Others 95

Unit 16: Positive Attitudes and Behaviours at Work 101

Unit 17: Working in a Team 107

Unit 18: Learning from More Experienced People 115

Unit 19: Building Working Relationships with Colleagues 121

Unit 20: Building Working Relationships with Customers 127

Unit 21: Investigating Rights and Responsibilities at Work 133

Unit 22: Managing Your Health at Work 139

Unit 23: Setting and Meeting Targets at Work 143

Unit 24: Solving Work-related Problems 149

Unit 25: Taking Notes at Meetings 155

Unit 26: Summarising Documents 159

Unit 27: Contributing to Meetings 163

Unit 28: Preparing for Work Placement 169

Unit 29: Learning from Work Placement 175

Unit 30: Safe Learning in the Workplace 181

Unit 31: Planning an Enterprise Activity 187

Unit 32: Running an Enterprise Activity 193

Unit 33: Producing a Product 199

Annexe A 205

QCA codes 205

Guidance and units – Edexcel Level 1 BTEC Award, Certificate and Diploma in WorkSkills – Issue 1 – August 2008 © Edexcel Limited 2008

1

Qualification titles covered by this specification

Edexcel Level 1 BTEC Award in WorkSkills

Edexcel Level 1 BTEC Certificate in WorkSkills

Edexcel Level 1 BTEC Diploma in WorkSkills

These qualifications have been accredited to the Qualifications and Credit Framework (QCF) and are eligible for public funding as determined by the DCSF under Sections 96 and 97 of the Learning and Skills Act 2000.

The qualification titles listed above feature in the funding lists published annually by the DCSF and the regularly updated website www.dcsf.gov.uk/. The QCF Qualifications Accreditation Number (QAN) should be used by centres when they wish to seek public funding for their learners. The QAN for these qualifications are listed in Annexe A.

These qualification titles are as they will appear on learners’ certificates. Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. Providing this happens, centres are able to describe the programme of study leading to the award of the qualifications in different ways to suit the medium and the target audience.


2

Introduction

This document contains the associated guidance and units for the Qualifications and Credit Framework (QCF) Edexcel Level 1 BTEC Award, Certificate and Diploma in WorkSkills. Each unit sets out the required outcomes, assessment criteria and content and includes advice regarding appropriate delivery and assessment strategies. The guidance contains further details of the assessment and quality assurance of this qualification. It includes advice about Edexcel’s policy regarding access to its qualifications, the design of programmes of study and delivery modes.

Centres should note that the qualifications set out in this specification have been developed in consultation with centres and employers, particularly with Asset Skills, the employability Sector Skills Council. The units are designed to meet the skill needs of employees.

These qualifications are part of the Qualifications and Credit Framework. This framework will replace the National Qualifications Framework (NQF). The QCF is designed to be:

• more responsive to learner and employer needs

• demand and market led

• simple, flexible and have currency for learners

• underpinned by a credit system that recognises achievement of units and qualifications.

BTEC Short Courses are designed to meet a range of different needs. BTEC Short Courses at Entry and Levels 1–3 offer:

• maximum flexibility in the design of programmes

• the opportunity to use a range of delivery methods

• the opportunity to certificate smaller blocks of learning which are designed to motivate learners and encourage widening participation in education and training

• courses that relate to the particular training and employment patterns in a sector

• courses that may offer preparation for specific jobs and subsequent achievement of NVQs or Apprenticeship Diplomas when in employment

• opportunities for learners to develop skills that support career and professional development

• underpinning knowledge, skills and understanding linked, where appropriate, to named NVQs

• programmes that can enable progression either to higher levels of study or to other courses at the same level of study.

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Rules of combination are critical to qualifications as they set out:

• what a learner is required to do to be awarded a qualification

• the potential for learners to transfer credit between different qualifications and awarding bodies.

Rules of combination:

• the mechanisms through which sets of achievement are grouped together into a qualification in the QCF, in a way consistent with the qualification rationale

• specify the credits that need to be achieved, through particular units, for a qualification to be awarded

• describe the widest range of opportunities for credit accumulation and transfer consistent with the qualification rationale

• will apply to all qualifications in the QCF

• do not exist outside the context of a qualification.

Rules of combination for the Edexcel Level 1 BTEC qualifications in WorkSkills

In achieving a BTEC WorkSkills qualification, the learner may choose from 88 WorkSkills units. Each unit has been assigned an appropriate number of credits.

To be awarded the Edexcel Level 1 BTEC Award in WorkSkills the learner must achieve a minimum of three credits.

To be awarded the Edexcel Level 1 BTEC Certificate in WorkSkills the learner must achieve a minimum of 13 credits.

To be awarded the Edexcel Level 1 BTEC Diploma in WorkSkills the learner must achieve a minimum of 37 credits.

In order to be awarded an Edexcel Level 1 BTEC in WorkSkills qualification, at least 60 per cent of the credits achieved by the learner must be at Level 1.

This means:

To be awarded the Edexcel Level 1 BTEC Award in WorkSkills the learner must achieve at least two credits at Level 1.

To be awarded the Edexcel Level 1 BTEC Certificate in WorkSkills the learner must achieve at least eight credits at Level 1.

To be awarded the Edexcel Level 1 BTEC Diploma in WorkSkills the learner must achieve at least 23 credits at Level 1.

*The tables overleaf show some examples of combinations of credits for achieving a Level 1 BTEC Award, Certificate and Diploma in WorkSkills.


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Qualification:

Edexcel BTEC Level 1 Award in WorkSkills

Minimum number of credits at Level 2


Minimum number of credits at Entry Level

Example A 0 3 0

Example B 1 2 0

Example C 0 2 1

Qualification:

Edexcel BTEC Level 1 Certificate in WorkSkills




Example A 0 13 0

Example B 5 8 0

Example C 4 8 1

Example D 3 8 2

Qualification:

Edexcel BTEC Level 1 Diploma in WorkSkills




Example A 0 37 0

Example B 0 36 1

Example C 7 23 7

Example D 14 23 0

* These tables show some examples of combinations of credits. Other combinations of credits may be possible within the rules of combination specified in this section.


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Structure of the Edexcel Level 1 BTEC qualifications in WorkSkills

Units Credit value



Unit 3 Managing Your Own Money 2

Unit 4 Being Responsible for Other People's Money 1





Unit 9 Self-management Skills 2

Unit 10 Self-assessment 1






Unit 16 Positive Attitudes and Behaviours at Work 1


Unit 18 Learning from More Experienced People 2






Unit 24 Solving Work-related Problems 2

Unit 25 Taking Notes at Meetings 1





Unit 30 Safe Learning in the Workplace 1





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Key features

BTEC Short Course Awards, Certificates and Diplomas are designed to provide focused and specialist work-related qualifications in a range of sectors. The qualifications can provide a specialist emphasis for learners following a general vocational programme of study. BTEC Short Courses offer focused qualifications for learners, particularly more mature learners, who wish to follow a short programme of study directly related to their work experience or to an aspect of employment that they wish to move into.

On successful completion of these qualifications, learners may progress into or within employment and/or continue their study in the vocational area.


The Edexcel Level 1 BTEC Award, Certificate and Diploma in WorkSkills have been designed to provide:

• the knowledge, understanding and skills learners need to enter employment

• opportunities for learners to gain a nationally recognised qualification relating to work skills

• opportunities for employees to achieve a nationally recognised Level 1 qualification

• opportunities for learners to focus on the development of functional skills in English, Mathematics and ICT

• opportunities for learners to develop a range of skills and techniques, personal qualities and attitudes essential for successful performance in working life.


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Unit format

All units in Edexcel QCF BTEC Short Courses have a standard format which is designed to provide clear guidance on the requirements of the qualification for learners, tutors, assessors and those responsible for monitoring national standards.

Each unit is set out in the following way.

Unit title

The unit title is accredited by QCA and this form of words will appear on the learner’s Notification of Performance (NOP).

QCF Level

All units and qualifications within the QCF will have a level assigned to them, which represents the level of difficulty. There are nine levels of achievement, from Entry Level to Level 8.

Credit value

A credit value specifies the number of credits that will be awarded to a learner who has achieved all the learning outcomes of the unit. The credit value of the unit will remain constant in all contexts, regardless of the assessment method used for the qualification(s) to which it contributes. One credit is awarded for those learning outcomes achievable in 10 hours of learning time (which includes learner-initiated private study and assessment time).

Guided learning hours

Guided learning hours is ‘a notional measure of the substance of a unit’. It includes an estimate of time that might be allocated to direct teaching, instruction and assessment, together with other structured learning time such as directed assignments or supported individual study. It excludes learner-initiated private study. Centres are advised to consider this definition when planning the programme of study associated with this specification.

Unit abstract

The unit abstract is designed to give the reader an appreciation of the value of the unit in the vocational setting of the qualification as well as highlighting the focus of the unit. It provides the reader with a snapshot of the aims of the unit and the key knowledge, skills and understanding developed while studying the unit.

Learning outcomes

Learning outcomes state exactly what a learner should ‘know, understand or be able to do’ as a result of completing the unit.

Assessment criteria

Each Assessment criteria section contains statements of the criteria used to determine the evidence that each learner must produce in order to achieve the unit.


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Unit content

The unit content identifies the depth and breadth of knowledge, skills and understanding needed to design and deliver a programme of learning sufficient to achieve each of the learning outcomes. The content provides the range of subject material for the programme of learning and specifies the skills, knowledge and understanding required for achievement of the pass grading criteria.

Each learning outcome is stated in full and then the prescribed key phrases or concepts related to that learning outcome are listed in italics followed by the subsequent range of related topics.

The unit content section will often have lists of topics that provide the range of the subject material required to be covered in order to meet the assessment criteria. Subject material may be further detailed by lists enclosed within brackets or an elongated dash which provide the defined elements of the specific topic item. Where the subject material list includes an ‘eg’, it should be noted that this provides an indicative range of material to support the specific topic item.


This section is designed to give tutors additional guidance and amplification on the unit in order to provide for a coherence of understanding and a consistency of delivery and assessment. It is divided into the following sections:

• Delivery — explains the content and its relationship to the learning outcomes and offers guidance about possible approaches to delivery. This advice is based on the more usual delivery modes but is not intended to rule out alternative approaches.

• Assessment — provides amplification about the nature and type of evidence that learners need to produce in order to pass the unit. This section should be read in conjunction with the assessment criteria.

• Links to other BTEC units, other BTEC qualifications and other relevant units and qualifications — sets out links with other units within the qualification. These could be used to ensure that learners can relate different aspects within the qualification and offer opportunities for integration of learning, delivery and assessment.

• Essential resources — identifies any specialist resources needed to allow learners to generate the evidence required for each unit. The centre will be asked to ensure that any requirements are in place when it seeks approval from Edexcel to offer the qualification.

• Websites — provides additional sources of information for deliverers and may list websites accessible for learners at the relevant level of study.


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Assessment and grading

The assessment for the Edexcel Level 1 BTEC Award, Certificate and Diploma in WorkSkills is criterion referenced, based on the achievement of specified criteria. Each unit contains contextualised assessment criteria for unit assessment.

In the Edexcel Level 1 BTEC Award, Certificate and Diploma in WorkSkills, all units are internally assessed. The overall grading is a pass, based upon the successful achievement of the required number of credits.

Centres are encouraged to use a variety of assessment methods, including assignments, tasks, short tests, case studies and work-based assessments, along with projects and performance observation. Practical application of the assessment criteria in a realistic scenario should be emphasised and maximum use made of practical work experience.

Assignments constructed for assessment by centres should be valid, reliable and fit for purpose, building on the application of the assessment criteria. Care must be taken to ensure that assignments used for assessment of a unit cover all the criteria for that unit as set out in the Assessment criteria section of that unit. It is advised that the criteria which an assignment is designed to cover should be clearly indicated in the assignment to (a) provide a focus for learners (for transparency and to help ensure that feedback is specific to the criteria) and (b) assist with internal verification processes. Tasks and activities should enable learners to produce evidence that directly relates to the specified criteria.

The creation of assignments that are fit for purpose is vital to achievement by learners and their importance cannot be over-emphasised.

Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners’ previous achievements and experience through APL. Learners may have evidence that has been generated during previous study or in their previous or current employment or whilst undertaking voluntary work that relates to one or more of the units in the qualification. Assessors should assess this evidence against the national standards in the specifications in the normal way. As with all evidence, assessors should be satisfied about the authenticity and currency of the material when considering whether or not the outcomes of the unit have been met.

Full guidance about Edexcel’s policy on APL is provided on our website: www.edexcel.com.


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Quality assurance

The BTEC WorkSkills qualifications provide a flexible structure for learners enabling programmes of varying credits and combining different levels. For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres delivering the BTEC qualifications in WorkSkills must be committed to ensuring the quality of the units and qualifications they deliver, through effective standardisation of assessors and verification of assessor decisions. Centre quality assurance and assessment is monitored and guaranteed by Edexcel.

The Edexcel quality assurance processes will involve:


• approval for the whole suite of BTEC WorkSkills qualifications and units

• compulsory Edexcel-provided training and standardisation for internal verifiers and assessors


• remedial training and/or assessment sampling for centres identified through standardisation or risk assessment activities, as having inadequate quality, assessment or internal verification processes.

Approval

Centres are required to declare their commitment to ensuring quality and appropriate assessment opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.

Centres already holding BTEC approval are able to gain qualification approval online. New centres must complete a centre approval application.

Quality Assurance Handbook

Details of quality assurance for the BTEC WorkSkills qualifications are set out in a centre handbook which will be published annually on www.edexcel.com.


At Level 1, learners may choose from 88 units. Each unit has a recommended number of guided learning hours. The definition of guided learning hours is ‘a notional measure of the substance of a qualification’. It includes an estimate of time that might be allocated to direct teaching, instruction and assessment, together with other structured learning time such as directed assignments or supported individual study. It excludes learner-initiated private study. Centres are advised to consider this definition when planning the programme of study associated with this specification.

http://www.edexcel./


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Mode of delivery

Edexcel does not define the mode of study for BTEC qualifications. Centres are free to offer the qualifications using any mode of delivery that meets the needs of their learners. This may be through traditional classroom teaching, open learning, distance learning or a combination of these. Whatever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identified in the specifications and to the subject specialists delivering the units. This is particularly important for learners studying for the qualification through open or distance learning.

Learners studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. Assessment instruments based on the learner’s work environment should be encouraged. Those planning the programme should aim to enhance the vocational nature of the BTEC qualifications by:

• liaising with employers to ensure a course relevant to the specific needs of learners





Resources

BTEC qualifications are designed to prepare learners for employment. Physical resources need to support the delivery of the programme and the proper assessment of the outcomes and therefore should normally be of industry standard. Staff delivering programmes and conducting the assessments should be fully familiar with current practice and standards in employability. Centres will need to meet any specialist resource requirements when they seek approval from Edexcel.

Where specific resources are required these have been indicated in individual units under the Essential resources section.

Edexcel resources relevant to BTEC WorkSkills qualifications include WorkSkills Activator Workbooks produced by Pearson Edexcel Learning and distributed by Heinemann (see www.heinemann.co.uk for details on ordering).

Additionally, Trident from Edexcel provides services aimed at helping young people improve their employability skills and develop as individuals, as well as making the work-placement process as easy as possible for employers, learners, schools and colleges. See www.trident-edexcel.co.uk for further details.

http://www.heinemann.co.uk/

http://www.trident-edexcel.co.uk/


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Delivery approach

It is important that centres develop an approach to teaching and learning that supports the vocational nature of the Edexcel Level 1 BTEC Award, Certificate and Diploma in WorkSkills. The qualifications contain a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practice and that the knowledge base is applied in a context familiar to the learner. This will require the development of relevant and up-to-date teaching materials which allow learners to apply their learning to actual events and relevant activities. Maximum use should be made of the learner’s experience.



• the qualifications should be available to everyone who is capable of reaching the required standards

• the qualifications should be free from any barriers that restrict access and progression

• there should be equal opportunities for all who wish to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should also show regard for Edexcel’s policy on learners with particular requirements.

Centres will need to review the profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a Level 1 qualification. For learners who have recently been in education, the profile is likely to include one of the following:

• a standard of literacy and numeracy supported by a general education equivalent to GCSEs at grade D-G

• related work experience

• other related Level 1 qualifications.

More mature learners may present a more varied profile of achievement that is likely to include experience of paid and/or unpaid employment.


14


The Edexcel Level 1 BTEC Award, Certificate and Diploma in WorkSkills are accredited on the QCF for learners aged 14 years and over.

Under QCA accreditation regulations, learners under the age of 16 may not undertake qualifications requiring more than 360 guided learning hours. As a result, centres should ensure that learners under the age of 16 registered for the Edexcel Level 1 BTEC Diploma in Workskills choose an appropriate combination of units that will allow them to achieve 37 credits without exceeding 360 guided learning hours.


Edexcel’s policy on access arrangements and special considerations for BTEC and Edexcel NVQ qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the Disability Discrimination Act 1995 and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence.

Further details are given in the policy Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications, which is on the Edexcel website (www.edexcel.com). This policy replaces the previous Edexcel policy (Assessment of Vocationally Related Qualification: Regulations and Guidance Relating to Learners with Special Requirements, 2002) concerning learners with particular requirements.

Functional skills

The units in the WorkSkills qualifications provide inherent opportunities for learners to practise and enhance their functional skills. Some units in the WorkSkills qualifications focus specifically on functional skills, for example Managing Your Own Money, Being Responsible for Other People’s Money, Taking Notes at Meetings, Summarising Documents and Contributing to Meetings.

Functional skills are transferable skills which play an essential role in developing personal effectiveness for adult and working life and in the application of specific vocational skills. Centres should refer to the QCA website (www.qca.org.uk) for the latest functional skills standards.

Functional skills provide a foundation for continual learning. They enable and empower individuals who inevitably face a series of choices in work, education and training throughout their lives. Current and future initiatives such as Learndirect, Lifelong Learning, and widening participation all require a more flexible population in the workplace and functional skills play a role in setting the framework.

Learners need the chance to show current and future employers that they can:

• communicate effectively, in a variety of situations, using a wide range of techniques

• use numeracy, not just within routine tasks and functions, but to help them be more effective and efficient in all they do

• use ICT in a range of applications to support all aspects of their role.

http://www.qca.org.uk/


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The wider curriculum

Study of the Edexcel Level 1 BTEC Award, Certificate and Diploma in WorkSkills provides opportunities for the learner to develop an understanding of moral, ethical, social and cultural issues and an awareness of environmental issues, health and safety considerations, and European developments.

Moral, ethical, social and cultural issues

Moral, ethical, social and cultural issues are encountered throughout the qualifications when learners are dealing with colleagues, employers, customers, other learners and visiting speakers. Learners will also consider the factors that may have an effect on work skills, including social and cultural skills.

Environmental issues

Learners will learn to appreciate the importance of a working in a safe environment and how to ensure that it remains safe whilst they are there.

European developments

Much of the content of the qualifications applies throughout Europe, even though delivery is in a UK context. Although the majority of legislation studied in the qualification is from the UK, some reference is made to EU law.

Health and safety considerations

Health and safety is embedded in many of the units in these qualifications. Specific units have been designed to consider safe learning in the workplace.

Equal opportunities issues

Equal opportunities issues are implicit throughout the Edexcel Level 1 BTEC Award, Certificate and Diploma in WorkSkills.


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Useful publications

Further copies of this document and related publications can be obtained from:

Edexcel Publications Adamsway Mansfield Nottinghamshire NG18 4FN

Telephone: 01623 467 467 Fax: 01623 450 481 Email: [email protected]

Related publications include:

• the current Edexcel publications catalogue and update catalogue

• functional skills publications — specifications, tutor support materials and question papers

• Accreditation of Prior Learning — available on our website: www.edexcel.com

• Working specification for the Qualifications and Credit Framework test and trials (QCA, 2006)

• The Statutory Regulation of External Qualifications in England, Wales and Northern Ireland (QCA, 2004).

Edexcel publications on the Quality Assurance System and the internal and external verification of vocationally-related programmes can be found on the Edexcel website and in the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.



17








• developing student-centred learning and teaching approaches

• building key skills into your programme


The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.

Our customer service numbers are:

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

The Diploma 0844 576 0028

DIDA and other qualifications 0844 576 0031

Calls may be recorded for training purposes.


• is active — ideas are developed and applied



Our training will also underpin many areas of the LLUK standards for teachers working towards them.

Further information

Edexcel produces regular policy statements on Edexcel qualifications and accompanying procedures. Please check our website for current information.

For further information please call Customer Services on 0844 576 0026 (calls may be recorded for training purposes) or visit our website at www.edexcel.com.

http://www.edexcel.org.uk/


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19

Units


20


21

Unit 1: Alternatives to Paid Work

QCF Level: Level 1

Credit value: 1


Unit abstract

There is a wide range of alternatives to paid work and the activities which may be involved, such as caring for a family member who is ill or serving in a charity shop. The aim of this unit is to help the learner to understand the different types of activities and how different alternatives to paid work may provide valuable skills and qualities that benefit them in other areas of their life. The learner will also find out how to access information from organisations that provide opportunities, support or advice on beneficial alternatives to paid work.


In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit. The assessment criteria describe the level of achievement required to meet the learning outcomes.


The learner will: The learner can:

1 Know that there are different types of beneficial activities which are alternatives to paid work

1.1 Identify a range of different types of beneficial activities which are alternatives to paid work

2 Know how to access information from organisations involved in beneficial alternatives to paid work

2.1 Access information about the services offered by organisations providing opportunities or support for beneficial alternatives to paid work

3 Know that the skills and qualities gained from participating in alternatives to paid work may be transferable to other areas of life

3.1 Describe the skills and qualities gained from participating in activities associated with certain alternatives to paid work

3.2 Describe how the skills and qualities gained from participating in alternatives to paid work may be transferable to other areas of life


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Unit content

1 Know that there are different types of beneficial activities which are alternatives to paid work

Beneficial alternatives to paid work: working for a voluntary organisation eg charity or faith-based organisation; leisure; studying or training; caring for a family member; compulsory activities eg supervision order, community service order

Different types of beneficial activities involved in alternatives to paid work: eg serving in a charity shop, training for a marathon, completing a course online or at college, caring for an elderly person or for a young child, gardening for a person with a disability

2 Know how to access information from organisations involved in beneficial alternatives to paid work

National information sources: websites eg for charities, sporting organisations, volunteering organisations; promotional or information leaflets; books, magazines and newspapers; television

Local information sources: eg library, charity shops, sports clubs, local authority, community groups, Citizens Advice Bureau, further education colleges, Connexions, Carers UK, teachers/tutors, family, friends

Ways to access information: eg visit, telephone, search website, email, fill in information request forms, check magazines and newspapers, consult community noticeboards

3 Know that the skills and qualities gained from participating in alternatives to paid work may be transferable to other areas of life

Skills and qualities gained: communication skills eg learn how to answer questions; technical skills eg learn how to use a piece of machinery, home management skills eg time management, managing people, managing finances; gain new abilities eg learn how take calls on a charity helpline, achieve a qualification; qualities eg confidence, patience, empathy, determination, perseverance, punctuality, dependability, flexibility, loyalty

Transferable to other areas of life: eg new skills gained through study or other activities may change career plans, interpersonal skills gained through caring for family members could be applied in dealing with people in other areas of life, home management skills could be used in paid employment, enhanced sense of self-esteem may encourage further study, voluntary work may provide skills and a reference for future employment or paid employment, confidence gained through completing a course may improve confidence in approach to personal life, physical fitness gained through participating in sport improves general physical and mental wellbeing


23


Delivery

This unit can be used in a variety of contexts. Delivery will depend on the particular context of the learner but may include learners already or previously involved in alternatives to paid work, as well as learners with no current or previous involvement in alternatives to paid work. The context of individual learners could involve a variety of areas into which the skills and/or qualities developed could be transferred, such as paid employment, further study, family life and personal wellbeing. This unit could therefore be used, for example, to help a homemaker appreciate that the skills they have developed in running a household might benefit them in the workplace, or with a student whose voluntary work experience might be of benefit in helping them make a decision about future study or career plans.

Delivery, therefore, could be centred on using the learner as a case study or a case study of another individual.

The contexts could include the following:

• home makers

• home carers looking after, for example, young children or ill relatives

• learners considering a gap year

• leisure activities

• further study

• returners to work

• volunteering and/or community service.

Tutors delivering this unit have the opportunity to use a wide range of resources including presentations, seminars, practical workshops, external trips and guest speakers. Additional learning resources could include journals, videos, DVDs, case studies, learner presentations and group work.

Guest speakers from different activities which are beneficial alternatives to paid work may be invited to talk to the group. Learners could prepare questions to ask speakers about the nature of their involvement and how the skills they gained were of benefit to them in the short and longer term.

To know about a range of different activities which are beneficial alternatives to paid work requires a mixture of tutor-led input and learner research. Learners could work in groups to research types of activities and feed back their findings to the group. Results of the research could be incorporated into posters, leaflets or presentations displayed in the classroom.


24

Accessing information from organisations involved in beneficial alternatives to paid work may involve web-based research, telephone calls, sending requests for information, checking magazines, newspapers or information leaflets or a visit to organisations in which learners are interested. Learners could work individually or in groups to create a guidelines sheet which works as a ‘factsheet’ for other learners to follow in accessing information about relevant organisations. This could include brief instructions or notes about what steps to take in order to get involved in a particular activity or organisation, or in order to receive support or advice from an organisation associated with a beneficial alternative to paid work.

In learning outcome 3, learners may be given a case study of a person who has participated in an alternative to paid work. Learners could work in groups to determine what skills and qualities the person gained from the experience and which of these skills and qualities could be transferred to other areas of the person’s life or prepare them for paid employment. Alternatively, where confidentiality requirements can be met, learners may use their own past or current experiences of participating in alternatives to paid work as a case study.

Assessment

To achieve 1.1, the learner will need to give at least three different types of activities which may be involved in alternatives to paid work. Learners will need to show which type of activity is associated with which alternative to paid work. This many be evidenced in a chart, table or other appropriate means.

2.1 requires the learner to access information about the services offered by organisations providing opportunities, advice or support for beneficial alternatives to paid work. The learner should show that they have been able to locate the required information and that the information they have found is relevant and appropriate to the activity in which they are interested and/or currently engaged. The learner could provide a list of the methods they used to access the information and indicate what type of information was found.

For 3.1, the learner should describe the skills and qualities gained from participating in activities associated with alternatives to paid work. In achieving 3.1, the learner may draw on one or more examples of alternatives to paid work. In total, the learner should be able to describe at least three skills or qualities gained. This may be evidenced in a chart, table or other appropriate method. Alternatively, the assessment evidence for 3.1 and 3.2 may be combined in a chart, table, poster, presentation or other appropriate method.

For 3.2, the learner should describe how the skills and qualities gained from participating in alternatives to paid work (as identified in 3.1) may be transferable to other areas of life. It is not enough for the learner merely to identify the areas into which the skills and/or qualities may be transferred. They must be able to provide a basic description of how the skills and/or qualities would be or could be relevant in those areas of life. Each skill or quality should be clearly linked to at least one other area of life.


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Links to other BTEC units, other BTEC qualifications and other relevant units and qualifications

This unit forms part of the WorkSkills from Edexcel suite. This unit has particular links with:

Entry Level Level 1 Level 2


Unit 2: Working as a Volunteer




Essential resources

Learners will need access to appropriate sources of information on alternatives to paid work such as websites, community noticeboards, magazines, newspapers, representatives of organisations and societies.

Websites

www.carersuk.org

www.direct.gov.uk/en/HomeAndCommunity/Gettinginvolvedinyourcommunity

www.gapyear.com

www.learndirect.co.uk

www.princes-trust.org.uk

www.theaward.org

www.yearoutgroup.org

http://www.direct.gov.uk/en/HomeAndCommunity/

http://www.princes-trust.org.uk/


http://www.yearoutgroup.org/


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QCF Level: Level 1

Credit value: 2


Unit abstract

Working as a volunteer can be very rewarding and enjoyable. It is also a good way to meet other people of different ages, cultural backgrounds and nationalities who have similar interests. Working as a volunteer can also give learners the opportunity to gain new skills which could be used in paid employment. The aim of this unit is to help learners understand the importance of volunteers in a range of situations, for example, working in a charity shop on a regular basis, helping out on a local marathon or completing community involvement as part of the Duke Of Edinburgh’s Award. In this unit, learners will consider the skills required by volunteers for different areas of voluntary work and learn how to apply for an area of voluntary work which interests them.

In order to achieve this unit, learners must participate in some form of voluntary work. A specified time for the voluntary work is not given, however it must be sufficient to allow them to gain the knowledge and experience necessary to achieve the learning outcomes.





1 Know why volunteers are important in different volunteering situations

1.1 State why volunteers are important in different situations where volunteers are used

2 Know that different skills are required for different areas of voluntary work

2.1 Identify the skills required for a range of types of voluntary work

3 Know how to apply to become a volunteer

3.1 Follow given guidelines in applying for voluntary work

4 Be able to undertake voluntary work 4.1 Complete a voluntary work task according to a given brief


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Unit content

1 Know why volunteers are important in different volunteering situations

Volunteering situations: eg charity shops, conservation projects, animal sanctuaries, shelters for homeless people, youth clubs, lunch clubs, street collections to raise funds, emergency relief work, VSO

Importance of volunteers: to provide expertise; to provide time; to provide extra help; to provide new ideas; to respond in an emergency

2 Know that different skills are required for different areas of voluntary work

Skills for voluntary work: general skills eg cheerfulness, empathy, reliability, punctuality; communication skills eg verbal, written, team working skills, receiving and giving instructions, confidentiality, being non-judgemental; specific skills or abilities needed for some types of voluntary work eg driving, cooking, using a computer, being able to communicate using sign language, physical fitness

3 Know how to apply to become a volunteer

Apply to become a volunteer: match skills and interests to voluntary work; different application methods eg phone, email, letter, application form, visit

4 Be able to undertake voluntary work

Voluntary work: suitable work which matches skills and interests eg gardening for person who is disabled, helping at a youth club, helping at an animal sanctuary, craft activity in a residential home for elderly people


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Delivery

The emphasis of this unit is to make learners aware of the importance of voluntary work to all those involved and to develop an understanding of the range of skills required to take part. This will help learners in identifying the skills required for a preferred area of voluntary work, enable them to apply for voluntary work and complete a brief period of voluntary work.

Delivery methods could include learner-centred tasks such as group work and research tasks and learner-led presentations to explore a wide a range of volunteering situations.

Websites may be a good source of information, for example www.direct.gov.uk/en/YoungPeople/Workandcareers/Workexperienceandvolunteering/DG_066181

Understanding the skills required by volunteers could be covered by case studies that include volunteers in a range of volunteering situations or by guest speakers. Learners could answer questions on a worksheet identifying the skills needed by the volunteer.

Learners could work in pairs to determine which skills are common to all areas of voluntary work and which are specific to particular volunteering work, for example communication skills for visiting the elderly, physical skills and physical fitness for outdoor work and then report back to the rest of the group. Posters could be designed to show the generic skills and specific skills required by volunteers and then be displayed in class.

Centres should be able to cover learning outcome 3 through practical activities which could include completing real or simulated application forms for volunteering work, writing application letters and role play telephone conversations.

Learners are to complete a brief period of voluntary work for learning outcome 4. Tutorials will provide an opportunity for tutors to the discuss the interests and skills of individual learners in order to arrange a brief period of suitable voluntary work. Tutors should provide learners with guidance about the voluntary work, the skills required, the timescale to complete the work and any supervision arrangements.

Assessment

This unit can be assessed through a series of structured tasks or assignments involving a mixture of theoretical and practical application.

To meet 1.1, the learner must state why volunteers are needed in different situations where volunteers are used. For 2.1 they must able to identify the skills required for a range of types of voluntary work. Both these criteria could be assessed through one-to-one discussion with the tutor. Responses must be recorded for verification purposes.

http://www.direct.gov.uk/en/YoungPeople/Workandcareers/Workexperienceandvolunteering/DG_066181



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A letter, record of a telephone call or completed application form for voluntary work could provide the evidence required for 3.1. The evidence must show that the learner has understood and followed the appropriate guidelines in applying for the voluntary work.

The learner could complete a log or diary to record the tasks completed in their voluntary work experience for 4.1. This will need to be verified by the supervisor of the voluntary work.









Essential resources

Learners will need the opportunity to undertake a brief period of voluntary work.

Websites

www.direct.gov.uk/en/YoungPeople/Workandcareers/Workexperienceandvolunteering/DG_066181

www.voluntaryworker.co.uk

www.volunteering.org.uk

www.wfac.org.uk/?Information:Working_in_the_Voluntary_Sector#what



http://www.voluntaryworker.co.uk/

http://www.volunteering.org.uk/

http://www.wfac.org.uk/?Information:Working_in_the_Voluntary_Sector#what


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Unit 3: Managing Your Own Money

QCF Level: Level 1

Credit value: 2


Unit abstract

Managing your own money is an essential life skill. In this unit, learners will learn ways of acquiring money and how to check income against expenditure. The unit will help learners develop an understanding of how money can be saved or invested for future needs, and the advantages and disadvantages of different approaches to investing money. Learners will also investigate different types of savings accounts to determine which type of account might best suit their needs.





1 Understand different sources of income and common types of expenditure

1.1 Describe different sources of income

1.2 Describe common weekly expenditure

2 Know how to compare income with expenditure

2.1 Use basic calculations to compare income with expenditure

3 Know different types of savings accounts

3.1 Describe different types of savings accounts

3.2 Identify a savings account to match own needs

4 Know ways to invest money for future needs

4.1 Identify ways to invest money for future needs

5 Know the advantages and disadvantages of different ways to invest money for the future

5.1 Describe the advantages and disadvantages of different ways to invest money for the future


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Unit content

1 Understand different sources of income and common types of expenditure

Sources of income: salary or wages; inheritance, gifts; pocket money; selling items; interest on savings; benefits; loans

Common types of expenditure: eg food, toiletries, public transport, clothes, phone charges, entertainment, accommodation

2 Know how to compare income with expenditure

Compare income with expenditure: calculations based on set income and expenditures for a week

3 Know different types of savings accounts

Savings accounts: eg easy access accounts, fixed rate bonds, regular savers, child trust funds, tax free accounts

4 Know ways to invest money for future needs

Investing money: savings accounts; buying items of value (eg house, flat, antiques, collectors’ items); pension schemes, shop saving schemes, insurance policies, shares

5 Know the advantages and disadvantages of different ways to invest money for the future

Advantages and disadvantages: eg long-term investment, value may increase or decrease, tax benefits, increase savings through interest gained


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Delivery

Learners should be actively involved throughout the delivery of this unit. Information may be gained from their own experiences, internet sources, newspaper or magazine articles, banks and building societies. It is recommended that learners are introduced to simple financial terminology, for example income, expenditure, invest, saving.

As a way of introducing the unit to learners, small group discussions could identify different sources of income and common types of weekly expenditure. The level of calculations required should reflect the Level 1 functional skills mathematics standards.

Learners will need opportunities to demonstrate a range of basic calculation techniques. This may be approached through a role-play exercise or other suitable scenario that will entail the learner keeping a record of money received and expenditure made for a week and calculating the difference between income and expenditure.

Within the above exercise, tutors or line managers could provide the learner with different situations that either cause income to exceed expenditure or expenditure to exceed income. This can then be used as a basis for highlighting the need to keep track regularly of expenditure to ensure income covers expenditure.

Tutors or line managers could support learners by making them aware of the different methods of saving money. This may include for example walking instead of catching a bus, not buying the most expensive range in a product, giving up smoking, sharing transport to work or finding free entertainment.

Learners could be encouraged to identify the many different types of savings accounts available. This could be achieved from internet searches or leaflets from banks and building societies. In the process, learners can select the type of account that best meets their needs.

Tutors or line managers could assist learners by making them aware of different methods of investing money for the future. This may include purchasing items that will increase in value, paying into a pension scheme or taking out insurance. In small group discussions, learners could identify advantages and disadvantages of different kinds of investments. Learners are likely to need help in identifying these advantages and disadvantages.

Assessment

A range of small tasks may be given to the learner to complete throughout the teaching of this unit or larger tasks may be provided towards the end of delivery of the unit.


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In order to achieve 1.1, the learner must describe three different sources of income. The learner should name the source of income and provide additional details. They may be given different scenarios which highlight different possible sources of income and asked to describe the appropriate sources, for example a single parent with a three-year-old child who works part-time; the other parent of the child works full-time and regularly visits the child, or the scenario of a full-time student who receives financial support from their parents.

In order to achieve 1.2, the learner must be able to describe an example of common weekly expenditure for an individual or a family. The learner may choose to describe their own weekly expenditure. However, confidentiality must be respected throughout. Alternatively, the learner may be given a scenario of an individual or a family and asked to describe the likely weekly expenditure. The learner does not need to describe every likely aspect of the weekly expenditure but should be able to describe the most likely or common items.

In order to achieve 2.1, the learner should use basic calculations to compare income with expenditure based on details given for a set weekly income and expenditure. The learner’s calculations should show whether income for the week exceeds, equals or falls short of expenditure.

To achieve 3.1, the learner should describe two different types of savings accounts. The description should include the name of the savings account, who it is suitable for, any conditions attached to the savings account, rate of interest and additional benefits.

To achieve 3.2, the learner should identify one savings account which meets their own needs. The learner may receive some support in discussing and gathering information about savings accounts that might be suitable, but should be able to make a choice independently.

To achieve 4.1, the learner should identify three different ways of investing money for future needs. The information could be presented in the form of a poster or leaflet. Alternatively, a brief scenario may be given which allows the learner to identify the different forms of investment.

Evidence for 5.1 could be combined with that for 4.1 in the form of a poster presentation or via the scenario given to the learner in 4.1. To achieve 5.1, the learner should describe briefly one advantage and one disadvantage of three different ways of investing money for future needs.





Unit 4: Being Responsible for Other People’s Money




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Essential resources

Learners will need access to information relating to savings accounts.

Websites

www.bbc.co.uk/skillswise/numbers/measuring/money/factsheet.shtml

www.direct.gov.uk/en/YoungPeople/Money/index.htm

www.moneysavingexpert.com

www.need2know.co.uk/money

http://www.bbc.co.uk/skillswise/numbers/measuring/money/factsheet.shtml

http://www.direct.gov.uk/en/YoungPeople/Money/index.htm

http://www.need2know.co.uk/money


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QCF Level: Level 1

Credit value: 1


Unit abstract

Learners may be required to take responsibility for other people’s money either in a personal situation, for example seeking sponsorship for a charity event or when they are in employment, for example handling petty cash. In this unit, learners will consider their responsibility to ensure that if they are handling other people’s money, they keep it safe and use it wisely. The unit will help learners understand the different types of payment that may be used and when they are used.

A significant element of this unit is to give learners the opportunity to practise their skills in handling money. They will need to know how to add and subtract money and ensure that the correct change is given. They will also need to keep records of the money they have handled, such as issuing receipts, keeping a simple log of money received, money spent and what is left.


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1 Know different methods of payment and when they could be used

1.1 Identify different methods of payment

1.2 Describe when different methods of payment are likely to be used

2 Understand the importance of handling other people’s money responsibly

2.1 Explain the consequences of not handling other people’s money responsibly

3 Know procedures that might apply when responsible for other people’s money

3.1 Describe procedures that might apply when responsible for other people’s money

4 Be able to handle financial transactions responsibly

4.1 Carry out simple financial transactions accurately

4.2 Keep an accurate record of simple financial transactions


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Unit content

1 Know different methods of payment and when they could be used

Methods of payment: cash; cheque; credit cards; debit cards; direct debit

When different methods of payment are likely to be used: factors affecting choice eg size of payment, convenience and speed of method of payment; where payment is made eg shop, by post; ways to spread cost of payment; immediate payment eg cash, debit card

2 Understand the importance of handling other people’s money responsibly

Responsibility: follow any relevant procedures or rules; being sensible and wise; honesty and accuracy

Consequences: personal eg loss of trust and respect, theft, custodial sentence, loss of job; for customer eg loss/gain money, trust in company; for business eg reputation of company, loss of business

3 Know procedures that might apply when responsible for other people’s money

Basic terminology: eg cash received; cash paid; balance; receipts; petty cash float, petty cash voucher

Definition: petty cash float used for small value items of cash expense; cash received — total amount of money received or given; balance — match of cash received and cash paid; receipts — written acknowledgement that payment has been received

Procedures: confidentiality eg personal details of customers or account holders; accountability eg sign and date a petty cash voucher and attach copy of receipt (of goods or services purchased) to voucher, check accuracy of calculations; security eg keep petty cash box locked, hand in excess cash at end of each take away delivery round

4 Be able to handle financial transactions responsibly

Financial transactions: select and recognise coins and notes, add coins and notes, give correct change, recognise correct currency, receive cheques

Record keeping: receipts, expense forms, simple accounts eg float, cash received, cash paid, balance


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Delivery

Learners would benefit from the opportunity to participate in situations which require handling of other people’s money. The money could be, for example, as part of a job, collecting for charity or running an errand for someone else. Simulation may also be considered as an acceptable method for learners to practise the skills required for the unit.

In order to be aware of the forms of payment they could encounter when receiving money on behalf of others, learners need to have the opportunity to identify different forms of payment and when they are used. Learners could be encouraged to visit banks, post offices or building societies to find out the purpose of credit cards, debit cards, direct debits and when they can be used. Group discussions could identify the most likely scenarios or settings for using the various forms of payment. It would also be helpful for learners to be made aware of the decreasing role of cheques as a form of payment.

Learners could discuss their responsibilities when handling money on behalf of others and the consequences of not doing this effectively. Learners will need to think about what is meant by responsibility when handling other people’s money. It would be appropriate for learners to identify direct examples of responsibility for any given situation for example returning money collected safely, bringing back the correct amount of change). Speakers may be invited to discuss the consequences of not acting responsibly with someone else’s money for example an employer or police officer.

Practical situations should be encouraged where learners apply procedures for handling other people’s money. This could be in the workplace or projects could be set up for example collecting money for a charity, sponsorship.

To help the learner gain greater insight into handling other people’s money, they need to understand the meaning of basic financial terms such as petty cash float, petty cash voucher, receipt, cash received, balance. This may be done through practical application for example they could set up a petty cash float for their project, record calculations at the end of the project of the amount of the float, the amount paid out and the amount paid in, to provide proof of accurate handling of the money.

Learners also need to understand their role in ensuring confidentiality for example not releasing customer details or card numbers to other people.

Learning outcome 4 focuses on the learner’s ability to handle money. The level of functional skill that the learner is working towards should be reflected in the activity where they are handling someone else’s money. Role-play could be used to set the learner a task which involves them receiving a sum of money, being asked to call on different people, paying out money at various times and collecting it at others. Learners could then keep an accurate record of what has occurred throughout the scenario. This need only involve simple arithmetic tasks with the emphasis being on accuracy.


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Learners could be encouraged to collect examples of different forms of recording money transactions for example till receipts, handwritten receipts, cash books, expense forms.

Assessment

In order to achieve 1.1 and 1.2, the learner must identify three different methods of payment they could encounter when receiving payment on behalf of someone else. For each method of payment, they should be able to describe when it would be used.

To achieve 2.1, the learner must explain the consequences of inappropriate handling of other people’s money. They should be able to explain three different consequences.

In order to achieve 3.1, the learner should be able to describe procedures for handling other people’s money. The learner may be given a scenario to consider for example collecting payment for a takeaway delivery service or running a charity stall. The learner could then describe the procedures they would need to follow to ensure safe handling of the money they are responsible for, for example keeping a money box closed and safe, checking change and correct currency.

For 4.1, the learner should show, via real-life or a simulated activity, an ability to carry out straightforward financial tasks involving someone else’s money. These tasks would depend on the nature of the activity undertaken, but might typically include for example receiving money on behalf of someone else, paying money out of a float, adding up money collected, checking and giving out change, filling in petty cash vouchers.

For 4.2, the learner should produce an accurate and appropriate record of their financial activities carried out whilst handling someone else’s money. This need only involve simple arithmetic tasks with the emphasis being on accuracy.




Unit 4: Being Responsibility for Other People’s Money




Essential resources

Learners will need access to real-life situations where they are required to carry out simple calculations with money.

Websites






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Unit 5: Searching for a Job

QCF Level: Level 1

Credit value: 1


Unit abstract

Looking for a job can be challenging and time consuming. Before starting the search, it is important to know what skills you have, what you are interested in and where to look for appropriate employment opportunities. The focus of this unit is for learners to demonstrate their skills in knowing where and how they can most effectively identify potential jobs. Learners will find out how to make choices about the most appropriate ways to search for jobs and the most appropriate jobs to search for, based on an understanding of their own skills and interests.





1 Know potential job sources 1.1 Describe different types of sources of employment available for jobseekers

1.2 Describe the roles/functions of these sources

2 Know potential job roles related to their skills and interests

2.1 Match their skills and interests to potential job roles

3 Be able to search for job vacancies

3.1 Understand the layout and format of job adverts in relation to their personal circumstances

3.2 Identify sources of information available for carrying out job searches

3.3 Select appropriate methods to search for particular job vacancies


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Unit content

1 Know potential job sources

Potential job sources: eg job centres, recruitment agencies, local community noticeboards, advertisements inside or outside shops, offices, restaurants or other places of work, local newspapers and other local publications, national press, internet, self-employment, HR departments of organisations/companies, word of mouth

Roles/functions of different job sources: sources which provide a recruitment service to employers and jobseekers eg employment agencies, job centres; sources which recruit directly for an organisation/company eg HR departments, company websites; sources which provide advertisements or other information about potential job opportunities eg community noticeboards, newspapers

2 Know potential job roles related to their skills and interests

Skills and interests: ‘hard’ skills gained through eg completing a training course or through education or previous work experience; ‘soft’ skills eg personal qualities and talents, interests eg hobbies, preferences and aspirations

Matching to potential job roles: the potential job role should ideally match the learner’s ‘hard’ and ‘soft’ skills; important and less important factors in deciding the appropriateness of a potential job role eg location, working hours, salary, job description, type of industry, size of organisation


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3 Be able to search for job vacancies

Layout and format of job adverts: relevant terminology such as abbreviations and descriptors commonly used in job advertisements eg ‘CV’, ‘MD’, ‘O.T.E’, ‘PA’, ‘team player’, ‘hands-on approach’, ‘flexible attitude’; different types of information contained in a job advert eg location, skills needed for the job, salary and benefits, length of contract, opportunities to receive training, promotion or learn new skills; recognising key words in job adverts that match own skills, interests and personal circumstances, eg ‘would suit someone with an interest in sport’, ‘full driving licence required’

Sources for job searches: there are a range of different sources which provide information on job vacancies eg recruitment agencies, internet sites, newspapers, magazines and journals, Jobcentres; different sources carry different types of job adverts eg trade journals carry job adverts specific to a particular sector or industry

Appropriate methods to search for jobs: conducting the job search according to what the learner requires from a job, eg using local sources such as local newspapers, Jobcentres, neighbours and friends to search for jobs in the local area, searching the vacancies section of a company or organisation website if the learner wishes to work for that particular company or organisation, using internet job sites or national newspapers if the learner wishes to find a job outside their local area


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Delivery

A wide range of delivery methods may be used in this unit, including tutorials, presentations, videos, discussions with those in the world of work, worksheets and internet sources. As many practical activities as possible should be included to help learners relate to the unit content.

By combining various aspects of the unit, tutors should be able to cover all the learning outcomes through practical activities.

As the emphasis of this unit is on allowing the learner to identify potential jobs, based on an understanding of their own skills and interests, the tutor could start delivery of this unit by asking learners to make a list of jobs that interest them.

Learners should be encouraged to describe their skills and interests through group discussion or with a tutor. In describing their skills and interests, they should understand how these can be used to identify potential job roles — this could be related to the type of job they are interested in (for example administration, customer service) or specifically to a sector area (for example health and social care, construction, retail) and the particular features of individual job roles such as working hours, work location etc. The learner’s skills and interests may also be related to other qualifications they are undertaking which may help to identify potential job roles.

To develop knowledge of potential job sources, learners should investigate the range of job sources available to them. These could be job agencies such as employment agencies or Jobcentres, services such as careers advisers, or sources of information such as newspapers, trade journals and internet sites. Learners should also know that some job vacancies can be brought to their attention by other means such as word of mouth.

Learners could visit the Jobcentre or an employment agency. On returning to the college, school or place of learning, learners could record their information about the roles and functions of these services and potential jobs to suit their skills, abilities and interests.

In order to identify appropriate job roles, learners could carry out further directed investigation into potential job roles, for example by reading about potential areas of work on the internet or in careers publications, or by talking to people who work in a similar area.

For learning outcome 3, learners could work in groups to analyse the information in real job adverts and answer questions on a worksheet about the key words and terminology used.


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Assessment

To achieve 1.1, the learner must describe clearly four different sources of job vacancies. This could take the form of a presentation, leaflet or poster which includes the information required for 1.2.

To meet 1.2, the learner needs to give clear, detailed information about what the four different job sources described in 1.1 do or what type of service they provide.

To achieve 2.1, the learner will need to identify their own ‘hard’ and ‘soft’ skills, and match these skills to two potential job roles. Learners should be able to select the most appropriate job roles based on how closely they match their skills and interests. This information could be presented in the form of a chart or checklist.

For 3.1, the learner needs to identify information in job adverts which will help them in carrying out a job search to match their skills and interests, for example how the skills requirements section of a job advert can help them to narrow down their search.

The learner may use either job vacancies for which they will be applying or in which they have a genuine interest.

To achieve 3.2, the learner needs to identify three sources of information available to search for potential jobs (although they will not be expected to use all of these to search for potential jobs). Tutors may wish to give learners a range of appropriate sources to choose from at this level.

For 3.3, the learner needs to identify two methods which are appropriate to search for two potential jobs.




Unit 5: Searching for a Job Unit 6: Applying for a Job Unit 4: Searching for a Job

Unit 6: Applying for a Job Unit 7: Preparing for an Interview

Unit 5: Applying for a Job

Unit 7: Preparing for an Interview

Unit 8: Interview Skills Unit 6: Preparing for an Interview

Unit 8: Interview Skills Unit 11: Career Progression

Unit 7: Interview Skills

Unit 11: Career Progression



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Essential resources

Learners will need access to sources of information about where and how to search for specific types of jobs (such as magazines, newspapers, the internet, other people, Jobcentres). They will also need access to examples of relevant job advertisements (real or simulated).

Websites

www.connexions.gov.uk

www.direct.gov.uk/en/Employment

www.jobcentreplus.gov.uk

www.learndirect-advice.co.uk/helpwithyourcareer/findingajob

www.monster.co.uk

www.support4learning.org.uk/careers/career_planning_information.cfm

http://www.connexions.gov.uk/

http://www.direct.gov.uk/en/Employment


http://www.monster.co.uk/


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QCF Level: Level 1

Credit value: 1


Unit abstract

The various methods of applying for a job differ in their requirements and the type of information requested of the applicant. The focus of this unit is for learners to understand how to apply for a range of job vacancies but they will only need to actually apply for one job to achieve the unit. Learners will gain an understanding of how and when different types of methods are used for applying for employment. They will find out how to gather the relevant information to support a job application and will also look at the importance of presenting job application information in an appropriate and accurate way.





1 Understand different methods of applying for jobs

1.1 Describe different methods of applying for a job

1.2 Describe how and when different methods of applying for a job are used

2 Be able to complete a job application form

2.1 Identify the information needed to prepare the job application form

2.2 Assemble the relevant information for the job application form

3 Be able to apply for a job using the appropriate method

3.1 Describe the conventions, formats and styles of presenting information in job applications (for either a real or simulated job application)

3.2 Present the job application information accurately and in a suitable format


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Unit content

1 Understand different methods of applying for jobs

Different methods of applying: different formats for applications eg application forms, CVs, covering letters, applications via a website, applying in person; method of applying may be linked to the type of job eg requirement to provide covering letter may suggest job role requires good communication or written skills, use of online application form may suggest job role requires basic computer skills

2 Be able to complete a job application form

Requirements for job application: different types of information needed for a job application eg personal details, skills, previous work experience, education and training; knowing which items of personal information to include and what to leave out eg age, gender, address, telephone number; knowing whether you are eligible to work in the country legally; recognising that certain items of information fit certain parts of the job application form; using templates and examples as a guideline

3 Be able to apply for a job using the appropriate method

Apply for a job using an appropriate method: including only relevant and appropriate information; following accepted guidelines for the format and content of a CV, following accepted guidelines for the format and content of a covering letter


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Delivery

The unit has been designed to make delivery of the key topics practically based wherever possible.

The tutor could start delivery of this unit by providing a range of job application forms and CV templates of a suitable level for learners working at Level 1. Learners could work in groups to think about the information they will need to prepare to be able to complete them. Alternatively, learners could collect different application forms for different jobs. They could telephone, email or write to request the forms.

Examples of covering letters could be provided. Learners could work in groups to produce a checklist of the information to be provided in a covering letter.

As part of learning outcome 1, a question and answer session could determine reasons why different methods of applying for job are used. For example, some employers will want to see more of a learner’s ability to express themselves in writing hence a request for a CV and covering letter, whilst other employers will simply need to see the learner’s experience to date with some writing on an application form.

Reasons raised in the question and answer session could be collated on a board/flipchart.

For learning outcome 2, learners could work independently to collect the information required to complete a job application. The job application may be real or simulated, and can either have been chosen by the learner or given to them. However, the learner and the tutor must discuss and agree that this is a suitable job based on the learner’s skills and interests, so that the application is relevant to them.

Learners may be given a CV template and a template for a covering letter into which they can put their personal information.

Guest speakers could be invited to speak to learners about the importance of correctly presenting information on applications forms, CVs and covering letters and correctly following specific instructions.

Learners should be encouraged to practise presenting applications appropriately and discuss with their tutor any concerns they may have so that they are able to present documents in a format which is suitable for the employer. They should also be encouraged to proofread their job applications for accuracy, using resources such as a spellchecker, peers or friends.


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Assessment

To achieve 1.1, the learner needs to give clear details about two different ways to apply for a job.

For 1.2, the learner will need to explain how and when each of the two different ways to apply for a job (described in 1.1) are used.

For 2.1, the learner should identify the information they need in order to prepare their job application form or for use in a CV with covering letter. The learner may receive guidance in finding the relevant information but must be able to extract it independently.

For 2.2, the learner will need to allocate the identified information to the appropriate part of the job application document or documents. They may discuss and agree with the tutor how best to use the identified information. However, the learner must subsequently be able make their own decisions regarding how to use the information in their job application. The learner at this level may use a CV template into which they can put their personal information. They may also use a template for a covering letter, but must show independence in being able to fill in the sections correctly.

For 3.1, the learner will need to describe the usual way of presenting information so that it is legible, concise, clearly understood by the employer and follows specific instructions given in the job application method.

To achieve 3.2, the job application should be presented accurately with care and attention paid to correct spelling, grammar (and legibility of handwriting if used). Where information is submitted electronically, learners should be familiar with the use of formatting and the spellchecker. The final application document should show that the learner understands the importance of using relevant information when filling in application documentation. If a covering letter is included, it should cover the relevant aspects of the job such as why the learner is applying and how they meet the criteria of the job description.




Unit 5: Searching for a Job Unit 5: Searching for a Job Unit 4: Searching for a Job

Unit 6: Applying for a Job Unit 7: Preparing for an Interview

Unit 5: Applying for a Job,








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Essential resources

Learners will need access to examples of real or simulated job application forms and examples of other job application documents such as CVs and covering letters.

Websites

www.direct.gov.uk/en/Employment/Jobseekers/LookingForWork

www.direct.gov.uk/en/YoungPeople/Workandcareers/Gettingyourfirstjob

www.hull.ac.uk/careers/students-and-graduates

www.open.ac.uk/careers/applying-for-jobs.php

www.worksmart.org.uk/career/job_advertisements

http://www.direct.gov.uk/en/Employment/Jobseekers/LookingForWork

http://www.direct.gov.uk/en/YoungPeople/Workandcareers/Gettingyourfirstjob

http://www.hull.ac.uk/careers/students-and-graduates/

http://www.open.ac.uk/careers/applying-for-jobs.php

http://www.worksmart.org.uk/career/job_advertisements


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QCF Level: Level 1

Credit value: 1


Unit abstract

Preparation and planning are vital aspects of the interview process and go a long way towards improving the chances of a successful outcome. In this unit, learners will develop the skills of planning appropriate questions to ask an interviewer as well as preparing responses to likely questions ahead of an interview. They will also look at how to make effective travel plans for an interview to help them arrive at the correct time and place.





1 Know how to respond to questions they might be asked at the interview

1.1 Prepare answers to questions they might be asked at the interview

2 Be able to prepare appropriate questions to ask the interviewer

2.1 Identify questions to ask which show their interest in the job, placement or course

3 Plan to arrive at the interview on time

3.1 Confirm the time and place where the interview will be held

3.2 Plan a route and means of transport which will allow them to arrive on time


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Unit content

1 Know how to respond to questions they might be asked at the interview

Purpose of the interview: eg for employment, a course, work placement, volunteering

Respond to questions: eg ensure they understand the question before they answer, ensure answers are appropriate and clear, how to respond when they don’t know the answer to a question

Questions they might be asked: which questions are most likely to be asked; not all questions can be planned for ahead of time

2 Be able to prepare appropriate questions to ask the interviewer

Prepare appropriate questions to ask the interviewer: questions should use appropriate language register; content of questions should be relevant to the course/placement/job; learner shows their interest in the course/placement/job by asking questions; questions should be asked in appropriate tone of voice and attitude

3 Plan to arrive at the interview on time

Plan to arrive on time: finding out journey times, using sources of travel information, considering different modes of travel, choosing best route, allowing for possible delays, using interview information or documentation to confirm interview details


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Delivery

Delivery methods could include learner-centred tasks such as group work, research tasks and learner-led presentations.

During the delivery of this unit, learners should be given as much practical experience as possible in preparing for an interview.

To develop an understanding of how to answer questions at an interview for learning outcome 1, learners need to be aware of the purpose of the interview. This could be explored using practical activities, for example learners could work in groups to consider different interview situations and discuss possible questions that might be asked and appropriate answers. Learners could create guidelines which work as a factsheet for other learners to follow.

Role-play could be used to help learners to understand how to respond to questions they do not know the answers to.

For learning outcome 2, learners could work in small groups to discuss questions to ask the interviewer in different interview situations. Learners could then report back to the rest of the group.

Learners working in small groups could be given an interview venue, date and time and complete research using the internet or local transport information leaflets to select a route and means of transport to allow them to arrive at the interview on time. Learners can present their travel plans to the group and discuss the reasons for their choices.

The interview being prepared for may be for a job, placement or place on a training course. It could be a real situation but a simulated interview is equally acceptable. Whether real or simulated, every effort should be made to provide an interview opportunity that relates directly to the learner’s current or intended work or training interests.

Assessment

The assessment criteria for this unit may be combined into one assessment task. The learner may present all the required information as a leaflet. Alternative methods of evidencing may be used.

The assessment for this unit could take the form of preparing for and participating in a ‘mock’ interview. The learner could either choose a job that they have seen themselves or examples of job vacancies could be provided by the tutor. The learner could prepare answers to possible interview questions and go on to prepare questions they would like to ask the interviewer. The learner could then be given a time and place for the mock interview. They should arrive in good time for the interview, appropriately dressed.


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To achieve 1.1, the learner will need to state the purpose of the interview for example applying for a job as a sales assistant, and give answers to four questions which are relevant to the purpose of the interview. The questions may be those agreed in class discussions but the learner’s response must reflect their own understanding of the stated purpose of the interview.

For 2.1, the learner will need to give four questions to ask the interviewer which are relevant to the stated job, placement or course. The learner might identify a range of possible questions through group discussion or other guidance, but should select the final set of questions independently.

For 3.1, the learner needs to give (independently) a precise interview time and venue from information given to them.

For 3.2, the learner needs to give, from a given range of resources, the correct information about a route and means of transport which would allow them to arrive at the interview on time.





Unit 6: Applying for a Job Unit 6: Applying for a Job Unit 5: Applying for a Job







Essential resources

In order to prepare for an interview, learners will need a given brief for an appropriate job, placement or place on a training course.

Websites

www.connexions-direct.com/index.cfm?go=Travel


www.direct.gov.uk/en/TravelAndTransport/PlanningYourJourney



www.open.ac.uk/careers/preparing-for-an-interview.php

http://www.connexions-direct.com/index.cfm?go=Travel


http://www.direct.gov.uk/en/TravelAndTransport/PlanningYourJourney




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QCF Level: Level 1

Credit value: 1


Unit abstract

The purpose of this unit is for learners to acquire the basic communication skills needed for an interview, be it for a job, work placement or training course. Learners are presented with an interview as a multi-faceted experience which includes the use of both verbal and non-verbal communication. Learners will learn about the importance of answering interview questions clearly and appropriately. The emphasis is on being able to apply all the acquired interview skills in a way that is appropriate for the interview context. Learners will also be guided through a post-interview reflection so that they understand the value of learning from the interview experience.





1 Present themselves appropriately at an interview

1.1 Arrive in good time for the interview

1.2 Use appropriate means of non-verbal communication such as body language, facial expressions and tone of voice

2 Answer the interviewer’s questions appropriately

2.1 Respond clearly to the questions asked by the interviewer, using language appropriate to an interview situation

3 Understand their performance in an interview

3.1 Describe what went well and what did not


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Unit content

1 Present themselves appropriately at an interview

Present themselves appropriately: timekeeping; the role of non-verbal communication and body language in creating the correct impression, awareness of tone of voice and facial expressions; showing the interviewer you are paying attention to the questions

2 Answer the interviewer’s questions appropriately

Answer the interviewer’s questions appropriately: language appropriate to an interview context when answering the interviewer’s questions; clarity and politeness in communication; listening carefully to the questions before answering

3 Understand their performance in an interview

Understand their performance: eg comments from the interviewer, the learner’s own impressions of the interview experience; knowing which parts were difficult, challenging or unfamiliar; knowing which parts were easy, enjoyable or familiar


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Delivery

By combining various aspects of the unit, tutors/line managers should be able to cover all the learning outcomes through practical activities.

A question and answer session could determine different situations that require interviews. Learners could work in groups to discuss the general purposes of interviews.

Guest speakers could be invited to speak to learners about the importance of timekeeping and personal presentation at interviews. Learners would find it helpful to prepare questions to ask the speaker about their expectations of someone in an interview situation. Learners could also create guidelines which work as a factsheet for other learners to follow.

To develop knowledge and understanding of the effect of non-verbal communication during an interview, learners could watch videos of interviews and complete a related worksheet. In groups, learners could discuss cultural differences in non-verbal communication which would be relevant in an interview situation and report back to the rest of the group. Examples could include cultural differences about whether or not to make eye contact with a senior or older person or whether or not to shake someone’s hand at the beginning or end of an interview.

Learners could practise their interview skills using role play exercises of different interview situations. Learners could be involved in peer assessment of verbal and non-verbal communication skills, which would be helpful to learners when understanding their performance in an interview for learning outcome 3.

The interview may be for a job, placement or place on a training course. It could be a real situation but a simulated interview is equally acceptable. The interview should last for around 10 minutes. The interviewer should use straightforward language and make sure that questions are clearly phrased and unambiguous. The interviewer may be familiar to the learner but it would be helpful if it was not the learner’s usual tutor for this area of learning or their immediate line supervisor in the workplace.

Assessment

The learner should be dressed appropriately for the interview. The definition of ‘appropriately’ will differ from one workplace or course to another, depending on the nature of the job, placement or course applied for. The learner’s appearance should be consistent with that normally expected of interviewees in the particular setting. Regardless of setting, learners should have paid attention to their personal hygiene and be wearing clean clothes.

Appropriate body language may include polite tone of voice, sitting up straight, sitting still and clearly paying attention to the interviewer, for example by nodding the head, taking papers passed to them. Tutors or line managers should assess the appropriateness of the learner’s non-verbal communication in the light of any relevant cultural factors.


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During the interview, the learner should concentrate on the interviewer, avoiding distractions and listening carefully to the questions they are asked. They should give their answers clearly, making sure that their responses are relevant.

Evidence to support observation of the learner’s performance in the interview could be a written statement by the tutor, line manager or interviewer or could be a video with supporting commentary from the tutor or line manager.

For 3.1, the learner should be able to identify parts of their performance that went well and not so well. This might relate to particular questions or to aspects such as body language or listening carefully. They might reflect on the interview by watching it back on video, listening to it on a recording, or discussing it with the interviewer or other observers. It is appropriate for any of these parties to offer constructive criticism and for the learner to include this feedback in their review of their performance, should they wish to do so. However, their self-evaluation should represent their own views on their performance and should be recorded independently. Evidence to support this can be either written, for example through written statements from the learner on the review of their performance and/or supporting statements from the tutor, line manager or other person involved in the discussion and review, or through a video or taped discussion.













Essential resources

Learners need the opportunity to participate in a real-life or simulated interview.

Websites



www.open.ac.uk/careers/interviews.php

www.worksmart.org.uk/career/interviews


http://www.worksmart.org.uk/career/interviews


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Unit 9: Self-management Skills

QCF Level: Level 1

Credit value: 2


Unit abstract

Employees need to be able to manage themselves appropriately in order to stay safe and healthy at work and to make a positive contribution to the workplace. This unit focuses on the importance for employees of being able to manage themselves in the workplace. Learners are asked to demonstrate time management skills and carry out an evaluation of their performance. Areas in which learners will find out more about the importance of self-management include prioritising time and tasks during the working day, being mindful of daily objectives at work and taking breaks at appropriate times.





1 Understand how to manage themselves in the workplace

1.1 Identify areas in which they need to manage their time appropriately

1.2 Describe the benefits of taking proper breaks during the working day

2 Demonstrate self-management skills during the working day

2.1 Prioritise tasks and activities in order to achieve their daily objectives

2.2 Take appropriate breaks during the working day

3 Evaluate self-management skills

3.1 Carry out a review of their performance

3.2 Identify what went well and what did not


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Unit content

1 Understand how to manage themselves in the workplace

Areas which require time management: eg daily tasks and activities, weekly tasks and activities, longer-term tasks and activities, lunch breaks and tea breaks, starting and ending tasks, working individually on a task or activity, working with others on a task or activity

Benefits of taking proper breaks: eg enhances personal health and wellbeing, able to do job more effectively if regular breaks are taken, opportunity to speak informally to other colleagues during a tea break or lunch break

2 Demonstrate self-management skills

Time management and taking breaks: planning time for tasks and activities eg prioritising most important activities and allocating an appropriate amount of time to do them; understanding that tasks and activities should be prioritised according to given daily objectives; allow time for taking breaks eg lunch break, tea breaks, breaks for health and wellbeing purposes

3 Evaluate self-management skills

Review of performance: deciding whether or not effective self-management skills were demonstrated during the working day; talking about what went well and what did not go so well eg remembered to take regular breaks from looking at the computer screen, but forgot to check time during lunch break so returned late to desk


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Delivery

This unit may be delivered in the workplace, in the context of a work placement or volunteering commitment or in a simulated situation in a school or college. It is expected that the self-management skills listed within the unit are those which need to be demonstrated by learners within an educational context as well as by employees, therefore learners will likely already be aware of a range of self-management skills in a general context.

Tutors/line managers could use copies of organisational procedures for different types of organisation as appropriate for example school or college organisational procedures for staff and/or students relating to self-management (or if in the workplace, copies of the procedures for that workplace). Relevant training or developmental courses or exercises relating to self-management (for example time management, ‘mock’ work tasks and ‘in tray exercises’, health and safety, personal management) are also useful resources.

Learning outcome 1 could be delivered through group discussion or through discussion between the learner and their line manager or another appropriate person familiar to the learner. Tutors/line managers could provide the group or individual learner with prompts and facilitate the discussion to help learners understand the importance of managing themselves and to start to think about the benefits of doing this. Learners could create a poster or leaflet to show their competence in achieving learning outcome 1. Learners should be encouraged to understand how they contribute to their own health and wellbeing in managing their time effectively, and why it is important that they look after themselves.

Tutors may wish to use organisational procedures and health and safety policies as a background to show learners the types of responsibilities employees have for their health and wellbeing and also the general ways in which the workplace can support employees in this.

Learning outcome 2 could be delivered in a variety of ways. If in a work situation, learners could carry out their normal daily activities whilst being observed by their supervisor, line manager or another responsible person. In a simulated situation, learners could be given (or agree with their tutor) a scenario for the workplace which enables them to demonstrate self-management skills. Tutors may wish to spend time with learners in preparation for the demonstration, for example carrying out a simulated activity in which the tutor, supervisor, line manager or other observer provides help or support to the learner by pointing out, for example, health and safety issues that the learner may have missed. They may also wish to discuss and agree the activities which the learner will demonstrate in advance of the demonstration.

Learners must be comfortable with the expectations of the demonstration and the way in which they will be assessed, for example if it is an observation, then they should be comfortable with the presence of an observer who may not necessarily offer advice and support during the assessment.


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Learning outcome 3 could be delivered through a one-to-one discussion between the tutor or line manager and the learner. Learners and tutors/line managers would discuss how the learner did in their demonstration and learners would be able to discuss what they felt went well.

Assessment

To achieve 1.1 and 1.2, the learner must be able to identify at least two self-management skills related to time management. They should also be able to describe why taking appropriate breaks is important. The learner should be able to set their self-management skills clearly in a work-related context. Evidence to support this can be either in a written format, for example records of group or individual discussion (written by the tutor or learner with sign-off from the tutor) or video/audio recording.

To achieve 2.1 and 2.2, the learner must be able to demonstrate self-management skills within the workplace. The focus is on time management as mentioned above and may be carried out as part of a real working day or as a simulated activity. The learner must be able to demonstrate that they can carry out more than one activity (for example, managing a list of tasks and taking a break for health and safety reasons). The learner should be able to show how they prioritise their tasks and activities to achieve agreed daily objectives. These daily objectives should be agreed in advance of the demonstration. The learner should also be able to demonstrate how to take appropriate breaks during their working day. The learner must be able to demonstrate that they understand what they are doing, although tutors and others may support and prompt them.

The demonstration should be observed either by the tutor or another person designated to assess the learner (for example a line manager or supervisor). The observation should form the basis of a discussion with the learner about their performance for 2.1 and 2.2. This observation can take the form of a written statement by the tutor or line manager (which would support good practice for appraisal and review in the workplace) or a video with supporting commentary or statement from the tutor or line manager.

To achieve 3.1 and 3.2, the learner must carry out a review of their performance in which they identify at least one aspect that went well (for example being able to meet all their daily objectives) and one aspect that did no go so well (for example not planning in any time for reading emails first thing in the morning). It is appropriate for the tutor, line manager or a colleague to offer constructive criticism and for learners to include this feedback in their review of performance (if they accept it). However, the learner’s self-evaluation should represent their own views on their performance and should be recorded independently.

Evidence to support 3.1 and 3.2 can be either written for example through written statements from the learner on the review of their performance and/or supporting statements from the tutor, line manager or other person involved in the discussion and review, or presented through a video or taped discussion.

Written statements by the learner do not have to be lengthy and can be discussed and agreed with the tutor/line manager in advance.


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Unit 16: Positive Attitudes and Behaviours at Work


Unit 12: Conduct At Work Unit 30: Safe Learning in the Workplace

Unit 15: Effectiveness at Work

Unit 22: Safe Learning in the Workplace

Unit 28: Preparing for Work Placement



Essential resources

There are no essential resources for this unit.

Websites

www.connexions-direct.com


www.lifecoachexpert.co.uk

www.monster.co.uk

www.worksmart.org.uk/career


http://www.lifecoachexpert.co.uk/


http://www.worksmart.org.uk/career/


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Unit 10: Self-assessment

QCF Level: Level 1

Credit value: 1


Unit abstract

The ability to set achievable goals is empowering. In this unit, the learner will consider their own strengths and weaknesses and how they might address areas of weakness. The unit helps the learner to understand the importance of setting different types of goals in life. The learner will find out how to set both long-and short-term goals, make some plans for achieving them and find out how their skills, qualities and strengths may help them to achieve their short-term goals.





1 Understand personal strengths and weaknesses

1.1 Describe their own strengths and weaknesses

1.2 Suggest how their weaknesses may be remedied

2 Understand how to use skills and qualities

2.1 Discuss how their own skills and qualities may be used

3 Understand the need for setting both short-and long-term goals in life

3.1 Describe why it is important to set short-and long-term goals

3.2 With support, set one long-term goal and some short-term goals

3.3 Describe how some of the short-term goals might be achieved

3.4 Discuss how their skills, qualities and strengths may help in achieving their short-term goals


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Unit content

1 Understand personal strengths and weaknesses

Personal strengths and weaknesses: behaviour, personality and attitudes eg friendly, shy, confident, talkative, punctual, impatient, sensitive, determined, loyal

How to remedy weaknesses: take appropriate steps to remedy weaknesses eg set goals to make improvements in certain areas of personal life, work or study, participate in a training course to improve skills, complete self-development course, seek professional advice, support or help to remedy areas of weakness, take up a new hobby, get involved in voluntary work to improve sense of confidence

2 Understand how to use skills and qualities

Skill and qualities: communication skills eg good listener, can use sign language; practical skills eg can use computer, can drive a car; interpersonal skills eg good at encouraging, helping or motivating others, patient with elderly people or children

Using skills and qualities in personal life and careers: eg good listener would be useful for work in a call centre, skills in motivating others would suit working in a team, ability to use a computer could meet criteria for enrolling on an online course, patience with children would suit nursery work

3 Understand the need for setting both short-and long-term goals in life

Importance of long-term goals: goals may be personal, work, course or study related; having a long-term goal aim gives individuals something specific to aim for; gives individuals a purpose/focus; is empowering, gives individuals control over their lives

Importance of short-term goals: they are steps towards long-term goal; encourage progress towards long-term goal; are specific; have a clear target; are realistic; are manageable; achievement boosts self-confidence and self-esteem


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Delivery

The emphasis of this unit is on allowing learners to analyse their own strengths, weaknesses, skills and attributes and work towards setting their own short-and long-term goals. For much of the delivery of this unit, learners will need to focus on their own personal attributes in order to develop a personal plan to achieve a goal; a mixture of tutor/line manager-led input and individual learner research is therefore required.

To complete this unit, learners could record their self-analysis through the completion of logbooks. Logbooks could take a variety of formats, depending on the needs of individual learners. Tutors are encouraged to use a variety of methods of recording the appropriate information in the log.

For learning outcome 1, learners could investigate the strengths and weaknesses of someone they admire, for example a famous sportsperson, businessperson or historical figure, before starting to explore their own strengths and weaknesses. Working in small groups or in one-to-one discussions, learners may need encouragement and support from the tutor or line manager. If appropriate, recognised personality profiling and self-assessment tools may be used in a strengths and weakness analysis. Recognising and investigating areas of weakness is a potentially sensitive area and should be approached with the appropriate degree of sensitivity and respect. Emphasis should be on the fact that everyone has strengths and weaknesses and can accentuate the positive whilst finding ways to address weaknesses and achieve self-improvement.

The application of skills and qualities may be explored by the use of different case studies. Learners could answer questions on a worksheet related to the case study and report their findings to the rest of the group or line manager before considering how their own skills and qualities may be used for learning outcome 1.

The need for goal setting and the empowerment this provides could be explored through a question-and-answer session. Learners at this level may need support in identifying and setting some long-and short-term goals for themselves. This could be achieved through a one-to-one discussion or tutorial.

Assessment

Evidence for all the assessment criteria could be provided in a logbook or similar recording tool. Alternative methods of evidencing learning may be used. Evidence from tutorials or taped discussions verified by the tutor/line manager may be included in the log.

For 1.1, the learner will need to give details about at least two of their strengths. They should also provide details of two of their weaknesses.

For 1.2, the learner needs to describe how they could take steps to remedy both of the personal weaknesses given in 1.1.


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In achieving 2.1, the learner must describe how at least two skills and two qualities may be used in their personal life, current career or career plans.

For 3.1, the learner need to give one clear reason why it is important to set short-term goals and one clear reason why it is important to set and long-term goals.

To achieve 3.2, the learner must be able to identify one long-term goal and three short-term goals. The short-term goals should help the learner achieve the identified long-term goal.

For 3.3, the learner must describe how two of the short-term goals (identified in 3.2) might be achieved. For 3.4, the learner may refer to two of the skills and qualities discussed in 2.1 and include information about how these skills and qualities could help them to achieve one or more of their identified short-term goals.




Unit 10: Self-assessment Unit 23: Setting and Meeting Targets at Work

Unit: 9 Self-assessment




Unit 16: Setting and Meeting Targets at Work


Essential resources


Websites

www.career-advice.monster.com

www.careersserviceni.com/Cultures/en-GB/CareerService


http://www.career-advice.monster.com/

http://www.careersserviceni.com/Cultures/en-GB/CareerService/


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QCF Level: Level 1

Credit value: 2


Unit abstract

Successful career progression requires planning, forethought and clear understanding of your own skills, experiences and circumstances. This unit aims to help learners develop an understanding of what is required of them in order to progress in a career that interests them. Learners will also become familiar with various types of career progression resources and guidance, and the various work or study options they offer. The unit provides an opportunity to consider the importance and benefits of career progression. Learners will also find out about the practicalities of planning a stage in their career development, such as goals and timelines.


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1 Understand skills and qualities needed to progress in a career

1.1 Discuss personal skills, qualities and experience relevant to career progression

1.2 Discuss areas of work or study that might be best suited to their personal skills, qualities or experience

2 Understand information and guidance related to career progression

2.1 With support, identify sources of career progression information and guidance

2.2 From sources of information and guidance, identify different career and course options

3 Understand the importance of career progression

3.1 Explain the importance of career progression for the individual

3.2 Explain the importance of career progression for others

4 Be able to plan the next stage in their career progression

4.1 With support, identify short-term goals that will help them progress their career

4.2 With support, identify a realistic timeline and relevant resources for achieving the career progression goals


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Unit content

1 Understand skills and qualities needed to progress in a career

Skills and qualities: interests, formal and informal experience, training and qualifications, hobbies, personal strengths, qualities, abilities and talents

Skills and qualities relevant to career progression: personal skills and qualities eg self-motivation, flexibility, determination, goal setting; ability or desire to learn new skills and information

Areas of work or study suited to personal skills, qualities or experience: linking personal skills, competences, experience, qualities and interests to specific areas of work or study eg experience in caring for young children or a disabled relative could lead to a career in personal or social care, interest in computers might suit enrolment in IT course, confidence in talking to people could fit a role in sales or retail

2 Understand information and guidance related to career progression

Information and guidance related to career progression: eg college, school or community-based careers services, Jobcentres, Learndirect, libraries, ‘Careers and Jobs’ sections in local newspapers, magazines and websites, personal development and career development magazines and websites, work placements, progress files, vocational specialists websites such as Connexions, careers Wales, careers Scotland, careers Ireland, Sector Skills Councils and a range of BBC links to Blast, Go Get it, One Life — Your World: Work and Future

3 Understand the importance of career progression

Importance of career progression: improved quality of life, personal fulfilment, job satisfaction, financial benefits, teaching or training others, inspiring or helping others, ongoing learning and development for self

4 Be able to plan the next stage in their career progression

Plan the next stage in their career progression: setting short-term goals; the role of self in career planning eg mindset, personal behaviours and qualities; ensuring goals are appropriate; the role of others in career progression eg family, friends, tutors, employers; realistic timelines


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Delivery

Tutorial sessions could be a useful scenario for delivery of this unit. It could also be integrated into a vocational qualification or delivered in a work-based setting.

It would be helpful to make explicit to learners the skills associated with career progression, employability and the general concept of lifelong learning. Learners should understand that the term ‘career progression’ encompasses both work and study experience and opportunities. The idea of motivation (especially self-motivation) and its impact on learning and development should be featured in the learning programme. This is especially relevant for learning outcome 1 and learning outcome 4. Tutors/line managers might find it helpful to direct learners to case studies, documentaries or articles about how successful people have been motivated to learn, develop and succeed in their particular field of study or occupation. Tips and sources of support for motivation — how to get motivated and stay motivated — could be explored.

Individual learners should be encouraged to present their career progression goals in a format that best suits their individual learning style or styles, as the emphasis is on producing a career progression plan that can be applied to the learner’s own circumstances. Examples could include presentations, diagrams or posters.

Delivery of the unit could include both real and imagined scenarios relating to work, study and career development. ‘Real’ situations might include investigating the opportunities and processes for career progression in a particular workplace. This could form part of an induction programme or personal review process.

Learners may listen to visiting speakers or talk to relevant individuals currently working in a specific career in order to obtain useful information. Tutors/line managers could also arrange access to resources that promote a positive approach to learning and development for example BBC Raise your Game.

Assessment

To achieve 1.1, the learner needs to include information about their personal skills, qualities and experience relevant to career progression. This will need to include skills they have developed through their previous work or learning. This may be evidenced by the learner completing a simple self-assessment pro forma. Alternative methods of evidencing may be used, such as posters, charts or presentations.

For 1.2, the learner needs to use the information from 1.1 to consider two areas of work or study that may be suitable for them. This may be evidenced by a one-to-one tutorial or discussion recorded by the tutor/line manager for verification purposes.

In order to achieve 2.1, the learner needs to be able to identify at least three sources of information about job roles, study opportunities or career paths in a sector relevant to the choices made in 1.2. A range of resources may be provided for the learner, but the learner must be able to identify the sources of information independently.


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For 2.2, they will need to match the skills and qualifications needed for two possible career or course options to their own skills, qualities and experience.

To meet 3.1, the learner needs to give two reasons how career progression may benefit individuals and, for 3.2, two reasons how career progression may benefit others. These criteria may be evidenced through group discussions recorded by the tutor or line manager for verification purposes.

For 4.1 and 4.2, the learner needs to set at least three realistic short-term goals in the form of a basic development plan for the next stage in their career development. The learner may receive guidance on what sort of goals would be appropriate for their circumstances through group discussions, discussions with a tutor or careers counsellor, or access to online and published career guidance resources. The learner must however be able to choose and express their career progression goals independently of others. The goals, timelines and resources associated with the plan should be confirmed by the learner’s adviser/tutor/supervisor.





Unit 6: Applying for a Job Unit 6: Applying for a Job, Unit 5: Applying for a Job




Unit 8: Interview Skills Unit 8: Interview Skills Unit 7: Interview Skills

Unit 10: Self-assessment Unit 10: Self-assessment Unit 9: Self-assessment



Essential resources

Learners will need access to a range of career-related resources such as websites, publications, tutors and careers advisers.

Websites


www.direct.gov.uk/en/EducationAndLearning

www.learndirect-advice.co.uk/helpandadvice

www.learndirect-advice.co.uk/helpwithyourcareer/jobprofiles

www.learndirect-advice.co.uk/helpwithyourcareer/skills

www.monster.co.uk


http://www.direct.gov.uk/en/EducationAndLearning

http://www.learndirect-advice.co.uk/helpandadvice

http://www.learndirect-advice.co.uk/helpwithyourcareer/skills



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79

Unit 12: Developing Personal Skills for Leadership

QCF Level: Level 1

Credit value: 2


Unit abstract

The development of leadership skills is often an important or desirable aspect of employability. Whether using these skills formally as a manager or supervisor, or informally to lead a small group of people or to relay instructions to others, learners will benefit from being able to understand and develop these skills. This unit introduces the learner to the concept of leadership and its main features. Additionally, learners will gain a basic understanding of how to make decisions and give instructions to others as part of a leadership role. The ability to give and receive constructive feedback is another important aspect of leadership and is also introduced in this unit.


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1 Know about the main features of leadership

1.1 Identify different types of leadership

1.2 Outline the main features of leadership

2 Understand how to make decisions

2.1 Identify a decision that needs to be made about a task or situation

2.2 Describe the step or steps needed to make the decision

3 Understand how to give instructions to members of a group

3.1 Identify the instructions needed for members of a group to carry out an aspect of their tasks or activities

3.2 Give instructions to group members

4 Understand how to give and receive feedback about a task or activity

4.1 Give examples of when they gave feedback about a task or activity to another group member

4.2 Give examples of when they received feedback about a task or activity from another group member


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Unit content

1 Know about the main features of leadership

Types of leadership: leaders in the widest context eg prime minister, managing directors of large companies, managers of sports teams; familiar leaders who have formal responsibility for others eg head of school/college, tutor, line manager/supervisor, community leaders; informal leadership eg sports team captains, prefects/monitors, leaders of project teams, leaders of social groups

Main features of leadership: responsibility for others eg making sure other people carry out their tasks or meet goals; giving instructions eg allocating work to others, telling people what they need to do; giving and receiving feedback eg telling someone they have done something right or that they needed to do something differently, listening to the opinions of others; making decisions eg deciding on what the others need to do and how they should do it

2 Understand how to make decisions

Types of decisions to be made: eg making a decision in order to solve a problem, deciding on the best way of doing a task or activity, deciding which team member will do which activity

Steps needed to make a decision: eg consider talents, skills and interests of team members and match them to requirements of the assignment before allocating tasks to individual team members, consider all appropriate solutions before deciding on the best way to solve a problem

3 Understand how to give instructions to members of a group

Types of instructions: eg allocating tasks or work to team members, showing someone what they need to do to carry out a task or activity, telling someone what they need to do and how to do it, giving deadlines for tasks to be completed

Giving instructions to others: ensuring instructions are clear and correct; giving instructions via most appropriate method of communication eg written, verbal, a presentation; giving instructions in an appropriate way eg at correct time and in a polite manner

4 Understand how to give and receive feedback about a task or activity

Types of feedback: formal eg written reports, appraisal; informal eg verbal feedback to individuals, feedback to a team on performance of task


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Delivery

Learners might find it helpful to be introduced to what leadership means in a wide context. This could be done in a group discussion in which the tutor asks them to identify different types of leaders — anyone from politicians and well known figures from business or industry to sports captains. Tutors could then encourage learners to think about leadership in more familiar contexts, for example in their immediate workplace (their team manager, line manager or supervisor) or in their school or college (the head teacher or principal, their tutors). They could also be encouraged to discuss leaders in their local community or that they know socially. Learners would benefit from opportunities to discuss what they think a leader does (for example what do all the people mentioned above have in common that makes them leaders?) and the skills required to become a good leader in a team, group or company. This could be about the job or responsibilities leaders have towards their employees, learners or other people (for example the safety and wellbeing of others, having the right skills or knowledge when making important decisions, giving instructions and giving and receiving feedback).

Learners may need support in preparing to demonstrate some of the most basic and obvious features of leadership. These features are probably best demonstrated within an informal or small group setting. Tutors may wish to give the group a simple, structured activity to carry out, for example a defined project or task in which each member can be allocated a particular job and which has a defined timescale for completion.

In understanding how to make decisions, learners will need to demonstrate that they can make decisions about straightforward issues, for example deciding which team member should do which piece of work, or how long to spend on any given activity. Tutors might need to support the learner in identifying a decision to be made and then agree with them how it will be made — the step or steps they need to take in order to make the decision for example thinking about the skills or talents of a team member would help the learner to decide which task should be allocated to that team member. Learners could be encouraged to make at least one independent suggestion about the step or steps needed to arrive at the decision and be able to describe the step or steps.

In giving instructions to group members, learners could be encouraged to show that they can deal with relaying basic and non-complex information to others in an appropriate way. In this sense, the learner would be demonstrating communication skills and also appropriate behaviour and attitude skills. Learners might well need support in identifying what needs to be done and how to structure this into appropriate instructions to the team. The instructions could be given either verbally or via some other means, for example by email or flipchart, but would need to be clear and understandable to the recipient or recipients.


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In giving and receiving feedback about a task or activity, as with giving instructions, learners will need opportunities to demonstrate appropriate behaviour in dealing with other members of the group. They would benefit from being able to practise giving straightforward feedback to others in an appropriate way using inoffensive language. They would also benefit from the opportunity to receive feedback from others by showing that they are listening to what others have to say.

Assessment

Evidence for 1.1 and 1.2 should come from a group discussion or group activity which shows the individual contribution of the learner, or from an individual discussion with the tutor/line manager. This may take the form of a taped discussion, video evidence etc. It may also be supported by written notes from the learner or the tutor/line manager. The learner needs to identify at least two different types of leadership and at least two main features of leadership.

In achieving 2.1 and 2.2, the tutor/line manager could support the learner in identifying a decision (and how to make the decision) via individual discussion between the learner and the tutor/line manager or in a group discussion. Evidence for 2.1 and 2.2 may take the form of a taped discussion, video evidence etc or copies of written documents (flowcharts, lists etc) in which the learner identifies a straightforward decision that needs to be made and the step or steps they will take in arriving at an appropriate decision. The learner is not expected to deal with complex decision making that requires a sophisticated series of steps to be taken.

Evidence for 3.1 and 3.2 can either come from an observation of the learner by the tutor, line manager or other designated person or from written evidence. With support from the tutor, line manager or other appropriate person, the learner needs to identify the necessary instructions and give the instructions to the group. The instructions are likely to relate to a simple task or activity. The instructions need not be detailed, but they must be clear and accurate. The observation can take the form of a witness statement, observation notes or a video of the learner giving instructions to the group with supporting notes. If in a written format, evidence of the written communication should be provided (for example copies of emails, memos, charts or letters) with a supporting commentary from the tutor/line manager if appropriate.

Evidence for 4.1 and 4.2 could come from either an individual discussion between the learner and the tutor/line manager or in written format. Evidence may take the form of a taped discussion, video evidence etc or copies of written statements by the learner with examples of them giving and receiving feedback related to a task or activity. It may also be supported by written notes from the learner or the tutor/line manager. The learner should be able to give at least one example of giving feedback to others and at least one example of when they received feedback (the learner may have received feedback individually or as part of a group of people). The feedback given and received need not be complex or detailed.


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Level 1 Level 2

Unit 13: Practising Leadership Skills with Others



Essential resources

Learners should have access to appropriate sources of information about leadership such as books, websites and magazines. Learners will also need the opportunity to participate in a group task in which it is appropriate for them to give instructions to others.

Websites



www.scoutbase.org.uk/6to25/explorer/youngleader/pdfs/yls-all.pdf

www.tellmehowto.net

http://www.career-advice.monster.com/


http://www.scoutbase.org.uk/6to25/explorer/youngleader/pdfs/yls-all.pdf

http://www.tellmehowto.net/


85


QCF Level: Level 1

Credit value: 2


Unit abstract

Leadership skills need to be developed when working alongside others and evaluated in the light of interaction with others. In this unit, learners will be able to practise their leadership skills with other members of a group and understand what sort of skills they are demonstrating. They will also understand how to contribute to a group’s tasks and activities in a leadership role and consider the effectiveness of the leadership skills they have practised.





1 Understand leadership skills they could practise with others

1.1 Describe leadership skills they could practise with others

2 Demonstrate leadership skills in a group

2.1 Discuss instances when they have demonstrated leadership skills

3 Review their practice of leadership skills

3.1 Discuss the effectiveness of the leadership skills they have demonstrated

3.2 Identify one aspect that went well and one that did not go so well


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Unit content

1 Understand leadership skills they could practise with others

Leadership skills: leadership skills that involve interaction with others eg relaying instructions, explaining a goal or aim to others, working with others to solve problems, helping to encourage or motivate others, making decisions, helping others see what they are good at, giving and receiving feedback

2 Demonstrate leadership skills in a group

Leadership skills: eg giving instructions eg allocating tasks or work to team members, showing someone what they need to do to carry out a task or activity, telling someone what they need to do and how to do it, setting deadlines for tasks to be completed; making decisions eg making a decision to solve a problem, deciding on the best way of doing something, deciding which team member will do which activity; giving and receiving feedback eg written reports, appraisals, verbal feedback to individuals, feedback to a team on performance of a task

3 Review their leadership skills

Carrying out a review: different ways of evaluating leadership eg formal evaluation such as assessment forms, checklists or informal evaluation eg discussion with tutor/line manager; effectiveness of leadership eg whether or not group or team achieved its goals, appropriateness of decisions made by the leader, feedback received from group or team members about the leader, whether group understood the purpose of the activity and what needed to be done to achieve the purpose; identifying what went well and what did not go well eg clear instructions were given to the group but time taken to give the instructions was too long


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Delivery

Learners should make use of appropriate texts, websites, documentaries and magazines to find the relevant information for this unit. Valuable information can also come from line managers or tutors and visiting experts.

In achieving learning outcome 1, learners could be encouraged to think about leadership in contexts that are familiar to them — for example in their immediate workplace (their team manager, line manager or supervisor) or in their school or college (the headteacher, the principal, their tutors). They could also be encouraged to discuss leaders in their local community or that they know socially. They should be able to describe how they can practise the skills needed for leadership within a group situation. This could be talking about responsibilities a leader has towards a group of people, how leaders should carry out their jobs, how they consult others in making decisions, how leaders give guidance or instructions to others and that leaders should be able to give and receive feedback from others. Learners may also suggest other attributes and qualities of leadership which can be practised in group settings and which they may want to discuss.

For learning outcome 2, learners will need the opportunity to explain that they have demonstrated basic leadership skills within an informal or small group context, which the tutor or line manager could also observe if appropriate. Learners could be encouraged to think about appropriate local opportunities to practise and demonstrate leadership skills with others, for example volunteering to lead part of a class assignment or showing a newcomer how to carry out a straightforward task in the workplace. Participating in voluntary work or being involved in positive alternatives to paid work, such as sports, training courses or the Duke of Edinburgh’s Award, may also provide learners with opportunities to practise leadership skills with others.

In achieving learning outcome 3, tutors and learners could discuss their performance either in a one-to-one or small group situation.

Assessment

Evidence for 1.1 could come from a group discussion which shows the learner’s individual contribution, or an individual discussion with the tutor/line manager. This may take the form of a taped discussion, video evidence or presentation. It may also be supported by written notes from the learner or the tutor/line manager. The learner needs to discuss at least two different leadership skills they could practise with others.


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Evidence for 2.1 could come from either an individual discussion between the learner and the tutor/line manager or be in a written format. Evidence may take the form of a taped discussion, video evidence, presentation or copies of written statements from the learner in which they give examples of when they showed leadership skills. It may also be supported by written notes from the learner or the tutor/line manager. The learner must give at least one example of how they have demonstrated their leadership skills.

The discussion may be supported by observation notes from the tutor/line manager of the learner within a group activity.

An example for 2.1 could be making a decision about who should do a particular task, in which case the learner needs to demonstrate that they can make a decision about a non-complex task based on appropriate information for example the skill or talents of the people available to do the task. Tutors should support learners to identify who would suit a particular task and how to communicate this to the relevant person or persons. The decision could be given either verbally or for example via email, diagram or flipchart but it must be clear and understandable to the recipient or recipients.

Evidence for 3.1 and 3.2 could come from a one-to-one discussion between the tutor/line manager and the learner or (if appropriate), a small group discussion in which the learner needs to identify one aspect of their leadership performance that went well and one that did not go so well (for example giving clear instructions to the group or for example not giving clear feedback to a member of the group).



Level 1 Level 2

Unit 12: Developing Personal Skills For Leadership



Essential resources

Learners should have access to appropriate sources of information about leadership such as texts, websites and magazines. Learners will also need the opportunity to participate in a group task that allows them to show leadership skills.

Websites




www.tellmehowto.net

http://career-advice.monster.com/




89

Unit 14: Learning with Colleagues and Other Learners

QCF Level: Level 1

Credit value: 2


Unit abstract

It is important that learners understand how to learn in an effective manner with others who are working or learning at the same level. This may be as part of a defined team working towards common objectives or in a group working on the same piece of work, or it may be working across teams of people at a similar level within an organisation. In this unit, learners will be introduced to ways in which they can work alongside their peers in a learning context. They will learn about the value of discussing their learning and aiming for learning goals. They will also come to the important understanding that people have different learning styles and, therefore, learn in different ways.


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1 Be aware of situations where they learn with others

1.1 Describe a situation in which they learn with co-workers or other learners

2 Know how to interact with colleagues or other learners in a learning situation

2.1 Express opinions or feelings about an aspect of their learning

2.2 Respond appropriately to others’ opinions and feelings about an aspect of learning

2.3 Give and receive feedback about their learning

3 Understand that people have preferred methods of learning

3.1 Recognise own preferred method of learning

3.2 Describe how this compares to others’ methods of learning

4 Be able to record progress in learning

4.1 Describe the progress they have made towards an identified learning goal


91

Unit content

1 Be aware of situations where they learn with others

Learning situations with others: informal eg small group discussions, school or college classes, team building or development activities, day-to-day working with a team of people at the same level; formal learning situations eg training courses, induction days

2 Know how to interact with colleagues or other learners in a learning situation

Express opinions or feelings about an aspect of their learning: eg likes and dislikes, how useful the presentation was

Respond appropriately to others’ opinions and feelings about an aspect of learning: eg letting people have their say, not interrupting, not responding rudely, being polite and tactful

Give and receive feedback about their learning: feedback to other learners on how useful learning was, what could be improved; receiving feedback from others about contributions and opinions, attitudes and behaviours, whether something was successful

3 Understand that people have preferred methods of learning

Methods of learning: observing others at work, asking questions, listening to instructions or information, finding out information or doing research, attending courses, classes or training, taking a qualification, doing a practical task

4 Be able to record progress in learning

Recording progress: recording progress (ie what has been learned) informally or formally; identifying learning goals and recording progress towards them using eg a learning plan, as part of an appraisal and development process


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Delivery

Group or individual discussions would provide opportunities for learners to discuss a situation in which they will learn with people who are working or learning at the same level as them. Examples could include situations where they learn alongside colleagues or classmates, or with people who have the same level of experience as them — for example people they come into contact with during training courses or on induction sessions. These would be people familiar to the learner and with whom they come into contact with, although this may not necessarily be on a day–to-day basis.

Examples of appropriate situations for learning outcome 2 could include a training course, teambuilding activity or development session in which the learner’s peers are also present. In expressing their opinions or feelings about their learning, learners could be encouraged to consider their likes and dislikes and how they feel about different learning situations. They could ask themselves questions such as ‘Am I finding it difficult or easy to participate in the activity?’ or ‘Is this an easy or difficult skill to learn?’

In supporting learners to achieve learning outcome 3, tutors could encourage them to think about the way in which they learn — how do they learn best and what do they feel helps them to learn? For example, do they enjoy observing others and learning from experience or do they need a more formal structure like a training course? Do they learn best from written information or by talking to others?

Tutors could also make use of a group situation with learners discussing their individual preferred way of learning and comparing this with the others in the group. Learners could also go on to discuss the advantages and disadvantages of each learning method. Learners should understand the value of different ways of learning and that one learning method is not necessarily better than another. The emphasis is on finding out what suits the needs of individual learners.

Tutors would find it helpful to encourage learners to think about how they could record progress in their learning. Learners should be able to agree an identified learning goal with tutors/line managers which can be achieved in a learning situation with peers such as colleagues or other learners and discuss their progress towards this learning goal through a peer learning situation.

Assessment

Evidence for 1.1 could come from a group discussion which shows the individual learner’s contribution, or an individual discussion with the tutor/line manager. This may take the form of a taped discussion, video evidence or other appropriate format. It may also be supported by written notes from the learner or the tutor/line manager. The learner must be able to describe a situation in which they can learn with co-workers or other learners/students.


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Evidence for 2.1 to 2.3 could come from either an observation of the learner by the tutor, line manager or other designated person or from written evidence. The learner needs to present the information appropriately and respond to others’ views in an appropriate manner. The evidence could take the form of a witness statement, observation notes or a video of the learner’s interaction with other co-workers or learners, along with supporting notes. If in a written format, evidence of the learner’s communication should be provided (for example copies of emails, memos or letters) with a supporting commentary from the tutor/line manager if appropriate.

The learner needs to be able to respond appropriately to others’ opinions and feelings, for example being polite and tactful, even if they don’t agree with the opinion or feeling that was expressed. Learners should also be able to give feedback about their learning in an appropriate way. They could, for example, fill in feedback forms at a training course and provide helpful information about how to improve the course and what they found useful or not. The learner should be able to receive feedback (general or specific) from other learners or co-workers about a shared learning activity, for example whether or not the learning activity was a success, whether or not the learner made a positive contribution to the group, or whether or not the learner demonstrated to others that they understood and learned something.

Evidence for 3.1 and 3.2 could come from a group discussion which shows the individual learner’s contribution, or an individual discussion with the tutor/line manager. This may take the form of a taped discussion, video evidence or other appropriate format. It may also be supported by written notes from the learner or the tutor/line manager. The learner needs to recognise their own preferred method of learning and describe how this compares to those of others.

Evidence for 4.1 could come from a one-to-one discussion between the tutor/line manager and the learner or from a small group discussion in which the learner describes the progress they have made towards an identified goal.





Unit 18: Learning from More Experienced People


Unit 21: Learning from Work Placement

Unit 19: Building Working Relationships with Colleagues








94

Essential resources

Learners should have access to situations where they learn alongside colleagues or other learners.

Websites


www.mindtools.com


95

Unit 15: Communicating Solutions to Others

QCF Level: Level 1

Credit value: 2


Unit abstract

Being able to solve problems and share your solutions with others is a valuable skill for employability, for learning and for life in general. There are many ways in which solutions to problems may be communicated which involve different types of presentation skills. In this unit, learners will identify information needed to communicate a solution and will be introduced to the ways in which they can communicate the solution to a problem that they have solved. Learners will find out how to respond appropriately to the views of other people regarding what has been communicated. Learners will also consider how effectively they have communicated a solution to others.


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1 Understand how to solve possible problems

1.1 With support, identify an appropriate problem that they can solve

1.2 Identify a way in which they can solve the problem

2 Understand how to communicate the solution appropriately to others

2.1 Describe appropriate communication methods needed to present the solution to others

2.2 Identify the appropriate information that is needed to communicate the solution

3 Communicate the solution appropriately to others

3.1 Present the solution to others in an appropriate way

3.2 Respond appropriately to others’ views

4 Review their performance 4.1 Carry out a review of their performance

4.2 Identify one aspect that went well and one that did not go so well


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Unit content

1 Understand how to solve possible problems

Identify a problem to solve: different types of problems eg differences of opinion, poor instructions, lack of knowledge, changes in situation or environment, need for new services/processes/products, need to improve or change current situation, desire to test or check new ideas

Ways to solve a problem: find out all information required; use all sources of help; consider all possible solutions; evaluate different approaches eg advantages and disadvantages of possible solutions; choose course of action; amend action if necessary; review effectiveness of strategy

2 Understand how to communicate the solution appropriately to others

Methods of communication: verbal eg a formal or informal meeting with other people; written eg an email, project, memo, letter

Information needed: what the problem was, who was involved, the chosen strategy for solving the problem, whether the problem was solved, how the strategy was used

3 Communicate the solution appropriately to others

Methods of presentation: verbal presentation either formally eg as part of a meeting or informally eg in a discussion group, written presentation eg by email, flowchart, diagrams, letters, charts, posters

Responding to others’ views: answering questions appropriately, listening politely to what others have to say, making suggestions

4 Review their performance

Carrying out a review: discussion with tutor/line manager either formally or informally; identifying what went well and what did not go well eg learner included all relevant information in presenting the solution, but found it difficult to answer questions from others about the problem that had been solved


98


Delivery

In relation to learning outcome 1, tutors/line managers might find it useful to give learners the opportunity to take part in group or teamwork in which the contribution of each member of the group can be assessed. The tutor/line manager may wish to support the group in identifying a problem, and it is suggested learners focus on problems which are related to a work or learning context.

In achieving learning outcome 1, learners should be supported in looking at a range of strategies to use in finding relevant information about what caused the problem and how to solve it. This could include prompts of where to find appropriate information to solve a problem requiring some background research, ideas on who to contact for support or guidance either within or outside of the organisation (for example the finance department for a problem about invoices, a tutor for a problem relating to a class project), or prompts regarding ways in which learners might tackle the problem, for example weighing up advantages and disadvantages of one approach versus another.

Opportunities for developing and practising the communication skills needed for learning outcome 3 may be a achieved, for example, by organising learners into groups and then asking one member from a group to present to another group. This could all be done informally and within small groups so that learners feel confident in their presentation. The learner could also choose other communication methods, for example if the other people the learner needs to contact are not immediately available, the learner could choose to draft an email or a memo which describes the problem and solution. These written documents need not be long or complex in nature.

For learning outcome 4, tutors/line managers and learners would probably find it most appropriate to discuss their performance either in a one-to-one or small group situation.

Depending on the context used within the unit, tutors/line managers may wish to access a range of information in delivering this unit for example this unit could be used as part of a cross-curricular project in a school or college setting, or could be used within the workplace to encourage learners to develop problem solving and communication skills. There could also be links to national schemes such as Young Engineers, BA CREST awards, mathematics challenges, STEMNET, the Youth Challenge and Youth Achievement Awards Scheme or apprenticeship awards.

Learners should use appropriate texts, websites and magazines. Valuable information can also come from line managers or tutors and visiting experts.


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Assessment

Evidence for 1.1 and 1.2 could come from a group discussion which shows the individual learner’s contribution, or an individual discussion with the tutor/line manager. This may take the form of a taped discussion, video evidence or other appropriate format. It may also be supported by written notes from the learner or the tutor/line manager. The learner must identify at least one problem which they can solve. The problem should be straightforward and the learner needs to suggest at least one way in which they could solve it.

Evidence for 2.1 and 2.2 could come from a group discussion which shows the individual learner’s contribution, or an individual discussion with the tutor/line manager. This may take the form of a taped discussion, video evidence or other appropriate format. It may also be supported by written notes from the learner or the tutor/line manager. The learner must describe the communication method or methods appropriate to the situation and identify appropriate information to be included in the presentation.

Evidence for 3.1 and 3.2 could come from either an observation of the learner by the tutor, line manager or other designated person or from written evidence. The learner must show that they understand how they should interact; either in written or oral communication with others, particularly if they need to respond to different views or views they do not necessarily agree with. The learner may need encouragement in behaving appropriately towards other members of the group, for example listening politely, and giving others a chance to suggest their own ideas.

The observation can take the form of a witness statement, observation notes or a video of the learner’s presentation to the group with supporting notes. If in a written format, evidence of communication should be provided (for example copies of emails, memos or letters) with a supporting commentary from the tutor or line manager, if appropriate.

Evidence for 4.1 and 4.2 could come from a one-to-one discussion between the tutor/line manager and the learner in which the learner needs to identify one aspect of their performance they felt pleased with (for example being able to identify a solution no one else had thought of) and one that did not go so well (for example interrupting another member of the group).




Unit 17: Solving Work-related Problems



Unit 19: Speaking Confidently at Work



100

Essential resources

Learners should be able to access appropriate sources of information on communicating solutions to problems such as books, websites and magazines.

Websites


www.tellmehowto.net

www.wikihow.com

www.worketiquette.co.uk



http://www.worketiquette.co.uk/


101


QCF Level: Level 1

Credit value: 1


Unit abstract

In any workplace, it is important to have a positive attitude and behave in an appropriate manner. Employers and employees expect certain types of conduct to be demonstrated within the workplace, making constructive attitudes and behaviours essential employability skills.

This unit focuses on the importance of positive attitudes and behaviours and their impact on the workplace. Learners will need to show that they understand and can demonstrate appropriate behaviours in the workplace. They will also need to carry out some analysis of their strengths and weaknesses by conducting a review of their performance.





1 Understand how positive attitudes and behaviours at work benefit themselves and their organisation

1.1 Explain why it is important to follow an organisation’s rules and procedures

1.2 Describe the benefits of positive attitudes and behaviours for themselves and their organisation

2 Demonstrate a range of positive attitudes and behaviours in the workplace

2.1 Interact appropriately with colleagues and customers

2.2 Follow organisational procedures governing attitudes and behaviours at work

3 Evaluate their own conduct 3.1 Describe what went well and what did not


102

Unit content

1 Understand how positive attitudes and behaviours at work benefit themselves and their organisation

Importance of following organisation’s rules and procedures: eg avoids breaking the law, complying with health and safety requirements, avoids confusion in carrying out tasks

Benefits of positive attitudes and behaviours to the employee and their organisation: eg enhances how others view you, pay or reward could be linked to personal appraisal and performance, helps keep yourself and colleagues healthy and safe, increased productivity for organisation, pleasant working atmosphere

2 Demonstrate a range of positive attitudes and behaviours in the workplace

Interacting appropriately with colleagues: communicating with a range of familiar people eg members of team, line manager, supervisor, people from other departments; interacting appropriately with other colleagues eg carrying out task accurately and cheerfully, listening politely to opinion given by a team member

Interacting appropriately with customers: communicating with a range of customers in non-complex and familiar situations eg dealing with routine enquiries from customers, taking messages

Following organisational procedures from the learner’s workplace or from school/college: appropriate methods for timekeeping eg timesheets, clocking in/out, appropriate use of IT eg passwords, use of the internet and email, appropriate behaviour and general conduct eg dress code, attitudes towards colleagues

3 Evaluate their own conduct

Evaluation of own conduct: identifying aspects of own performance that went well eg passed on all phone messages clearly to manager; identifying aspects of own performance that did not go so well eg forgot to fill in timesheet for the day


103


Delivery

This unit may be delivered in the workplace, as part of a work placement or volunteering commitment, or in a simulated situation in a school or college. The positive behaviours described in the unit are those expected of learners within an educational context as well as of employees in a workplace. It is therefore likely that learners will already be aware of the need for appropriate conduct in a general context.

Learning outcome 1 could be delivered through group discussion or discussion between the learner and their line manager/tutor or another appropriate person familiar to the learner. Tutors or line managers might wish to support the group or individual learner by facilitating a discussion to help learners think about the importance of following an organisation’s rules and procedures. Tutors or line managers could begin by explaining that every organisation has rules and procedures governing the behaviours of its employees. The group/individual could be given copies of organisational procedures and asked to discuss an aspect of them, (for example expectations on dress, behaviour towards colleagues) and explain why these are important (for example why it is important that employees treat each other with respect, why it is important not to be aggressive or abusive to other employees). They could also consider the consequences of not following procedures such as health and safety (for example if they or someone else did not work with due care and attention, this could compromise their own safety and that of others), or the impact on themselves of disciplinary or other measures.

Tutors or line managers could then explore the benefits of having a positive attitude by asking learners to think about how exhibiting positive attitudes and behaviours can benefit themselves and their organisation. Learners could create posters or leaflets to record their ideas.

Learning outcome 2 could be demonstrated in a variety of ways. In a work situation, learners could carry out their normal daily activities whilst being observed by their line manager, supervisor or another responsible person. In a simulated situation, learners could be provided with (or agree with their tutor) a scenario for the workplace which enables them to demonstrate the required positive attitudes and behaviours.

For learning outcome 2, learners in the workplace could be observed interacting with members of their team, their line manager, supervisor or familiar people from other departments (eg their contact in finance or HR). These may not be regular contacts but will be known to the learner. If this is a simulated exercise, learners may be observed interacting with a range of people — some familiar and some less familiar to them.

Tutors/line managers could use the organisational procedures from the learner’s own workplace, college or other place of training, provided the procedures address matters of attitude and behaviour.


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Learning outcome 3 could be delivered through a one-to-one discussion between the tutor or line manager and the learner.

Assessment

To achieve 1.1, the learner must explain at least two reasons why it is important to follow organisational procedures. For 1.2, the learner must describe the benefits of positive attitudes and behaviours for an individual (at least one benefit for the individual) and for an organisation (at least one benefit for the organisation). Evidence to support this could be records of group or individual discussion. These could either be written by the tutor or line manager, written by the learner with sign-off from the tutor/line manager, or via video or audio recording.

To achieve 2.1 and 2.2, the learner needs to demonstrate that they can interact appropriately with colleagues and customers and follow organisational procedures. Tutors and others may support them in this. Interactions should form part of the learner’s day-to-day activities, which need not be complex or demanding. The positive attitudes and behaviours demonstrated by the learner could include examples such as passing on a telephone message to a colleague, turning up to a team meeting on time, answering a routine query from a customer, recording information about a customer complaint, using organisational systems to record annual or sick leave, knowing about organisational rules on the use of IT (for example use of the internet and email), understanding general organisational procedures for conduct and behaviour (for example dress code) or knowing who to contact if they are unable to get to work or need advice on a work-related matter. Whilst the learner may seek clarification from others regarding organisational procedures, they must know how to access the relevant sources of information and use them independently.

The demonstration needs to be observed either by the tutor or another person designated to assess the learner (for example a line manager or supervisor). The observation should form the basis of a discussion with the learner after the demonstration, about their performance. This observation could be a written statement by the tutor or line manager (which would support good practice for appraisal and review in the workplace) or a video with supporting commentary from the tutor or line manager.

To achieve 3.1, the learner must carry out an evaluation of their performance in which they describe what went well and what that did not go well in demonstrating the positive conduct referred to in 2.1 and 2.2. They might discuss this with their tutor or other observers; it is appropriate for any of these people to offer constructive criticism and for the learner to include this feedback in their review of performance, if they wish to do so. Their self-evaluation must, however, represent their own views on their performance and should be recorded independently.

Evidence to support this can either be written, for example through written statements from the learner on the review of their performance and/or supporting statements from the tutor, line manager or other person involved in the discussion and review, or through video or taped discussion.

Written statements by the learner do not have to be lengthy and can be discussed and agreed by the tutor/line manager and the learner in advance.


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Unit 12: Conduct at Work Unit 17: Working in a Team

Unit 20: Investigating Rights and Responsibilities at Work





Unit 16: Working in a Team



Essential resources

Copies of organisational procedures for different types of organisation as appropriate (for example school or college procedures for staff and/or learners relating to conduct and behaviour (or if in the workplace, copies of workplace procedures).

Relevant training or developmental courses relating to good conduct (for example assertiveness, communication skills).

Copies of any appraisal systems which recognise good conduct/performance.

Websites







http://www.worksmart.org.uk/career


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107


QCF Level: Level 1

Credit value: 3


Unit abstract

Since very few people work in complete isolation in the workplace, most employers seek employees who are able to work effectively with others in a team or group setting. An effective team depends on the cooperation and skills of all team members. This unit helps the learner to understand how they can contribute to the success of a team, based on an understanding of their own strengths, skills and experiences, as well as the nature of the task at hand. Additionally, learners will develop an understanding of the key behaviours and attitudes required in order to communicate and cooperate with others in a team. The learner will also learn about the roles and responsibilities of all team members by completing a team task. Learners will consider their own effectiveness as a team member and identify areas for improvement.


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1 Understand that effective teamwork requires team members to behave in certain ways

1.1 Describe positive behaviours necessary for effective teamwork

2 Understand how own strengths, skills and experiences may contribute to a team task

2.1 Outline their own strengths, skills and experiences that might be relevant to a particular task

2.2 State some aspects of a particular task that they think they could do well, based on their identified strengths, skills and experiences

3 Understand the roles and responsibilities of team members (including their own) in relation to a given task

3.1 Describe what the task is about and what the team is working to achieve

3.2 Describe own role and responsibilities and those of others in the team

3.3 Explain how their own role contributes to the work of the team as a whole

4 Be able to work positively as a member of a team

4.1 Give examples of when they listened to the ideas and suggestions of others

4.2 Give ideas and suggestions as to how the team might complete their task

4.3 Outline examples of when they offered to help or support other team members

4.4 Outline examples of when they accepted the help or advice of others

4.5 Complete the aspects of the task they were allocated, in line with the brief

5 Be able to consider their performance as a member of a team

5.1 Describe which positive teamworking behaviours they demonstrated in undertaking the task

5.2 Identify some teamworking skills that they could improve


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Unit content

1 Understand that effective teamwork requires team members to behave in certain ways

Behaviours for effective teamwork: encouraging, considerate, ability to listen, respectful, tolerant, patient, flexible, loyal, ability to accept constructive criticism, able to motivate others

2 Understand how own strengths, skills and experiences may contribute to a team task

Strengths, skills and experiences: organising skills; practical skills eg computer literate, photography skills; previous experiences eg experience of planning an event; communication skills eg multi-lingual, skilled writer; interpersonal skills eg good listener, confident, punctual, reliable, patient

Aspects of a task they could do well, based on identified strengths, skills and experience: eg good spelling and language skills suited to task of proofreading written work produced by team, organising skills suited to drawing up timeline for completion of the team project

3 Understand the roles and responsibilities of all team members (including their own) in relation to a given task

What team is working to achieve: aim or aims of the team’s task, assignment or project; goals, deadlines, timelines; particular quality or standard of work required

Responsibilities within the team: own individual roles and responsibilities agreed with whole team; individual roles and responsibilities of other team members

Contribution of own role to work of whole team: how own role affects roles of others in the team; how own role affects overall team success


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4 Be able to work positively as a member of a team

Listen to the ideas and suggestions of others: paying attention to and showing respect for the advice, ideas, suggestions or opinions put forward by others eg by not interrupting, asking questions to clarify what was said

Give ideas and suggestions as to how the team might complete their task: eg by participating in group discussions, problem solving or ‘thought shower’ sessions, finding out information and reporting back to the group

Offer help to other team members: eg offer to help other team members complete their task, volunteer to take on the task of a team member who is absent

Accept help or advice from other team members: eg try out ideas or suggestions put forward by others, listen respectfully to advice from another team member, accept help from other team members in order to get individual task finished on time

Complete own task in line with the given brief: complete task to required standard and within stipulated timeframe

5 Be able to consider their performance as a member of a team

Positive teamworking behaviours demonstrated: listened to opinions of others, responded politely to questions, satisfactorily completed the individual task assigned to them, helped others carry out their tasks or responsibilities, offered suggestions as to how the team’s goals could be achieved, accepted advice from others, learner’s own contribution contributed to success of whole task

Identify teamworking skills that could be improved: eg be more patient with other team members, don’t interrupt when others are making suggestions, pay more attention to timings allocated for completion of own individual task


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Delivery

The emphasis in this unit is on developing the learner’s knowledge and understanding of teamwork through a practical teamworking task.

In order for learners to understand the positive behaviours necessary for effective teamwork in learning outcome 1, it would be useful for learners to compare two different teamworking scenarios. This could be done in small groups. A question and answer session could determine the positive behaviours. Key words could be collated on a board or flipchart. Teams could work to design a poster or presentation which identifies positive behaviour. The posters or presentations could be displayed in the class or working area for learners to refer to during the rest of the unit. Alternatively, line managers could discuss with individual learners their impressions of different teamworking scenarios within the workplace. The learner could obtain input from other colleagues regarding their ideas on positive behaviours required for teamwork.

Learning outcomes 2, 3, 4 and 5 require the identification of team and individual tasks which would enable the participation of all group members. Learners could be involved in selecting the group task. Teams could be made up of around four to seven people. In teams, learners could discuss possibilities for tasks and then report back to the rest of the group. Learners could develop a whole group discussion to decide which tasks are manageable, achievable and match the skills and interests of the team members in ‘what if?’ scenarios.

For learning outcome 2, learners could make a list of their own strengths, skills and experiences and match them to individual tasks in the chosen group task.

For learning outcome 3, learners could work with team members for the group task to develop a mind map or flow chart-type diagram, using prompts and question and answer sessions until a picture of the whole task and the individual roles and responsibilities of each member is complete. Learners could present their ideas about how their own role contributes to the work of the team as a whole to the rest of the group.

Learners will need to implement the agreed team task for learning outcome 4. Learners could work in groups to devise a checklist to log their involvement in the task.

Learners should be encouraged to analyse their own performance in the team task for learning outcome 5, using evidence from their checklist. Individual learners should concentrate on their behaviour and skills as a member of the team rather than how well the outcome was achieved. Ways for learners to develop teamworking skills could be explored through tutorials, small group discussions or discussions with a line manager or supervisor.


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Assessment

For 1.1, the learner must explain why three different positive behaviours are needed for teamwork to be effective. This information could be evidenced in a number of different ways for example a leaflet, presentation or poster.

For 2.1 and 2.2, the learner will need to refer to the identified group task when identifying their own strengths, skills and experiences and how these may help them complete aspects of the task. A chart could be suitable evidence for these criteria. The learner needs to be able to make the link between their own strengths, skills and experiences and the group task. Alternative methods of evidencing learning may be used.

The evidence required for 3.1, 3.2 and 3.3 could be combined into one task. The information could be evidenced in a number of ways such as PowerPoint slides, a poster or through one-to-one discussion with the tutor or line manager. The learner will need to refer to the chosen task and give clear details about the task and its intended outcome, and the role and responsibilities of all members of the team for 3.1 and 3.2.

For 3.3, the learner will need to give at least two reasons why their own role is necessary for the successful completion of the group task.

The evidence required for 4.1, 4.2, 4.3, 4.4 and 4.5 may be provided in a logbook completed by the learner during the task. The logbook may take a variety of formats, depending on the needs of individual learners. The logbook will need to be verified by the tutor/line manager. Alternative methods of evidencing may be used for example a witness statement or observation.

For 5.1, the learner will need to provide details about which positive teamworking behaviours (identified in 1.1) they demonstrated during the completion of the task. Two ways the learner could improve their teamworking skills would provide the evidence for 5.2. Both these criteria could be assessed through one-to-one discussion with the tutor/line manager. Responses should be recorded for verification purposes.




Unit 12: Conduct at Work Unit 16: Positive Attitudes and Behaviours at Work






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Essential resources

Learners will need the opportunity to participate in a teamworking task.

Websites



www.projectsmart.co.uk/team-building.html






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115


QCF Level: Level 1

Credit value: 2


Unit abstract

Being able to learn from senior or more experienced people is an important part of success in a place of work or study. In the world of work, many organisations encourage practices such as work shadowing and cross-company initiatives in which employees are expected to interact with, and learn from, more knowledgeable people. This unit introduces learners to ways in which they can learn, in a workplace or learning environment, from those who are more experienced in a particular field of work or study. Learners will learn about the different types of experienced people they could encounter. They will also consider the skills demonstrated by more experienced people and how they could use these skills in their own learning or work context.


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1 Understand a range of more experienced people with whom they could come into contact

1.1 Describe more experienced people they could come into contact with, both within and outside the workplace or place of learning

2 Understand how they can learn from more experienced people

2.1 Describe ways in which they could learn from more experienced people

2.2 Describe what is helpful or not helpful about the ways they could learn from more experienced people

3 Understand what they have learned from more experienced people

3.1 Describe skills that more experienced people have demonstrated

3.2 Describe how they will use these skills themselves


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Unit content

1 Understand a range of more experienced people with whom they could come into contact

Range of people: line managers, supervisors, managers, team leaders, team members with more experience, heads of department, clients or customers, visiting experts or consultants, tutors, teachers

2 Understand how they can learn from more experienced people

Ways to learn: observing others at work, work shadowing; discussing ideas and problems with others; reading or looking at what others have written, recorded or produced eg reports, memos, presentations, portfolios, videos, interviews, letters, articles; questioning others about their work style and practices

Helpful ways of learning: eg question and answer session provides opportunity to have specific queries answered, work shadowing provides opportunity for practical observation, watching a video allows learner to proceed at own pace, reading articles or letters might not be so helpful if some of the information is out of date, presentations to a group might not provide opportunity for audience members to ask questions

3 Understand what they have learned from more experienced people

Examples of skills demonstrated by others: eg positive behaviours and interpersonal skills in the workplace or place of learning, achieving successful outcomes for a task or piece of work, producing high quality work, solving problems, overcoming difficulties or setbacks, making a positive contribution to a project or meeting, demonstrating different styles of working or learning

How these skills will be used: knowing how what has been learned could be applied to their own work or learning situation eg problem-solving skills to be used in solving a particular challenge in a project or workplace task, positive behaviours and interpersonal skills to be used when dealing with customers in the learner’s workplace or with other learners in a place of learning


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Delivery

Through group or individual discussion, learners should be able to identify a range of more experienced people that they could or currently come into contact with. These will be more experienced people in the workplace or in a school, college or other place of learning. Examples could include managers, supervisors, other colleagues they have identified as being more experienced, tutors and visiting experts. These should be people either familiar to the learner or people the learner could reasonably expect to come into contact with in their workplace, college or school.

Tutors should encourage learners to think about how they learn in the workplace, school or college and to recognise that their learning could be informal or formal. For example, they may pick up all sorts of information about their organisation from attending meetings or talking to more experienced people in their team. They may observe others in different situations and, by observing, learn a new way of doing something. Alternatively, learners may be in a more formal situation, for example work shadowing or a presentation by a visiting expert, where they can ask the person questions about their work practice or field of study and use it to improve their own practice or knowledge. Group discussions and discussions with tutors/line managers would help the learner identify various ways they learn in their workplace, school or college — and the advantages or disadvantages of various ways of learning.

Opportunities to observe more experienced people demonstrating skills could come via a wide range of activities such as work shadowing, presentations by visiting experts, interviews with more experienced learners or colleagues, or even day-to-day-interaction with more experienced persons in a place of learning or work. In identifying the skills learned from more experienced people, learners should also be encouraged to consider whether these skills are relevant to their own specific working practice or place of learning, and in which ways they are relevant.

Assessment

Evidence for 1.1 to 2.2 could come from a group discussion which shows the individual learner’s contribution, or from an individual discussion with the tutor/line manager. The evidence may take the form of a taped discussion, video evidence, presentation etc. It may also be supported by written notes from the learner or the tutor/line manager.

For 1.1, the learner must be able to describe at least two types of people they will interact with who are experienced in the field of work or study.

For 2.1 and 2.2, the learner needs to describe at least two ways in which they can learn from more experienced people and indicate what is helpful or unhelpful about the ways in which they could learn from these people.


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Evidence for 3.1 and 3.2 could come from a one-to-one discussion between the tutor/line manager and the learner or via an appropriate small group situation in which the learner gives at least two examples of skills that more experienced people have demonstrated and describes how they can use these skills themselves. The examples must be clear and relevant to the learner’s own work or learning context. For example after observing a more experienced person at work, the learner intends to read through and use a spellcheck function for all their future emails before sending them out, or after a presentation by a visiting expert, the learner has specific ideas on where to find answers to some difficult questions in their current assignment.















Essential resources

Learners should have access to a variety of other people in the workplace, school or college who can demonstrate positive behaviours to them and who can be used for questioning or work shadowing purposes.

Websites


www.mindtools.com


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121


QCF Level: Level 1

Credit value: 2


Unit abstract

Any employee or potential employee should understand why people skills are important to them in their career and also to the organisations in which they may work. Much depends on the ability of individuals to cooperate and get on with one another in the workplace and the causes of discontent at work are often attributed to ‘people problems’. This unit introduces learners to the skills needed to interact in a positive and constructive manner with a range of colleagues in the workplace. Learners will find out about different types of colleagues, how to communicate appropriately with colleagues and the importance of carrying out their own tasks or responsibilities in line with the expectations of their peers.


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1 Understand why it is important to get on well with colleagues

1.1 Describe different types of colleagues with whom an employee needs to interact positively at work

1.2 Explain why an employee needs to get on well with each type of colleague

2 Be able to work positively with employers and/or managers

2.1 Complete a task as instructed by employers and/ or managers

2.2 Use appropriate language and tone when communicating with employers and/or managers

3 Be able to work positively with peers in the workplace

3.1 Use appropriate language and tone when communicating with peers

3.2 Contribute ideas and opinions in a way that peers find acceptable

3.3 Carry out their own role or task in line with the agreed or designated expectations of their peers

3.4 Seek and accept help, guidance and feedback from peers when appropriate


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Unit content

1 Understand why it is important to get on well with colleagues

Different sorts of colleagues: colleagues from other parts of the organisation, other departments or other offices eg head office, local and regional offices; colleagues in different types of jobs or roles eg managers, employers, owners, supervisors, line managers, peers, senior staff, external staff, part-time and full-time employees

Importance of getting on with other people: benefits of constructive working relationships eg personal satisfaction and enjoyment of work environment, learning skills from others through positive working relationship, pleasant atmosphere in workplace; effects of poor working relationship on self and on others eg hinders teamwork, creates unpleasant atmosphere in workplace, lowers standards of customer service, damages health or wellbeing due to stress caused

2 Be able to work positively with employers and/or managers

Complete tasks according to instructions: showing you have listened to and understood instructions eg asking questions if something is unclear, confirming when you expect to complete the task; knowing where to get help or support if needed eg from tutor, line manager, team member, training guide, instruction document; carrying out task on time and according to given brief eg posting meeting agenda five working days before the meeting, as requested by supervisor

Use appropriate language and tone with employers and/or managers: some types of language and tone are inappropriate, either by way of workplace code of conduct or social standards eg obscene language, sexist remarks, sarcasm, shouting at people; positive consequences of communicating appropriately eg shows good manners, creates good impression of the individual’s communication skills; negative consequences of using inappropriate language eg a sarcastic remark could offend employer or manager


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3 Be able to work positively with peers in the workplace

Use appropriate language and tone with peers: some types of language and tone are inappropriate, either by way of workplace code of conduct or social standards eg obscene language, sexist remarks, sarcasm, shouting at people; positive consequences of communicating appropriately eg building mutual respect, helping to create a positive atmosphere in the workplace, improve team work; negative consequences of communicating inappropriately eg using sexist language could lead to warnings from line manager, allegations of harassment

Contributing ideas and opinions: express own ideas or suggestions to others without being aggressive, rude or disrespectful; accepting right of others to question or disagree with your ideas or suggestions

Carry out task/role according to agreed expectations: know expectations of peers based on agreed tasks, behaviours or course of action eg peers expect you to take your turn in clearing fax tray as agreed at the team meeting; being reliable and dependable in your interaction with peers eg carrying out task within the deadline given, offering to put something right if you make a mistake

Seek and accept advice, help, feedback from peers; knowing appropriate ways to request advice, help or feedback eg ask for advice politely, explain why you would like feedback, state exactly what help you would like; being able to accept advice, help or feedback eg show you have thought about the advice, help or feedback by listening, asking questions, thanking a peer for their advice, help or feedback, being respectful when you don’t agree with some of the advice, help or feedback given


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Delivery

Evidence for this unit could be gathered through a part-time job, work experience or simulated activity. Learners should be encouraged to reflect on the full range of people that they might encounter in the workplace (excluding customers or clients). If learners have no current access to the workplace but have previously been employed, they would find it useful to draw on these prior experiences wherever appropriate. Group activities where some members of the group do have workplace experience, will support those learners who have none.

For learning outcome 1, learners might find it useful to discuss different examples of peers and managers and/or employers as a starting point but should also be challenged to think more widely, as appropriate to the context (for example external colleagues; contractors such as cleaning or catering staff, colleagues from other office locations and departments), considering basic hierarchies where these exist.

Before demonstrating the behaviours required for learning outcome 2 and learning outcome 3, learners would benefit from spending some time identifying what these behaviours might be. This might be through group discussion, presentations, interviews or film clips of workplace situations.

Assessment

To achieve 1.1, the learner needs to identify at least two examples of different types of colleagues with whom they might need to interact positively in the workplace.

In achieving 1.2, the learner needs to explain why it is important to have a good relationship both with managers/employers and their peers. The learner must be able to explain why it is important for themselves, the other people they work with and for the organisation as a whole, that they as individuals get on well with others. The learner is likely to refer to the benefits of positive interaction but may also refer to the consequences of negative behaviours as these can also contribute to the evidence for 1.2.

To achieve 2.1–3.4, the learner must demonstrate, either in the workplace or through simulation, that they are able to get on with and behave appropriately towards employers/managers and with peers. Witness statements, checklists or video evidence would all be useful ways to record these behaviours.

For 2.1, the learner must show an ability to act on a manager or employer’s instructions by carrying out a straightforward task according to a given brief.

To achieve 2.2 and 3.1, the learner needs to show they understand that respect and courtesy should be extended to all colleagues in the workplace. The learner will demonstrate an ability to communicate appropriately with both their peers and those in more senior positions, using appropriate language level and tone. At least one example of effective communication with peers and one example of effective communication with an employer/senior colleague is required.


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For 3.2, the learner must demonstrate at least one example of their ability to communicate ideas, thoughts, suggestions or opinions in a way that is not offensive to others. The learner should also show they understand the concept of tolerance by accepting the right of peers to disagree with the their ideas.

In achieving 3.3, the learner must provide evidence that they can perform at least one role or task in line with the expectations or suggestions that have been agreed with a peer or peers, for example showing a peer how to use a new piece of office equipment, being responsible for taking up a collection for a colleague’s leaving gift, not encroaching on the desk space of another colleague.

For 3.4, the learner must be able to demonstrate, or refer to, at least one example of when they sought advice, guidance or assistance from peers, or when it would have been appropriate to seek advice, guidance or assistance from peers.









Unit 20: Building Working Relationships with Customers



Essential resources

Learners need the opportunity to participate in activities that involve colleagues, whether in a real workplace or simulated environment.

Websites


www.worketiquette.co.uk/ColleagueRelationshipsCategory




127


QCF Level: Level 1

Credit value: 2


Unit abstract

Being able to deal appropriately with customers or clients is a skill that significantly enhances an individual’s prospects for employability or progression in the workplace. This unit introduces learners to the vital concept of treating customers or clients properly: why it is important and how it can be achieved. Learners will consider basic organisational rules for customer relations, how to follow organisational procedures in this regard and when to refer customers elsewhere for assistance. The unit will also ensure that learners understand that their interactions have a direct effect on the way in which customers or clients view the organisation as a whole.


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1 Know that the way they present themselves makes an impression on a customer or client

1.1 Identify positive ways of presenting themselves to customers or clients including appearance, manner and language

1.2 Describe the possible effects of positive and negative self-presentation on a customer or client

2 Know that organisations normally have protocols for dealing with customers or clients

2.1 Describe the basic rules in an organisation for dealing with customers or clients

3 Interact positively with customers or clients in line with given protocols

3.1 Follow an organisation’s protocols to provide answers to straightforward customer queries or to carry out straightforward customer requests

3.2 Demonstrate polite behaviour towards customers

3.3 Identify situations when it is necessary to refer the customer to another colleague or department


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Unit content

1 Know that the way they present themselves makes an impression on a customer or client

Positive self-presentation: appearance eg good personal hygiene, clean, suitable clothing; manner eg appropriate, positive body language, tone of voice, facial expressions; language eg polite, friendly, language level not too informal or formal

Consequences of positive self-presentation: helps customers form favourable view of the individual and organisation they represent; customers’ positive views have effect on business/patronage eg more likely to make use of the company’s goods/services again, likely to recommend the organisation’s product/service to others

Consequences of negative self-presentation: might cause customers to form unfavourable view of the individual and organisation they represent; customers’ negative views have effect on business/patronage eg less likely to make use of the company’s goods/services again, might make complaints against organisation, put off other customers by telling them about their negative experience

2 Know that organisations normally have protocols for dealing with customers or clients

Protocols for dealing with customers/clients: different protocol methods eg written, verbal; different parts of protocol eg introducing yourself to customers, answering customer queries, dealing with complaints and returns/refunds, rights of the customer; knowing where to get help or support in applying the protocols or clarifying protocols that are not clear

3 Interact positively with customers or clients in line with given protocols

Responding to questions and requests: responding to customer’s request/question/enquiry in appropriate manner and in line with organisation’s relevant protocols eg answering customer’s question accurately and within designated timeframe, carrying out customer request in a pleasant manner

Polite behaviour: following given protocols in interacting with customers eg greeting customer in a friendly manner, paying attention to customer’s enquiry/request/question, allowing customer to speak without interruption, thanking customer for their enquiry

Referring customers elsewhere: recognising why/when it is necessary to refer customer’s enquiry/request to someone else eg due to lack of authority to deal with a specific request, lack of knowledge in area which the customer is enquiring about, organisational protocols state that client/customer should be referred to another colleague or department


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Delivery

Evidence for this unit could be gathered through a part-time job, work experience or simulated activity. Guest speakers, learners interviewing someone from a customer service role, case studies and film or video clips could all aid learner understanding and enhance the delivery of the unit. If learners have no current access to the workplace but have previously been employed, they should draw on these prior experiences wherever appropriate. Group activities, where some members of the group do have workplace experience, will support those members who have none.

Learning outcome 1 and learning outcome 3 could be delivered in a variety of ways. If in a work situation, learners could carry out their normal daily activities whilst being observed by their line manager or another responsible person. In a simulated situation, learners could be provided with (or agree with their tutor) a scenario for the workplace which enables them to demonstrate customer service skills. Tutors/line managers may wish to spend time with learners in preparation for the demonstration or observation, for example carrying out a simulated activity in which the tutor, line manager, supervisor or other observer provides help or support to the learner. They may also wish to discuss and agree the behaviours or activities which the learner will demonstrate in advance of the demonstration or observation.

In delivering learning outcome 2, it would be helpful to give learners the protocol of a particular organisation as an example. Alternatively, where they have access to the workplace, the learner could request a copy of that organisation’s protocol. Some smaller organisations might not have a written protocol. In this case, it would be sensible to use a written protocol from another organisation rather than the verbal description a learner might be offered in the workplace.

Assessment

For 1.1, the learner must show understanding of a positive manner, positive appearance and use of appropriate language. They need to evidence at least one example of each positive attribute through role play, discussion with others or by actually demonstrating each of these positive attributes in a workplace setting. It would be appropriate for the learner to describe or demonstrate these behaviours in a specific context, but the learner should be aware that what is appropriate in one context is not necessarily appropriate in another (for example working at a go-kart track versus working in a library).

In achieving 1.2, at least two examples of the effects of negative self-presentation and two examples of the effects of positive self-presentation are required. In their descriptions, the learner must identify the effects of self-presentation on the customer’s view of the employee and of the organisation as a whole (for example a rude employee makes the customer think that the employee does not care about their request and that the organisation does not value or respect its customers).


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For 2.1, the learner needs to extract, from the written protocol of an organisation, the key ‘rules’ for dealing with customers. Tutors/line managers should provide either a protocol from the learner’s own workplace or from another appropriate workplace.

In achieving 3.1 — 3.3, either in the workplace or through simulation, the learner must demonstrate basic levels of customer service in line with the protocol they have considered in 2.1. Witness statements, checklists or video evidence would be useful ways to record this activity. The learner must behave in a way that is consistent with the protocol throughout the activity but they do not need to provide evidence of every aspect identified in 2.1.

For 3.1, the learner must provide accurate answers to straightforward customer questions about goods or services eg ‘Do you sell stamps?’ or meet straightforward customer requests about goods or services eg ‘Could you please show me where the photocopier is?’ Two examples of meeting a customer request or question are required.

For 3.2, the learner will need to demonstrate at least two instances of appropriate and polite communication with a customer for example showing that they are listening attentively to the customer, using appropriate body language and facial expressions, using appropriate, polite language, greeting the customer appropriately, being friendly in attitude and manner.

For 3.3, the learner must identify at least one instance when they are unable to deal with a customer request or question and should recognise that they therefore need to refer the customer to someone else in the organisation (for example another colleague, a different department). It would be appropriate for the learner to identify these instances in a specific context. Where the learner has access to the workplace, they learner could identify the instances for referral within the context and protocol of that organisation. Alternatively, a simulated workplace situation using an appropriate written protocol could be used.








Essential resources

Learners will need access to examples of customer service protocols and will need to participate in customer service activity, whether in a real workplace or simulated environment.


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Websites

www.keepcustomers.com

www.worketiquette.co.uk/VerbalCommunicationcategory

www.worketiquette.co.uk/WorkEtiquetteBasicsCategory

http://www.worketiquette.co.uk/VerbalCommunicationcategory


133


QCF Level: 1

Credit value: 1


Unit abstract

Everyone has the right to be able to work in a healthy and safe environment, the right to be treated fairly and the right to be respected. The area of rights and responsibilities at work and how it affects the people you work with, is an extensive subject. This unit provides an introduction to the concept by discussing basic rights at work and how these rights can be enforced through guidelines, company policies and legislation.

This unit also challenges individual’s perceptions of others and how employers and employees should respect the rights of others. The laws that have been introduced to support employees will be considered. However it is not anticipated that these laws will be considered in depth. The learner will know about the law and how to find more information on the content if ever they needed to refer to it.


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1 Understand what ‘rights’ and ‘responsibilities’ are

1.1 Explain what ‘rights’ are

2.1 Explain what ‘responsibilities’ are

2 Understand how to respect the rights of individuals

2.1 Explain the factors that may affect the rights of individuals

2.2 Explain how to respect the rights of individuals

3 Know laws that can protect the rights of employees

3.1 Identify laws that can protect employee rights

4 Know that employers have certain responsibilities

4.1 Identify employer responsibilities in regard to

• fulfilling a contract

• health and safety

• equal opportunities and prevention of discrimination.


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Unit content

1 Understand what ‘rights’ and ‘responsibilities’ are

Rights: basic human rights eg right to life, freedom, education, respect and dignity, to own property, equality before the law; rights at work eg healthy and safe environment, working conditions, respect, privacy of personal information, fair pay/wages, paid holiday time, right to join and form trade unions

Responsibilities: responsibility to protect, improve and not infringe other’s rights; work responsibilities eg contractual obligations, health and safety requirements

2 Understand how to respect the rights of individuals

Factors affecting rights of individuals: positive images; perceptions eg stereotyping, labelling; unfair discrimination and injustice; cultural background; ignorance or lack of human rights

How to respect others: appropriate behaviour eg use of appropriate language, politeness in communicating with others, not putting others in danger or at risk through inappropriate behaviour in the workplace, showing tolerance and respect for differences and diversity, avoiding unfair discrimination against others, challenging own perceptions to ensure fairness of thought and action

3 Know laws that can protect the rights of employees

Laws: laws relating to employee rights eg health and safety, working conditions, salary, equality of opportunity, discrimination, privacy of personal information (Data Protection Act)

4 Understand that employers have certain responsibilities

Employee’s responsibilities: health and safety; working conditions; contractual; equality of opportunity, confidentiality of company or organisational information


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Delivery

Tutors will need to be creative in their approach to this unit which is largely based on knowledge and understanding rather than skills. Active learning, however, can still be achieved, for example through learners going into the workplace to interview employers and employees or through role-playing scenarios. Debate and discussion should also be encouraged, particularly when defining the terms and considering rights and responsibilities beyond those enshrined in law.

Learners should be introduced briefly to the concept of rights and responsibilities in general before they focus on those that relate to the workplace. Discussion might include human rights, rights and responsibilities set out in legislation and those that are less formal such as those relating to particular groups or settings (for example within a school, college, society or club).

Learners would benefit from the opportunity to discuss terms associated with respecting the rights of others for example stereotyping, labelling, prejudice, positive images, discrimination, ageism, racism, sexism, diversity, cultural background. Simple tasks may be used to help the learner understand these concepts, for example they could make a list of the things they believe in and value. They could then consider how this might affect their work. Learners could also be encouraged to discuss how television or radio or magazine advertisements influence the way people think of others for example through gender stereotyping or generalised perceptions of various cultures, nationalities or age groups. Discussions could then follow on how this could affect work for example women are often seen taking on a domestic role at home and a much smaller percentage of women receive high-paid jobs.

Scenarios could be used as a basis for research into what laws have been put in place to protect the rights of individuals at work for example a colleague or partner has become pregnant. What are your colleague’s rights and what rights does the partner have? What laws are in place to support this? This learning outcome could also be linked with learning outcome 4. Learners could find out where they can get help and advice both within the workplace and outside.

Learners will probably find it useful to relate employer responsibilities to the particular aspects of rights and responsibilities they have covered when looking at them from an employee’s perspective. They should be encouraged to think about how the employer, through meeting their responsibilities, allows employees to exercise their rights. (For example an employer’s responsibility to maintain a healthy and safe workplace is put in place to ensure that employees’ right to work in a healthy and safe environment is observed.)


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Assessment

In order to achieve 1.1 and 1.2, the learner must explain what rights and responsibilities are. Practical examples may help to support the learner’s response to these criteria.

In order to achieve 2.1, the learner should be able to identify three different factors that may affect the rights of an individual. They should then be able to explain how each factor may affect the rights of the individual.

The evidence provided for 2.2 could be in the form of an information leaflet or booklet which explains how we should respect our colleagues at work. Alternatively, a written explanation may be given or an oral presentation could be an effective method of assessment.

To achieve 3.1, the learner must identify three different laws relating to the rights of individuals at work. The learner should name the law and provide a brief, basic outline of the purpose of the law.

4.1 focuses on the employer’s responsibilities. The learner must be able to describe the employer’s responsibilities at work in regard to fulfilling a contract, health and safety and equal opportunities/prevention of discrimination. Practical examples should be given to support each of these areas. (At least one example is required for each area.)













Unit 22: Managing Your Health at Work










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Websites

www.acas.org.uk

www.adviceguide.org.uk

www.direct.gov.uk/en/RightsAndResponsibilities/Yourrights

www.eco.org.uk

www.tuc.org.uk

www.worksmart.org.uk

http://www.acas.org.uk/

http://www.adviceguide.org.uk/

http://www.direct.gov.uk/en/RightsAndResponsibilities/Yourrights

http://www.eco.org.uk/

http://www.tuc.org.uk/


139


QCF Level: Level 1

Credit value: 1


Unit abstract

Where you work may have an influence on your health. For example, there is a risk of repetitive strain injury if a worker spends much of the working day using a keyboard and mouse, while those working with the public may be at risk of physical or verbal abuse. This unit helps the learner to understand that different areas of work have different health requirements. It also considers how good personal health can be maintained in different areas of work by reducing health risks in the workplace.





1 Understand that different areas of work have different health requirements

1.1 Explain different health requirements for a chosen area of work

2 Know how to maintain good health in different areas of work

2.1 Describe health risks for a chosen area of work

2.2 Explain how to reduce health risks in a chosen area of work


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Unit content

1 Understand that different areas of work have different health requirements

Areas of work: office-based; service industry eg hospitals, care homes, childcare; outdoor eg construction industry, gardening, farming, logistics; retail; public services eg fire service, police; sport and leisure sector

Health requirements: hygiene, lifting weights, infection control, protective clothing, influence of weather and the outdoor elements, concentration span, shift work, high adrenaline jobs

2 Know how to maintain good health in different areas of work

Health risks: physical and verbal abuse, bullying, use of specialist equipment eg transporting chemicals, back injury, manual handling, minor injuries eg slips, falls, trips, spread of infection, stress

Reducing health risks: appropriate equipment eg supportive chair, keyboard rests; appropriate clothing eg personal protective equipment (PPE); training and knowledge of procedures and rules eg food safety rules; vaccination of staff eg annual flu vaccination


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Delivery

If a learner knows the vocational area that they would like to work in or are already working in, they may focus their learning on that vocational area.

A wide range of delivery methods may be used to teach this unit, including tutorials, presentations, videos, worksheets and internet sources. As many practical activities should be included as possible to help learners relate to the content of the unit.

Small group discussions could be used to help identify the different areas of work that learners may be interested in working in. As far as possible, a range of vocational areas should be identified, including indoor and outdoor environments. Learners could then select one or more vocational areas and carry out research to identify the specific health requirements. For example, those working in a care home may be required to use lifting equipment whilst those working in the sport and leisure industry may be working outdoors for significant periods of time and therefore be exposed to the sun.

Learners may be encouraged to access information from relevant websites, for example www.hse.gov.uk/index.htm.

Learning outcome 2 may be delivered through learner research. Small group work could focus on specific vocational areas and information gathered on potential health risks and ways in which to reduce those risks. Each group could present their findings to the other learners. Information could be presented using PowerPoint or paper-based materials. Learners could compile their information into a ‘checklist’ style document which could be designed as a reference for other learners.

Speakers from appropriate vocational areas could be invited to talk about the way in which their vocational area helps employees to manage their health at work.

Assessment

In order to achieve this unit, the learner will need to choose a specific vocational area. All the evidence that they present for assessment should be related to the chosen area of work. The learner should clearly identify the chosen vocational area on any work presented for assessment.

In order to achieve 1.1, the learner must explain three different health requirements for their chosen area of work. They should provide details of each and give examples for each health requirement to support the information provided.

To achieve 2.1 and 2.2, the learner must describe three health risks associated with their chosen vocational area and explain how each health risk may be reduced. The learner could produce a leaflet or poster to evidence this. Alternatively, they may participate in a discussion which highlights health risks in their chosen vocational area, with the tutor recording the required descriptions and explanations provided by the learner.

http://www.hse.gov.uk/index.htm


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Essential resources

Learners will need access to appropriate information about the health requirements and potential health risks for specific types of work.

Websites

www.direct.gov.uk/en/Employment/Employees/HealthAndSafetyAtWork

www.workingforhealth.gov.uk

www.worksmart.org.uk/health

http://www.workingforhealth.gov.uk/

http://www.worksmart.org.uk/health


143


QCF Level: Level 1

Credit value: 2


Unit abstract

An understanding of personal targets within the workplace is a skill sought by many employers. The aim of this unit is to help learners understand the importance of setting and reviewing targets at work. The unit looks at different types of work-related targets and considers their purpose and importance. Learners will learn how they can set and record appropriate personal targets in line with organisational procedures. They will also undertake a review of progress achieved against those targets.





1 Understand the importance of setting and reviewing targets in the workplace

1.1 Describe the roles of individual and team targets in the workplace

1.2 Describe different aspects of individual and team targets

2 Set personal targets in line with organisational procedures

2.1 Identify potential personal targets

2.2 Describe how to record personal targets in line with organisational procedures

2.3 Record and agree appropriate personal targets with an appropriate person

3 Review personal targets in line with organisational procedures

3.1 Carry out a review of their progress against personal targets in line with organisational procedures

3.2 Identify what progress has been made against the targets


144

Unit content

1 Understand the importance of setting and reviewing targets in the workplace

Benefits of individual and team targets: benefits of individual targets eg sense of individual contribution and satisfaction, recognises individuals who reach targets, motivates individuals to take initiative and responsibility, encourages independent work; benefits of team targets eg help people achieve things that are difficult to achieve individually or without help of others, create a sense of morale and team spirit in a group, motivate people to work effectively together and develop interpersonal skills such as communication, tolerance

Different aspects of individual and team targets: aspects of individual targets eg motivating, are reviewed to measure performance, the individual takes responsibility for their own performance, the individual target is part of a team target eg the individual should resolve five customer complaints daily in order to contribute to the team target; aspects of team targets eg to motivate a group of people, reviewed to measure performance of the team as a whole, usually draws on the individual targets of all the team members, team takes collective responsibility for performance

2 Set personal targets in line with organisational procedures

Identifying appropriate personal targets: should be in line with the team/organisation’s targets and procedures; should not be of benefit to self only, but should also benefit the team, other colleagues or the wider organisation

Recording personal targets: getting appropriate approval or agreement on the target/target to be recorded; using appropriate organisational documentation and methods for recording personal targets eg using designated HR forms, appraisal forms, induction documents

3 Review personal targets in line with organisational procedures

Follow organisational procedures in reviewing targets: use appropriate organisational procedures or methods eg performance reviews, informal discussions with a line manager, supervisor or tutor, target setting documents, self-assessment forms, feedback from other colleagues; obtain feedback and sign-off for the review from appropriate person eg line manger or supervisor

Identify progress made: use appropriate method or procedure to identify how much progress has been made, eg complete self-assessment form, attend informal feedback discussion with line manager, compare outcomes of previous review with current outcomes; specify what progress has been made in relation to the target eg technical skills needed to reach the target have been acquired, attitudes or behaviours in relation to the target have improved, quality of work done has improved, 80 percent of all deadlines have been met


145


Delivery

The emphasis of this unit is on the setting and reviewing of personal and team targets in line with workplace practices or procedures.

During the delivery of this unit, learners should be given practical examples and activities that illustrate how to identify targets, review targets and relate individual targets to the target of a wider team. A wide range of resources may be drawn upon, for example interviews with human resources staff or line managers, role plays, group discussions, presentations and case studies on target setting in real-life organisations, websites.

If the learner is in the workplace, tutors may find it helpful to deliver learning outcome 1 via the use of examples of target setting in the workplace, for example the targets of the learner’s own team and the learner’s own personal (individual) targets. (This could be the team in which the learner currently works or a team in which they could work in the future.) Alternatively, a simulated team scenario or a group’s learning and development targets could be used.

In delivering learning outcome 2, a wide range of examples of workplace-related targets may be considered. These include targets in personal learning, training or a qualification that are likely to benefit learners in both a workplace and non-workplace setting.

Where a learner is not using formal documents specifically provided by their workplace, it would be helpful to consider a variety of types of organisational documentation relating to target setting, recording of targets and review of targets for example written forms, PowerPoint presentations, graphs, flow-charts and diagrams. The use of discussion (for example appraisals and performance reviews) in linking personal targets to team or wider targets could also be raised. Videos, presentations or role play could be used to illustrate the discussion aspect.

Assessment

For 1.1, the learner must describe at least two functions of team targets and two functions of individual targets in the workplace. The learner should also demonstrate an understanding of how target setting cascades from organisation to individual.

To achieve 1.2, the learner needs to describe the differences and similarities between the targets of the team (real–life or simulated) and targets of the individual within it. The learner must describe two ways in which the team and individual targets are similar (for example both types of target are intended to motivate people, need to be agreed with a line manager, relate to meeting deadlines) and two ways in which the team and individual targets are different (for example the team target will be reviewed to assess the performance of the team as a whole whilst the individual target will be reviewed to assess the performance of the individual, the individual’s target relates to one aspect of customer service whilst the team target relates to more than one aspect of customer service).


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The learner will need to identify independently at least one potential personal target for 2.1, although they may discuss and agree this with their tutor or line manager before recording it formally. For learners in the workplace, the target may relate directly to their specific workplace situation or to the workplace in general. Where learners are not in the workplace, they may wish to identify a personal target which relates to a skill or goal that would be useful for the workplace (for example a qualification or learning programme). A personal learning target could also be an appropriate choice for a learner in the workplace.

For 2.2, the learner must describe the basic organisational documents and procedures used in their organisation to set personal targets, for example personal development plans, personal or team objective forms, appraisal meetings with a line manager, annual organisational goals, self-assessment sheets. Where learners are in a simulated setting, they need to describe basic organisational documents and procedures used to set personal targets in another appropriate organisation (for example documents that record personal learning or development targets of individuals in a college, school or place of learning).

In relation to 2.3, the learner must agree their targets with an appropriate person in advance of recording them. The target could be agreed with a tutor, line manager, supervisor or appropriate work colleague. It is not necessary for learners to record their targets using formal documentation unless it is appropriate and useful to do so (for example the learner is in the workplace and undertaking a review of their objectives using formal documentation provided by the employer). Alternative methods may be used to evidence the learner’s target for example a presentation, chart, poster, written statement provided by the learner, with supporting notes from the tutor/line manager.

To achieve 3.1, the learner must, after an appropriate period of time, carry out a review of their progress against the identified target, either with their tutor, line manager or appropriate work colleague. The appropriate period of time can be agreed by the learner and the tutor, line manager (or other appropriate person) at the time of setting the target. Where the learner is in the workplace, they should carry out this review of progress in a way which reflects the organisational procedures and requirements. This can either be through formal discussion in an appraisal or progress review or an informal discussion with their line manager, work colleague or tutor. If the review is carried out in a simulated setting, the learner will need to carry this out in a way which reflects the organisational procedures of another appropriate organisation, for example their college, school or place of learning.

For 3.2, the learner must discuss their progress with the appropriate person and identify at least one aspect which has been achieved so far. It is not essential for the learner to have completed all the steps necessary to achieve the target but they need to be aware of progress being made towards it and of what else could be done to fully achieve their target.

Evidence for 3.1 and 3.2 does not need to be recorded on formal workplace documentation unless it is appropriate and useful to do so. Appropriate alternative methods may be used for example a presentation, chart, poster, written statement provided by the learner, with supporting notes from the tutor/line manager, evidence from tutorials or taped discussions verified by the tutor/line manager.


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Unit 10: Self-assessment Unit 10: Self-assessment Unit 22: Setting and Meeting Targets at Work



Unit 9: Self-Assessment



Essential resources

Learners will need access to information about how to set and review personal targets and how to relate this to group targets.

Websites

www.jobseekersadvice.com


www.projectsmart.co.uk/smart.html

http://www.jobseekersadvice.com/


http://www.projectsmart.co.uk/smart.html


148


149


QCF Level: Level 1

Credit value: 2


Unit abstract

A range of different issues and problems are likely to occur in the workplace. It is therefore important for learners to understand why problems may occur at work and to be able to select an appropriate problem-solving strategy. This includes knowing where to find sources of support or information that could assist in solving a problem. This unit focuses on helping learners to select problem-solving strategies, drawing on their own experience and that of others and understanding how to apply a specific problem-solving strategy to a workplace problem.


150





1 Understand problems/issues that arise at work

1.1 Describe the main causes of problems or issues that arise at work

2 Access sources of help 2.1 Identify sources of help appropriate to a particular problem

2.2 Extract useful information and/or advice from these sources

3 Understand possible solutions to workplace problems

3.1 Suggest appropriate solutions to a workplace problem which draw on their own previous experience and that of others

3.2 Suggest appropriate solutions to a workplace problem which draw on information/advice gained from sources of help

4 Understand how to apply an appropriate strategy to solve a workplace problem

4.1 Select an appropriate problem-solving strategy to solve a workplace problem from a range of possibilities that they have identified

4.2 Explain why they have chosen the problem-solving strategy

4.3 Explain how the problem-solving strategy selected will be put into practice in relation to a particular problem/issue


151

Unit content

1 Understand problems/issues that arise at work

Reasons why problems/issues arise at work: because of differences of opinion; new situations or changes in current situation; misunderstandings or poor communication; poor or insufficient instructions; inadequate management; lack of knowledge in a particular area or task

2 Access sources of help

Sources of help: eg colleagues, managers, supervisors, workplace procedure manuals, training manuals, posters, leaflets, instruction manuals, human resources manager, complaints policy, union representative

3 Understand possible solutions to workplace problems

Solutions: eg read a manual for an IT-related problem, have a discussion with a manager regarding a disagreement with a colleague, consult with human resources manager over difficulties with contract, check own notes or colleague’s notes regarding a similar problem solved in the past

4 Understand how to apply an appropriate strategy to solve a workplace problem

Problem-solving strategies: find out all information required; use all sources of help; consider all possible solutions; consider options of different approaches eg advantages and disadvantages of possible solutions

Applying the strategy: make informed decision after gathering all relevant information; choose course of action; amend action if necessary; review effectiveness of strategy


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Delivery

A wide range of delivery methods may be used to teach this unit, including tutorials, presentations, interviews, videos, worksheets and internet sources. As many practical activities should be included as possible to help learners relate to the content of the unit.

The tutor/line manager could start delivery of this unit by discussing a range of different problems or issues that arise at work for learning outcome 1. Learners may refer to their own experiences which will make the content of the unit relevant to them. Learners could be encouraged to ask friends and colleagues about issues or problems that have arisen at work. Learners may be given a case study that discusses work-related problems and could answer questions on a worksheet related to the case study.

For learning outcome 2, learners could be given practical experience of using real sources of help. A range of workplace procedure manuals, training manuals, posters, leaflets and instruction manuals could be made available for learners to use in order to access specific information. Learners could work in pairs to source information and report back to the rest of the group.

Learning outcome 3 may be delivered through scenarios which offer options for solutions to workplace problems followed by a discussion about the reasons for the solutions chosen. Learners could come up with a range of possible solutions through discussion with their peers, compiling useful information from a range of sources and talking their ideas through with a tutor.

Guest speakers may be able to describe real workplace problems to learners. This would help learners to understand how to apply appropriate problem-solving strategies. A range of real workplace problems could be given to learners as case studies in order for them to analyse the appropriate strategies to use. Learners could come up with a range of possible solutions through discussion with their peers, compiling useful information from a range of sources and talking their ideas through with a tutor/line manager.

Assessment

To achieve 1.1, the learner will need to describe three causes of problems or issues that arise at work.

A particular workplace problem or issue will need to be identified for 2.1 and three appropriate sources of help must be suggested by the learner.

To achieve 2.2, the learner needs to identify, (from the three sources given in 2.1), information that is useful to solving the problem.

For 3.1, the learner must give two appropriate solutions to the particular problem identified in 2.1, using information supplied by other people, for example human resources staff.


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For 3.2, the learner must suggest two appropriate solutions to the particular problem using other sources (which are not ‘people-based’), for example the company’s website or a training manual.

To achieve 4.1, the learner needs to identify the most appropriate solution to solving their problem from the two solutions given in 3.1 and the two solutions given in 3.2.

4.2 requires the learner to give two reasons why they have chosen the problem- solving strategy given in 4.1. The reasons could be straightforward and brief but must be clearly linked to the particular problem-solving strategy given in 4.1.

For 4.3, the learner must explain the steps they would need to take when putting the particular problem-solving strategy into practice. The focus of the assessment is the decision making about solutions and not on the execution of the solution.

All the learning outcomes for this unit could be presented in the form of a leaflet or poster. Alternative methods of evidencing such as video evidence or a discussion with the tutor accompanied by a tutor statement, may be used.








Essential resources

Learners will need access to appropriate sources of information about workplace problems and how to solve them.

Websites




www.monster.co.uk




http://www.worksmart.org.uk/


154


155

Unit 25: Taking Notes at Meetings

QCF Level: Level 1

Credit value: 1


Unit abstract

Being able to take accurate notes during a meeting at work or in a place of learning is a skilled task. This unit will introduce the learner to a range of ways of taking notes and lays some foundation skills for learners who might wish to go on to taking meeting notes at a later stage in their careers. The aim of this unit is to help learners gain the skills to listen carefully at meetings, record the key points raised, and present these accurately in a suitable format using either paper-based documentation or on screen.





1 Know the importance of taking notes at meetings

1.1 Describe reasons why it is important to take notes at meetings

2 Know different ways of recording notes during meetings

2.1 Outline different methods used to take notes at meetings

3 Be able to write up notes of a meeting

3.1 Produce notes which accurately capture the main points raised at the meeting

3.2 Produce notes which are accurate in terms of grammar, spelling and punctuation

3.3 Produce notes which present the information clearly and appropriately


156

Unit content

1 Know the importance of taking notes at meetings

Why it is important to take notes at meetings: for reasons of accuracy, clarity and accountability eg recording key points, agreements, action points and responsibilities arising out of the meeting for future reference, knowing who was present and who said what, recording dates of future meetings

2 Know different ways of recording notes during meetings

Ways to record notes: Cornell note-taking method; outline; sentence; mapping; charting; use of symbols for abbreviations; abbreviate words eg approximate becomes approx

3 Be able to write up notes of a meeting

Presentation of notes: logical sequence; appropriate language, structure and format for different audiences and purpose; clarity of meaning

Grammar, spelling, punctuation: subject and verb agreement; correct and consistent use of tense; accurate spelling; simple sentence construction; use of common conjunctions eg and, but; accurate punctuation eg capital letters, full stops, question marks


157


Delivery

Learners should be given the opportunity to discuss why it is important to take notes at meetings and the ways in which meeting notes are used. This could be achieved through group discussion or through a question and answer session with a person experienced in attending meetings.

The tutor/line manager could introduce a range of methods for taking notes at meetings for example bullet points, mind maps, use of Dictaphones, use of abbreviations, on paper and onscreen. Furthermore, learners could be encouraged to apply what they might have learned about note taking for classes to note taking in meetings.

Tutors could provide an opportunity for learners to record notes of a variety of workplace meetings or meetings in a place of learning (actual or simulated), both formal and informal, involving familiar and unfamiliar people. They should, however, have a reasonable understanding of the issues being discussed. The meetings would be fairly brief, not involve a large number of people and should deal with relatively straightforward matters. Videos or DVDs of real-life meetings, or taken from films or popular television programmes, could also be used in order to help learners develop the skill of understanding the purpose of a meeting and following a line of discussion.

Learners should be encouraged to separate out the key points raised in the meeting from the detail and from any discursive discussion taking place. The learner should be able to record notes of these in a form which they (rather than anyone else) can make sense of at the point at which they are turning them into notes for sharing with others.

Notes should be an accurate record of the meeting, presented in a way that can be clearly understood by those for whom the notes are intended. It might be helpful to present learners with examples of notes from different types of meetings and encourage them to discuss the type of audiences the meeting notes are aimed at. It may be appropriate for a learner to follow a set format for the presentation of the notes but they are not expected to produce formal minutes at this level.

The level of accuracy should be consistent with the functional skills for English at Level 1.

Assessment

For 1.1, the learner must describe at least two different reasons why it is important to take notes at meetings.

In order to achieve 2.1, the learner needs to provide a brief outline of three different methods of taking notes. They must name the method and provide information on how to take notes using this method. A detailed description is not required.


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To achieve 3.1, 3.2 and 3.3, the learner must produce notes which accurately capture the main points of a meeting. The information must be clearly presented and coherent but does not need to be presented as formal minutes. The notes should also be presented in a logical sequence. The language, format and structure of the information provided by the learner must be appropriate for the purpose and audience. Correct grammar, punctuation and spelling must be used. It is expected that the meeting would last less than an hour, and that the purpose and conduct of the meeting would be specific and readily understandable to the learner, for example a meeting to draw up a timeline and tasks list for a team project or a meeting to discuss possible venues for the annual staff party.




Unit 18: Presenting Accurate Documents

Unit 26: Summarising Documents


Unit 27: Contributing to Meetings


Essential resources


Websites

www.bbc.co.uk/skillswise/words/writing

www.meetingwizard.org

http://www.bbc.co.uk/skillswise/words/writing

http://www.meetingwizard.org/


159


QCF Level: Level 1

Credit value: 1


Unit abstract

The aim of this unit is to enable learners to gain the skills needed to summarise a range of different documents in a way that is appropriate to the audience and purpose for which the document is being written. Irrespective of the job role a learner moves into, they will be equipped to gather information from a range of documents such as reports, client records, work requisitions.

This unit may help learners during their study to increase their skills in summarising documents.





1 Know that summaries are written for a particular audience and purpose

1.1 Identify the audience and purpose for summaries

2 Be able to distinguish between the main points and supporting detail in straightforward documents

2.1 Extract the key points from a straightforward document

3 Be able to summarise the key points of straightforward documents

3.1 Produce a summary which contains the key points of the original document, has been proofread and edited for accuracy


160

Unit content

1 Know that summaries are written for a particular audience and purpose

Audience: eg line manager, employee, customer, child, young person

Purpose: eg instruction or teaching document, report, media article

2 Be able to distinguish between the key points and supporting material in straightforward documents

Key points: strategies eg bold, capitals, bullet points, italics; extract points by eg highlight, underline notes, mind map

3 Be able to summarise the key points of straightforward documents

Summaries: by points, presentation styles

Proofread and edit: spelling and grammar check; check content for accuracy


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Delivery

Learners should be given a range of different types of document to summarise, in line with the sort of text that they are likely to encounter in the workplace. Where possible, these would be actual documents from a workplace to which the learner has access. Where the learner has no access to the workplace, the documents should be related to a workplace of interest or relevance to the learner. The summarising activity should relate to the sort of tasks that an employee is likely to encounter in the workplace, such as summarising a newspaper article for a marketing team or a set of health and safety instructions for a new member of staff.

Since learners will be required to identify the key points by separating them out from the detail, they would benefit from the opportunity to practise this skill through appropriate exercises.

Learners could support learners in being aware of the audience and purpose for the summary. However, learners do not need to make significant adaptations to the text on the basis of this awareness, beyond ensuring that they pick up the key points that the audience would need to know. Examples of different text may be given to the learner to help them identify the purpose and target audience for the text.

It would be helpful to give learners examples of summaries that they can check for proofreading and editing. The degree of accuracy of the proofreading and editing should be consistent with the English functional skills standards at Level 1.

Assessment

The unit may be assessed through the use of one assessment task which allows the learner to demonstrate competence for each criterion. Alternatively, individual tasks may be used.

To achieve 1.1, the learner should be given two different summaries. They need to then be able to identify the audience and purpose for each summary.

In order to achieve 2.1, the learner must be able to extract the key points from a document by separating them from the surrounding detail. They do not need to have a full understanding of the entire document in order to extract the key points. The learner could either write the response for this criterion, produce word-processed notes on a computer or discuss their response with the tutor. Evidence of their response to the tutor must be available for internal and external verification purposes.

In order to achieve 3.1, the learner must produce a summary of the key points of the original document. The original document should be straightforward and should not be lengthy. The learner must also be able to show that they have proofread their summary and edited it for accuracy.


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Essential resources

Learners will need to be given prepared documents to summarise.

Websites

www.bbc.co.uk/skillswise/words/writing

www.buzzin.net

http://www.bbc.co.uk/skillswise/words/writing/


163


QCF Level: Level 1

Credit value: 1


Unit abstract

All employees are expected to be able to make an effective contribution at meetings at some stage in their working career. These meetings may be on a one-to-one basis with their line manager or as part of a larger group. In order to make a positive contribution at these meetings, the learner needs to gain listening skills, good communication skills and the confidence to add their opinion or knowledge to a discussion.

The aim of this unit is to equip learners with the skills to make effective contributions to meetings in the workplace. It will help them understand how they can prepare for meetings in order to help them make the most of the opportunity to make comments, raise issues or ask questions.





1 Know the format of a meeting

1.1 Outline an agenda for a meeting

2 Know how to prepare for meetings

2.1 Identify the main issues or topics to be covered at a meeting

2.2 List questions that may be asked at a meeting, based on the agenda and papers provided

2.3 Identify some potential problems that might arise in preparing for the meeting or holding the meeting

3 Be able to contribute effectively at meetings

3.1 Make an effective contribution at the meeting


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Unit content

1 Know the format of a meeting

Meeting format: preparation before meeting eg arranging venue, format of agenda, invitation, purpose of meeting, papers for meeting; format of meeting eg role of chairperson, use of agenda; work undertaken after meeting eg preparation and checking of minutes, distribution of minutes, setting date and venue for next meeting

2 Know how to prepare for meetings

Preparations: personal eg accuracy of date and venue in diary, timekeeping; purpose of meeting; papers for meeting; personal notes

Potential problems: eg people turning up late or not turning up at all, delegates being unprepared for the meeting, copies of agenda and notes not reaching delegates by email or post, problems with meeting venue or meeting room equipment, someone dominating or obstructing discussion, agenda too large, conflict between meeting attendees, irrelevant discussion or questions raised

3 Be able to contribute effectively at meetings

Contribution: listening skills; making personal notes; asking relevant questions; strategies to follow the line of discussion


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Delivery

Learners could begin this unit by discussing different types of meetings that they have attended. This could include one–to-one tutorials, performance review meetings with a line manager, informal meetings with friends, larger meetings with colleagues or peers for example student council meetings, class tutorials. Having identified different types of meetings, learners could then consider the purpose of those meetings and how effective they were in meeting the needs of those who attended. Protocols of meetings should also be considered for example sending apologies if unable to attend.

Learners could then be introduced to the terminology and format of meetings. They should know and understand commonly used words such as agenda, items, delegates, AOB, minutes, apologies. Where possible, learners should be given the opportunity to look at a range of different types of agendas. Learners could discuss the value of having an agenda and the possible difficulties associated with not having an agenda for a meeting. They could be encouraged to bring in examples of agendas that they have received for example council meetings, voluntary groups that they belong to, school meetings. If possible, speakers could be invited to talk to the group for example someone who has experience of chairing meetings or a meeting secretary. Videos or DVDs of meetings could be used for teaching purposes. These delivery tools would help the learner find out about the challenges of preparing and chairing meetings.

Being prepared for a meeting is critical and it is important that learners understand the relevance of this in order to achieve learning outcome 1. This unit focuses on the personal preparation of the individual learner rather than all the various preparations that might be required for a meeting. Learners should be able to ‘read’ the agenda (ie gain an understanding of the purpose of the meeting from the agenda items). They will also need to understand the importance of reading documents prior to the meeting. Different strategies may be used to highlight important points, questions that need to be asked for clarification and challenging issues that need to be addressed in the meeting. To help learners gain experience, they could be given simple exercises which allow them to highlight key issues and potential questions. The subject area should be familiar so that they find the task relatively straightforward.

Tutors/line managers could support learners in understanding what issues are likely to be raised and to identify whether a particular meeting is the right forum for raising that issue. Learners could go on to consider whether they have points to raise or questions to ask in relation to the agenda or planned content.

Tutors/line managers could encourage learners to think about some common problems that might arise in relation to preparing for and conducting meetings such as people turning up late, problems with venue or meeting room equipment, someone dominating a discussion or raising irrelevant issues. Film or TV clips of meeting scenes could be used as a way of starting off a group discussion on potential meeting problems.


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In order to contribute effectively at meetings as described in learning outcome 3, the learner must know about the subject area, be able to follow the ‘thread’ or line of the discussion and be sufficiently confident to ask questions. Learners will need time to gain these skills. Learners should also be encouraged to develop their own strategies for following the ‘thread’ of the discussion during a meeting for example by taking brief notes or highlighting sections on any meeting papers. The sophistication of the contributions they make at meetings should be consistent with the expectations of the English functional skills standards at Level 1.

Assessment

Where possible, the assessment should be as realistic as possible.

To achieve 1.1, the learner will need to prepare an agenda for a meeting that is to be held in the class or in the work setting. Alternatively, a task could be designed which asks the learner to outline an agenda for a meeting on a familiar topic. The agenda must demonstrate the learner’s understanding of the terminology used and the order of items for example apologies, agenda items, AOB, date and time of next meeting.

To achieve 2.1, the learner must be able to use an agenda to identify the key issues or topics that are to be discussed at the meeting.

For 2.2, the learner could be provided with documents for a meeting. They will then need to highlight or make notes on the key issues within the document and note possible questions that they may want to ask at a meeting. The content of the documents should be on a familiar subject.

For 2.3, the learner need to identify at least three potential problems that might arise in preparing for the meeting or during the meeting itself.

3.1 requires the learner to make an effective contribution at a meeting. This may either be done in the workplace or in a class setting. A witness statement could be provided as evidence and/or a checklist designed which could be signed by the tutor and/or line manager or supervisor. The learner needs to demonstrate at least one example of their ability to follow the main points of discussion, take turns in talking and listening, ask relevant questions, use appropriate language and demonstrate a knowledge of the subjects being discussed.









167

Essential resources

No essential resources are required for this unit.

Websites

www.businessballs.com/meetings.htm

www.effectivemeetings.com/meetingplanning/agenda/agenda.asp

www.meetings.org/meeting4.htm

http://www.businessballs.com/meetings.htm

http://www.effectivemeetings.com/meetingplanning/agenda/agenda.asp

http://www.meetings.org/meeting4.htm


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169


QCF Level: Level 1

Credit value: 1


Unit abstract

Before a learner begins a work placement, it is important that they understand the function of the company or organisation in which they are going to work. This unit will help the learner to find out more about the company or organisation providing the work placement, the specific requirements for the work placement, including tasks and responsibilities, appropriate behaviours and sources of support. The learner will also set goals that will enhance their work placement experience.

Although the term ‘company or organisation’ has been used throughout this unit, it can refer to any type of work placement for which the learner may be preparing.


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1 Know about the company or organisation where they plan to do the work placement

1.1 Describe the company or organisation where they plan to do the work placement

2 Know what is expected of them during the work placement

2.1 Identify the requirements for the placement, and why the requirements are necessary

2.2 Describe tasks they are likely to undertake in the work placement

2.3 Describe appropriate attitudes and behaviours for the work placement and why they are important in the workplace

2.4 Describe appropriate steps they could take in situations of emotional stress, difficulty or confusion during the work placement

3 Be able to set goals to help them get the most out of the work placement

3.1 Set appropriate goals for the work placement


171

Unit content

1 Know about the company or organisation where they plan to do the work placement

Information about the company/organisation: type of company or organisation; function eg service provision, retail, construction, administrative, logistics; location; size eg small, large, branches throughout country, number of employees

2 Know what is expected of them during the work placement

Work placement requirements: hours of work; absence procedures; dress code; line manager or supervisor; health and safety responsibilities eg evacuation procedures, first aid procedures, reporting hazards; refreshment facilities

Why requirements are necessary: comply with health and safety rules, hygiene reasons, efficiency of working, promote good working relationships with colleagues and customers

Expected tasks: daily duties eg opening post, taking messages, checking emails, filing documents, checking equipment for health and safety purposes, setting up equipment, liaising with line manager, project work

Attitudes and behaviours: positive attitudes eg follow instructions, prepared to take on different or new tasks, dependable, confident but willing to learn, cooperative; behaviours eg polite, on time, reliable, thorough

Why appropriate attitudes and behaviours are important: eg creates positive impression of learner, helps learner get on with other people in the company or organisation, improves chances of successful and enjoyable work placement

Taking appropriate steps in situations of emotional stress, difficulty or confusion: using appropriate sources of support and guidance if an aspect of the work placement is causing emotional stress; asking questions if instructions are unclear or confusing; asking for help or guidance in carrying out a task if it is difficult or unclear

3 Be able to set goals to help them get the most out of the work placement

Goals: personal targets eg attend each day, arrive on time, be enthusiastic; work-related targets eg learn new skills, improve knowledge of specific sector or career, build confidence in asking for help if something is difficult or unclear; achievable and realistic goals eg specific, within a set timescale, reasonable, within learner’s abilities


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Delivery

Although each learner will be attending a different work setting, the principles behind preparing for the work placement will be the same. Before going out on work placement, the learner needs to find relevant information about the company or organisation to which they are going. They also need to know the types of information that they need to investigate. In order to do this, learners could work in small groups to identify the type of information they want to gather about the company or organisation. They could use the results of this discussion to compile a checklist or series of questions. Individual learners would then be able to base their research on these questions. Checklist items could include for example size of company or organisation, function of company or organisation, its location or locations. Learners could gather this information by undertaking internet searches to find information on the company or organisation providing the work experience. Other sources of information could include the company or organisation’s own website, promotional leaflets or brochures, resources such as Connexions or Jobcentre Plus, discussions with learners who have previously been on work placement at the same (or similar) company or organisation or conversations with staff from the company or organisation.

Before learners attend the work placement, they should find out key facts relating to their placement, for example what the company or organisation does, where they will be located, their expected hours of work, the main tasks they will undertake and the dress code. This information could be gained as a result of an interview with the employer or talking with someone who has previously worked in the organisation. If this is not possible, the learner could identify the ‘high priority’ information they need before their first day and telephone or email the employer to obtain the information. Information that is not ‘high priority’ could be gained on the first day of the work placement.

Leaflets or information sheets issued to learners, videos and tutor-led group discussions could all be used to help learners find out about the main tasks relating to the job role or main areas of learning at the company or organisation. The information provided to the learner should be straightforward and clearly presented so that they can extract the relevant details independently. Learners who have previously participated in work experience could be asked to speak to learners in small groups.

Tutors could emphasise the importance of workplace values and rules and, where possible, provide lists of the possible attitudes and behaviours needed to satisfy the requirements of the placement. Learners will need to articulate why certain attitudes and behaviours are necessary for their work placement. Employers could be invited as guest speakers to discuss expectations or learners could discuss possible qualities and expectations in small groups or via role-play situations. Workplace scenes from television programmes, films or other video clips could be used as a starter for discussions.


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Learners going into a work placement might feel nervous and concerned that they will appear incompetent or will not be able to do what they are instructed to do. It would be beneficial therefore for learners to be prepared to deal effectively with any potential feelings of stress or confusion. For example, a group discussion or role-play activity could be used to help learners think about appropriate ways to solve situations of stress, anxiety or confusion and how to ask others for help and guidance during the work placement. Alternatively, learners could watch a TV or film clip that depicts a stressful or difficult situation in the workplace and then hold a group discussion about what could be done to resolve the stress, difficulty or confusion in that scenario. This could help address learners’ fears and concerns about handling any confusing or difficult situations they may encounter.

Learners may discuss possible goals and examples of goals in group situations and/or individually with tutors or careers advisers, but will need to come up with their own final list of personal goals for the work placement.

Assessment

In order to achieve 1.1, the learner must be able to describe the company or organisation where they plan to carry out the work placement. Information should include aspects such as the size, type of business, location or locations and business function. Although information may be gathered from the company or organisation website or from documentation provided by the company or organisation, the description provided must be in the learner’s own words and demonstrate a clear understanding of the organisation to which they are going.

To achieve 2.1, the learner may complete a checklist which identifies the requirements of the company or organisation for the work placement for example hours of work, dress code and absence procedures. Alternatively, the learner may wish to record the description in a different format. At least three different requirements must be identified and a reason given why each one is necessary. The learner could give verbal descriptions (noted by the tutor) of why the requirements are necessary or record the reasons as notes on the checklist or other means of evidence.

In order to achieve 2.2, the learner must describe at least four different tasks that they will undertake in the work placement. These could be recorded in any suitable format such as a written document, leaflet or poster. Other means of evidence (for example discussion with the tutor accompanied by a tutor statement) could also be used.

To achieve 2.3, the learner will need to identify at least two attitudes and two behaviours that they should demonstrate in the workplace. For each attitude and behaviour, they need to explain why they are important. These could be recorded in any suitable format such as a written document, leaflet or poster. Other means of evidence (for example discussion with the tutor accompanied by a tutor statement) could also be used.

For 2.4, the learner must describe two different examples of a positive step they could take if they found themselves in a situation of emotional stress, difficulty or confusion during the work placement. The positive steps described can be brief and straightforward but should be articulated in the learner’s own words.


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3.1 must relate directly to the learner’s work placement. They will need to set at least four appropriate goals, some of which may be personal for example get to work 10 minutes early every day or work-related, for example learn how to use the photocopier confidently by the end of the second day. The goals should be presented in an appropriate format such as a presentation, chart, poster, written statement provided by the learner, with supporting notes from the tutor, evidence from tutorials or taped discussions verified by the tutor.






















Essential resources

In order to make this unit relevant, the learner must be preparing to go on a suitable work placement. Employers must also be prepared for the learner arriving and support them in gathering relevant information.

Websites

www.need2know.co.uk

www.projectsmart.co.uk/smart-goals.html

www.trident-edexcel.co.uk

www.work-experience.org

http://www.need2know.co.uk/


http://www.work-experience.org/


175


QCF Level: Level 1

Credit value: 2


Unit abstract

Work placement can be a valuable experience for all learners. It provides an opportunity to practise skills already gained, acquire new skills and develop a knowledge of the working environment. In order to maximise the experience, learners will be required to identify learning gained from the work placement and then use that learning to set short-term goals.

Before starting this unit, the learner must have experienced a work placement and be aware that the information gathered from that experience will be used as a basis for this unit. The learner will need to have gathered evidence of tasks undertaken during their work placement.





1 Be able to show evidence of tasks undertaken during the work placement

1.1 Produce evidence of tasks undertaken during work placement

2 Understand what they learned from the work placement

2.1 Using evidence from the tasks undertaken during the work placement, describe what they learned from the tasks

2.2 Using evidence from the tasks undertaken during the work placement, describe what they would change if they were to do the task again

3 Be able to use learning from the tasks undertaken in the work placement to set short-term goals

3.1 Set short-term goals which build on their learning from carrying out tasks in the work placement


176

Unit content

1 Be able to show evidence of tasks undertaken during the work placement

Evidence of tasks undertaken: eg employer reference, tutor report, description of tasks undertaken, video log, reports, minutes of meetings attended

Record keeping: methods of recording information eg portfolio, CD ROM, video, handwritten, electronic, word-processed; oral and written presentation

2 Understand what they learned from the work placement

What was learned from work placement tasks: skills eg self-management, communication, teamwork, business and customer awareness, problem solving, how to work accurately with numbers, IT skills, technical skills, use of equipment

What would be changed: eg complete task more thoroughly or quickly, involve another colleague in assisting or overseeing, use different equipment or method, ask for help when needed, clarify instructions, ask questions, investigate all options before acting

3 Be able to use learning from the tasks undertaken in the work placement to set short-term goals

Short-term goals building on learning from tasks: eg skills and knowledge development (eg further study, investigate specific career options or work areas), apply for full-time employment, seek voluntary work in a particular area


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Delivery

In order to achieve this unit, the learner must have had experience in a work placement. The length of time spent in the work placement is not defined, however sufficient time must be given to allow the learner to achieve the assessment criteria.

The learner will be expected to have gathered evidence of the tasks or activities that they are involved in during their work placement. They will then be able to use the evidence to demonstrate competence for each assessment criterion. Prior to starting the work placement, a group discussion may be used to identify different forms of evidence. This could include employer or tutor reports, evidence of work completed, descriptions of tasks or activities undertaken — perhaps in the form of a diary or minutes of meetings that the learner attended or facilitated. The learner must adhere to the company policy on confidentiality and intellectual property.

Different methods of record-keeping should be discussed. Examples of previous learner work could be shown. Paper-based and/or electronic record keeping methods may be used.

At a review meeting with a tutor on return from work placement, learners will need to describe what they have learned by undertaking different tasks, giving examples in each instance. They may need some encouragement and prompting to help identify what was learned.

Small group discussions, class presentations or one-to-one tutorials could be used to allow learners to explain what they could have done differently. Examples could include prioritising time better, asking additional questions, clarifying the task, or learning a new skill that would have made the task easier.

Learners could discuss with a tutor, teacher or careers adviser, possible options in respect of future career plans that build on their learning experience from the placement, and set realistic goals in respect of courses, training programmes, employment opportunities or further investigation of careers and industry types.

Assessment

The assessment for this unit may be a single task which provides evidence of all assessment criteria or smaller tasks which relate to individual criterion.

In order to achieve 1.1, the learner must produce evidence of tasks undertaken in the work placement. This evidence can then be used as a basis for the remaining assessment criteria. This may take the form of a diary which outlines what has been achieved during the day. Alternatively, the learner may gather evidence of work undertaken, including reports or references from employers and colleagues, video logs or witness statements. The evidence produced could include information about what the learner was asked to do, what the timescale was for completion, if they achieved the timescale, what skills were needed to complete the task and who they had to work with to complete the task.


178

For 2.1, the learner needs to choose two tasks from 1.1 and describe what they learned as a result of completing the task. The learner may draw upon the insights gained through the review meeting with the tutor on return from work placement but need to independently choose the two tasks and decide what was learned from them. The learner could make reference to what they learned about themselves in terms of personal skills and attributes or to what they learned about the practical aspects of the task. This could include acquiring a new skill or learning new terminology.

For 2.2, the learner may require some support from the tutor in considering what they could have done differently in carrying out a specific task from the work placement. However, the learner must be able to independently choose two different tasks from the evidence gathered in 1.1 and describe how they would do the task differently if asked to do it again.

In order to achieve 3.1, the learner is required to set and produce evidence of at least three short-term goals which build on the learning that they gained from completing tasks in the work placement. The method used to evidence the learner’s goals may take the form of a log, presentation, poster, written statement provided by the learner (with supporting notes from the tutor) or other appropriate format.


















Unit 26: Preparing for Work




179

Essential resources

Learners will need to have undertaken a period of work placement prior to undertaking this unit.

Websites



http://www.direct.gov.uk/en/EducationAndLearning/



180


181


QCF Level: Level 1

Credit value: 1


Unit abstract

This unit is for learners who are preparing to undertake work experience and provides knowledge and understanding of risks and hazards in the workplace. The unit will develop learners understanding of their own responsibilities and the appropriate actions to take in order to minimise the risk of harm to self or others in the workplace. Learners will find out about procedures for dealing with hazards and risks in the workplace and the role of health and safety officers.





1 Understand risks and hazards in the workplace

1.1 Define hazard and risk in the workplace environment

1.2 Identify examples of hazard and risk in different workplace environments

2 Know how to reduce risk of harm to self or others

2.1 Discuss how aspects of personal behaviour can reduce risk of harm

2.2 Discuss aspects of different workplace environments which could cause harm to self or others

3 Know procedures to deal with risks within the workplace environment

3.1 Discuss procedures for reporting hazards and risks in the workplace

3.2 Discuss procedures for dealing with low risk hazards in accordance with instructions

4 Know the duties of the person responsible for health and safety in the workplace environment

4.1 Discuss the duties of the person responsible for health and safety in the workplace environment


182

Unit content

1 Understand risks and hazards in the workplace

Definition of terms: hazard; risk (according to the Health and Safety Executive)

Different examples of hazards and risks: general hazards and risks relating to eg electricity, fire, hazardous substances, noise, slips, trips and falls, manual handling; hazards and risks relating to specific workplaces eg working at height, working with animals, working with computers, confined spaces, machinery and equipment, hand tools and sharp objects, personal protective equipment and clothing, pressure equipment, vehicles and transport

2 Know how to reduce risk of harm to self or others

Aspects of personal behaviour can reduce risk of harm: importance of personal awareness eg awareness of policies, procedures, legal obligations and safe working practice relating to controlling risks to health and safety means individual knows how to work correctly with hazardous substances, awareness of presence of risk in workplace environment means individual is prepared and vigilant, awareness of own limitations and when/where to get help means appropriate people can be informed of risk or hazard, recognising signage means individual knows route to follow in fire evacuation; importance of personal conduct in following workplace instructions, guidelines and procedures means reduction of risks in key areas such as housekeeping eg keeping walkways and workspaces clear, emergencies eg participating attentively in fire drills, personal hygiene eg washing hands in workplace, accidents eg not carrying uncovered hot drinks around the office

Aspects of different workplace environments which could cause harm to self or others: eg environment, personal safety, stress, substance misuse in the workplace, work related violence, bullying and harassment, lone working, mobile working and length of working time

3 Know procedures to deal with risks within the workplace environment

Procedures for reporting hazards: know the appropriate way to report a risk or hazard promptly and who the risks should be reported to eg poor housekeeping which poses a potential fire hazard should be reported as soon as possible and in person to the fire warden for the relevant floor and logged in the appropriate logbook

Procedures for dealing with low risk hazards in accordance with instructions: know the appropriate action for dealing with low risk hazards eg a spillage of non-toxic substance should not be left unattended until a member of cleaning team arrives to clear it up


183

4 Know the duties of the person responsible for health and safety in the workplace environment

Duties of the person responsible for health and safety in the workplace: receive information about reported health and safety incidents or concerns, investigate and act on health and safety concerns reported by staff, log records of reported health and safety issues or incidents, give advice and training to staff regarding safe working practices and procedures, carry out health and safety inspections in the workplace, monitor health and safety policies and procedures for the workplace, attend health and safety meetings


184


Delivery

The unit has been designed to make the key topics practically based wherever possible.

Tutors delivering this unit have the opportunity to use a wide range of techniques and resources including presentations, seminars, practical workshops, external visits and simulations. Additional learning resources could include videos, DVDs, case studies, web-based research, learner presentation and group work.

‘The Essentials of Health and Safety At Work’, published by The Health & Safety Executive (2006) is a key reference guide providing authoritative information on health and safety practice in the workplace.

Learners may be able to visit different workplace environments to observe health and safety practices and could create a checklist, leaflet, poster or presentation to include information about health and safety in the workplace for other learners to follow. Learners could also speak to friends or relatives who are in employment and ask them about health and safety in their workplace environments.

Videos and case studies may be useful in helping learners understand the importance of health and safety in the workplace. In groups, learners could complete web-based research into health and safety practices in different workplace environments and then report back to the rest of the group.

Simulation activities could be used for some procedures, for example a fire drill.

Assessment

The criteria for this unit may be combined into one assignment task as a health and safety portfolio. This may take the form of a loose leaf folder.

To meet 1.1, the learner will need to define both a hazard and a risk (according to the Health & Safety Executive definitions).

To meet the requirements for 1.2, the learner will need to identify two examples of hazards and two examples of risks in three different workplaces.

2.1, requires the learner to discuss aspects of their own behaviour which could minimise risk of harm to self or others in the workplace. 2.2 requires discussion of at least three different aspects of the workplace which could cause harm, accidents, incidents or injuries.

For the three examples required in 2.1, the learner may refer to one or more than one type of workplace environment. In achieving 2.1, the learner must show a basic understanding of the link between personal behaviour and the effect on the risk of harm to self or others. In achieving 2.2, the learner must show a basic understanding of how the three different aspects of the workplace could cause harm, accidents, incidents or injuries. 2.1 and 2.2 could be combined in a chart or other appropriate means of evidence.


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To meet 3.1, learners will need to discuss how to report hazards in a workplace environment (either real or simulated). 3.2 requires two specific examples of procedures for dealing with low risk hazards according to the given instructions for a workplace (either real or simulated). 3.1 and 3.2 could be combined using a pro forma.

For 4.1, the learner needs to describe the duties of the person responsible for health and safety in a specific workplace environment (either real or simulated). Where more than one person is responsible and their duties differ, the learner need only refer to the duties of one person. At least two different aspects of the health and safety officer’s duties must be described.






















Essential resources

The Essentials of Health and Safety At Work, published by The Health and Safety Executive (2006)

Websites

www.healthandsafety.co.uk

www.hse.gov.uk

http://www.healthandsafety.co.uk/

http://www.hse.gov.uk/


186


187

Unit 31: Planning an Enterprise Activity

QCF Level: Level 1

Credit value: 1


Unit abstract

Enterprise activities offer opportunities to learn and develop the entrepreneurial characteristics of tenacity, independence, innovation, imagination, risk taking, creativity, intuition and leadership. The aim of this unit is for learners to develop an understanding of how to set up an enterprise activity to sell a product or service, including the costs and responsibilities involved. Learners will also consider the skills required for the enterprise activity and how to promote the activity.





1 Know how to select a suitable enterprise activity

1.1 Describe the strengths and weaknesses of generated ideas for an enterprise activity

2 Know appropriate roles and skills required for the enterprise activity

2.1 List roles and the practical and personal skills required for the enterprise activity

3 Understand the costs involved in producing and selling a product or service

3.1 Use basic calculations to show the cost of items and processes related to producing and selling the product or service

3.2 Use basic calculations to show the final pricing of the product or service

4 Know appropriate promotional techniques

4.1 Provide appropriate promotional materials and methods for promoting the product or service


188

Unit content

1 Know how to select a suitable enterprise activity

Strengths and weaknesses of enterprise activity ideas: availability and cost of resources eg human and financial resources, materials, facilities, equipment, timescales, specific skills and knowledge required, potential demand for product or service, potential competition

2 Know appropriate roles and skills required for the enterprise activity

Roles required: eg planner, salesperson, manufacturer, administrator, financial controller

Practical and personal skills required: planning skills, budgeting and financial skills, manufacturing skills, communication, confidence, knowledge of product or service, customer service skills, promotional and selling skills

3 Understand the costs involved in producing and selling a product or service

Production costs: ingredients, components, equipment, facilities, skills, time

Selling costs: advertising, printing of leaflets or flyers, facilities eg hire of stall at charity event or local market

Pricing of the product or service: realistic pricing; covering costs and making a profit

4 Know appropriate promotional techniques

Promotional materials and methods: selection of relevant media for promotion eg poster, leaflet, flyer, launch event; using a logo or branding; using pricing strategies eg special introductory discount; conveying information about product or service in a way that is clear, accurate and attractive eg information about location, availability, contact information, features of product or service


189


Delivery

This unit has been designed to make the key topics practically based wherever possible. Learners should be encouraged to gain an understanding of the relevant enterprise concepts in a highly applied way. Group working and group discussion would be appropriate, even where the learner’s own assessment evidence needs to be recorded separately.

An enterprise activity does not have to be a large-scale activity. The activity can either be producing a product for example greeting cards or gift wrap, or providing a service for example selling ice cream or car washing. During the delivery of this unit, learners should be given as much practical experience as possible.

To introduce the unit, tutors could stimulate discussion as to what is needed for a successful enterprise activity and, through the discussion, ideas could be generated regarding different types of products and services. It is important to emphasise that the activity must be possible within the learner’s current skills. These ideas could be explored individually or through group activity.

A question and answer session could determine the strengths and weaknesses of different enterprise ideas. The advantages and disadvantages of ideas could also be explored through the form of a ‘Dragons’ Den’ type of presentation to a group, with peers commenting on the ideas.

Group discussion could be used to explore roles within an enterprise activity and the personal skills involved. Learners could also interview business people or consult entrepreneur websites for ideas on the kind of roles and skills needed for different types of enterprise activities.

In order for learners to understand the importance of promotional techniques and selling skills, it would be useful for them to watch clips of TV adverts and/or review advertising from a range of sources such as the internet, radio, newspapers and magazines. Point of sale advertising could be a useful resource which is also readily available. Specific information on selling skills could be gained from a range of services including books, internet and media articles. Personal skills in enterprise could be observed through TV documentaries on business start-ups and TV programmes such as Dragons’ Den.

Learners could investigate costs of their chosen enterprise idea by active research via the internet or interaction with possible suppliers. Setting prices could be a result of research (such as questionnaires or a small-scale focus discussion), exploring what prices customers are prepared to pay for a product or service. Business people could also be interviewed for advice on how to set a realistic profit margin.

To complete this unit, learners could explore and research a variety of advertising media and promotional events as they decide on the appropriate promotion materials for their enterprise activity.


190

Assessment

This unit can be assessed through a series of structured tasks or activities including a mixture of theory-based and practical application.

For 1.1, the learner should be given the opportunity to discuss possible ideas for an enterprise activity before deciding on the strengths and weaknesses of the ideas. This could be part of a group discussion with a tutor or take place as an individual activity. The learner must identify more than one type of product or service before choosing one enterprise idea to pursue further in this unit. To achieve 1.1, the learner needs to identify at least one strength and one weakness in two different enterprise ideas.

To achieve 2.1, the learner needs to identify the different key roles for their enterprise activity. These could include examples such as the role of researcher, promoter, salesperson and keeping financial records. Additionally, the learner must be able to identify at least two different skills that would be required in the enterprise activity.

To achieve 3.1, the learner needs to identify a range of costs involved in producing their product or service. This could be presented as a brief poster or written presentation.

To achieve 3.2, the learner is required to use basic calculations to show how their product or service will be priced for sale. This could be included as part of the poster or presentation produced for 3.1. The level of calculations used and accuracy should be consistent with the functional skills for Mathematics at Level 1.

For 4.1, the learner must produce some promotional material for their product or service such as a flyer or poster which contains key information. This information should include an accurate description of the product or service, logo or branding, price, location and availability of the product or service and/or contact information.





Unit 32: Running an Enterprise Activity



Unit 33: Producing a Product




Essential resources



191

Websites

www.businesslink.gov.uk

www.enterprise-education.org.uk

www.enterpriseinschools.org.uk/enterpriseinschools/index.php

www.makeyourmark.org.uk

www.speakeasydragons.com

www.stridingout.co.uk

www.teachernet.gov.uk/teachingandlearning/14to19/ks4/enterpriseeducation

http://www.enterprise-education.org.uk/

http://www.enterpriseinschools.org.uk/enterpriseinschools/index.php

http://www.makeyourmark.org.uk/

http://www.speakeasydragons.com/

http://www.stridingout.co.uk/

http://www.teachernet.gov.uk/teachingandlearning/14to19/ks4/enterpriseeducation


192


193


QCF Level: Level 1

Credit value: 1


Unit abstract

Enterprise activities offer opportunities to learn and develop the entrepreneurial characteristics of tenacity, independence, innovation, imagination, risk taking, creativity, intuition and leadership. The aim of this unit is to provide learners with the opportunity to carry out an enterprise activity. Learners will demonstrate selling a product or service, taking into account the practical and personal skills required. Learners will also develop an understanding of how to increase the chances of success in an enterprise activity and how to evaluate its performance.





1 Know how to increase the likelihood of success in an enterprise activity

1.1 Describe features which would lead to the effective delivery of a chosen enterprise activity

2 Be able to complete an enterprise activity

2.1 Demonstrate selling a product or service, taking into account the practical and personal skills needed

3 Be able to review the success of the enterprise activity

3.1 Produce records to show the successes and failures of the enterprise activity


194

Unit content

1 Know how to increase the likelihood of success in an enterprise activity

Features leading to effective delivery: identify customers and what customers want or need, conduct market research, estimate number of sales, plan tasks and timescales, allocate tasks and roles according to a plan, evaluate skills needed and who best able to provide them

2 Be able to complete an enterprise activity

Selling a product using practical and personal skills: suitable product or service prepared; necessary components obtained; appropriate promotional materials produced and displayed; location prepared and enterprise activity set up; prices determined and displayed; sales and communication skills demonstrated, implementation and organisational skills demonstrated

3 Be able to review the success of the enterprise activity

Producing records: show cost of producing product or service; recording numbers of product or service sold; income before costs; profits/losses; evaluating success of enterprise activity in terms of number of sales and profit made/not made


195


Delivery

This unit has been designed to make the key topics practically based wherever possible. Learners should be encouraged to gain an understanding of the relevant enterprise concepts in a highly applied way. Group working and group discussion would be appropriate, even where the learner’s own assessment evidence needs to be recorded separately.

An enterprise activity does not have to be a large-scale activity. It can either be producing a product for example greeting cards, baking biscuits, making sweets, making jewellery or providing a service for example selling ice cream or car washing. During the delivery of this unit, learners should be given as much practical experience as possible.

This unit has been designed so that it can be delivered with Unit 31: Planning an Enterprise Activity and Unit 33: Producing a Product.

At this level, learner activities will require them to carry out some multi-stepped tasks. In the completion of tasks for this unit, learners should demonstrate appropriate planning and preparation skills. Additionally, the learner will require the opportunity to show competency in organisational skills and skills in reviewing the success (or failure) of the enterprise activity. A learner in the workplace should be able to identify and use some work-related skills in running their enterprise activity.

Learners are likely to require clear guidance from their tutor or line manager in thinking about how to run their enterprise activity, but should aim to operate with less supervision than at Entry Level 3. Regular feedback will promote steady progress in the development of the required skills and knowledge. Learners will require supervisory guidance and regular monitoring and review of progress in order to identify knowledge and skills that have been developed.

Learners might find it helpful to use group discussions to explore features that should ensure that their enterprise activity is successful. ‘Successful’ in this context means that the learner understands how to carry out their activity and reach their planned sales targets.

Group discussions may also be a useful way of helping learners understand the importance of consumer needs in influencing the success of an enterprise activity. Learners could also seek advice or opinions from visiting guest speakers or other business people about consumer demand and how the enterprise activity might meet consumers’ needs.

Group discussions could be used to come up with a checklist of tasks needed to carry out the activity on the day(s) chosen. The list of tasks could also be produced as an individual piece of written work or as a PowerPoint presentation.

The learner’s enterprise activity could be delivered as part of an enterprise activity day using the format of a trade fair with a variety of stands. Alternatively, the enterprise activity could also take the form of a one-off small group activity or an individual enterprise activity.


196

Learners could seek guidance from record sheet templates that suggest the key financial information that will need to be recorded in order to evaluate the overall successes and/or failures of the enterprise activity. Learners could also seek advice from entrepreneurs or business people regarding which financial information to record and how to present it. They could also participate in a question and answer session with a visiting speaker.

Assessment

Assessment of this unit centres on the completion of an enterprise activity.

In order to achieve 1.1, the learner must be able to discuss key features leading to the success of a chosen enterprise activity. This could be provided, for example, in a written report, a brief presentation, video evidence or completion of a log or record sheet. The number of key features would depend on the nature of the enterprise activity, but typically the learner should be able to discuss at least three key features for success.

To achieve 2.1, the learner must provide witnessed evidence that the enterprise activity has taken place. The product or service must have been adequately prepared, the price and benefits of the product or service made clear, and appropriate sales and implementation skills must have been demonstrated by the learner. The prepared product or service may comprise something the learner has produced themselves (for example jewellery which they have made themselves), or something produced by someone else (for example ice cream purchased by the learner and sold on a stall at a trade fair). Photographic or video evidence could be used as well as a tutor witness statement.

For 3.1, some simple records need to be provided showing costs and revenue and a calculation of profit/loss made, providing a brief comment as to the reasons for success or failure of the enterprise activity. Record sheets provided by a tutor may be used for this purpose.













197

Essential resources

There are no resources that are essential for this unit.

Websites














198


199


QCF Level: Level 1

Credit value: 1


Unit abstract

Being involved in a production activity can help the learner develop a range of basic entrepreneurial skills. In this unit, the learner will find out how to make a product or item safely, understand the skills required in making the product or item and evaluate the quality of the product or item. The learner will also consider whether the quality of the finished item is in line with original expectations.





1 Understand how to make a product or item

1.1 Produce a plan to make a product or item, listing the materials and equipment required and any relevant safety points

2 Understand the skills required to make the product or item

2.1 Describe the skills required to make the product or item, including any new skills that might be required

3 Be able to produce the product or item safely

3.1 Describe the appropriate steps taken to produce the product or item safely

4 Evaluate how well the product or item was made

4.1 Describe the quality of the finished product or item, including whether or not it met original expectations


200

Unit content

1 Understand how to make a product or item

Plan for making a product or item: choice of appropriate product or item to make, record steps to be followed in making the product or item, list and obtain resources and materials needed for product or item, plan for effective use of different types of equipment eg tools, measuring instruments, appliances, containers, plan for safe use of equipment, use of safety clothing if required

2 Understand the skills required to make the product or item

Skills required to make the product or item: technical, personal or practical skills required to make the product; identify any skills gaps


Steps to safely produce the product or item: use correct materials, methods and equipment as required; use any equipment effectively and safely; use appropriate safety clothing and protection if required eg safety glasses, appropriate footwear, gloves; first aid supplies available; produce safe item or product

4 Evaluate how well the product or item was made

Quality of the finished product or item: quality of materials used, quality and use of equipment; comparing quality of final product or item against original plans for quality of product or item


201


Delivery

This unit has been designed to make the key topics practically based wherever possible Learners should be encouraged to gain an understanding of the relevant enterprise concepts in a highly applied way. Group work and group discussion would be appropriate, even where the learner’s own assessment evidence needs to be recorded separately.

At this level, the learners’ activities should require them to sequence and organise their assessment evidence. They should be able to use appropriate reading, writing and other communication skills to do this. The unit focuses on developing the skills needed to make a product or item under some supervision. Learners are likely to require regular tutor support and guidance, with reviews of progress identifying knowledge and skills that have been developed as well as areas of knowledge, understanding and skills that need improvement.

Activities can be carried out individually, or a group of learners can work together to make an item or product. The item or product itself can be very simple in design — it is the learners’ learning experiences which are important.

The learning outcomes and assessment criteria refer to products or items. Learners could produce small items such as handmade jewellery, candles, confectionery or gift boxes as well as larger-scale products which might require workshop facilities.

Delivery of this unit could be carried out in conjunction with Unit 31: Planning an Enterprise Activity and Unit 32: Running an Enterprise Activity.

Assessment


A range of assessment activities can be used. Methods such as photographs, video and audio recordings could add to the range of evidence suggested.

For 1.1, the learner must produce a straightforward plan for how the product or item will be produced, listing any materials and equipment needed as well as the safety points to be aware of. Tutors or line managers could provide examples of planning templates but the learner must be able to independently select the best way to present their plan and decide the information required in the plan. Alternatively, a brief poster presentation or PowerPoint presentation witnessed by the tutor could be used.

For 2.1, a question and answer session could be used as evidence for the learner to describe the skills required to make the product or item. Alternatively, the learner could include a description of the required skills as part of the plan submitted for 1.1. The learner must describe at least three skills needed to make the product or item. These may be personal or practical skills. The learner must also be able to describe any new skills that might need to be acquired in order to make the product or item.


202

To achieve 3.1, observation by the tutor of the learner making the product or item safely, or an aspect of the product or item safely, will need to be recorded. In addition, the learner must describe at least two different steps or types of equipment used to produce the product or item safely. The learner’s descriptions need not be detailed or lengthy.

For 4.1, the tutor or line manager may prompt the learner with questions or comments about the item or product, but the learner must show that they are able to make an independent judgement about the quality of the item or product they have produced and whether it has met their original expectations. A description of the quality of the final product or item could be written by the learner. Alternatively, the tutor could record a discussion in which the learner comments on the quality of the finished item or product. A question and answer session with a witness statement may be used to review how well the product or item was made and whether it has met the original expectations of the plan. Alternatively, if a planning template was used for 1.1, the learner could cross reference the quality of the product or item against the description of the product or item in the original planning template.












Essential resources

Learners will need access to an area suitable for the practical activities undertaken, for example, a workshop or practical workroom. A variety of materials including wood, metal, soft-cottons and fabrics will enable learners to become familiar with the properties of different materials.

Depending on the product or item the learner will be producing, appropriate safety gear and equipment will be required and the location of first-aid supplies and support need to be known.

Where photographs and audio and video recordings are to be used as evidence, appropriate equipment will be needed.


203

Websites














204


205

Annexe A

QCA codes

The QCA Qualifications and Credit Framework (QCF) code is known as a Qualification Accreditation Number (QAN). This is the code that features in the DCSF Funding Schedules, Section 96 and Section 97, and is to be used for all qualification funding purposes. Each unit within a qualification will also have a QCA QCF unit code.

The QCA qualification and unit codes will appear on the learner’s final certification documentation.

The QAN for the qualification in this publication is:

500/4073/X Edexcel Level 1 BTEC Award in WorkSkills (QCF)

500/4074/1 Edexcel level 1 BTEC Certificate in WorkSkills (QCF)

500/4072/8 Edexcel Level 1 BTEC Diploma in WorkSkills (QCF)

1776rl280808S:\LT\PD\Short Courses\BTEC ACD in WorkSkills Level 1.doc.1–212/2

August 2008 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com BTEC is a registered trademark of Edexcel Limited Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH. VAT Reg No 780 0898 07

Guidance and units


For first teaching September 2008

August 2008

BTEC Short Courses


We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment.


Authorised by Roger Beard Prepared by Leanne Elliott


Contents

Qualification titles covered by this specification 1

Introduction 2

BTEC Short Courses at Levels Entry — Level 3 3


Rules of combination for the Edexcel Level 2 BTEC qualifications in WorkSkills 4

Structure of the Edexcel Level 2 BTEC Qualifications in WorkSkills 6

Key features 7

Edexcel Level 2 BTEC Award, Certificate and Diploma in WorkSkills 7

Unit format 7

Assessment and grading 9

Accreditation of Prior Learning (APL) 10

Quality assurance 10

Approval 10

Quality Assurance Handbook 11


Mode of delivery 11

Resources 12





Functional skills 13

The wider curriculum 14




Units 17

Unit 1: Alternatives to Paid Work 19

Unit 2: Working as a Volunteer 25

Unit 3: Managing Your Own Money 31

Unit 4: Searching for a Job 37

Unit 5: Applying for a Job 43

Unit 6: Preparing for an Interview 49

Unit 7: Interview Skills 53

Unit 8: Self-management Skills 59

Unit 9: Self-assessment 65

Unit 10: Career Progression 71

Unit 11: Developing Personal Skills for Leadership 79

Unit 12: Practising Leadership Skills with Others 85

Unit 13: Learning with Colleagues and Other Learners 91

Unit 14: Communicating Solutions to Others 97

Unit 15: Effectiveness at Work 105

Unit 16: Working in a Team 111

Unit 17: Learning from More Experienced People 119

Unit 18: Building Working Relationships with Colleagues 127

Unit 19: Building Working Relationships with Customers 135

Unit 20: Investigating Rights and Responsibilities at Work 143

Unit 21: Managing Your Health at Work 149

Unit 22: Setting and Meeting Targets at Work 153

Unit 23: Solving Work-related Problems 159

Unit 24: Summarising Documents 165

Unit 25: Contributing to Meetings 171

Unit 26: Preparing for Work Placement 179

Unit 27: Learning from Work Placement 187

Unit 28: Planning an Enterprise Activity 193

Unit 29: Running an Enterprise Activity 199

Unit 30: Producing a Product 205

Annexe A 211

QCA codes 211

=

Guidance and units — Edexcel Level 2 BTEC Award, Certificate and Diploma in WorkSkills — Issue 1 — August 2008 © Edexcel Limited 2008

1

Qualification titles covered by this specification

Edexcel Level 2 BTEC Award in WorkSkills

Edexcel Level 2 BTEC Certificate in WorkSkills

Edexcel Level 2 BTEC Diploma in WorkSkills

These qualifications have been accredited to the Qualifications and Credit Framework (QCF) and are eligible for public funding as determined by the DCSF under Sections 96 and 97 of the Learning and Skills Act 2000.

The qualification titles listed above feature in the funding lists published annually by the DCSF and the regularly updated website www.dcsf.gov.uk/. The QCF Qualifications Accreditation Number (QAN) should be used by centres when they wish to seek public funding for their learners. The QAN for these qualifications are listed in Annexe A.

These qualification titles are as they will appear on learners’ certificates. Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. Providing this happens, centres are able to describe the programme of study leading to the award of the qualifications in different ways to suit the medium and the target audience.


2

Introduction

This document contains the associated guidance and units for the Qualifications and Credit Framework (QCF) Edexcel Level 2 BTEC Award, Certificate and Diploma in WorkSkills. Each unit sets out the required outcomes, assessment criteria and content and includes advice regarding appropriate delivery and assessment strategies. The guidance contains further details of the assessment and quality assurance of this qualification. It includes advice about Edexcel’s policy regarding access to its qualifications, the design of programmes of study and delivery modes.

Centres should note that the qualifications set out in this specification have been developed in consultation with centres and employers, particularly with Asset Skills, the employability Sector Skills Council. The units are designed to meet the skill needs of employees.

These qualifications are part of the Qualifications and Credit Framework. This framework will replace the National Qualifications Framework (NQF). The QCF is designed to be:

• more responsive to learner and employer needs

• demand and market led

• simple, flexible and have currency for learners

• underpinned by a credit system that recognises achievement of units and qualifications.

BTEC Short Courses are designed to meet a range of different needs. BTEC Short Courses at Entry and Levels 1–3 offer:

• maximum flexibility in the design of programmes

• the opportunity to use a range of delivery methods

• the opportunity to certificate smaller blocks of learning which are designed to motivate learners and encourage widening participation in education and training

• courses that relate to the particular training and employment patterns in a sector

• courses that may offer preparation for specific jobs and subsequent achievement of NVQs or Apprenticeship Diplomas when in employment

• opportunities for learners to develop skills that support career and professional development

• underpinning knowledge, skills and understanding linked, where appropriate, to named NVQs

• programmes that can enable progression either to higher levels of study or to other courses at the same level of study.

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4


Rules of combination are critical to qualifications as they set out:

• what a learner is required to do to be awarded a qualification

• the potential for learners to transfer credit between different qualifications and awarding bodies.

Rules of combination:

• the mechanisms through which sets of achievement are grouped together into a qualification in the QCF, in a way consistent with the qualification rationale

• specify the credits that need to be achieved, through particular units, for a qualification to be awarded

• describe the widest range of opportunities for credit accumulation and transfer consistent with the qualification rationale

• will apply to all qualifications in the QCF

• do not exist outside the context of a qualification.

Rules of combination for the Edexcel Level 2 BTEC qualifications in WorkSkills

In achieving a BTEC WorkSkills qualification, the learner may choose from 88 WorkSkills units. Each unit has been assigned an appropriate number of credits.

To be awarded the Edexcel Level 2 BTEC Award in WorkSkills the learner must achieve a minimum of 3 credits.

To be awarded the Edexcel Level 2 BTEC Certificate in WorkSkills the learner must achieve a minimum of 13 credits.

To be awarded the Edexcel Level 2 BTEC Diploma in WorkSkills the learner must achieve a minimum of 37 credits.

In order to be awarded an Edexcel Level 2 BTEC in WorkSkills qualification, at least 60 percent of the credits achieved by the learner must be at Level 2.

This means:

To be awarded the Edexcel Level 2 BTEC Award in WorkSkills the learner must achieve at least 2 credits at Level 2.

To be awarded the Edexcel Level 2 BTEC Certificate in WorkSkills the learner must achieve at least 8 credits at Level 2.

To be awarded the Edexcel Level 2 BTEC Diploma in WorkSkills the learner must achieve at least 23 credits at Level 2.


5

*The tables below show some examples of combinations of credits for achieving a Level 2 BTEC Award, Certificate and Diploma in WorkSkills.

Qualification: Edexcel BTEC Level 2 Award in WorkSkills




Example A 3 0 0

Example B 2 1 0

Example C 2 0 1

Qualification: Edexcel BTEC Level 2 Certificate in WorkSkills




Example A 13 0 0

Example B 8 5 0

Example C 8 4 1

Example D 8 3 2

Qualification: Edexcel BTEC Level 2 Diploma in WorkSkills




Example A 37 0 0

Example B 36 1 0

Example C 23 7 7

Example D 23 14 0

* These tables show some examples of combinations of credits. Other combinations of credits may be possible within the rules of combination specified in this section.


6

Structure of the Edexcel Level 2 BTEC Qualifications in WorkSkills

Units

Credit value



Unit 3 Managing Your Own Money 2





Unit 8 Self-management Skills 2

Unit 9 Self-assessment 2






Unit 15 Effectiveness at Work 1


Unit 17 Learning from More Experienced People 2




Unit 21 Managing Your Health at Work 1


Unit 23 Solving Work-related problems 2









7

Key features

BTEC Short Course Awards, Certificates and Diplomas are designed to provide focused and specialist work-related qualifications in a range of sectors. The qualifications can provide a specialist emphasis for learners following a general vocational programme of study. BTEC Short Courses offer focused qualifications for learners, particularly more mature learners, who wish to follow a short programme of study directly related to their work experience or to an aspect of employment that they wish to move into.

On successful completion of these qualifications, learners may progress into or within employment and/or continue their study in the vocational area.


The Edexcel Level 2 BTEC Award, Certificate and Diploma in WorkSkills have been designed to provide:

• the knowledge, understanding and skills learners need to enter employment

• opportunities for learners to gain a nationally recognised qualification relating to work skills

• opportunities for employees to achieve a nationally recognised Level 2 qualification

• opportunities for learners to focus on the development of functional skills in English, Mathematics and ICT

• opportunities for learners to develop a range of skills and techniques, personal qualities and attitudes essential for successful performance in working life.

Unit format

All units in Edexcel QCF BTEC Short Courses have a standard format which is designed to provide clear guidance on the requirements of the qualification for learners, tutors, assessors and those responsible for monitoring national standards.

Each unit is set out in the following way.

Unit title The unit title is accredited by QCA and this form of words will appear on the learner’s Notification of Performance (NOP).

QCF Level All units and qualifications within the QCF will have a level assigned to them, which represents the level of difficulty. There are nine levels of achievement, from Entry Level to Level 8.


8

Credit value A credit value specifies the number of credits that will be awarded to a learner who has achieved all the learning outcomes of the unit. The credit value of the unit will remain constant in all contexts, regardless of the assessment method used for the qualification(s) to which it contributes. One credit is awarded for those learning outcomes achievable in 10 hours of learning time (which includes learner-initiated private study and assessment time).

Guided learning hours Guided learning hours is ‘a notional measure of the substance of a unit’. It includes an estimate of time that might be allocated to direct teaching, instruction and assessment, together with other structured learning time such as directed assignments or supported individual study. It excludes learner-initiated private study. Centres are advised to consider this definition when planning the programme of study associated with this specification.

Unit abstract The unit abstract is designed to give the reader an appreciation of the value of the unit in the vocational setting of the qualification as well as highlighting the focus of the unit. It provides the reader with a snapshot of the aims of the unit and the key knowledge, skills and understanding developed while studying the unit.

Learning outcomes Learning outcomes state exactly what a learner should ‘know, understand or be able to do’ as a result of completing the unit.

Assessment criteria Each Assessment criteria section contains statements of the criteria used to determine the evidence that each learner must produce in order to achieve the unit.

Unit content The unit content identifies the depth and breadth of knowledge, skills and understanding needed to design and deliver a programme of learning sufficient to achieve each of the learning outcomes. The content provides the range of subject material for the programme of learning and specifies the skills, knowledge and understanding required for achievement of the pass grading criteria.

Each learning outcome is stated in full and then the prescribed key phrases or concepts related to that learning outcome are listed in italics followed by the subsequent range of related topics.

The unit content section will often have lists of topics that provide the range of the subject material required to be covered in order to meet the assessment criteria. Subject material may be further detailed by lists enclosed within brackets or an elongated dash which provide the defined elements of the specific topic item. Where the subject material list includes an ‘eg’, it should be noted that this provides an indicative range of material to support the specific topic item.

Essential guidance for tutors This section is designed to give tutors additional guidance and amplification on the unit in order to provide for a coherence of understanding and a consistency of delivery and assessment. It is divided into the following sections:

• Delivery — explains the content and its relationship to the learning outcomes and offers guidance about possible approaches to delivery. This advice is based on the more usual delivery modes but is not intended to rule out alternative approaches.


9

• Assessment — provides amplification about the nature and type of evidence that learners need to produce in order to pass the unit. This section should be read in conjunction with the assessment criteria.

• Links to other BTEC units, other BTEC qualifications and other relevant units and qualifications — sets out links with other units within the qualification. These could be used to ensure that learners can relate different aspects within the qualification and offer opportunities for integration of learning, delivery and assessment.

• Essential resources — identifies any specialist resources needed to allow learners to generate the evidence required for each unit. The centre will be asked to ensure that any requirements are in place when it seeks approval from Edexcel to offer the qualification.

• Websites — provides additional sources of information for deliverers and may list websites accessible for learners at the relevant level of study.

Assessment and grading

The assessment for the Edexcel Level 2 BTEC Award, Certificate and Diploma in WorkSkills is criterion referenced, based on the achievement of specified criteria. Each unit contains contextualised assessment criteria for unit assessment.

In the Edexcel Level 2 BTEC Award, Certificate and Diploma in WorkSkills, all units are internally assessed. The overall grading is a pass, based upon the successful achievement of the required number of credits.

Centres are encouraged to use a variety of assessment methods, including assignments, tasks, short tests, case studies and work-based assessments, along with projects and performance observation. Practical application of the assessment criteria in a realistic scenario should be emphasised and maximum use made of practical work experience.

Assignments constructed for assessment by centres should be valid, reliable and fit for purpose, building on the application of the assessment criteria. Care must be taken to ensure that assignments used for assessment of a unit cover all the criteria for that unit as set out in the Assessment criteria section of that unit. It is advised that the criteria which an assignment is designed to cover should be clearly indicated in the assignment to (a) provide a focus for learners (for transparency and to help ensure that feedback is specific to the criteria) and (b) assist with internal verification processes. Tasks and activities should enable learners to produce evidence that directly relates to the specified criteria.

The creation of assignments that are fit for purpose is vital to achievement by learners and their importance cannot be over-emphasised.


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Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners’ previous achievements and experience through APL. Learners may have evidence that has been generated during previous study or in their previous or current employment or whilst undertaking voluntary work that relates to one or more of the units in the qualification. Assessors should assess this evidence against the national standards in the specifications in the normal way. As with all evidence, assessors should be satisfied about the authenticity and currency of the material when considering whether or not the outcomes of the unit have been met.

Full guidance about Edexcel’s policy on APL is provided on our website: www.edexcel.com

Quality assurance

BTEC WorkSkills qualifications provide a flexible structure for learners enabling programmes of varying credits and combining different levels. For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres delivering the BTEC qualifications in WorkSkills must be committed to ensuring the quality of the units and qualifications they deliver, through effective standardisation of assessors and verification of assessor decisions. Centre quality assurance and assessment is monitored and guaranteed by Edexcel.

The Edexcel quality assurance processes will involve:


• approval for the whole suite of WorkSkills qualifications and units

• compulsory Edexcel-provided training and standardisation for internal verifiers and assessors


• remedial training and/or assessment sampling for centres identified through standardisation or risk assessment activities, as having inadequate quality, assessment or internal verification processes.

Approval

Centres are required to declare their commitment to ensuring quality and appropriate assessment opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.

Centres already holding BTEC approval are able to gain qualification approval on-line. New centres must complete a centre approval application.


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Quality Assurance Handbook

Details of quality assurance for the BTEC WorkSkills qualifications are set out in a centre handbook which will be published annually on www.edexcel.com


At Level 2, learners may choose from 88 units. Each unit has a recommended number of guided learning hours. The definition of guided learning hours is ‘a notional measure of the substance of a qualification’. It includes an estimate of time that might be allocated to direct teaching, instruction and assessment, together with other structured learning time such as directed assignments or supported individual study. It excludes learner-initiated private study. Centres are advised to consider this definition when planning the programme of study associated with this specification.

Mode of delivery

Edexcel does not define the mode of study for BTEC qualifications. Centres are free to offer the qualifications using any mode of delivery that meets the needs of their learners. This may be through traditional classroom teaching, open learning, distance learning or a combination of these. Whatever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identified in the specifications and to the subject specialists delivering the units. This is particularly important for learners studying for the qualification through open or distance learning.

Learners studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. Assessment instruments based on the learner’s work environment should be encouraged. Those planning the programme should aim to enhance the vocational nature of the BTEC qualifications by:

• liaising with employers to ensure a course relevant to the specific needs of learners





www.edexcel.org.uk


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Resources

BTEC qualifications are designed to prepare learners for employment. Physical resources need to support the delivery of the programme and the proper assessment of the outcomes and therefore, should normally be of industry standard. Staff delivering programmes and conducting the assessments should be fully familiar with current practice and standards in employability. Centres will need to meet any specialist resource requirements when they seek approval from Edexcel.

Where specific resources are required these have been indicated in individual units under the Essential resources section.

Edexcel resources relevant to the BTEC WorkSkills qualifications include WorkSkills Activator Workbooks produced by Pearson Edexcel Learning and distributed by Heinemann (see www.heinemann.co.uk for details on ordering).

Additionally, Trident from Edexcel provides services aimed at helping young people improve their employability skills and develop as individuals, as well as making the work placement process as easy as possible for employers, learners, schools and colleges. See www.trident-edexcel.co.uk for further details.

Delivery approach

It is important that centres develop an approach to teaching and learning that supports the vocational nature of the Edexcel Level 2 BTEC Award, Certificate and Diploma in WorkSkills. The qualifications contain a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practice and that the knowledge base is applied in a context familiar to the learner. This will require the development of relevant and up-to-date teaching materials which allow learners to apply their learning to actual events and relevant activities. Maximum use should be made of the learner’s experience.



• the qualifications should be available to everyone who is capable of reaching the required standards

• the qualifications should be free from any barriers that restrict access and progression

• the qualifications should be equal opportunities for all who wish to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support

http://www.heinemann.co.uk/



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available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should also show regard for Edexcel’s policy on learners with particular requirements.

Centres will need to review the profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a Level 2 qualification. For learners who have recently been in education, the profile is likely to include one of the following:

• a standard of literacy and numeracy supported by a general education equivalent to GCSEs at grade A*-C

• related work experience

• other related Level 2 qualifications.

More mature learners may present a more varied profile of achievement that is likely to include experience of paid and/or unpaid employment.


The Edexcel Level 2 BTEC in WorkSkills is accredited on the QCF for learners aged 14 years and over.

Under QCA accreditation regulations, learners under the age of 16 may not undertake qualifications requiring more than 360 guided learning hours. As a result, centres should ensure that learners under the age of 16 registered for the BTEC Level 2 Diploma in Workskills choose an appropriate combination of units that will allow the learner to achieve 37 credits without exceeding 360 guided learning hours.


Edexcel’s policy on access arrangements and special considerations for BTEC and Edexcel NVQ qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the Disability Discrimination Act 1995 and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence.

Further details are given in the policy Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications, which is on our website (www.edexcel.com). This policy replaces the previous Edexcel policy (Assessment of Vocationally Related Qualification: Regulations and Guidance Relating to Learners with Special Requirements, 2002) concerning learners with particular requirements.

Functional skills

The units in the WorkSkills qualifications provide inherent opportunities for learners to practise and enhance their functional skills. Some units in the WorkSkills qualifications focus specifically on functional skills, for example Managing Your Own Money, Being Responsible for Other People’s Money, Taking Notes at Meetings, Summarising Documents and Contributing to Meetings.


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Functional skills are transferable skills which play an essential role in developing personal effectiveness for adult and working life and in the application of specific vocational skills. Centres should refer to the QCA website (www.qca.org.uk) for the latest functional skills standards.

Functional skills provide a foundation for continual learning. They enable and empower individuals who inevitably face a series of choices in work, education and training throughout their lives. Current and future initiatives such as Learndirect, Lifelong Learning, and widening participation all require a more flexible population in the workplace and functional skills play a role in setting the framework.

Learners need the chance to show current and future employers that they can:

• communicate effectively, in a variety of situations, using a wide range of techniques

• use numeracy, not just within routine tasks and functions, but to help them be more effective and efficient in all they do

• use ICT in a range of applications to support all aspects of their role.

The wider curriculum

Study of the Edexcel Level 2 BTEC Award, Certificate and Diploma in WorkSkills provides opportunities for the learner to develop an understanding of moral, ethical, social and cultural issues and an awareness of environmental issues, health and safety considerations, and European developments.

Moral, ethical, social and cultural issues

Moral, ethical, social and cultural issues are encountered throughout the qualifications when learners are dealing with colleagues, employers, customers, other learners and visiting speakers. Learners will also consider the factors that may have an effect on work skills, including social and cultural skills.

Environmental issues

Learners will learn to appreciate the importance of a working in a safe environment and how to ensure that it remains safe whilst they are there.

European developments

Much of the content of the qualifications applies throughout Europe, even though delivery is in a UK context. Although the majority of legislation studied in the qualifications from the UK, some reference is made to EU law.

Health and safety considerations

Health and safety is embedded in many of the units in these qualifications. Specific units have been designed to consider safe learning in the workplace.

http://www.qca.org.uk/


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Equal opportunities issues

Equal opportunities issues are implicit throughout the Edexcel Level 2 BTEC Award, Certificate and Diploma in WorkSkills.

Useful publications

Further copies of this document and related publications can be obtained from:

Edexcel Publications Adamsway Mansfield Nottinghamshire NG18 4FN

Telephone: 01623 467 467 Fax: 01623 450 481 Email: [email protected]

Related publications include:

• the current Edexcel publications catalogue and update catalogue

• functional skills publications — specifications, tutor support materials and question papers

• Accreditation of Prior Learning — available on our website: www.edexcel.com

• Working specification for the Qualifications and Credit Framework test and trials (QCA, 2006)

• The Statutory Regulation of External Qualifications in England, Wales and Northern Ireland (QCA, 2004).

Edexcel publications on the Quality Assurance System and the internal and external verification of vocationally-related programmes can be found on the Edexcel website and in the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.









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• developing student-centred learning and teaching approaches

• building key skills into your programme


The national programme of training we offer can be viewed on the Edexcel website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services on 0844 576 0026 to discuss your training needs (calls may be recorded for training purposes).


• is active — ideas are developed and applied



Further information

Edexcel produces regular policy statements on Edexcel qualifications and accompanying procedures. Please check our website for current information.

For further information please call Customer Services on 0844 576 0026 (calls may be recorded for training purposes) or visit our website at www.edexcel.com



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Units


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QCF Level: Level 2

Credit value: 1


Unit abstract

The aim of this unit is to help learners to understand the different types of beneficial alternatives to paid work and how they could use the skills and qualities gained through participating in these different activities in other areas of their lives. The learner will also learn about the role of organisations associated with beneficial alternatives to paid work.





1 Understand different beneficial alternatives to paid work

1.1 Describe different types of beneficial alternatives to paid work

1.2 Explain how the different types of beneficial alternatives to paid work differ

2 Understand the role of organisations associated with beneficial alternatives to paid work

2.1 Describe the role of different organisations associated with beneficial alternatives to paid work

3 Understand the skills, qualities and knowledge that can be gained from beneficial alternatives to paid work

3.1 Explain different types of skills, qualities and knowledge that can be gained through participating in activities associated with beneficial alternatives to paid work

4 Understand how to transfer the skills, qualities and knowledge gained from beneficial alternatives to paid work to other areas of life

4.1 Explain what steps they might need to take in order to use the gained skills, qualities or knowledge in other areas of their life


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Unit content

1 Understand different beneficial alternatives to paid work

Different types of beneficial alternatives to paid work: voluntary activities eg volunteering for local charity organisation or community organisation; family care responsibilities eg caring for young child or disabled family member; leisure activities eg sports or other hobbies; study or training eg via internet or at local college; compulsory activities eg community service order, supervision order

Differences in alternatives to paid work: voluntary activities eg may involve helping others, may be a charitable organisation, expenses may be paid; family care responsibilities eg may have no choice, may be isolating, limits leisure time; leisure activities eg freely chosen, takes place in own time; study or training activities eg may not be free, may be full-time/part-time, may involve expenditure; compulsory supervision order/community service order eg penalties if not completed

2 Understand the role of organisations associated with beneficial alternatives to paid work

Role of different organisations: provide information on opportunities to get involved in beneficial alternatives to paid work and steps to take in order to get involved; provide information about any requirements or restrictions on being involved in an alternative to paid work eg minimum time commitment, age restrictions, travel, skills/experience/qualifications required; provide support, advice and guidance for those involved in beneficial alternatives to paid work eg legal, financial and ethical matters, advice and support on emotional or personal matters, access to practical help, support resources, networking with others involved in same or similar activities, advice on paid employment opportunities, training and education

3 Understand the skills, qualities and knowledge that can be gained from beneficial alternatives to paid work

Skills, qualities and knowledge: interpersonal skills eg teamwork, communication, willingness to learn, ability to listen to others, ability to motivate or encourage others; technical or specialised skills eg learn to cook, care for young children, operate piece of equipment or machinery; personal qualities eg confidence, patience, empathy, determination, perseverance, punctuality, dependability, flexibility, loyalty, sense of responsibility, self-discipline; knowledge eg gain experience and understanding in a particular area, achieve qualifications


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4 Understand how to transfer the skills, qualities and knowledge gained from beneficial alternatives to paid work to other areas of life

Steps that might be needed in order to use the gained skills, qualities or knowledge in other areas of their life: eg set personal goals to use the learning, qualities or skills gained from involvement in alternatives to paid work, investigate options for further study in order to build on new skills or gain paid employment, use a qualification to gain voluntary or paid work, request reference from voluntary employment activities for future employer, use new sense of self-confidence to enrol on course at local college or join keep-fit classes, use skills from training course to help children with their homework, use skills as child-carer to work as helper at grandchild’s school


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Delivery

This unit can be used in a variety of contexts. Delivery will depend on the particular circumstances of the learner but may include learners already or previously involved in alternatives to paid work, as well as those with no current or previous involvement in alternatives to paid work. Some of these contexts will emphasise identifying skills acquired or needed and their transferability into other work contexts. This unit could therefore, be used, for example, by home makers to show how the skills that they have developed could help them find employment. Other contexts may involve potential learners using skills gained from alternatives to paid work to assist them in enrolling on an appropriate training course. Delivery, therefore, could be centred on using the learner as a case study or a case study of another individual.

Contexts could include the following:

• home makers

• home carers looking after, for example, young children or ill relatives

• learners considering a gap year

• leisure activities

• further study

• returners to work

• volunteering and/or community service.

Tutors delivering this unit have the opportunity to use a wide range of resources including presentations, seminars, practical workshops, interviews (eg face-to-face, phone interviews), projects, assignments, external trips and guest speakers. Additional learning resources could include journals, videos, DVDs, case studies, learner presentations and group work.

Learners could undertake visits to different organisations that offer alternatives to paid work. On return to class, they could write up their notes and use the information to report back to the rest of the group.

Guest speakers, DVDs and case studies could give learners an understanding of the differences and similarities between different types of alternatives to paid work for learning outcome 1.

For learning outcome 2, learners should be given opportunities to find out relevant information about the services provided by organisations associated with appropriate alternatives to paid work. An internet search may be undertaken, or learners may visit, write or telephone appropriate organisations to gain an understanding of the role these organisations play.


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Tutors/line managers could give learners case studies to analyse in order to determine the skills, qualities and knowledge gained from alternatives to paid work and how they may be transferable to other areas of life. A question and answer session could help learners develop knowledge and understanding of this concept for learning outcome 3.

The case studies used for learning outcome 3 could also be used to determine transferability of skills for learning outcome 4. Alternatively, tutors may wish to give learners the opportunity to participate in a group discussion, or question and answer session with a visiting speaker, about how to transfer the skills, qualities and knowledge gained from alternatives to paid work to other areas of life. Learners could record the ideas gathered individually or in groups.

Assessment

For 1.1, the learner should be able to describe at least three different types of beneficial alternatives to paid work, and provide an example for each type.

In order to achieve 1.2, the learner will need to explain the similarities and differences between three different alternatives to paid work. This information could be evidenced in a number of different ways, for example presented in the form of a table, as PowerPoint slides, in a leaflet or as guidance notes for other learners.

For 2.1, the learner should be able to describe two different types of organisations and, for each, describe two different types of services or roles the organisation performs. Learners will need to identify the sources of their information. Evidence for 2.1 could be combined in a presentation with evidence for 1.2.

For 3.1, the learner should explain the skills, knowledge and qualities that can be gained through participating in alternatives to paid work. Explanations need not be lengthy, but must demonstrate a clear understanding of the nature and value of the skill, knowledge or quality gained. In achieving 3.1, the learner may draw on one or more examples of alternatives to paid work. In total, the learner should be able to explain at least three skills, qualities or types of knowledge gained and the three examples should be sufficiently varied or dissimilar. 3.1 may be evidenced in a chart, table, poster or other appropriate method.

For 4.1, the learner must explain what steps they might need to take in order to use the gained skills, qualities or knowledge in other areas of their life. At least one suggested step is required for each of the three skills, qualities or aspects of knowledge referred to in 3.1. In achieving 4.1, the explanations must show a clear understanding of an action to be taken in order to apply the knowledge, skill or quality to an area of their life.


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This unit forms part of the Work Skills from Edexcel suite. This unit has particular links with:







Resources

Learners will need access to appropriate sources of information on alternatives to paid work such as websites, community noticeboards, magazines, newspapers, representatives of organisations and societies.

Websites

www.carersuk.org

www.direct.gov.uk/en/HomeAndCommunity/Gettinginvolvedinyourcommunity

www.gapyear.com


www.princes-trust.org.uk

www.theaward.org

www.yearoutgroup.org

http://www.direct.gov.uk/en/HomeAndCommunity


http://www.theaward.org/

http://www.yearoutgroup.org/


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QCF Level: Level 2

Credit value: 2


Unit abstract

The skills used during voluntary work may benefit the personal and career plans of the volunteer. The learner will find out about how to become a volunteer and apply for voluntary work that suits their skills and interests. They will consider the expectations of the volunteer in the voluntary work they applied for, including the nature of the work and the behaviours and attitudes required. The learner will complete a voluntary work task which interests them and matches their skills. This unit also helps the learner to understand how skills developed during work as a volunteer may benefit them in the future.

An essential element of this unit is participation in voluntary work. A specified time for the voluntary work is not given, however it must be sufficient to allow the learner to gain the knowledge and experience necessary to achieve the learning outcomes.





1 Be able to find voluntary work 1.1 Identify ways to become a volunteer

1.2 Apply for voluntary work which matches their skills and interests

2 Understand what is expected of the volunteer in undertaking the voluntary work

2.1 Explain the nature of the work to be undertaken

2.2 Explain behaviours and attitudes needed to undertake the work


3.1 Complete a voluntary work task which the learner has identified as matching their skills and interests


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4 Understand that the skills used during voluntary work may be of benefit to personal or career plans

4.1 Describe how the skills used during the time as a volunteer may be useful in the volunteer’s future or career plans


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Unit content

1 Be able to find voluntary work

Sources of information about voluntary work: eg internet, reference library, magazines, newspapers, charities, local council, faith-based organisations, places of worship, Connexions, teachers/tutors, family, friends, colleagues

Applying for suitable voluntary work: awareness of own skills and interests; application methods eg letter, application form, email, telephone call, visit

2 Understand what is expected of the volunteer in undertaking the voluntary work

Nature of the work: tasks specific to the voluntary work eg sorting the bags of clothes that are donated to the charity shop in to those suitable for sale

Behaviours and attitudes: generic behaviours and attitudes eg punctuality reliability, confidentiality, flexibility, non-judgemental attitude, kindness, patience; behaviours and attitudes specific to the voluntary work eg prepared to undertake less pleasant aspects of the work such as cleaning kennels at an animal shelter


Voluntary work: suitable work which matches skills and interests eg painting a fence for the pre-school group outdoor area or clearing an overgrown churchyard would suit a learner who enjoys being outdoors, helping at a stall for a community carnival would suit a learner interested in a career in events coordination

4 Understand that the skills used during voluntary work may be of benefit to personal or career plans

Skills: communication skills; teamwork skills; interpersonal skills; willingness to learn; skills specific to the voluntary work eg learn how to communicate with a hearing-impaired person

Benefits to personal and career plans: new skills may change career plans; improve employability prospects; provide a reference; open up greater range of careers; demonstrate social responsibility; improve confidence and people skills; encourage further study


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Delivery

The emphasis of this unit is on allowing the learner to find out about suitable voluntary work that matches their skills and interests, and for the learner to apply for and undertake suitable voluntary work. Learners are also required to work towards reviewing how the voluntary work experience contributes to their personal and career plans.

In learning outcome 1, learners will need to appreciate their own skills, strengths and interests in order to find suitable voluntary work. Tutorials will give tutors the opportunity to discuss the interests and skills of individual learners in order for them to identify suitable voluntary work. Practical scenarios may also be used to help learners identify which type of voluntary work would be appropriate for them. If possible, guest speakers from charities or the local authority voluntary bureau could be invited to speak to learners.

Learners could be grouped together with those seeking similar types of voluntary work to find out about possible voluntary work experiences from a range of sources. A mixture of tutor-led input and individual learner research is required. This research could include details of the nature of the work to be undertaken. In groups, learners can discuss the behaviours and attitudes appropriate in undertaking the work for learning outcome 2. Learners will need to apply to their chosen organisation for voluntary work experience.

Learners are to undertake a voluntary work task for learning outcome 3. The task should relate to personal skills and interests which the learner has identified. Tutors should give learners a brief for the voluntary work task including the timescale in which to complete the task and any supervision arrangements. At this level, learners should not require extensive supervision in completing the voluntary task.

On returning to the school, college or place of learning, learners could write up their notes, prepare a presentation or complete a log about their voluntary work experience and use the information to consider how the skills used during their time as a volunteer may be useful in their future or career plans. Learners would benefit from the opportunity to share their experiences of voluntary work with the group and analyse how the voluntary work may benefit them in the future.

Assessment

In order to achieve 1.1, the learner must provide a list of the sources they used to find their voluntary work. Sufficient information needs to be provided that would allow another learner to use the same sources, therefore, a factsheet or ‘guidance note’ could be an appropriate means to evidence this.


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A copy of the letter, application form, email or record of the telephone conversation could provide the evidence for 1.2. The information needs to demonstrate how the voluntary work applied for matches the learner’s skills and interests.

Learners could produce a logbook or presentation which explains the nature of the work to be undertaken in the voluntary work task and the behaviours and attitudes appropriate in undertaking the work, to achieve 2.1 and 2.2.

3.1 requires the learner to complete a voluntary work task according to a given brief. The brief should detail the length of time that the learner should spend participating in the voluntary task, what they hope to achieve and how they are going to achieve it. The learner could use a logbook or presentation to record their experiences. The logbook or presentation will need to be verified by the tutor. Alternative methods of evidencing the voluntary work may be used, for example a reference from the supervisor or line manager, or a certificate of attendance.

In order to achieve 4.1, the learner needs to describe how the skills used during their time as a volunteer may be useful in their future or career plans. To achieve this, the learner must identify the skills they gained during the voluntary work task and then describe how they could be used in future work or personal plans. Reference needs to be made to the voluntary work experience completed for 3.1.









Essential resources

Learners will need the opportunity to undertake a brief period of voluntary work.

Websites


www.voluntaryworker.co.uk

www.volunteering.org.uk

www.wfac.org.uk/?Information:Working_in_the_Voluntary_Sector#what



http://www.voluntaryworker.co.uk/

http://www.volunteering.org.uk/

http://www.wfac.org.uk/?Information:Working_in_the_Voluntary_Sector#what


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31


QCF Level: Level 2

Credit value: 2


Unit abstract

Being able to manage your own finances is an essential life skill for any learner and is a key factor in avoiding stress and difficulties caused by money matters. The aim of this unit is to help the learner develop the skills and knowledge to produce a budget successfully, so that their planned outgoings do not exceed their income. The unit also considers buying on credit and the responsibilities and potential problems associated with using credit and loans.





1 Be able to produce a budget 1.1 Carry out suitable calculations to plan outgoings and income

2 Know ways to buy and invest on credit

2.1 Identify different sources of credit

3 Understand the responsibilities of using credit for outgoings and investing

3.1 Describe the responsibilities of using credit for outgoings and investing

4 Understand the potential problems of using credit

4.1 Describe the potential problems of using credit


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Unit content

1 Be able to produce a budget

Carry out suitable calculations to plan outgoings and income:

Outgoings: eg gas/electricity, mortgage/rent, mobile/landline phone, council tax, income tax and national insurance, water rates, pension scheme payments, groceries, clothing, entertainment, transport, childcare costs, credit card repayment

Sources of income: salary or wages; inheritance, gifts; pocket money; selling items; benefits; loans and credit agreements; interest on savings

Suitable calculations: daily/weekly/monthly expenditure of essential and non-essential outgoings; weekly/monthly income

Planning outgoings and income: knowing how much money you have available each week/month after taxes; knowing how much you can afford to spend on various items, goods or services

2 Know ways to buy and invest on credit

Identify different sources of credit: loans, credit cards, store cards, in-store finance deals

3 Understand the responsibilities of using credit for outgoings and investing

Responsibilities of using credit: state your personal financial details accurately and honestly when applying for credit or increased level of credit, know how much money you can afford to borrow, don’t take out more credit than you can afford to repay, check the interest rate (APR) before signing a credit agreement eg for a loan, credit card, store card, minimum repayments to the lender must be made on time, check the details of credit statements and check with the lender if any of the details are unclear or incorrect, inform the lender if you get into difficulty with your repayments

4 Understand the potential problems of using credit

Potential problems of using credit: interest rates could cause total repayment amount to greatly exceed the amount of money borrowed, penalty fees could apply if the borrowed amount is repaid in full before end of credit agreement, levels of debt could become unmanageable, inappropriate levels of debt could have negative consequences eg legal action, emotional stress, goods repossessed


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Delivery

The unit has been designed to make the key topics practically-based wherever possible. Learners should, therefore, be actively involved throughout the delivery of this unit. Information may be gained from their own experiences, the internet, banks, building societies and other appropriate sources. Learners need to be introduced to the basic terminology needed for preparing a budget, using credit and the factors associated with preparing a budget and using credit, for example outgoings, expenditure, income, repayments, interest, debt.

As a way of introducing the unit, small group discussions could identify different sources of income and common types of weekly or monthly outgoings. Learners would then progress to planning outgoings and income in the form of a basic budget plan.

For learning outcome 1, learners must be able to demonstrate a range of basic calculation techniques. The level of calculations required should reflect the functional skills mathematics standards for learners at this level. This may be approached through a role-play exercise or other suitable scenario that will entail the learner keeping a record of income and expenditure for a week/month, and using those records to plan the weekly/monthly outgoings according to the income. If the learner chooses to use their own financial situation as a basis for planning income and outgoings, confidentiality must be respected throughout.

A number of websites provide budget planners which the learner can complete for example www.moneymadeclear.fsa.gov.uk. Initially, learners may carry out an internet search to find the most appropriate budget planner to meet their needs. Some budget planners will do the calculations for the learner. However, for assessment purposes, the learner must be able to do the calculations themselves, with or without a calculator.

Alternatively, small group discussions could be used to work out potential outgoings and a rough estimate of what each outgoing costs per week/month. Where small group discussions are used to work out income and expenditure for a budget, it is advisable, in the interests of learner confidentiality, to use simulated examples of a family or individual situation as far as possible.

Learning outcome 2 is based on identifying different sources of credit. Learners should be encouraged to use the internet or visit local banks, building societies and shops to gather information about different forms of credit. The information gathered, by individual learners or small groups of learners, could be presented to the whole group. Alternatively, representatives from banks or building societies could be invited to speak to the group about the various credit services their organisations offer.

Learning outcomes 3 and 4 present credit and loans as areas that are important to learn about and understand in today’s society. It is especially important for the learner to gain an appropriate understanding of the requirements and responsibilities associated with buying on credit and taking out loans.

http://www.moneymadeclear.fsa.gov.uk/


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Debt is on the increase in the UK and helping learners understand the consequences of getting into debt, and other potential problems associated with credit, is an important element of this unit. Younger learners may feel that they cannot experience some of the problems associated with using credit or get into debt, as they cannot apply for credit cards, overdrafts, personal loans or hire purchase schemes. However, discussions could centre on the consequences of getting into debt by other means, such as incurring debts with family and friends. Adult learners may have already experienced some of the problems associated with using credit. This subject area could be particularly sensitive and should be handled with great care.

Assessment

To meet 1.1, the learner must draw up a simple budget in the form of outgoings planned against income for a given period of time. The learner may either be given simulated information on which to base their calculations or may base their calculations on their own circumstances. An income should also be provided. This could be based on the national minimum wage. Where the calculations are based on the learner’s own circumstances, confidentiality must be respected throughout. The level of calculations required should reflect the appropriate functional skills mathematics standards for learners working at this level.

In order to achieve 2.1, the learner must identify at least two different examples of sources of credit.

For 3.1, the learner must describe at least three different responsibilities that the borrower has when using credit for outgoing expenses or investment purposes. The learner must be able to provide appropriate details about each of the responsibilities; it is not enough for the learner merely to identify them. As evidence, the learner may take on the role of a lender who provides guidance on what the borrower’s responsibilities are. Alternatively, the learner may gather information on the topic and present this to the group.

To achieve 4.1, the learner must be able to describe at least two potential problems of using credit. The information could be presented as a poster, table or leaflet. The learner must be able to identify the potential problem and, in each case, give a straightforward reason or explanation of why it is a potential problem.







Unit 4: Handling Other People’s Money


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Essential resources

Learners will need access to information relating to banks, building societies and other financial institutions.

Websites


www.cccs.co.uk

www.direct.gov.uk/en/YoungPeople/Money/index.htm

www.moneymadeclear.fsa.gov.uk/tools/budget_calculator.html



http://www.direct.gov.uk/en/YoungPeople/Money/index.htm

http://www.moneymadeclear.fsa.gov.uk/tools/budget_calculator.html



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Unit 4: Searching for a Job

QCF Level: Level 2

Credit value: 1


Unit abstract

This unit aims to assist learners in developing an understanding of a wide range of potential sources of employment, so that they can find out which sources of employment would best suit their individual needs. Learners will develop the skills needed to link their own skills, interests and achievements to appropriate job sources and job roles. They will also gain experience of communicating with an employer, or the employer’s representative, to gain further information about a suitable job vacancy.





1 Understand how to use potential job sources

1.1 Evaluate a range of sources of employment available for job-seekers

1.2 Select appropriate sources of job vacancies for their own purposes

1.3 Identify potential job roles from the appropriate sources of employment

2 Understand how their skills, interests and achievements might relate to potential job roles

2.1 Explain how their skills, interests and achievements relate to potential job roles identified from appropriate sources of employment

3 Be able to investigate job vacancies

3.1 Search for potential job vacancies

3.2 Communicate with employers or the employer’s representative to obtain further information about job vacancies


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Unit content

1 Understand how to use potential job sources

Sources of employment: sources that provide a personalised service to job seekers or employers eg employment agencies, Jobcentres; sources that provide basic information about job opportunities eg magazines, newspapers, public noticeboards, journals and other publications; other types of sources eg word of mouth; different types of employment eg private sector, voluntary sector, public sector, self-employment

Appropriateness of job vacancy sources: the choice of source could limit or widen the type and number of job vacancies searched for eg using the internet versus using a local job noticeboard; some sources of potential employment are specialised or specific to particular job types eg industry publications, trade journals, specialised recruitment agencies for office staff or medical staff only; differences between employment conditions in different sectors eg working conditions, salary and benefits, terms of employment, ethics and values of the organisation

2 Understand how their skills, interests and achievements might relate to potential job roles

Relating skills, interests and achievements to potential job roles: understanding how own skills, interests and achievements could be used in specific jobs; evaluating the specific ‘hard skills’ and ‘soft skills’ requirements of certain job roles against own skills, interests and achievements; knowing why some job roles might be unsuitable; the job role might be an appropriate match even though not all the learner’s current skills and interests are reflected in the job role, some skills or qualifications which the learner does not currently have, could be acquired via the potential job role

3 Be able to investigate job vacancies

Searching for job vacancies: identifying the most appropriate sources to search for employment based on own skills, interests and achievements; using specific job-searching tools eg searching employment sites on the internet, contacting employers directly, registering with a Jobcentre, reading local community noticeboards; using contact details or instructions in the job advert to apply for the job or find out further information about the job

Communicating with employers or the employer’s representative: finding out more information about a job from the employer or the person who placed the advertisement (eg Jobcentre or employment agency); identifying the appropriate questions to ask in order to find out the desired information; using appropriate means of communication to find out more information eg fax, phone, email; knowing how to respond to the information received from the employer/employer’s representative


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Delivery

The emphasis of this unit is on allowing the learner to develop the skills needed to search for a job which links to their own skills, interests and achievements. Learners will be undertaking independent research during the majority of this unit supported by one-to-one tutorials.

Learners should be encouraged to complete a log of their research to help them in meeting the requirements of the assessment criteria.

For learning outcome 1, learners could work in small groups to research different sources of employment and report their findings to the group. The value of each source could be discussed as a group. Learners could undertake their own research into a range of job sources available to them. These may include job agencies such as Jobcentres, employment agencies or newspapers, the internet or trade journals. Learners may also choose to investigate non-advertised jobs through talking to colleagues, relatives or friends.

For learning outcome 2, learners could undertake a personal audit to identify their skills, interests and achievements to help them to identify a range of potential job roles which they think would be suitable for them. At this level, learners may have already gained qualifications or work experience which will be relevant to their job search. They should be encouraged to review this along with their other skills and interests.

Learners at this level would be expected to show independence in undertaking their own investigation into a range of job roles for learning outcome 3. However, tutors could support learners by discussing the process with them and providing information when asked. In searching for jobs, learners should be advised to use jobs for which they will apply or in which they have a genuine interest.

Once the learner has identified potential job roles, the suitability of the identified job roles should be discussed and agreed with the tutor.

Learners could be encouraged to find out as much information as possible about their chosen job vacancies. Any communication with employers can be discussed and agreed with the tutor, for example a draft email or relevant questions to ask on the phone. In simulated exercises, learners may draft a suitable email but not send it, and discuss their questions with someone who isn’t their tutor.

Assessment

Assessment for this unit may be presented in the form of a log recording the individual research completed by the learner and including evidence of class discussions, one-to-one tutorials, and communication with employers. Alternative methods of evidencing may be used.


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To achieve 1.1, the learner will need to consider three sources of employment and, for each source, describe the advantages and disadvantages to potential jobseekers.

The learner will need to identify two appropriate sources of information for their own purposes for 1.2.

From the sources identified for 1.2, the learner will need to state two potential job roles to meet 1.3.

For 2.1, the learner must explain how their own skills, interests and achievements are linked to the two potential job roles identified in 1.3, for example why they felt that some roles were suitable (for example it matched their skills, was in a good geographical location) or unsuitable (for example too far away, hours or salary not right, too much travel required for the job role).

To meet 3.1, the learner must be able to narrow down the search for job vacancies, based on the information they have collected about themselves and their personal requirements. The learner needs to include evidence of their search for potential job vacancies. This may include printouts of web-based research, copies of job advertisements, evidence of interviews with employment agencies, Connexions, a careers adviser or Jobcentre.

For 3.2, the learner needs to include evidence of contact made with employers (either by telephone, letter or email) to request further information about job vacancies, for example requesting an application pack or form, or, in cases where a relevant contact is given, to have an informal conversation about the job role. If contact is made with the employer via the telephone, evidence of this should be recorded by the tutor (or recorded by the learner with verifying notes from the tutor).




Unit 5: Searching for a Job Unit 5: Searching for a Job Unit 5: Applying for a Job

Unit 6: Applying for a Job Unit 6: Applying for a Job Unit 6: Preparing for an Interview




Unit 8: Interview Skills Unit 8: Interview Skills Unit 10: Career Progression




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Essential resources

Learners will need access to sources of information about potential employment (such as magazines, newspapers, the internet, other people, Jobcentres) as well as access to specific information about how to contact employers to request further information about a job vacancy.

Websites




www.jobsite.co.uk/articles


www.monster.co.uk

www.support4learning.org.uk/careers/career_planning_information.cfm



http://www.jobsite.co.uk/articles

http://www.learndirect.co.uk/



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43


QCF Level: Level 2

Credit value: 1


Unit abstract

In a competitive job market, it is vital that learners understand the job application process and know how to prepare an application that meets the requirements of a prospective employer. This unit aims to equip learners with the skills to access and respond to different types of job application opportunities independently. Learners will gain an understanding of how to present a job application in an appropriate way, including collating relevant information and using suitable conventions and formatting. Learners will also evaluate the suitability of information included in a job application and the method of presentation.





1 Be able to access different methods of applying for a job

1.1 Investigate different methods of applying for a job

2 Be able to prepare a job application

2.1 Collate the appropriate information for a job application

2.2 Prepare a thorough job application

3 Be able to present the job application appropriately

3.1 Select and use the conventions, formats and styles of presenting job applications appropriately

4 Be able to reflect on the appropriateness of the job application

4.1 Evaluate the suitability of the style and information in the job application in relation to its intended audience


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Unit content

1 Be able to access different methods of applying for a job

Different methods of applying: various methods eg application forms, CVs, covering letters, online applications, telephone enquiries, applying in person; how and where to find job application information eg from human resources departments, company/organisation websites, job websites, local and national media, employment agencies

2 Be able to prepare a job application

Prepare job application: selecting relevant and appropriate information to include in the job application eg include reference from voluntary work at animal shelter to support application for work at a veterinary clinic, refer to achievements at local sports club in covering letter for work at a gym

Prepare thorough job application: paying attention to all details of the job application so that nothing relevant is left out; ordering different types of information in a logical manner in the application document, checking whether or not to include supporting documents eg work permits, certificates, personal identification; using personal statements to create positive impression of skills and interests

3 Be able to present the job application appropriately

Use appropriate conventions, formats and styles: eg accurate and neat presentation, using tools that aid accurate and appropriate presentation eg CV templates, covering letter templates, spellchecker, jobseeker advice websites or magazines, understanding and using the appropriate level of language for a CV, personal statement or covering letter

4 Be able to reflect on the appropriateness of the job application

Suitability of the application for intended audience: eg evaluating the CV for clarity and relevance of content, checking whether the application provides all the information the employer requires, evaluating the CV for accuracy of language, eg whether the language used in the application is clear, concise and at a level appropriate for a job application, seeking feedback from others regarding the appropriateness of the content and format of the job application


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Delivery

The unit has been designed to make the key topics practically based wherever possible. Aspects of this unit include learners investigating and completing a job application with only general guidance from the tutor.

For learning outcome 1, learners could work in groups to investigate different methods of applying for jobs, what types of employers use which types of application method and what employers might be looking for in job applications. Learners could create a handout, with examples, which would work as a factsheet or guidance notes for other learners to follow.

Learning outcome 2 requires a mixture of tutor- led input and individual learner research. Learners could conduct research into a suitable job vacancy and use the application required for that job or use a simulated application which reflects the learner’s interests and relevant experience. The importance of including relevant information in a job application could be explored in tutor-led discussions.

For learning outcome 3, examples of CVs, covering letters and job applications that have been completed incorrectly, could be analysed by learners in groups to point out errors or areas needing improvement. Learners could discuss the importance of accurate and neat presentation, including relevant information and its effect on a successful outcome to the job application. Guest speakers from the world of work or employment agencies could be invited to speak to learners about the importance of presenting information on applications forms, CVs and covering letters appropriately and following specific instructions.

Learners could develop a ‘best practice’ guidance sheet in presenting job applications. Key points could be collated on a board or flipchart. CV templates and covering letter templates could be provided by the tutor for learners’ use.

Learners need to work towards reflecting on the appropriateness of their job application for learning outcome 4. Learners could undertake peer assessment of completed job applications to consider the effectiveness of the application for its intended audience.

Assessment

To meet 1.1, the learner must provide information about four different methods of applying for a job, including details about when and why each method may be appropriate.

For 2.1, the learner needs to provide evidence of how they decided which information was relevant and appropriate to be included in the job application. This may be in the form of brief notes for example ‘I included my experience as baby sitter in my covering letter as it is relevant to the job description which asks for experience in working with children’.


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To achieve 2.2, the learner must prepare an appropriate job application (this could be real or simulated) for a potential job role. They must enter the correct information into a CV or job application form and show they can draft an appropriate personal statement or covering letter. The covering letter or personal statement does not have to be lengthy.

To meet 3.1, the job application completed for 2.2 needs to demonstrate the appropriate conventions, styles and formats. If a CV was used in 2.2, the learner should show for 3.1 that the CV is appropriate in terms of style and format for the particular job application; likewise the covering letter or personal statement must reflect the appropriate convention, style and format. The application must be presented in a way that suits its intended audience: the employer. Via their job application, the learner must show that they know how to write to an unknown person in a formal situation and convey their information accurately, concisely and appropriately. The learner also needs to use the correct terminology, spelling, grammar and vocabulary.

To achieve 4.1, the learner needs to provide a basic analysis of the effectiveness of their job application and suggest ways to improve it. Tutors may wish to use a person unfamiliar to the learner to review the job application with the learner if this is a simulated situation.





Unit 6: Applying for a Job Unit 6: Applying for a Job Unit 6: Preparing for an Interview






Essential resources

Learners will need access to sources of information about different ways to apply for a job, including information about job application documents such as CVs, personal statements and covering letters.


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Websites



www.hull.ac.uk/careers/students-and-graduates

www.open.ac.uk/careers/applying-for-jobs.php

www.worksmart.org.uk/career/job_advertisements



http://www.hull.ac.uk/careers/students-and-graduates

http://www.open.ac.uk/careers/applying-for-jobs.php


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49


QCF Level: Level 2

Credit value: 1


Unit abstract

This unit will help learners to develop the skills needed to plan for a successful interview. The unit focuses on the role of the learner in correctly anticipating and preparing key information, questions and answers for a potential interview.





1 Be able to anticipate key questions that they might be asked at the interview

1.1 Suggest key types of questions that the interviewer might ask

2 Be able to prepare answers to anticipated interview questions

2.1 Prepare appropriate answers to the key questions most likely to be asked by the interviewer

3 Know how to use information about the job/placement/course to identify questions to ask the interviewer

3.1 Find out key information about the employer/organisation/course and explain why it is useful for the interview

3.2 Identify what information they do not have about the job/placement/course which they could request at the interview


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Unit content

1 Be able to anticipate key questions that they might be asked at the interview

Key questions: different types of interview questions eg questions about the learner’s experience, goals, skills, qualities, suitability for the job/placement/course, why the learner is interested in the course/job/placement, about something specific in the learner’s CV, about the learner’s knowledge of the course/placement/job for which they are being interviewed

2 Be able to prepare answers to anticipated interview questions

Prepare appropriate answers: formulating answers and reviewing the content for accuracy; relevance and appropriateness to the anticipated questions; appropriateness of language level

Anticipated interview questions: deciding which questions are most likely to be asked by the interviewer based on an understanding of the course/placement/job being applied for eg interview for job at a call centre likely to include questions about people skills and telephone manner, interview for an IT course likely to include questions about qualifications or experience in ICT, maths or technical areas; understanding that not all questions can be predicted

3 Know how to use information about the job/course/placement to identify questions to ask the interviewer

Key information about employer/organisation/course: entry requirements for training course, length of the course, tasks and responsibilities of the job role, qualities and experience needed for the job, what business the company does, what the goals of the organisation are

Use information to identify questions: identifying information about the job/placement/course which they could not find in advance of the interview and could therefore, request from the interviewer eg course materials needed, promotion and training opportunities offered by the organisation, working hours for the placement


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Delivery

During delivery of this unit, learners should be given as much practical experience as possible. Delivery methods could include learner-centred tasks such as group work and research tasks, and learner-led presentations.

By combining various aspects of the unit, tutors/line managers should be able to cover all the learning outcomes through practical activities.

The tutor could start delivery of this unit by discussing the purpose of interviews. Similarly, a line manager could discuss with learners (individually or in a group) the purpose of interviews. An understanding of key interview questions could be explored through the use of case studies which provide ‘real’ interview situations. Learners could work in small groups to explore questions that may be asked, prepare answers and report back to the rest of the group. Learners could be encouraged to use the job description and person specification as a starting point, where appropriate.

Guest speakers may be invited to speak about questions that they ask in different interview situations and the answers they expect. Having learnt the basics, learners should have the opportunity to practise their skills with one other, using role-play. They can then analyse the role-play activities and agree good practice for interviews.

Learners could work in groups to research key information about different employers, organisations or courses related to a specific interview situation using websites, libraries, magazines or other publications. Learners could prepare questions to ask the interviewer and create guidelines which work as a factsheet for other learners to follow.

The interview being prepared for may be for a job, placement or place on a training course. It could be a real situation but a simulated interview is equally acceptable. Whether real or simulated, every effort should be made to provide an interview opportunity that relates directly to the learner’s current or intended work or training interests.

Assessment

For 1.1, the learner needs to suggest at least three different types of key interview questions which they could be asked by the interviewer, for example questions about their past experience and skills, questions about why they are interested in the placement or training opportunity, questions about why they want the job, questions about future plans, career goals, hobbies or interests. The tutor may support the learner in thinking about and discussing different types of interview questions, but the three types of questions should be independently selected by the learner.

To achieve 2.1, the learner needs to identify four specific questions they think are most likely to come up at the interview. The questions must be relevant to the stated purpose of the interview. The learner must also be able to give a clear example of an appropriate answer to each of the four questions.


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For 3.1, the learner needs to provide key information related to a stated interview, for example what the company or organisation does and what the job role comprises or, for a course, the length of the course, details of any accreditation and any entry requirements. To meet 3.1, the learner must also give a brief but clear explanation about why the information they have found is relevant for their interview, preparation or explain briefly how it will assist them in the interview situation itself.

For 3.2, the learner needs to suggest four relevant questions that they could ask the interviewer about the job, placement or course. The four questions should relate to information that the learner has not already obtained in advance of the interview, for example information about working hours, pay, benefits, training and promotion opportunities, travel requirements, course materials needed.












Essential resources

In order to prepare for an interview, the learner will need a given brief for an appropriate job, placement or place on a training course. They will also require access to sources of additional information about the proposed employer/educational organisation.

Websites




www.open.ac.uk/careers/preparing-for-an-interview.php



http://www.open.ac.uk/careers/preparing-for-an-interview.php


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QCF Level: Level 2

Credit value: 1


Unit abstract

This unit will help learners to develop the skills to undertake an interview, covering both the obvious and less obvious factors in achieving a successful interview. The focus is for the learner to develop a thoroughness of approach to their conduct and interaction with the interviewer, irrespective of the specific interview context. Learners will also be equipped with skills needed to evaluate their performance after an interview, understanding how to use the experience of one interview to prepare constructively for another.





1 Be able to present themselves appropriately at an interview

1.1 Arrive in good time for the interview and have prepared information about the name or job role/title of the interviewer

1.2 Introduce themselves at the interview location

1.3 Use appropriate means of non-verbal communication such as body language, facial expressions and tone of voice to show interest in the job or course

2 Be able to answer the interviewer’s questions appropriately

2.1 Explain the importance of clarifying an interviewer’s questions if they are unclear

2.2 Give full responses which provide answers to the questions asked by the interviewer

3 Reflect on their performance in an interview

3.1 Analyse what went well and what did not

3.2 Suggest ways of improving their performance in a future interview


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Unit content

1 Be able to present themselves appropriately at an interview

Arrive in good time and have prepared information about interviewer: the importance of time-keeping in creating the correct impression at an interview; having basic but accurate details about the name/job role/title of the interviewer on hand in case of need

Polite, appropriate way to introduce yourself in an interview situation: use appropriate language and facial expressions, be aware of potential cultural differences around introductions

Appropriate non-verbal communication: the importance of body language, facial expressions and volume/tone of voice in creating the correct impression at an interview; showing that you are interested in what is being said by the interviewer

2 Be able to answer the interviewer’s questions appropriately

Clarifying an interviewer’s questions if they are unclear: asking politely for unclear questions to be repeated or politely querying unclear questions, eg ‘I’m not sure what you mean’, ‘I don’t understand’

Full responses which provide answers to interviewer’s questions: thinking about whether the answer is relevant to the question before giving the answer; not including irrelevant information in the answer; giving a full answer by providing all the information asked for, understanding that some questions require more detailed responses than others

3 Reflect on their performance in an interview

What went well and what did not: what went well eg paid attention to all interview questions, was able to answer all questions; what did not go so well eg forgot to ask about materials required for the training course, included irrelevant information in some of the answers

Suggest ways of improving performance in future interviews: learning from a past interview experience to improve performance at a future interview eg arrive at interview a bit earlier in future to eliminate feelings of being rushed and anxious


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Delivery

A wide range of delivery methods may be used to teach this unit, including tutorials, presentations, videos, worksheets and internet sources. As many practical activities as possible should be included to help learners relate to the unit content.

In order to achieve the learning outcomes for this unit, it would be helpful for learners to gain an understanding of the different types and purposes of interviews. A question and answer session could determine this. Learners could also offer examples of their own interview experiences.

In order for learners to understand the importance of verbal and non-verbal communication in an interview situation, it would be useful for them to watch a video of an interview situation. In groups, learners could discuss and analyse the importance of communication skills and then report back to the rest of the group.

Learners should also have the opportunity to explore cultural differences in non- verbal communication which would be relevant in an interview. Where different cultures and nationalities are represented in the group or learners have experience of other cultures, learners could contribute ideas based on their own experience. Examples could include cultural differences about whether or not to make eye contact with a senior or older person or whether or not to shake someone’s hand at the beginning or end of an interview.

Learners could work in small group to prepare interview questions for different interview situations and then take part in role-play to practise their skills on each other.

For learning outcome 3, learners could work in groups to devise a checklist to use to help them to analyse their performance in an interview. Tutors/line managers could support learners in discussing why some things went well in the interview and why others did not go so well, the role of feedback and the importance of applying it, and dealing with emotions such as stress and nervousness during an interview.

The interview may be for a job, placement or place on a training course. It could be a real situation but a simulated interview is equally acceptable.

Assessment

The learner must have identified in advance where the interview will be held and what route and means of transport they will need to take in order to arrive in time to collect themselves before the interview. To achieve 1.1, they must have found out and recorded information about the name, job title or role of the person who will be interviewing them, and have this information to hand upon arrival for the interview. For 1.2, the learner needs to introduce themselves to the interviewer, either initiating the introductions or in response to the interviewer introducing themselves first.


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The learner must be dressed appropriately for the interview context. The definition of ‘appropriately’ will differ from one workplace or course to another, depending on the nature of the job/placement/course applied for. The learner’s appearance needs to be consistent with that normally expected of interviewees in the particular setting. Regardless of setting, the learner should have paid attention to their personal hygiene and be wearing clean clothes.

For 1.3, appropriate body language may include positive facial expressions or tone of voice, shaking hands (if appropriate), sitting once invited to do so, sitting up straight and listening actively. The tutor/line manager should assess the appropriateness of the learner’s non-verbal communication in the light of any relevant cultural factors.

The interviewer should ask questions clearly, introducing some fairly complex ideas or situations for the learner to consider, such as asking the learner how they would respond to a particular scenario. The interview should last for around 15 minutes and be conducted by an adult who (if in a college or school context) is not the learner’s usual tutor. It would be helpful, though not a requirement, if the interviewer was unfamiliar to the learner.

During the interview, the learner must listen carefully so that they can answer the questions asked (rather than those they would have liked to have been asked or have prepared answers for).

To achieve 2.1, the learner must demonstrate the ability to clarify the interviewer’s questions by querying or asking for a question to be repeated during the interview. Alternatively, if no unclear questions arise during the interview, the learner must explain the general importance of clarifying interview questions during their post-interview reflection.

To achieve 2.2, the learner needs to communicate clearly and give answers of reasonable length, avoiding both single word answers and rambling. They should try to paint a positive picture of themselves through their answers.

Evidence to support observation of the learner’s performance in the interview could be a written statement by the tutor/line manager/interviewer or could be a video with supporting commentary from the tutor/line manager.

For 3.1, the learner must identify at least two aspects of their performance that went well (for example arriving promptly, wearing the right clothes, being confident enough to ask for a question to be repeated) and one that did not go so well (for example talking too much during the interview, forgetting the interviewer’s name, slouching). They must also be able to pick out which questions were answered well and which were not. They may reflect on the interview by watching it back on video or listening to it on a recording, discussing it with the interviewer or other observers. Following these reflections, the learner must record their self-evaluation independently. This could either be written, for example through written statements from the learner on the review of their performance and/or supporting statements from the tutor, line manager or other person involved in the discussion and review, or through video or taped discussion.


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To achieve 3.2, the learner needs the opportunity to discuss, with a line manager, tutor or other appropriate person, how they might handle some aspects of the interview differently in future. They may seek the advice of others, but need to identify and record any areas and strategies for improvement independently. The learner must be able to suggest at least one way that they could improve their performance at a future interview.












Essential resources

Learners need the opportunity to participate in a real-life or simulated interview.

Websites



www.jobcentreplus.gov.uk/jcp/Customers/outofworkhelplookingforwork/ Getting_job_ready/Interviews

www.open.ac.uk/careers/interviews.php

www.worksmart.org.uk/career/interviews



http://www.open.ac.uk/careers/interviews.php

http://www.worksmart.org.uk/career/interviews


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59


QCF Level: Level 2

Credit value: 2


Unit abstract

A proactive approach to self-management is a vital aspect of employability. Employees need to be able to manage themselves appropriately in order to stay safe, healthy and to make a constructive contribution to the workplace.

This unit will equip learners with an understanding of why self-management in the workplace is important and how effective self-management benefits themselves, their colleagues and their employer. Learners are asked to demonstrate a range of self-management skills throughout the working day and carry out an evaluation of their performance, suggesting any areas for improvement.





1 Understand the importance of managing themselves effectively in the workplace

1.1 Explain how and why they need to manage themselves in the workplace

1.2 Explain how appropriate self- management benefits themselves, their colleagues and their employer

2 Demonstrate effective self-management skills

2.1 Produce a plan for a working day

2.2 Structure appropriate breaks during their working day

2.3 Agree and prioritise work appropriately to achieve their daily objectives

3 Carry out an analysis of their self-management skills

3.1 Analyse their self-management skills

3.2 Suggest areas for improvement


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Unit content

1 Understand the importance of managing themselves effectively in the workplace

Importance of managing themselves: contributing to own health and wellbeing, builds self-esteem and confidence, builds better working relationships with peers and other colleagues, appreciated more by others, can perform work more comfortably and easily

How to manage themselves effectively in the workplace: eg taking care of personal wellbeing eg select healthy meal options in canteen at lunchtime to boost physical health, talk to supervisor or human resources representative if feeling anxious about learning new tasks; follow health and safety guidelines eg take regular breaks from looking at computer screen, use correct method for lifting heavy objects; manage time effectively eg check daily tasks lists every morning for any urgent tasks

Benefits of effective self-management to others: for immediate colleagues, other colleagues, the employer eg makes workplace safer, avoids problems related to inappropriate workloads, boosts morale and a positive atmosphere in the workplace, lower rates of absence from work, higher rates of productivity if staff are happy and healthy in their workplace

2 Demonstrate effective self-management skills

Effective self-management skills: plan for a working day including anticipated tasks, time needed for completion, break times; range of skills needed eg time management, understanding of health and safety, keeping themselves and others safe and healthy

3 Carry out an analysis of their self-management skills

Analysis of performance: analysis of plan and performance eg was plan carried out, was there a need to change the plan during the working day, did learner feel safe and comfortable in the workplace

Areas for improvement: discussion of what went well and what did not go so well; suggest areas for improvement eg will ask for help in future if unable to complete a task within the required deadline.


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Delivery

This unit may be delivered in the workplace, in the context of a work placement or volunteering commitment or in a simulated situation in a school or college. It is expected that the self-management skills listed within the unit are those which need to be demonstrated by learners within an educational context as well as by employees. It is likely, therefore, that learners will already be aware of a range of self-management skills in a general context.

Tutors/line managers could use copies of organisational procedures for different types of organisations as appropriate, for example school or college procedures for staff and/or learners relating to self-management (or if in the workplace, copies of procedures for that workplace). Relevant training or developmental courses or exercises relating to self- management (for example time management, ‘mock’ work tasks and ‘in tray exercises’, health and safety, personal management) are also useful resources.

Learning outcome 1 could be delivered through group discussion or through discussion between the learner, their line manager, supervisor or another appropriate person familiar to the learner. Tutors/line managers could provide the group or individual learner with prompts and facilitate the discussion to help learners explain how and why it is important to manage themselves in the workplace. Learners should discuss why it is beneficial, to themselves and to others, that they look after themselves in the workplace. Learners could create a poster or leaflet to show their competence in achieving learning outcome 1.

Tutors/line managers may wish to use organisational procedures and health and safety policies as a background to show learners the types of responsibilities employees have to their health and wellbeing, and also the ways in which the workplace can support employees in this.

In preparing a plan for a working day, tutors/line managers may wish to discuss and agree the format of the plan in advance. Tutors/line managers may wish, for example, to provide learners with a template for a plan to fill in, allowing them to record all the essential information.

Learning outcome 2 may be delivered in a variety of ways. If in a work situation, learners could carry out their normal daily activities whilst being observed by their line manager, supervisor or another responsible person. In a simulated situation, learners could be provided with (or agree with their tutor) a scenario which enables them to demonstrate self-management skills within the workplace. However, learners would need an opportunity to demonstrate that they can carry out a range of activities. Tutors/line managers may wish to spend time with learners in preparation for the demonstration, for example carrying out a simulated activity in which the tutor, line manager or other observer provides help or support to the learner by pointing out, for example, health and safety issues that the learner may have missed. They may also discuss and agree the activities which the learner will demonstrate, in advance of the demonstration. Learners must be comfortable with


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the expectations of the demonstration and the way in which they will be assessed, for example if it is an observation then they should be comfortable with the presence of an observer who may not necessarily offer advice and support during the assessment.

Learning outcome 3 could be delivered through a one-to-one discussion between the tutor or line manager and the learner. Learners and tutors would discuss how the learner fared in their demonstration and learners would have the opportunity to carry out an analysis of their performance. Tutors/line managers may wish to include this analysis as part of any formal reporting (for example appraisal or review sessions during the year).

Assessment

To achieve 1.1, the learner must be able to explain why it is important that they manage themselves in the workplace and provide at least two examples of how they could manage themselves effectively at work. Evidence to support this can be either in a written format, for example records of group or individual discussion (written by the tutor/line manager or by the learner with sign-off from the tutor) or a video or via audio recording.

For 1.2, the learner must be able to explain at least three benefits of effective self- management to others in the workplace, for example benefits to other colleagues and their employer.

To achieve 2.1, the learner should produce a plan for their working day in advance of their demonstration. The plan can be discussed and agreed with the tutor/line manager and can be prepared to a set template, but the information contained within the plan must be from the learner. The plan must include anticipated tasks for that day. To show the learner’s understanding of the daily objectives, the plan will show prioritisation of the tasks and some estimation of the time the learner will need to take to complete these. The plan will also allow for break times appropriate to the workplace situation, for example the learner is likely to be spending long periods of time at a computer and so will need to schedule time when they can move away from the computer and rest their eyes.

For 2.2 and 2.3, the learner should demonstrate self-management skills within the workplace. For 2.2, they must be able to show that they can structure appropriate breaks during their working day. In achieving 2.3, the learner will need to prioritise tasks and activities appropriately to meet their daily objectives, although they may wish to discuss them with their tutor or line manager in advance. The tasks and activities should be agreed before the learner undertakes their work. The learner must be able to show that they can perform these skills and understand what they are doing, although tutors and others may support and prompt them.

The demonstration needs to be observed either by the tutor or another person designated to assess the learner (this could be a line manager or supervisor for example). The observation needs to form the basis of a discussion with the learner after the demonstration of their performance. This observation can take the form of a written statement by the tutor or line manager (which would support good practice for appraisal and review in the workplace) or could be a video with supporting commentary from the tutor or line manager.


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To achieve 3.1 and 3.2, the learner needs to carry out an analysis of their performance in which they represent their own views on their performance and record them. It is appropriate for the tutor, line manager or colleague to offer constructive criticism and for the learner to include this feedback in their review of the performance if they wish to do so. However, the learner’s self-evaluation should represent their own views on their performance and be recorded independently. The learner needs to discuss what they felt went well, (for example being able to get some extra work done due to rescheduling tasks and activities) and what they felt did not go so well (such as being late for a meeting or missing a phone call). The learner must also be able to discuss with their tutor or line manager what they felt they could improve on.

Evidence to support 3.1 and 3.2 can be either written, for example through written statements from the learner on the review of their performance and/or supporting statements from the tutor, line manager or other person involved in the discussion and review, or through video or taped discussion.








Unit 12: Conduct At Work Unit 16: Positive Attitudes and Behaviours at Work






Essential resources


Websites

www.connexions-direct.com



www.monster.co.uk




http://www.worksmart.org.uk/career/


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65


QCF Level: Level 2

Credit value: 2


Unit abstract

The aim of this unit is for the learner to assess their own strengths, weaknesses, skills and qualities so that they can use this understanding of themselves to make progress in their work and personal lives. Additionally, the learner will use this information to set their own personal goals. Learners will gain an understanding of the importance of self-assessment and will find out how to set their own long-term and short-term personal goals and evaluate personal achievements over time.





1 Understand the importance of self-assessment

1.1 Explain the importance of self-assessment

2 Reflect on personal strengths and weaknesses

2.1 Describe their own personal strengths and weaknesses

2.2 Explain why it is important to continue developing their strengths

2.3 Describe why it is important to improve areas of weakness and some ways of doing so

3 Understand why personal skills and qualities are important to all areas of life

3.1 Analyse their own skills and qualities

3.2 Explain how these skills and qualities are important to their lives

4 Understand the process of personal goal setting

4.1 Describe how short-term goals will meet long term goals

4.2 Describe ways in which goals may be tracked over time


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5 Be able to evaluate personal achievements

5.1 Identify their achievements over a given period

5.2 Discuss some examples of things they would have liked to achieve

5.3 Suggest some reasons why they achieved some things, but not others


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Unit content

1 Understand the importance of self-assessment

Importance of self-assessment: to identify personal strengths; to identify personal weaknesses; to recognise personal skills; to recognise personal qualities; to plan future; to set achievable goals

2 Reflect on personal strengths and weaknesses

Importance of developing strengths: may benefit career, may benefit personal life, may improve self-esteem, career plans may be changed, enhanced or confirmed as a result, understanding your strengths helps in setting personal goals

Importance of improving weaknesses: helps in setting realistic goals, may benefit personal life, can improve employment or career prospects

3 Understand why personal skills and qualities are important to all areas of life

Analyse own skills and qualities: use strengths and weaknesses analysis tool, reflect on past performances and achievements, consider talents and interests, receive feedback from appropriate people

Importance of personal skills and qualities: making realistic career choices and plans; setting achievable long-and short-term goals; successful relationships at work and in personal life

4 Understand the process of personal goal setting

Goal setting process for short-term goals and long-term goals: using a stepped process, assess strengths and weaknesses, assess skills and qualities; goal needs to be important to the individual; goal to be achievable; importance of defining the goal clearly; use SMART targets, short-term goals must link logically and progressively to long-term goal

Tracking goals over time: periodically check plan of action to be taken; have short-term targets; measure achievement by comparing current and intended performance

5 Be able to evaluate personal achievements

Evaluate personal achievements: successful achievements and why something was successful eg successful work placement as supervisor was supportive and learner was consistently punctual; less successful achievements and why something was less successful eg coursework not fully completed as learner did not ask for necessary help


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Delivery

The emphasis of this unit is on allowing the learner to analyse their own strengths, weaknesses, skills and attributes in order to set their own long-term and short-term goals. For much of the delivery of this unit, learners will need to focus on their own personal attributes in order to develop a personal plan to achieve goals; a mixture of tutor/line manager-led input and individual learner reflection is therefore, required.

Learners at this level will be working towards developing some autonomy in setting goals.

To complete this unit, learners could record their self-analysis, goal setting and evaluations through the completion of logbooks (or similar method of recording the appropriate information). Tutors/line managers are encouraged to use a variety of methods of recording information in the log, wherever possible or appropriate.

The tutor/line manager could start delivery of this unit by inviting guest speakers to talk about their experiences of self-assessment. Learners would find it useful to prepare questions to ask speakers about how self-assessment was of benefit to them in their careers and personal lives. Learners in the workplace might find it useful to ask other colleagues questions regarding self-assessment or use the internet to find information about the experiences of other people.

For learning outcome 2, the strengths and weaknesses of individual learners could be explored through tutorials or one-to-one discussions. Learners could then work on their own to consider why it is important to improve areas of weakness. Learners could conduct personal research using the internet or other appropriate resources for information on some ways of improving areas of weakness. If appropriate, recognised personality profiling and self-assessment tools may be used in a strengths and weakness analysis. The results of the research could be shared with the group or line manager. Recognising and investigating areas of weakness is a potentially sensitive area and should be approached with the appropriate degree of sensitivity and respect, with an emphasis on the fact that everyone has strengths and weaknesses and that it is important to continue developing and accentuating the positive whilst finding ways to address weaknesses and achieve self-improvement in the desired areas.

The importance of skills and qualities for all areas of life could be explored through different case studies for learning outcome 3. A question and answer session could be a useful way of determining the key points.

In order for learners to understand the concept of goal setting for learning outcome 4, it would be useful to develop a mind map or similar learning tool with learners, using prompts and question and answer sessions for each of the factors involved in goal setting, until a picture is complete.

The importance of evaluating personal achievements could be explored through group discussion to include the value of reflecting on failures as well as successes.


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Assessment

Evidence for all the assessment criteria could be provided in the form of a logbook. The logbook could include a variety of methods of recording the appropriate information, depending on the needs of individual learners. Alternative methods of evidencing learning may be used. Evidence from tutorials or taped discussions verified by the tutor/line manager may be included in the log.

For 1.1, the learner will need to give two reasons why self-assessment is important. This may be a generic response or refer to the importance of self-assessment for their own career and personal life.

For 2.1, the learner will need to give clear details about both their strengths and weaknesses. They need to refer to at least two areas of strength and two areas of weakness.

2.2 requires the learner to give at least two reasons why it is important to continue developing the strengths identified in 2.1.

For 2.3, the learner needs to give two reasons why it is important to improve the areas of weakness described in 2.1 and give two ways in which these weaknesses may be improved.

The learner needs to give details about their skills and qualities for 3.1.

For 3.2, the learner will need to explain why two skills or qualities identified in 3.1 are important to their lives.

For 4.1, the learner will need to identify two specific, measurable, attainable, realistic long-term goals and the short-term goals planned for each long-term goal. The evidence for this may be a plan included in the logbook or similar recording tool.

Details of how the success of the goals will be tracked need to be included in the plan for 4.2.

For 5.1, the learner should identify their achievements over a stated period of time.

5.2 requires the learner to give two examples of what they would have liked to have achieved in the stated period of time.

In achieving 5.3, the learner should give two reasons why they were able to accomplish the achievements (identified in 5.1) and two reasons why they were unable to achieve what they would have liked (identified in 5.2).


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Unit 10: Self-assessment Unit 10: Self-assessment Unit 10: Career Progression






Essential resources


Websites


www.careersserviceni.com/Cultures/en-GB/CareerService


www.mindtools.com

www.reed.co.uk/CareerTools/SelfAssessments.aspx


http://www.mindtools.com/


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QCF Level: Level 2

Credit value: 2


Unit abstract

This unit will help learners to understand the connection between their own skills, experience and aspirations and possible career opportunities, so that they are able to take a proactive approach to career progression. The emphasis of the unit is on learners locating potential opportunities, information and resources and evaluating them in terms of relevance to their career progression. Learners will explore the ongoing nature of career development and also develop a career progression plan.





1 Understand that personal skills, qualities and experience influence career progression

1.1 Analyse their own skills, qualities and experience

1.2 Discuss reasons why their personal qualities, skills and experience might be more suited to some areas of work or learning than others

2 Be able to access information and guidance related to career progression

2.1 Find different sources of information related to career progression

2.2 Evaluate the relevance of the information to their own skills, qualities, experience and career aspirations

3 Understand the importance of work or study opportunities in career progression

3.1 Discuss the career benefits of different examples of work or study opportunities

3.2 Explain how one job role or stage of career development may lead to another


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4 Be able to plan their career progression

4.1 Produce a career progression plan

4.2 Explain the timeline and resources that might be needed to support their career progression plan

4.3 Discuss appropriate ways of reviewing their career progression plan


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Unit content

1 Understand that personal skills, qualities and experience influence career progression

Personal skills, qualities and experience: interests, work, study and other experience, personal strengths, learned and natural talents, skills and personality

Suitability of qualities, skills and experience to areas of work or learning: eg preference for learning in a group situation would suit enrolling on course at college rather than doing an online course from home, physical fitness and strength could suit work on a construction site rather than a desk-based job, experience in caring for a disabled child would suit role as a helper at school for children with disabilities rather than working at a call centre

2 Be able to access information and guidance related to career progression

Information and guidance related to career progression: eg college, school or community-based careers services, career advisors, Job Centres, Learndirect, progress files, libraries, Careers and Jobs sections in local newspapers, magazines and websites, personal development and career development magazines and websites, industry magazines, websites or publications, employment and careers websites, HR professionals, biographies/interviews of people who have been successful in a career or multiple careers, work placement, progress files, vocational specialists websites such as Connexions, Careers Wales, Careers Scotland, Careers Ireland, sector skills councils and a range of BBC links to Blast, Go Get it, One Life — Your World: Work and Future.

Relevance of information: using relevant source depending on type of information sought eg Learndirect useful for learners wanting to undertake online courses, local newspapers useful for finding jobs in local area; deciding whether job information or course information is relevant eg part-time course in business enterprise for employed person intending to set up their own business, job-share role for parent wishing to combine a job with childcare responsibilities, voluntary work at local charity shop for a person planning to progress to paid work in the retail sector


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3 Understand the importance of work or study opportunities in career progression

Benefits of different work or study opportunities: various forms of work and study opportunities eg part-time studies or courses, courses or studies subsidised or paid for by an employer, full-time studies/course, online courses, promotional opportunities at work, training and personal development opportunities, work shadowing and cross-company projects; benefits of work or study opportunities eg learn new skills, gain a qualification, improve status or reputation, fit in with lifestyle, fit in with schedule, fit in with childcare responsibilities, potential for pay rise or improvement in employment prospects

Stages in career development: ongoing nature of career progression, building skills and knowledge as an ongoing process, moving up through organisational structure, increasing understanding of a task or skill from basic to more advanced level, learning new skill could lead to new job role, taking on new responsibilities voluntarily could lead to paid promotion

4 Be able to plan their career progression

Career progression plan: different ways of recording career plans eg electronic, handwritten, charts, diagrams, templates or forms provided by workplace or place of learning; types of goals (short-term, medium-term, long-term); setting goals in plan over appropriate timeframes; using feedback and guidance from appropriate sources in planning career progress eg tutor, teacher, employer, people in similar careers, career advisor, family, friends

Timeline and resources: timeline eg targets set in weeks, months, years for achieving goals; resources eg money to pay for training course, support from family or friends in looking after child so parent can take on part-time work, new skills or knowledge needed to qualify for promotion at work

Reviewing career progression plan: deciding appropriate time(s) to review career progression plan; revising original career progression plan if necessary; using feedback and guidance from appropriate sources in reviewing career progression plan eg tutor, teacher, employer, people in similar careers, career adviser, family, friends


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Delivery

Tutorial sessions would be a useful scenario for delivery of this unit. It could also be integrated into a vocational qualification or delivered in a work-based setting.

Learners should be encouraged to view their learning as the beginning of a lifetime of learning.

It would be useful to focus delivery of the unit on the learner exploring their own skills, qualities and experience, and how these link to career progression. Tutors may wish to discuss the importance of having aspirations and goals and the role played by factors such as a positive self-image and attitude, adaptability and the ability to cope with change.

The opportunity to draw on real-life scenarios is inherent in each learning outcome.

Learners could undertake investigation of their skills and qualities through the use of paper or electronic self-assessment tools. It would be helpful to use a range of exercises or activities which enable learners to analyse their strengths, weaknesses, attitudes, qualities, for example worksheets, team activities and basic personality profile tools. In group discussions, the importance of personal skills and qualities that enable career progression could be considered, for example motivation, determination, flexibility and the desire/ability to learn new skills.

Strengths and skills gaps should be identified in order that individuals may become aware of their development needs and recognise the advantage of relevant work or study opportunities. It is important that learners review their interests, aptitudes and ambitions for the future.

The use of presentations, interviews, case studies, visiting speakers and online careers resources that promote a positive approach to career progression are recommended. Learners could consult a wide variety of resources such as the internet, local and national publications, careers advisers, JobCentres and people from the world of work.

Assessment

To achieve 1.1, the learner needs to review their previous work or learning in order to undertake an analysis of personal skills and qualities. This may be achieved through the use of paper or electronic self-assessment tools.

For 1.2, the learner needs to give three reasons why their own qualities, experience and skills, analysed in 1.1, are more suited to one stated area of work or learning than another. The learner may be given guidance by the tutor/line manager in selecting the areas of work or learning to discuss but must show independence in putting forward the three reasons required for 1.2.


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To achieve 2.1, the learner must include information from three different sources relevant to career progression in a stated area of work or learning. This may include leaflets, downloads from websites, articles from publications or evidence from interviews with career advisers.

2.2 requires the learner to consider whether the information gathered for 2.1 is useful or not in terms of their own career progression, linking the information to personal skills, qualities, experience and ambitions. The learner will need to understand the skills and qualifications needed for their preferred career path.

3.1 requires the learner to explain how two different work or study opportunities benefit career progression. Evidence for this could be based on career progression using examples from real organisations or individuals; alternatively, the learner could explain career progression using an imagined career profile.

To meet 3.2, the learner will need to outline briefly how one stated job role or career stage may help progression to the next stage of a career.

For the career progression plan in 4.1, the tutor/line manager could suggest a number of possible models for the learner to consider. The learner must, however, be able to independently select a method of presenting their career progression plan. The learner should produce a career progression plan in a format which reflects their preferred style of learning, as the emphasis is on producing a career progression plan that can be practically applied in the learner’s own situation. Where the learner is in employment, it may be appropriate to use relevant career-planning documents from their workplace. Where the learner does not have access to the workplace, appropriate examples of documents from the college, school or place of learning could be used.

To meet 4.2, the learner will need to justify their timeline and include information about resources they need to support their career progression plan for example ‘I need to complete the course part-time over two years as I will need to have a job during the course’.

For 4.3, the learner will need to include information about two ways they could review their career progression plan.

The goals and timeline in the career progression plan should be confirmed by a tutor, line manager or other appropriate person. The plan should include basic suggestions on how the progress and appropriateness of the plan could be reviewed on an ongoing basis.


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Unit 8: Interview Skills Unit 8: Interview Skills Unit 7: Interview Skills




Essential resources

The learner will need access to a range of career-related resources such as websites, publications, tutors and careers advisors.

Websites



www.learndirect-advice.co.uk/helpandadvice

www.learndirect-advice.co.uk/helpwithyourcareer

www.learndirect-advice.co.uk/helpwithyourcareer/jobprofiles

www.monster.co.uk

www.support4learning.org.uk/careers


http://www.learndirect-advice.co.uk/helpandadvice



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79


QCF Level: Level 2

Credit value: 2


Unit abstract

The ability to understand and use effective personal leadership skills is often a desirable aspect of employability. Whether using these skills formally as a team leader or supervisor, or informally to lead a small group of people or convey instructions to others, it is important that learners are able to develop and reflect upon the their personal leadership abilities. In this unit, learners gain an understanding of the main features of leadership and how to prepare themselves to demonstrate their leadership skills in an appropriate leadership activity.





1 Understand the main features of leadership

1.1 Describe the main features of leadership

1.2 Explain how their own skills and qualities relate to the main features of leadership

2 Plan how to demonstrate leadership skills

2.1 Describe the range of skills they will use to lead others

2.2 Explain how they will put these skills into practice in order to lead others

3 Prepare for a leadership activity

3.1 Select a suitable activity to demonstrate their leadership skills

3.2 Explain why they selected that activity and how it will enable them to demonstrate an appropriate range of skills


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Unit content

1 Understand the main features of leadership

Main features of leadership: responsibility for others eg making sure the team works together and achieves its goals, making sure people are healthy and safe in carrying out their work or task, providing support and guidance eg helping someone deal effectively with a difficult situation, encouraging someone to persevere in solving a problem; giving instructions eg allocating work to the team; giving and receiving feedback eg telling someone they have done something right or suggesting that something could be done differently, listening to feedback from others and acting on it; making decisions eg deciding on what a group of people need to do, who needs to do which activity, solving problems

Own skills and qualities: carry out a review of own personal development; identify areas of strength and those areas which you are unsure of/less confident in; ask others for their feedback on your leadership skills

2 Plan how to demonstrate leadership skills

Putting a range of skills into practice: giving support to others eg by motivating and encouraging others, providing advice and guidance, discussing problems, identifying and understanding others’ feelings; allocating tasks and activities eg by assessing strengths and interests of team members, considering deadlines, deciding who is best suited to carry out tasks, discussing and agreeing tasks with team members; giving and receiving feedback eg by formal means such as written reports, appraisals, or informal means such as verbal feedback to individuals, feedback to team on performance of task; making decisions, eg making a decision to solve a problem, deciding on the best way of doing something

3 Prepare for a leadership activity

Selecting a suitable activity: considering strengths and weaknesses; using information and knowledge about own particular skills to decide on an appropriate activity; discussing with tutor/line manager and agreeing suitability; choosing an activity they can complete appropriately

Why the activity was selected: matches experience, skills or interests of the learner; allows learner to demonstrate a skill they feel confident in as well as/ or a skill they wish to improve on


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Delivery

In introducing this unit, tutors/line managers could help learners consider what leadership means in a broad context. This could be done in a group discussion in which the tutor asks them to identify different types of leader, what a leader does (for example, what are some of the obvious leadership traits?) and the skills required to become a good leader in a team, group or organisation. Learners could discuss the responsibilities leaders have towards their employees, students or to other people, about their safety and wellbeing, carrying out different tasks or activities in a way that benefits those they are leading, how leaders interact with other people to make decisions, the leader’s role in giving instructions, offering advice and guidance to others, and in giving and receiving feedback. Learners could also identify other attributes and qualities of effective leadership which they wish to discuss. Tutors might wish to emphasise that there are different types of leadership and that leadership is not necessarily a complex concept, nor is it accessible only to a few people.

Learners should relate these leadership skills and qualities to their own skills and qualities through discussion either within a group or with the tutor/line manager. They could be encouraged to think more generally about how they have demonstrated leadership skills in the past (for example they may have been a team captain at football or rugby or been a leader in a social context, for example in guides or scouts). They could then go on to think about how their existing skills and qualities can be used, for example if they are good listeners, confident, diplomatic, tactful, so that they understand that leadership can be demonstrated by all sorts of people on different levels.

To assist learners in their planning for learning outcome 2, tutors may wish to give the group a structured activity to consider, for example a defined project or task in which each member can be allocated a particular job, and which has a defined timescale for completion. Learners could then discuss what leadership skills might be needed in a given activity. This can be agreed with their line manager/ tutor in advance and be included in their plan as appropriate.

In preparing for a leadership activity (for learning outcome 3), if learners are in the workplace, they might wish to select naturally occurring opportunities at work that would demonstrate specific leadership skills. These opportunities may be identified with the help of a supervisor or other appropriate colleague. In a non-workplace setting, the tutor may wish to provide examples of real-life or simulated activities where leadership skills can be demonstrated; the learner may be supported to select an appropriate activity from the examples provided.


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Assessment

Evidence for assessment criteria 1.1 and 1.2 could come from a group discussion which shows the individual contribution of the learner, or an individual discussion with the tutor/line manager. This may take the form of a taped discussion, video evidence etc. It may also be supported by written notes from the learner or tutor/line manager. The learner must describe at least three features of leadership and explain how these relate to their own skills and qualities.

For 2.1, the learner needs to be able to plan how they will demonstrate some basic features of leadership. Examples of the kinds of skills that may be included in the learner’s plan are detailed in the unit content. The tutor may wish to support the learner in discussing and agreeing the skills they are planning to demonstrate.

Evidence for 2.1 and 2.2 could come via a group discussion which shows the individual contribution of the learner, or an individual discussion with the tutor/line manager. This may take the form of for example a taped discussion, presentation, video evidence. Evidence could also come from written notes in the form of a plan by the learner or written notes of a discussion from the tutor/line manager. The learner must be able to describe at least two skills they would use to lead others and explain how they would put these skills into practice when working with others. The tutor may wish to support the learner in deciding how these skills could be put into practice.

In achieving 3.1, the learner needs to select a suitable, straightforward activity to demonstrate the skills they have chosen. This should be in agreement with the line manager or tutor and could also be a shared agreement with the group if this is appropriate.

For 3.2, the learner should explain why they selected that particular activity, for example the activity was a naturally occurring opportunity to show leadership skills or the activity was something they selected because they thought it would be useful for developing a new skill. The explanation may also involve considering how well they would be able to demonstrate a particular skill via a particular activity.

The learner must also be able to explain how the activity would enable them to demonstrate the skills they have chosen in an appropriate way. They may also want to consider which skills they are strong in and which they need to develop further. They may decide (on agreement with the tutor/line manager) that the demonstration is about practising a new skill or about confirming that they are able to demonstrate a recently acquired skill.

Evidence for 3.1 and 3.2 should come from a group discussion which shows the individual contribution of the learner, or an individual discussion with the tutor/line manager. This could take the form of a taped discussion, video evidence or written evidence. It may also be supported by written notes from the learner or tutor/line manager. The tutor may need to guide the learner to an activity that will allow the appropriate range of skills to be demonstrated. The learner must refer to at least two different types of leadership skills that could be demonstrated.


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Level 1 Level 2


Unit 12: Practising Leadership Skills With Others


Essential resources

Learners should have access to appropriate sources of information about leadership such as texts, websites and magazines. Learners will also need the opportunity to participate in a group task in which it is appropriate for them to delegate tasks to others.

Websites




www.tellmehowto.net






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85


QCF Level: Level 2

Credit value: 2


Unit abstract

Working alongside others provides invaluable opportunities for learning how to lead. In this unit, the learner will be able to practise their leadership skills with other members of a group. Learners will gain an understanding of skills such as giving feedback, decision making and allocating of tasks and responsibilities within a leadership context. In addition to developing the learner’s leadership skills through working with others, the unit also considers how learners can evaluate their ability to lead others and suggest areas for improvement.





1 Understand how to lead a group activity

1.1 Explain how their leadership skills will contribute to a given group activity

2 Demonstrate effective leadership skills with others

2.1 Give support to other members of the group

2.2 Allocate tasks and activities appropriately to other members of the group

2.3 Give and receive appropriate feedback

2.4 Make decisions about tasks and activities appropriately

3 Evaluate their leadership performance

3.1 Carry out an evaluation of their leadership performance

3.2 Suggest areas for improvement of their leadership performance


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Unit content

1 Understand how to lead a group activity

Group activities: in the workplace within a small team, in a school or college (or other place of learning) in a group project eg cross-curricular project, assignment within a vocational or subject-based area

Leadership skills in a group activity: leading in a way that is appropriate to the requirements of the situation and people involved eg giving support to others, allocating tasks and activities, giving and receiving feedback, making appropriate decisions, considering deadlines; using personal skills and qualities to lead effectively eg using problem-solving skills to make effective decisions, using sense of humour to get people’s attention when giving instructions

2 Demonstrate effective leadership skills with others

Giving support to others: motivating and encouraging, providing advice and guidance, discussing problems, showing regard for wellbeing, health and safety of team members

Allocating tasks and activities: assessing strengths and weaknesses of team members, prioritising tasks to deadlines, deciding who is best placed to carry out tasks, discussing and agreeing with team members

Giving and receiving feedback: formal feedback such as written reports, appraisals; informal feedback eg verbal feedback to individuals, feedback to a team on performance of task

Making decisions: making a decision to solve a problem, to find a way forward with a task or activity, deciding on the best method of doing something, deciding when a task has been completed appropriately

3 Evaluate their leadership performance

Carrying out an evaluation: different types of evaluation of leadership; formal evaluation eg assessment forms, checklists; informal evaluation eg discussion with tutor/line manager; using feedback from different sources when evaluating your performance; identifying what went well eg successfully explained purpose of team task to the group; identifying what did not go so well eg did not give detailed enough instructions about time set for the task

Suggesting areas for improvement: based on their own assessment (and feedback from others, if appropriate) eg get feedback and suggestions from all team members before deciding on solution to problem in the team task


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Delivery

Learners will need to make use of appropriate texts, websites and magazines to find the relevant information for this unit. Valuable information can also come from line managers or tutors and visiting experts.

In thinking about how to lead a group activity, learners could think about leadership in contexts that are familiar to them, for example in their immediate workplace (their team manager, line manager or supervisor) or in their school or college (the headteacher, their tutors). They could also discuss leaders in their local community or that they know socially.

For learning outcome 1, a suitable group activity could be identified in discussion with the group and the tutor/line manager, or tutors could provide examples of given activities. The activity should be straightforward in nature and the leadership required should not be complex.

For learning outcome 2, learners will need an opportunity to demonstrate some of the more obvious features of leadership, within an informal or small group context.

In giving support to other members of the group, learners will need to demonstrate that they can take responsibility for encouraging all group members to work well. The tutor/line manager could therefore encourage the learner to take an appropriate level of responsibility in seeing that the task or activity is carried out appropriately and that the deadline is achieved. Where this is not appropriate or practical, the learner should have the opportunity to explain what has happened and suggest ways in which they could remedy the situation. Learners should be able to provide guidance or advice to others, as appropriate, in carrying out the activity and will need therefore to have a clear idea of what the activity is and how they want to achieve it.

In allocating tasks and activities appropriately, it would be appropriate for learners to take some responsibility for making decisions about who should be allocated which activity. They may wish to review the strengths of group members and decide which members would be most appropriate to carry out the tasks. They could also show that they are able to discuss and agree their allocations with others and communicate to others why decisions have been made. Tutors/line managers may wish to support learners in discussing and agreeing allocations.

In giving and receiving feedback, learners will have the opportunity to demonstrate not only communication skills but also appropriate behaviour and attitudes in dealing with other members of the group. This would include giving feedback to others in an appropriate way that supports the aims of the group. They should also be able to receive feedback from others and show that they have considered the opinions and ideas of others.


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In making decisions about tasks and activities, learners will need to demonstrate that they are able to make decisions about straightforward issues, for example about which team members should do which piece of work, or about how long to spend on a given activity. Tutors/line managers should support the learner in identifying a decision and then agreeing with them the steps needed to make it.

In achieving learning outcome 3, tutors and learners should discuss their performance either in a one-to one-or small group situation.

Assessment

Evidence for 1.1 could come from a group discussion which shows the individual contribution of the learner, or an individual discussion with the tutor/line manager. This could take the form of a taped discussion, video evidence, or presentation in which the learner explains how their leadership skills would contribute to the given activity. It may also be supported by written notes from the learner or tutor/line manager.

Evidence for 2.1, 2.2, 2.3 and 2.4 could come from either an observation of the learner by the tutor, line manager or other designated person or from written evidence. The learner must demonstrate that they can support other members of the group, allocate tasks and activities appropriately, give and receive feedback and make decisions about tasks and activities.

The observation can take the form of a witness statement, observation notes or a video of the learner’s presentation to the group with supporting notes. If in a written format, evidence of the learner’s communication must be provided (for example copies of emails, memos or letters) with a supporting commentary from the tutor/line manager, if appropriate.

Evidence for 3.1 and 3.2 could come from a one-to-one discussion between the tutor/line manager and the learner or (if appropriate), a small group discussion in which the learner reviews their performance, describing what went well and what did not go so well. The learner needs to discuss at least one aspect that they felt pleased with (for example making a good decision which improved the group’s performance) and one that they did not feel went so well (for example interrupting another member of the group). The learner must also suggest at least one area where their leadership performance could be improved.



Level 1 Level 2

Unit 12: Developing Personal Skills For Leadership




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Essential resources

Learners should have access to appropriate sources of information about leadership such as texts, websites and magazines. Learners will also need the opportunity to participate in a group task that allows them to show leadership skills.

Websites




www.tellmehowto.net






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QCF Level: Level 2

Credit value: 2


Unit abstract

Colleagues and other learners are a valuable resource in the learning process, and this unit introduces learners to the importance of this resource. Learners will have the opportunity to demonstrate that they can work as part of a group in a learning and development context, understanding learning goals and interacting appropriately with their peer group. Learners will also reflect on their experience of learning with a group of colleagues or other learners.





1 Understand the importance of learning with colleagues or other learners

1.1 Explain why learning with their colleagues or other learners is important for their own development

2 Plan the learning they will undertake with colleagues or other learners

2.1 Describe a learning goal which they will be able to undertake with colleagues or other learners

2.2 Explain how they will work towards achieving the learning goal

3 Be able to interact appropriately with colleagues or other learners in a learning situation

3.1 Respond appropriately to advice from others

3.2 Express beliefs and opinions to others appropriately

3.3 Give helpful feedback to others


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4 Review the learning they have undertaken with colleagues or other learners

4.1 Give examples of how they have learned with colleagues or other learners

4.2 Reflect on their experience of learning with a group of other colleagues or other learners


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Unit content

1 Understand the importance of learning with colleagues or other learners

Importance of learning with others: finding more effective answers and solutions to tasks or problems through interaction with other co-workers or learners eg solving a problem by using ideas from several people rather than just own ideas; developing interpersonal skills through learning alongside others eg patience, empathy, tolerance, flexibility, loyalty, reliability

2 Plan the learning they will undertake with colleagues or other learners

Learning goals: identifying an aspect of their learning they can undertake with co-workers or other learners; identifying a goal they can work towards or that is relevant to development in their field of work or study eg attend team training course to learn new customer service skills for call centre, work in a group to do research for school assignment

Working towards the learning goal: eg attend training course and attempt all tasks given on course, complete assigned part of group/team project, compile list of questions to ask visiting speaker during question and answer session

3 Be able to interact appropriately with colleagues or other learners in a learning situation

Responding appropriately to advice from others: thanking someone for their advice, asking an appropriate question about the advice offered, being polite in expressing that you don’t agree with the advice

Expressing beliefs and opinions: preferences and dislikes, relevance of an aspect of learning to them, how useful the learning was

Giving helpful feedback: feedback to other learners on how useful learning was, what could be improved or changed

4 Review the learning they have undertaken with colleagues or other learners

Examples of learning with others: informal learning situations eg team- building activities or development activities, day-to-day working with a team of people at the same level; formal learning situations eg training courses, induction days, classes, workshops

Reviewing the learning with others: deciding whether the experience of learning with others was successful eg whether the group task was achieved, whether the learner found out new information from others or acquired new skills from being with others; considering anything that could have been done better eg the learner should have paid more attention to the suggestions and ideas of other learners or co-workers in the group


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Delivery

Tutors should encourage learners to talk about the importance of learning with their colleagues or other learners. They could consider, for example, how it helps their own development to learn with people at a similar level. Learners could think about how they benefit from learning alongside people working at the same level as them (for example team colleagues, classmates or other learners) and people who have the same level of experience as them (for example people they come into contact with during activities such as training courses or on induction sessions). These should be people familiar to the learner and with whom they come into contact with, although this may not necessarily be on a day-to-day basis.

For learning outcome 2, tutors/line managers may wish to discuss and agree the learning goal in advance with the learner. For example, this could be about learning a new skill or developing their communication skills, about learning a new IT package or finding out information relevant to their work. A group or team development session, (run informally or formally as appropriate to the learning) would also be useful for learning outcome 2. For learners who have access to the workplace, this could be a formal training course, workshop or an induction session which the learner plans to attend with the agreement of their line manager/tutor.

Learning outcome 3 may be demonstrated during an activity such as a training course or in a team building or development session in which the learner’s peers are also present.

For learning outcome 4, learners might find it helpful if tutors encourage them to reflect on questions about how and what they have learned with their co-workers or other learners. This could include ‘What types of activity did I/the group carry out?’ ‘How did this help my learning?’ What new skills/information did I learn? Did I learn anything useful that I did not expect to learn?’ ‘Did I make the progress I expected towards my goal, and if not, what else do I need to do?’

Learners should also be given the opportunity to reflect on their learning experience with others. They could consider what they thought the benefits were of learning in a group situation rather than learning on their own. Learners could also think about whether or not the learning experience was a positive one, and if not, what benefits they see in learning alone.

Assessment

Evidence for 1.1 could come from a group discussion which shows the individual contribution of the learner, or an individual discussion with the tutor/line manager. This may take the form of a taped discussion, video evidence or other appropriate form. It may also be supported by written notes from the learner or tutor/line manager. To achieve 1.1, the learner needs to describe why learning with other learners or colleagues is important for their personal development.


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Evidence for 2.1 and 2.2 could come from a one-to-one discussion between the tutor/line manager and the learner in which the learner describes a learning goal they will be able to undertake with peers and explains how they will work towards achieving the learning goal.

Evidence for 3.1 to 3.3 could come from either an observation of the learner by the tutor, line manager or other designated person or from written evidence. At least one example of each kind of behaviour is required. The evidence could take the form of a witness statement, observation notes or a video of the learner’s interaction with other colleagues or learners, along with supporting notes. If in a written format, evidence of the learner’s communication must be provided (for example copies of emails, memos or letters) with a supporting commentary from the tutor/line manager, if appropriate.

The learner should be able to respond appropriately to advice from others in the group, for example advice on how to do something better. The advice given by others could be directed to the learner individually or to a group of which the learner is a part. The learner should also show that they are able to express beliefs and opinions to others appropriately. Their beliefs and opinions could relate to the general learning situation or to their own learning. Additionally, the learner must show they are able to give helpful feedback about their learning in an appropriate way. For example, if the learner is filling in feedback forms at a training course, they could provide helpful suggestions about how to improve the course and what they found useful or not. The information should be able to be used by others to improve on training or development situations.

Evidence for 4.1 and 4.2 could come from a one-to-one discussion between the tutor/line manager and the learner or a small group discussion in which the learner gives at least one example of how they have learned with colleagues or other learners (for 4.1). 4.2 requires the learner to reflect on their shared learning experience, describing at least one example of what they have learned, understood or gained from the experience of working/learning with others.













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Essential resources

Learners should have access to situations where they learn alongside co-workers or other learners.

Websites


www.mindtools.com


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QCF Level: Level 2

Credit value: 2


Unit abstract

Being able to solve problems and share solutions with others is a valuable skill for employability, learning and for life in general. In this unit, learners will find out why a problem requires a solution, how to communicate possible solutions to others in an appropriate way and how to deal with responses to what has been presented. Additionally, the learner will review the effectiveness of their performance in presenting a solution to others and suggest possible areas for improvement.





1 Understand why they need to solve a problem

1.1 Describe a possible problem to solve

1.2 Explain why the problem requires a solution

1.3 Describe a way to solve the problem

2 Communicate the solution effectively to others

2.1 Using appropriate communication methods, explain to others how the problem was solved

2.2 Use appropriate information to support their explanation

3 Provide appropriate responses to questions or objections

3.1 Identify possible questions or objections to their solutions to a problem

3.2 Plan how to deal with feedback and questions from others in the group

3.3 Respond appropriately to questions or objections from others


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4 Evaluate their performance 4.1 Evaluate how effective their performance was

4.2 Suggest areas for improvement


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Unit content

1 Understand why they need to solve a problem

Possible problems to solve: differences of opinion, new situations, misunderstandings, poor instructions, lack of communication, inadequate management, unforeseen events or emergencies, changes in situation or environment, need for new services/processes/products, need to improve or change a current situation, need to test or check new ideas, need to find information

Reasons why the problem requires a solution: eg lack of communication could lead to missed deadlines, inadequate management or knowledge means quality of work would not be so good, project cannot be undertaken unless sufficient knowledge/funding/resources are available, changes in technical equipment could lead to problems in producing a product, learner cannot complete project on climate change without first finding out why climate change is occurring

Ways to solve problems: eg rewrite staff manual in plain English, consult staff about revised rotas, investigate possible effects of changing technical equipment before changing the equipment, submit an application for funding for a project, enrol in training course to improve customer service skills

2 Communicate the solution effectively to others

Methods of presentation: verbal presentation either formally or informally; written presentation eg by email, project, portfolio, letter

Appropriate information: background research, evidence of where the solution has been used before successfully; what has improved since the problem was solved or what could improve once the problem is solved; who was contacted to provide support, guidance or advice

3 Provide appropriate responses to questions or objections

Possible questions/objections: wanting more detail about the solution, having a different view from that presented, not agreeing with the view presented, finding problems with the proposed solution

Responding appropriately: give clear and accurate information; provide full information; offer to provide further information if necessary; deal with questions politely and tactfully; take on board other people’s views


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4 Evaluate their performance

Carrying out an evaluation: discussion with tutor/line manager either formally or informally; using a checklist or appropriate evaluation form; identifying what went well and what did not go well

Suggesting how to improve on own performance: eg not interrupt those who are asking questions about the solution, speaking more slowly when explaining how the problem was solved


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Delivery

In relation to learning outcome 1, tutors/line managers might find it useful to give learners the opportunity to take part in group or teamwork in which the contribution of each member of the group can be assessed. The tutor/line manager may wish to support the group in identifying a problem, and it is suggested the learner focuses on problems which are related to a work or learning context. Alternatively, learners could work individually in describing a problem to their tutor/line manager.

Tutors/line managers might wish to guide learners to carry out some simple research into methods to use in solving the problem for learning outcome 1. This could include prompts of where to find appropriate information to solve a problem requiring background research, prompts of who to contact for support or guidance either within or outside of the organisation (for example the human resources department for a problem with annual leave or sickness absence, a tutor for a problem relating to a class project), or prompts regarding some ways in which learners might tackle the problem, for example comparing advantages and disadvantages of one approach to another.

Opportunities for developing and practising the communication skills needed for learning outcomes 2 and 3 may be achieved, for example, by organising learners into groups and then asking one member from a group to present their solution to another group. This could all be done informally and within small groups so that learners feel confident in their presentation. The learner could also choose other ways to communicate, for example if the people the learner needs to contact are not immediately available, the learner could choose to draft an email or a memo which describes the problem and solution. These written documents need not be lengthy or complex.

For learning outcome 4, tutors/line managers and learners would probably find it most appropriate to discuss performance either in a one-to-one or small group situation.

Depending on the context used within the unit, tutors/line managers may wish to access a range of information in delivering this unit. For example, the unit could be used as part of a cross-curricular project in a school or college setting, or can be used within the workplace to encourage learners to develop problem-solving and communication skills. There could also be links to national schemes such as Young Engineers, BA CREST awards, mathematics challenges or apprenticeship awards.

Learners should use appropriate texts, websites and magazines. Valuable information can also come from line managers or tutors, guest speakers and visiting experts.


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Assessment

Evidence for 1.1, 1.2 and 1.3 could come from a group discussion which shows the individual contribution of the learner, or an individual discussion with the tutor/line manager. This may take the form of a taped discussion, video evidence or other appropriate format. It may also be supported by items such as written notes or photographic evidence from the learner or tutor/line manager. The learner needs to describe a possible problem, explain why it needs to be solved and describe one possible way of solving it.

The problem described by the learner should not be overly complex and the learner must be able to describe at least one way in which the problem could be solved. The solution described by the learner need not be sophisticated, but must evidence that the learner has arrived at the solution through some research or discussion with others. The learner needs to explain why the problem is actually a problem, for example it may be that something is a problem because it results in a piece of work being completed too slowly and so a deadline is missed, or something might be a problem because, unless it is solved, a team goal cannot be reached.

Evidence for 2.1 and 2.2 could either come from an observation of the learner by the tutor, supervisor, line manager or other designated person, or from written evidence. The learner must demonstrate that they can explain how the problem was solved and use appropriate information to support their explanation.

The observation can take the form of a witness statement, observation notes or a video of the learner’s presentation to the group with supporting notes. If in a written format, evidence of the learner’s communication must be provided (for example copies of emails, memos or letters) with a supporting commentary from the tutor/line manager if appropriate.

Evidence for 3.1, 3.2 and 3.3 could come from either an observation of the learner by the tutor, line manager, supervisor or other designated person, or from written evidence. The learner must identify two possible questions and/or objections that others might have concerning the solution they are presenting. The learner must also be able plan how they would respond to such questions or objections and then show that they can respond in the appropriate way as intended. Whether interacting with others via written means or face-to-face, the learner needs to respond clearly and politely to any questions or objections raised.

The observation could take the form of a witness statement, observation notes or a video of the learner’s presentation to the group with supporting notes. If in a written format, evidence of the learner’s communication should be provided (for example copies of emails, memos or letters) with a supporting commentary from the tutor/line manager if appropriate.

Evidence for 4.1 and 4.2 could come from a one-to-one discussion between the tutor/line manager and the learner in which the learner evaluates how effective they were in communicating their solution to others. 4.1 requires the learner to identify at least one aspect that was successful (for example the learner was able to answer all the questions raised by others) and one that was less successful (for example the learner forgot to run a spelling check on their presentation documents). For 4.2, the learner needs to suggest at least one area for improvement in their performance (for example have more supporting information available when presenting a solution).


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Essential resources

Learners should be able to access appropriate sources of information on communicating solutions to problems such as books, websites and magazines.

Websites


www.mindtools.com

www.tellmehowto.net

www.wikihow.com




http://www.wikihow.com/



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105


QCF Level: Level 2

Credit value: 1


Unit abstract

In any workplace, it is important to work effectively to achieve personal, team and organisational goals. Understanding what makes an effective employee, and being able to demonstrate these skills, are essential aspects of employability.

This unit focuses on understanding the importance of positive attitudes and behaviours both within and outside of the workplace. Learners will have to demonstrate that they understand and can demonstrate appropriate behaviours in the workplace. They will also need to show that they are able to represent their workplace appropriately with customers or others outside of the organisation. Learners will need to review the strengths and weaknesses of their conduct and suggest improvements to their performance.





1 Understand effective workplace behaviour

1.1 Explain different ways in which employees can behave effectively within the workplace or when representing their employer outside of the workplace

2 Demonstrate effective working practice

2.1 Interact appropriately with a wide range of colleagues in the workplace

2.2 Represent the workplace positively when dealing with customers or others outside of the workplace

2.3 Apply organisational procedures appropriately

3 Evaluate their own practice 3.1 Describe what went well and what did not

3.2 Suggest areas for improvement of their performance


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Unit content

1 Understand effective workplace behaviour

Different ways in which employees can behave effectively: interacting with other colleagues in the workplace eg communicating appropriately with other colleagues, managing your time and workload; interacting appropriately with customers in the workplace; paying attention to effective working guidelines in the place of work eg codes of conduct, personal reviews/appraisals, human resources guidelines; working outside of the organisation eg welcoming delegates to an external meeting, behaving appropriately towards customers when visiting a client site, behaving appropriately when attending an external training course as part of their job

2 Demonstrate effective working practice

Interact appropriately with others in the workplace: interactions with different types of colleagues in carrying out day-to-day work eg senior managers, team members, line managers, unfamiliar colleagues

Represent the workplace positively when dealing with customers or others outside of the workplace: show appropriate behaviour when on company/organisation business outside of the workplace eg conferences, external meetings, training courses, visits to customer’s place of work

Apply organisational procedures appropriately: applying procedures when carrying out your job eg follow health and safety rules for dealing with hazardous substance in factory, deal with customer enquiry according to guidelines in the training manual, fill in relevant form to request time off work for hospital appointment

3 Evaluate their own practice

Evaluation of own practice: identify what went well eg dealing promptly with customers, receiving positive feedback from colleagues; identify what did not go so well eg not understanding what was requested by senior colleagues or customers; suggesting areas for improvement eg better communication with other team members, ask supervisor for help when needed


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Delivery

This unit may be delivered in the workplace, as part of a work placement or volunteering commitment, or in a simulated situation in a school or college. The positive behaviours described in the unit are those expected of learners within an educational context as well as employees in a workplace. It is, therefore, likely that learners will already be aware of the need for appropriate conduct in a general context.

Learning outcome 1 could be delivered through group discussion or through discussion between the learner and their line manager, supervisor, tutor or another appropriate person familiar to the learner. Tutors/line managers might wish to support the group or individual learner in facilitating a broad discussion about what the learner thinks it means to be an effective employee. This could include aspects such as their interactions with others, the way in which they manage their workload, their interactions with customers. Learners could create presentations, posters or leaflets to record their ideas.

It might also be useful for tutors/line managers and learners to discuss some examples from the workplace that show what different organisations and workplaces consider to be ‘effective’, for example in the construction industry this might be about completing a job on time and to a certain quality, in a call centre this could be about the number of calls dealt with and the quality of the service, in retail it could be about helping customers and improving sales figures.

Tutors/line managers could then move to discussing the conduct and behaviour expected of employees working outside of the organisation, for example when working with customers off-site of the employer’s premises or representing the organisation at conferences. Examples of representing the organisation could include: welcoming delegates at a conference, handling basic enquiries at an exhibition, dealing with customers on the phone when outside of the place of work, directing clients or visitors to meetings.

Learning outcome 2 could be delivered in a variety of ways. If in a work situation, learners could carry out their normal daily activities whilst being observed by their line manager or another responsible person. In a simulated situation, learners could be provided with (or agree with their tutor) a scenario for the workplace which enables them to demonstrate the relevant behaviours. Where the demonstration of working practice is not in the workplace, learners should be encouraged to demonstrate that they can interact positively with unfamiliar people, for example visitors to a college or training venue.

Learners could be observed undertaking a range of day-to-day activities to demonstrate that they can apply organisational procedures. They could be using organisational systems appropriately (for example human resources systems such as timesheets, annual leave forms), using the correct forms and documents (for example headed paper, forms for procurement or for finance), using IT appropriately (for example email and the internet), telephone systems (for example voicemail,


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answering calls). There may be instances when learners can demonstrate other organisational procedures, for example if there is a fire drill they could show that they have understood and can act on the organisational procedures governing this.

For learning outcome 3, learners could evaluate their own practice through a one-to-one discussion between the tutor/line manager and the learner. Learners and tutors/line managers would discuss how the learner fared in their demonstration of effective practice. Learners should have the opportunity to talk through how they might handle some aspects differently and improve in the future. The tutor/line manager might wish to support the learner in identifying appropriate people to seek advice or feedback from about their performance.

Assessment

To achieve 1.1, the learner must be able to demonstrate an understanding of effective working and the range of attitudes and behaviours that apply within and outside of the workplace. Evidence to support this could be in the form of records of group or individual discussion. These can either be written by the tutor/line manager, by the learner with sign-off from the tutor/line manager, or be via video or audio recording.

To achieve 2.1, the learner must demonstrate effective working practice by interacting with a wide range of colleagues in the workplace, including people not familiar to them, for example a senior manager. Whatever the types of colleague, it is important that the learner is able to interact with them positively at a range of levels and familiarities.

For 2.2, the learner needs to know how to represent the workplace positively when dealing with customers or others outside of the workplace. They would not be expected to represent an organisation at a high level or to take responsibility for decision making on behalf of an organisation. The learner does not have to be outside of the workplace to demonstrate 2.2.

For 2.3, the learner must be able to apply at least two organisational procedures appropriately.

The demonstration of 2.1-2.3 should be observed either by the tutor or another person designated to assess the learner (this could be a line manager or supervisor, for example). The observation must form the basis of a discussion with the learner after the demonstration of performance. This observation could take the form of a written statement by the tutor or line manager (which would support good practice for appraisal and review in the workplace) or could be a video with supporting commentary from the tutor or line manager.

To achieve 3.1 and 3.2, the learner must describe at least two aspects of their performance that went well (for example dealing with a customer promptly or receiving a positive response from a colleague or customer on their performance) and one aspect that did not go so well (for example getting nervous when speaking to a senior manager) and be able to suggest areas for improvement. The learner may reflect on their performance by discussing it with the tutor or other observers. Following these reflections, the learner must independently identify and record any areas and strategies for improvement.


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Evidence to support this can be either written, for example written statements from the learner on the review of their performance and/or supporting statements from the tutor, line manager or other person involved in the discussion and review, or through video or taped discussion.















Essential resources

Copies of organisational procedures for different types of organisation as appropriate for example school or college procedures for staff and/or learners relating to conduct and behaviour (or if in the workplace, copies of workplace procedures).

Relevant training or developmental courses relating to good conduct (for example assertiveness, communication skills etc).

Copies of any appraisal systems which recognise good conduct/performance.

Websites









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QCF Level: Level 2

Credit value: 3


Unit abstract

Teamworking skills are extremely valuable in the workplace and are also transferable to other areas of life. In this unit, learners will consider the advantages of teamwork and why varied skills and strengths are needed by team members to complete tasks successfully. Learners will gain knowledge of how to work positively as a team member by contributing to a team task. Additionally, learners will understand how to reflect on their own and the team’s effectiveness in completing the task. They will consider their individual contribution to the team’s performance and areas where the team could improve their teamworking skills.





1 Understand the advantages and disadvantages of having a team complete a task

1.1 Explain the advantages and disadvantages of having a team complete a task


2.1 Identify a code of conduct for effective team work

2.2 Explain the likely consequences of team members not following a code of conduct

3 Be able to recognise the different strengths, skills and experiences different people bring to a team

3.1 Explain their own strengths, skills and experiences, as relevant to a task being undertaken by a team

3.2 Identify some relevant strengths, skills and experiences that other members bring to a particular team


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4 Understand how to allocate roles and responsibilities within the team in relation to a given task

4.1 Agree with other team members the roles and responsibilities of each member of the team

4.2 Explain how each role contributes to the team’s objectives and the completion of the team task

5 Work positively as a member of a team

5.1 Describe ways in which respect was shown for the ideas and suggestions of others

5.2 Identify relevant ideas and suggestions which were given and which helped the team to complete their task

5.3 Describe ways in which help, support or advice was given to team members where appropriate

5.4 Explain why it is important to respond positively to advice or constructive criticism

5.5 Complete tasks allocated to the required standard and on time

6 Reflect on the performance of a team

6.1 Discuss how their individual performance contributed to the overall performance of the team

6.2 Outline ways in which the team as a whole performed effectively

6.3 Outline areas in which the team could improve its team work skills


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Unit content

1 Understand the advantages and disadvantages of having a team complete a task

Advantages of teamwork: employee/learner strengths and weakness can be balanced; team members motivate/encourage/support each other; skills of all members are used; responsibility is shared; team members feel a sense of belonging; individuals feel valued

Disadvantages of teamwork: needs careful planning; takes time to plan and set up; needs agreement or cooperation of all members; task may be better completed by one person; task may require directing by a leader


Code of conduct for teamwork: eg every member should contribute; listen to views of all team members; value contributions of others; accept constructive criticism; consult with other team members; make decisions as a group; follow group decisions; carry out agreed responsibilities

Consequences of team members not following code of conduct: team task not completed on time, team task not completed correctly or to appropriate standard, conflict between team members, confusion about individual tasks and responsibilities, team members feel let down, team members feel reluctant or anxious about working or learning with other team members in future

3 Be able to recognise the different strengths, skills and experiences different people bring to a team

Teamwork skills, strengths and experiences: practical skills eg ability to cook, paint, use a computer, good with numbers and money, interpersonal skills eg patient, friendly, enthusiastic, loyal, communication skills eg confident speaker, good listener, motivational skills eg good at encouraging or helping others, organisational skills

4 Understand how to allocate roles and responsibilities within the team in relation to a given task

Agree roles and responsibilities: on the basis of objectives of team task; timescale/deadline for completion; awareness of skills and strengths of all team members; matching skills and strengths of team members to individual tasks eg confident speaker suited to leading verbal presentation, experience in using internet suited to searching for information online


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5 Work positively as a member of a team

Respect ideas and suggestions of others: listen politely to ideas and suggestions of others, don’t interrupt someone who is explaining their idea or suggestion, thank other team members for their ideas or suggestions

Offer ideas or suggestions for team task: offer ideas on ways to speed up time needed to achieve team task, make suggestions about how to improve quality of the item the team is making

Give help, support or advice to others: offer to help team member who is having difficulty carrying out their task, suggest a better way of doing something, agree to take on an extra task whilst fellow team member is absent

Respond positively to advice or constructive criticism: value of the advice or constructive criticism from others eg creates awareness of personal strengths and weaknesses, creates awareness of quality of work and areas for improvement; maintain positive atmosphere and relationships in the team by responding appropriately to advice or constructive criticism eg listen to the advice offered, don’t interrupt the person who is speaking, avoid inappropriate language such as sarcasm, offensive remarks

Complete own task successfully and on time: carry out own task to appropriate standard within agreed timescale eg finished assembling two display boards with correct materials one day before the team presentation date, compared prices for baking ingredients and provided the pricing information to team at the time requested, obtained feedback sheets from customer and reported back to team within two days of the deadline

6 Reflect on the performance of a team

Individual performance as a team member: follow code of conduct, complete individual task appropriately and on time, carry out individual responsibilities, offer help to others, offer feedback or advice to others, contribute to success of whole task

Performance of team: team worked well together, every team member made contribution, team task completed to satisfactory standard, team task completed on time


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Delivery

The unit has been designed to make the key topics practically based as learners will be participating in a team task.

To develop knowledge and understanding of the advantages and disadvantages of teamwork, guest speakers from colleges, schools, workplaces or other appropriate areas could be invited to speak about their experiences of teamwork. Learners could prepare questions to ask the speakers about the advantages and disadvantages of teamwork for learning outcome 1. In understanding this concept, learners might find it helpful to look at scenarios which give different examples of tasks which are suitable for teamwork and those which are better completed by individuals. Learners in the workplace might find it useful to ask questions of other colleagues regarding the advantages and disadvantages of teamwork or use the internet to find information about the experiences of other people.

Teams and teamwork tasks need to be agreed before considering learning outcomes 2, 3, 4, 5 and 6. Teams could be made up of around four to eight people who have the potential to complete the task that has been set. If the teamwork task is not assigned to an existing team known to the learner, the learner will need some time to get to know the other team members in order to be able to identify their relevant strengths, skills and experiences required for learning outcome 3. Learners could work in their teams to agree tasks which are manageable, achievable and match the skills and interests of the team.

For learning outcome 2, learners should use different methods to agree a code of conduct, for example group discussion, research and investigation. In particular, at this level, they should try to think through what might happen if aspects of the code of conduct were not followed. Learners will probably find it easier to come up with consequences of not following a team code of conduct if they do so in relation to different teamwork scenarios. Appropriate examples of different scenarios could be provided by the tutor or line manager for this purpose. Groups could work to design a poster or presentation which identifies the agreed code of conduct for their own task. The posters or presentations could be displayed in the class or work area for learners to refer to during the rest of the unit.

For learning outcome 4, learners could work in their teams to allocate roles and responsibilities to all team members. Each learner could individually analyse their own contribution to the whole task and report back for the team to agree.

Learners could compile a logbook which could include the agreed roles and responsibilities of all the team. The logbook will help the learner to monitor their performance which is required for learning outcome 5.

For learning outcome 6, learners could discuss both the performance of individuals and that of the team as a whole as part of a group exercise. They could watch recordings of some of their activities and comment on their performance, as well as taking on board the comments of any observers.


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Assessment

In order to achieve 1.1, the learner will need to explain three advantages and two disadvantages of teamwork. Practical examples of team work situations could be given to support the explanation.

For 2.1, the code of conduct could be produced in a leaflet or as a poster and could relate to a specific task or group work in general. The poster or leaflet must include three likely consequences of team members not following the code of conduct for 2.2.

3.1 requires the learner to describe how at least one of their own strengths, skills and experiences are relevant to some aspects of the agreed team task. The learner must identify at least two strengths, skills and experiences of other team members in order to meet 3.2. The evidence for 3.1 and 3.2 needs to be recorded in an appropriate format such as a logbook.

To achieve 4.1, the role played by the learner in agreeing the roles and responsibilities of the team members must be clearly evidenced. An observation record or witness statement could be completed by the tutor/line manager to show that the learner has played an appropriate role in this regard.

For 4.2, the learner must explain how each team member’s role contributes to the team’s objectives and the completion of the team task. The learner could compile a logbook to record the explanations for 4.2. The logbook could take a variety of formats, depending on the needs of the individual learner.

The evidence required for 5.1, 5.2, 5.3, 5.4 and 5.5 may be included in the logbook completed by the learner during the team task. The logbook will need to be verified by the tutor or line manager. Alternative methods of evidencing may be used for example witness statement or observation.

6.1, 6.2 and 6.3 may be evidenced in group discussion. Responses should be recorded for verification purposes.




Unit 12: Conduct at Work Unit 17: Working in a Team







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Essential resources

Learners will need the opportunity to participate in a teamworking task.

Websites



www.projectsmart.co.uk/team-building.html





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119


QCF Level: Level 2

Credit value: 2


Unit abstract

One of the key ways in which people learn and develop is by interacting with others who are more experienced in a particular field of work or study. These may be visiting experts, colleagues who are senior, or others working at a similar level who have spent longer in that particular field. In this unit, learners will find out how to recognise what they have learned from senior or more experienced people, evaluate the usefulness of what they have learned and put these skills into practice for themselves.





1 Understand situations where they might interact with more experienced people

1.1 Describe situations in which they might interact with more experienced people

2 Understand how more experienced people work effectively

2.1 Describe an effective way of working demonstrated by a more experienced person

2.2 Explain why this way of working was effective

3 Understand how they can improve their performance by learning from those who have more experience

3.1 Describe an example of a skill or process they have learned from others with more experience

3.2 Explain how they can use what they have learned to improve their performance


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4 Review what they have learned from more experienced people

4.1 Carry out an evaluation of the skills, knowledge or understanding they have learned from more experienced people


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Unit content

1 Understand situations where they might interact with more experienced people

More experienced people: more experienced team members or learners eg line managers, supervisors, managers, heads of department, team leaders; people in other teams eg finance department, human resources department; external experts or consultants, members of other organisations, clients, customers, tutors, teachers

Situations of interaction with more experienced people: receiving advice, instruction or teaching from more experienced people in formal and informal contexts eg classes, presentations, training sessions, workshops; working alongside more experienced people eg working in a team with more experienced colleagues or learners, observing more experienced people at work eg work shadowing, attending a meeting, attending a presentation

2 Understand how more experienced people work effectively

Examples of effective ways of working and why they are effective: doing things effectively has positive impact for individuals and the workplace, organisation, school or college eg treating other learners/staff/customers/ with respect makes people feel valued and meets expected standards of the workplace/place of learning, meeting workplace targets or deadlines for handing in an assignment keeps people on track for a given schedule or timetable, producing high quality work raises the person’s self-esteem, participating in meetings or group activities helps others learn or do their work effectively, modelling good personal conduct has an impact on a class by setting high standards for behaviour and work

3 Understand how they can improve their performance by learning from those who have more experience

Skills or process learned from more experienced person: new or improved skills eg how to deal effectively with customer complaints, how to write a summary, how to test a physics theory, how to manage personal finances, how to set a goal

Using what has been learned to improve own performance: eg using new skills in customer service to reduce number of customer complaints, using new skills in personal finance to save money for a specific purpose, using new knowledge about a microscope to use it more easily and quickly in next science experiment


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4 Review what they have learned from more experienced people

Evaluating the skills, knowledge or understanding learned from more experienced people: how easy or difficult it was to learn something new from someone with more experience; how completely/successfully the new skill, knowledge or understanding has been learned; how relevant or useful the new skill, knowledge or understanding is to the learner’s work or learning situation


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Delivery

Via group or individual discussion, learners will need the opportunity to describe situations in which they might interact with more experienced people in the workplace or in a school, college or other place of learning. Examples of more experienced people could include managers, other colleagues they have identified as being more experienced, customers, tutors and visiting experts or consultants. Tutors could encourage learners to talk about the relationship they have with the more experienced people in their workplace, college or school, for example Is this a formal or informal relationship? What differences and similarities are there in the different relationships they have?

Learners would find it useful to discuss what effective working looks like in their particular workplace or place of learning. This may be about interacting with other people appropriately, for example customers, colleagues, tutors, managers, visiting consultants. The discussion might also include examples such as producing high quality reports or pieces of work and fulfilling responsibilities in the workplace, school, college or other place of learning.

In relation to learning outcomes 2 and 3, learners need opportunities to observe more experienced people demonstrating skills, knowledge, processes and ways of working. This could come about via a wide range of activities such as work shadowing, presentations by visiting experts, interviews with more experienced learners or colleagues, or even day-to day-interaction with more experienced persons in a place of learning or work.

Learners might need support in making the connection between effectiveness and having a positive impact on the workplace or learning environment. It would be helpful to direct learners to the question of why what they observed in a more experienced person was effective, for example did the behaviour of the more experienced person make a good impact on a customer so that they returned with more business? Did the piece of work they completed inform new developments in a certain area of study or help other colleagues to make informed decisions about solving a problem?

Assessment

Evidence for 1.1 to 3.2 could come from a group discussion which shows the individual contribution of the learner, or an individual discussion with the tutor, supervisor or line manager. Evidence may take the form, for example, of a taped discussion, video evidence or presentation. It may also be supported by written notes from the learner or the tutor/line manager.

In achieving 1.1, the learner must describe at least two situations in which they might interact with more experienced people and how they interact with these people. The situations described should involve people either familiar to the learner or people the learner could reasonably expect to come into contact with in their workplace, college, school or place of learning.


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For 2.1 and 2.2, the learner needs to describe at least one effective way of working demonstrated by a more experienced person and explain why this way of working was effective.

3.1 requires the learner to select at least two examples of skills, knowledge or understanding they have learned from more experienced people. For 3.2, the learner will need to describe clearly how the specific skills, understanding or knowledge could be used to improve their performance in their own work or learning situation.

Evidence for 4.1 is possibly most effectively derived from a one-to-one discussion between the tutor/line manager and the learner in which the learner carries out an evaluation of what they have learned. This may be supported by written notes from the learner.

In achieving 4.1, the learner must evaluate the skills, knowledge and understanding they have learned from more experienced people while working with them or receiving instruction from them. Within this evaluation, the learner needs to describe how easy or difficult it was to learn the new skills, knowledge or understanding. The learner needs to discuss whether or not they think they have fully grasped the new skills, knowledge or understanding. Additionally, the learner must explain how relevant or useful the new skills, knowledge or understanding are to their specific work or learning situation.
















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Essential resources

Learners should have access to a variety of other people in the workplace, school or college who can demonstrate positive behaviours to them and who can be used for questioning or work shadowing purposes.

Websites


www.mindtools.com

http://www.mindtools.com/


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127


QCF Level: Level 2

Credit value: 2


Unit abstract

This unit explores the ways in which colleagues rely upon one another in a constructive working environment. Learners will consider the consequences of positive and negative behaviours of individuals for whole teams or organisations. A key focus of the unit is to help learners develop some of the most important behaviours necessary to interact effectively with colleagues. This includes communicating clearly with colleagues, knowing how to resolve differences appropriately and being able to offer and receive help, ideas and suggestions when interacting with colleagues in the workplace.





1 Understand how people in the workplace depend on one another

1.1 Explain the interdependencies between different people in a workplace

2 Understand how an individual’s behaviour affects other people at work

2.1 Describe how the positive behaviour of one person can affect others in the workplace

2.2 Describe how the negative behaviour of one person can affect others in the workplace


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3 Be able to demonstrate positive behaviours that promote effective working with others

3.1 Communicate clearly with colleagues

3.2 Resolve differences with colleagues amicably

3.3 Offer help and guidance to colleagues and accept their help and guidance

3.4 Offer ideas, suggestions and opinions to colleagues

3.5 Consider the ideas, suggestions and opinions of colleagues and respond appropriately


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Unit content

1 Understand how people in the workplace depend on one another

Different people in the workplace depend on one another: in teams, departments and organisation as a whole; people need one another to perform their individual roles in order to achieve common work goal eg to provide a service, to generate money eg in working towards common goal of selling a certain amount of goods, sales managers depend on team leaders to pass on information about sales targets, team leaders depend on team members to reach their sales targets and team members rely on sales managers to set realistic targets

2 Understand how an individual’s behaviour affects other people at work

Individual behaviour can have positive implications for others: consequences for individual colleagues eg raising a colleague’s self-confidence by giving them positive feedback; consequences for a group of people eg boost given to team morale by individual member being cheerful and helpful

Individual behaviour can have negative implications for others: consequences for other individuals eg individual who uses sexist language finds that a colleague is uncomfortable working alongside them, individual who does not pass on accurate telephone messages to line manager causes line manager to waste time clarifying the messages; consequences for a group of people eg the organisation misses a delivery deadline because an individual did not complete a required task, a team is unable to carry out their work effectively because one team member continually turns up late for work


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3 Be able to demonstrate positive behaviours that promote effective working with others

Communicating clearly: verbal communication eg language level, punctuation (if written communication); non-verbal communication eg body language, tone of voice, place and time of communication

Resolving differences: appropriate behaviour when resolving differences in the workplace eg avoiding offensive language and shouting; resolving differences at appropriate time and in appropriate place eg not settling disputes in front of customers; knowing where to get support (if needed) in resolving the conflict eg line manager, human resources department, impartial mediator

Offer and receive help and guidance: benefits of offering and receiving help and guidance for self and for the other individual/the team/the organisation eg learning a new skill from someone else which is useful for promotion, saving team time by showing others the most efficient method of doing something; knowing appropriate ways to offer/receive help and guidance eg asking someone if they would like help rather than telling them that they need help, thanking someone who has offered help or guidance, even if it is not needed; knowing appropriate sources for help and guidance eg line manager, supervisor, human resources department, a mentor or ‘buddy’ system

Offer ideas, suggestions, opinions to colleagues: offering your ideas/suggestions/opinions to others in appropriate way eg using polite language, avoiding a rude, aggressive or patronising tone, leaving room for others to decline your offer of help or disagree with your opinions

Listen to the ideas of others and respond appropriately: importance of paying attention to the ideas of others eg a way of showing respect to others, learning new information from the ideas put forward by others; showing others that you have paid attention to their ideas eg not interrupting someone who is talking, replying promptly to an urgent email or letter; responding appropriately to the ideas of others in the workplace eg carrying out a task on time if requested, asking a colleague for clarification if the idea they suggested is unclear


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Delivery

Evidence for this unit could be gathered through a part-time job, voluntary work commitment, work experience or simulated activity. If learners have no current access to the workplace but have previously been employed, they should draw on these prior experiences wherever appropriate. Group activities, where some members of the group do have workplace experience, will support those members who have none.

In order to help learners gain insight into the various concepts covered in the learning outcomes, guest speakers from the world of work, or who are knowledgeable about workplace behaviour, could be invited to speak to learners about building positive relationships with colleagues. Speakers such as employers and human resources staff could share their expectations in terms of how colleagues should treat one another and potential consequences of inappropriate behaviour in this regard.

For learning outcome 1, learners might find it helpful to discuss examples of teamworking and hierarchies within an organisation. Basic examples such as a production line are useful starting points and learners could then go on to consider more complex issues such as leadership, morale, group success and differing roles and responsibilities (for example however well the workshop staff produce the product, if the marketing team don’t get it noticed or the sales team don’t get any into the shops, the business will not succeed). Learners could use methods such as posters, flowcharts or presentations to illustrate their findings in reference to a particular organisation.

For learning outcome 2, the concept of ‘others in the workplace’ could include peers, managers, supervisors, other colleagues, groups of people and individuals. Learners would find it helpful to first identify what constitutes positive and negative behaviour in terms of interrelationships. In thinking about negative behaviour in the workplace, learners should be encouraged to consider the effect of the behaviours on other people (for example a racist comment is likely to make other colleagues feel angry and unwilling to work with the individual or respect their views in the future), and the effects of the behaviour on the organisation as a whole (for example refusing to help another colleague to solve a problem means company time is wasted)

For learning outcome 3, learners might want to think not only about how to give and receive help in the workplace, but also about the benefits of doing so, for example learning new skills, developing positive working relationships, saving valuable working time.


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Assessment

To achieve 1.1, the learner must explain at least two examples where achieving a workplace goal requires people depending on one another to do their own individual jobs or tasks. The examples need not be complex or lengthy.

For 2.1, the learner needs to describe two examples of the impact of an individual’s positive behaviour on another person or group of people (including the organisation as a whole). The positive behaviours for 2.1 should be in line with those stated in 3.1 to 3.5, but need not match them exactly. In achieving 2.1, the learner may provide other examples such as motivational behaviours from managers or giving and receiving constructive feedback.

2.2 requires the learner to describe two examples of the impact of an individual’s negative behaviour on another person or group of people (including the organisation as a whole). Negative behaviour considered for 2.2 might include examples such as inappropriate language, rudeness, not listening to others, not fulfilling their own job role, discriminatory behaviour.

To achieve 3.1 to 3.5, the learner must demonstrate, either in the workplace or through simulation, that they are able to get on with employers/managers and their peers. Witness statements, checklists or video evidence would be useful ways to record the behaviours referred to in 3.1 to 3.5. Evidence needs to be gathered from interaction with all types of colleagues eg peers, managers, employers. The learner should behave in a positive manner throughout the activity and have the opportunity to provide evidence of each of the behaviours set out in the assessment criteria.

For 3.1, the learner must evidence an ability to communicate clearly with others. The learner’s language, attitude and behaviour needs to be appropriate for the situation and should aid the clarity of the message being conveyed. The communication may be about a task, idea, enquiry, event, instruction or any other appropriate workplace occurrence.

To achieve 3.2, the learner needs to demonstrate, or refer to an example (either real or simulated), of when they resolved a difference or disagreement with a colleague in an appropriate way. In resolving the difference or disagreement, the learner must demonstrate, or explain, that they always aim to resolve conflict in a dignified way.

For 3.3, the learner must demonstrate, or refer to, two examples (either real or simulated), of when they offered help and guidance to colleagues and at least one example of when they accepted help and guidance from colleagues. In both the offering and receiving of help and guidance, the learner’s behaviour in doing so must be positive and appropriate.

In achieving 3.4, the learner needs to show that they can put forward at least one idea, suggestion or opinion to colleagues. If the learner is in the workplace, the idea, suggestion or opinion should be communicated in a way that follows any relevant code of conduct or procedure for that workplace. In a simulated scenario, the idea, suggestion or opinion put forward by the learner must be communicated in an appropriate way and the learner must show that their idea, suggestion or opinion is being communicated in accordance with generally accepted norms and codes of conduct in the workplace.


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The learner’s response to the ideas, suggestions or opinions of colleagues in 3.5, must demonstrate (either in a real or simulated scenario) that the learner has paid careful attention to the information put forward by the colleague. This could be done for example by giving an appropriate answer to a question asked by a peer, making appropriate references to what a colleague has previously communicated, asking a question to clarify something a colleague has said, accurately carrying out a task requested by a manager. Furthermore, the response must be appropriate in terms of the origin of the idea, suggestion or opinion. For example, if a request for a task to be carried out is put forward by a line manager, the learner’s response would need to show they accept the authority of the line manager to delegate appropriate tasks to them. To achieve 3.5, the learner must demonstrate, or refer to, two examples where they responded appropriately to the ideas, suggestions or opinions of colleagues.




Unit 12: Conduct at Work Unit 19: Building Working Relationships with Colleagues








Essential resources

Learners will need the opportunity to participate in activities that involve colleagues, whether in a real workplace or simulated environment.

Websites


www.worketiquette.co.uk/ColleagueRelationshipsCategory




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135


QCF Level: Level 2

Credit value: 2


Unit abstract

The focus of this unit is on helping learners develop the skills needed to provide good customer service, and to build their understanding of the importance of the customer to any organisation. Learners will be introduced to the concept of customer service standards and the way in which organisations ensure their delivery through the use of protocols. They will also have the opportunity to demonstrate effective communication with customers and gain an understanding of procedures for dealing with customer problems and complaints.





1 Understand how a customer’s or client’s interactions with employees influence their opinion of the organisation as a whole

1.1 Explain how an employee’s self-presentation can affect a customer’s opinion of the individual and their organisation

1.2 Explain why keeping customers satisfied is important to organisations

2 Understand why organisations normally have protocols for dealing with customers

2.1 Describe the key areas likely to be contained in a customer service protocol

2.2 Explain why it is important for employees to follow customer service protocols


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3 Interact positively with customers in line with given protocols

3.1 Follow an organisation’s protocols to provide answers to commonly occurring customer queries or meet commonly occurring customer requests

3.2 Communicate appropriately with customers

3.3 Explain the procedures within an organisation for dealing with customer problems and complaints

3.4 Describe when it would be necessary to involve colleagues in assisting the customer


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Unit content

1 Understand how customer’s or client’s interactions with employees influence their opinion of the organisation as a whole

Effects of employee’s self-presentation: customers form negative or positive impression of employee based on employee’s self-presentation eg employee using aggressive tone of voice suggests that they are unwilling to help customer, employee thanking customer for their enquiry suggests that they think customer is important; customers form negative or positive view of organisation based upon the way employee presents themselves eg employee not listening carefully to customer’s request suggests that the organisation does not care about customers, employee whose personal appearance is tidy suggests that the organisation is well-organised

Importance of customer satisfaction: helps organisations to meet their financial or service goals; potential benefits to organisation meeting financial or service goals eg staff bonuses, recruitment of new staff, opening new branches, promotion of existing staff, boost to organisation’s image or reputation; potential negative consequences if organisations do not meet financial or service goals eg employee’s jobs put at risk, no pay rises given, damage to organisation’s image or reputation

2 Understand why organisations normally have protocols for dealing with customers

Key areas in customer service protocols: common key areas eg receiving enquiries by telephone/email/post/in person, following up customer enquiries, dealing with customer complaints, referring customers to other departments

Importance of following protocols: ensuring that high level of customer service is maintained by all employees; ensuring all employees know how to treat customers and what to do in various situations, negative implications of not following protocols eg unhappy customers, employee could face disciplinary action


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3 Interact positively with customers in line with given protocols

Dealing with common customer queries or requests: knowing how to deal with customer queries or requests eg through training, use of reference documents; following organisation’s protocols in dealing with customer queries or requests eg deliver customer’s takeaway meal within 30 minutes of the time of order or offer them a 20 percent discount if the delivery is late

Communicate appropriately with customers: being helpful in manner, language and attitude eg listening carefully to the customer, asking for clarification if necessary, using a friendly, pleasant tone of voice so that customer feels welcome and at ease

Dealing with customer problems and complaints: different ways of knowing organisation’s rules for dealing with customer problems and complaints eg via training, employee manuals, work shadowing, experience in the job role; different aspects of organisation’s procedures for complaints and problems eg specific ways of reporting complaint or problem, fixed timelines for dealing with complaint/problem, approved ways of resolving the problem or responding to the complaint eg if customer requests a refund for faulty goods, check whether the goods are faulty and customer’s proof of purchase before offering a refund and apologising for any inconvenience caused

Involving other colleagues in assisting the customer: referring customer to another colleague if you are unable or unauthorised to deal with customer’s request or query; seeking the advice/help of other colleagues so that you can resolve customer request or query yourself (if appropriate)


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Delivery

Evidence for this unit could be gathered through a part-time job, work experience, volunteering commitment or simulated activity. Guest speakers, learners interviewing someone from a customer service role, case studies and film or video clips could all aid learner understanding and enhance delivery of the unit. If learners have no current access to the workplace but have previously been employed, they should draw on these prior experiences wherever appropriate. Group activities, where some members of the group do have workplace experience, will support those members who have none.

Learners could create a poster, leaflet or presentation to show their competence in achieving learning outcomes 1 and 2.

It would be helpful if learners examined several examples of protocols to identify common themes or headings (for example phone etiquette, response to letters, face-to-face encounters, procedures for handling complaints). Learner engagement could be encouraged by making use of protocols drawn from workplaces members of the group have access to.

In delivering learning outcome 2, learners might wish to participate in tutor-facilitated or small group discussions about the importance of customer service protocols. Learners should be made aware that an organisation’s customer service protocol is the means by which it seeks to ensure consistently high standards of customer service across the organisation. It is also important for learners to think about the implications of not following customer service protocols for example dissatisfied customers or possible disciplinary procedures if employees deviate from protocols, particularly if this happens regularly.

Learning outcome 3 may be delivered in a variety of ways. If in a work situation, learners could carry out their normal daily activities whilst being observed by their line manager, supervisor or another responsible person. In a simulated situation, learners could be provided with (or agree with their tutor) a scenario for the workplace which enables them to demonstrate customer service skills. Tutors/line managers may wish to spend time with learners in preparation for the demonstration or observation, for example carrying out a simulated activity in which the tutor, line manager or other observer provides help or support to the learner.

Assessment

For 1.1, the learner must explain the potential affect on the customer of both positive and negative self-presentation. One example of the effect of negative self-presentation and one example of the effect of positive self-presentation is required. The learner’s explanation will need to include how an employee acts as a representative of their organisation, that the customer forms an opinion of the employee based on their self-presentation and that customers tend to make judgements about the whole organisation based on the representatives they encounter.


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In achieving 1.2, the learner must explain that satisfied customers are good for an organisation as their patronage helps the organisation to meet its financial or service goals. The learner must show that they understand that unsatisfied customers are likely to take their business elsewhere or make a complaint, and that this is bad for the financial or service goals of the organisation.

For 2.1, the learner needs to describe the key areas likely to be contained in a customer services protocol for a particular workplace. This should be a workplace with which the learner is familiar, either through their current workplace experience or through considering examples of specific customer service protocols. The number of key areas will vary, depending on the workplace context, but typically the learner will need to describe at least two key areas.

2.2 requires the learner to give at least two reasons why it is important for an employee to follow an organisation’s customer service protocols.

For 3.1, the learner must follow a given protocol to deliver the aspects of customer service detailed in the assessment criteria. At least one customer query or request must be dealt with by the learner appropriately and effectively. The customer query or request may relate to goods or services, but should be familiar and routine in nature. For simulated exercises, the protocol may be one produced by the tutor (in which case it should be realistic and based on actual protocols). Where the learner is being assessed in the workplace, the protocol should, wherever possible, be the customer service documentation from that organisation.

For 3.2, the learner will need to show that they are able to interact appropriately with customers. In a workplace or simulated scenario, their behaviour should demonstrate a helpful attitude towards customers by for example showing that they are listening to the customer’s question, politely asking questions to find out further information if the customer’s request is unclear, offering to be of further assistance in the future. Two examples of helpful behaviour are required.

To achieve 3.3, the learner is not expected to deal with customer complaints or solve problems, but needs to show they understand how the organisation’s policy requires them to act in the event of a customer complaint or problem. This needs to be evidenced via means such as a discussion with a tutor/line manager, a poster, leaflet, worksheet or written notes.

For 3.4, the learner must describe at least one instance when they could deal successfully with a customer’s query or request by getting advice/help from a colleague, and one instance when they would need to refer the customer’s query or request directly to another colleague or department.


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Unit 12: Conduct at Work Unit 19: Building Working Relationships with Colleagues





Essential resources

Learners will need access to examples of customer service protocols and will need to participate in a customer service activity, whether in a real workplace or simulated environment.

Websites

www.keepcustomers.com

www.worketiquette.co.uk/VerbalCommunicationcategory

www.worketiquette.co.uk/WorkEtiquetteBasicsCategory

http://www.worketiquette.co.uk/VerbalCommunicationcategory


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143


QCF Level: Level 2

Credit value: 1


Unit abstract

Employees and employers have responsibilities to each other. They should also expect their rights to be upheld. These rights and responsibilities relate to areas such as the provision of terms and conditions of employment, privacy of personal information, health and safety, equal opportunities and the right to be paid a minimum wage. The Health and Safety at Work Acts set out responsibilities and rights for both employees and employers. Employees are expected to carry out their work in a way that has regard for the safety of others. Employers are expected to abide by a range of requirements governing such aspects as providing safe machinery and equipment, carrying out regular health and safety checks, ensuring the training of employees in health and safety issues, and carrying out a risk assessment to assess the dangers of particular work activities.

The aim of this unit is to help the learner understand what is meant by the terms ‘rights’ and ‘responsibilities’ and how they are enforced. They will also gain an understanding of some of the legislation that is there to protect them and the employer. The unit will also help the learner find sources of help and advice relating to their rights and responsibilities.





1 Understand why rights and responsibilities are important in a workplace

1.1 Explain reasons why rights and responsibilities are important in a workplace

1.2 Understand how rights and responsibilities are established and enforced in a workplace

http://www.thetimes100.co.uk/glossary--terms-1181.php

http://www.thetimes100.co.uk/glossary--minimum-wage-1078.php

http://www.thetimes100.co.uk/glossary--training-226.php

http://www.thetimes100.co.uk/glossary--risk-655.php


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2 Understand why employees and employers have certain rights and responsibilities

2.1 Identify the rights and responsibilities an employee has at work

2.2 Explain the implications of employee rights and responsibilities

3 Be able to access sources of guidance and information about rights and responsibilities at work

3.1 Identify key representative bodies for employers and employees who would be able to advise on rights and responsibilities

3.2 Describe the type of advice given by key representative bodies


145

Unit content

1 Understand why rights and responsibilities are important in a workplace

Reasons why rights and responsibilities are important: safety and wellbeing of staff, visitors and customers in the workplace, complying with the law, complying with standards and morals of our society, provides guidelines for resolving workplace problems or conflict in an appropriate way, establishes order and agreed obligations in a workplace, enables employers to conduct business in a fair and productive way, protection of employees, protection of employers

Types of rights: rights eg human rights, rights in workplace, rights of the child, legal rights, informal rights eg club membership

Types of responsibilities eg member of society, workplace responsibilities, family responsibilities

How rights and responsibilities are established and enforced: use of legislation, codes of conduct; regulatory or advisory bodies/organisations; employer and peer expectations

2 Understand why employees and employers have certain rights and responsibilities

Rights and responsibilities: health and safety; pay and benefits; job recruitment and advertising; terms and conditions at work; contract of employment; appraisal, promotion and training; dismissal, redundancy and retirement, privacy of personal information

Implications: safe work environment; policies and procedures; work culture

3 Be able to access sources of guidance and information about rights and responsibilities at work

Representative bodies: eg HSE (Health & Safety Executive), Citizens Advice Bureau, Equality and Human Rights Commission, trade unions, staff associations, CRB (Criminal Records Bureau)

Type of advice: safety of working environment and practices; financial; legal; benefits


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Delivery

Although this unit could be presented through small group discussions, it is important to use a range of delivery methods. Television programmes or extracts from films can be a valuable learning tool. Similarly, speakers invited to share their experiences can also be a useful source of information.

Learners could consider the concept of rights and responsibilities in general before they focus on those that relate to the workplace. Discussion might include human rights, children’s rights, consumer or patient rights, rights and responsibilities set out in legislation and those that are less formal such as those relating to particular groups or settings (for example within a school, society or club): they could consider issues such as justice, fairness, equality, citizenship and safety. They could then go on to relate these to the context of the workplace.

Tutors will need to be creative in their approach to this unit which is largely based on knowledge and understanding rather than skills. Active learning, however, can still be achieved, for example through learners going into the workplace to interview employers and employees or through role-playing scenarios. Debate and discussion should also be encouraged, particularly when defining the terms and considering rights and responsibilities beyond those enshrined in law.

For each assessment criterion, it is likely that group discussion and shared research will be appropriate. However, learners should independently record their assessment evidence.

Assessment

In order to achieve 1.1, the learner must give at least one reason why rights are important in the workplace, and at least one reason why responsibilities are important in the workplace. In addition, the learner’s explanations must show a clear understanding of the terms ‘rights’ and ‘responsibilities’.

For 1.2, the learner will need to consider how rights and responsibilities are established and enforced at work. The learner could be given a case study which requires them to identify how certain aspects of legislation could be enforced. Alternatively, the learner could select two different rights and explain how they are enforced in the workplace.

For 2.1 and 2.2, the learner needs to identify at least two rights and responsibilities for each area listed in the unit content. Employer rights are much fewer than employer responsibilities; it is reasonable, therefore, that the learner should focus largely on employer responsibilities. They must also be able to explain the implications of the rights and responsibilities, rather than just listing them. For example, a learner listing an employee’s right to one week's notice for every full year worked, could note that this means an employer cannot dismiss a member of the workforce on the spot simply because they are no longer needed.


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For 3.1, the learner must identify three key representative bodies. For 3.2, they must then describe the type of advice given by each of the chosen representative bodies. Trade unions, staff associations and bodies such as the CBI or trade associations may be used as sources of information and guidance. A case study may be used for this criterion.










Unit 12 Conduct at Work Unit 9 Self-management Skills







Unit 26: Preparing For Work Placement






148

Essential resources

Learners will need access to appropriate sources of information about rights and responsibilities in the workplace.

Websites

www.acas.org.uk

www.adviceguide.org.uk

www.direct.gov.uk/en/RightsAndResponsibilities/Yourright

www.eco.org.uk

www.equalityhumanrights.com

www.tuc.org.uk


http://www.acas.org.uk/

http://www.adviceguide.org.uk/

http://www.direct.gov.uk/en/RightsAndResponsibilities/Yourright

http://www.eco.org.uk/

http://www.tuc.org.uk/

http://www.worksmart.org.uk/


149


QCF Level: Level 2

Credit value: 1


Unit abstract

The aim of this unit is to help the learner understand how they can be instrumental in managing their own health whilst at work. The learner will find out what their responsibility is in maintaining good health at work. They will consider the importance of taking regular breaks throughout the day, maintaining a balanced diet and wearing suitable clothing for the job. The learner will also learn what services the employer might offer to the employee and other sources of help to ensure good health at work.





1 Understand the employee’s role in maintaining good health at work

1.1 Explain how employees can maintain good health in the workplace

2 Know the services employers can provide to help maintain the health of the workforce

2.1 Explain services that can be provided by employers to help maintain the health of the workforce

3 Know sources of help to ensure good health at work

3.1 Describe different sources of help to ensure good health at work

3.2 Explain the services offered by different sources of help


150

Unit content

1 Understand the employee’s role in maintaining good health at work

Employee’s role: appropriate diet and exercise; reduce and report potential risks and hazards; wear correct protective clothing if required; take regular breaks, maintain work-life balance; manage ill health appropriately

2 Know the services employers can provide to help maintain the health of the workforce

Services provided by employers: first aid; health surveillance and medical check-ups; access to health support networks eg advice on dealing with addictions, counselling services; sick pay; health initiatives to benefit employees eg healthy eating campaigns in workplace canteen, keeping active campaigns, subsidised gym memberships or bicycle purchases for staff, onsite gym or recreational facilities, free annual flu vaccinations at work

3 Know sources of help to ensure good health at work

Sources of help: workplace occupational health; trade unions; community occupational health; first aid officer; health and safety officer; support networks (particularly for self–employed workers)

Services offered by sources of help: prevention of risks or hazards to health in the workplace; counselling for stress, addictions or any other personal difficulties; advice on rights and responsibilities in the workplace; risk assessments; provision of specialist support equipment, first aid treatment to deal with injuries or medical incidents in the workplace


151


Delivery

Tutors delivering this unit have the opportunity to use a wide range of techniques including presentations, seminars, practical workshops, external trips and guest speakers. Additional learning resources can include journals, videos, DVDs, case studies, learner presentations and group work.

In learning outcome 1, learners will need to explore the role they have to play in maintaining their own health at work. Practical scenarios may be given which allow the learner to identify what action they could take to ensure good health for example ‘How can employees maintain good health when a sickness bug goes through the workplace’? Learners could also be provided with newspaper or magazine articles to find out what type of health situations arise and how good health may be promoted.

In learning outcome 2, the learner will find out about the services that an employer might provide to promote good health. If possible, a local employer could be invited to talk about the services they offer. Alternatively, an internet search could be undertaken of large companies to find out what services they offer.

Learners should be given the opportunity to find information on different sources of help available to them at work. They should understand the role of the service and what the service provides. It would also be appropriate to consider services available to the self-employed worker.

Assessment

In order to achieve 1.1, the learner must explain how employees can maintain good health in the workplace. The learner will need to provide detailed information on five different examples for example the employee is responsible for maintaining a healthy diet and taking regular exercise. Practical examples of how this can be achieved must also be provided for example using the stairs instead of the lifts, and drinking sufficient water throughout the day. This information could be evidenced in a number of different ways, for example the learner may gather the information and present it to the group or they may prepare an article for an internal newsletter for colleagues. If this assessment method is chosen, the learner should use language, formatting and structure appropriate for the intended audience.

For 2.1, the learner must explain two different services that an employer provides to promote healthy working. This evidence may be in the form of a letter to employees naming the service on offer and explaining what the service is. Alternative methods of evidencing learning may be used.

3.1 and 3.2 require the learner to describe different sources of help to ensure healthy working and explain the services provided. Three different sources should be described and an explanation of the services offered should be given for each source.


152

The learner could produce a leaflet or poster to evidence this. Alternatively, they may participate in a discussion which highlights sources of help to ensure healthy working, with the tutor recording the required descriptions and explanations provided by the learner.

















Unit 26: Preparing For Work Placement





Essential resources

Learners will need access to appropriate sources of information about maintaining good health at work.

Websites

www.direct.gov.uk/en/Employment/Employees/HealthAndSafetyAtWork

www.workingforhealth.gov.uk

www.worksmart.org.uk/health

http://www.workingforhealth.gov.uk/

http://www.worksmart.org.uk/health


153


QCF Level: Level 2

Credit value: 2


Unit abstract

The ability to manage personal targets in the workplace is of both short-and long-term benefit to the personal and career plans of the individual. In this unit, the learner will find out how to develop and present their personal targets in an appropriate way for a specific workplace situation, and in keeping with organisational targets. They will consider the process of reviewing targets, including when to review progress, recognising where progress has been made and where targets are yet to be reached.





1 Understand how to develop and confirm personal targets

1.1 Develop personal targets that are appropriate for a workplace situation

1.2 Identify relevant team or organisational targets which relate to own personal targets

1.3 Confirm own personal targets with an appropriate person

1.4 Present own personal targets in an appropriate format to suit organisational requirements

2 Review progress against own targets

2.1 Identify an appropriate review point

2.2 Review own progress with an appropriate person

2.3 Discuss and agree with an appropriate person what has been achieved and what, if anything, is still to be achieved


154

Unit content

1 Understand how to develop and confirm personal targets

Developing personal targets: should be appropriate in a number of aspects eg motivates the individual, relevant to job role and team goals or company goals, clarifies individual’s aim, may benefit others as well as the individual, may be a step towards other goals for the future (if appropriate); recorded in appropriate format eg setting series of manageable steps towards reaching a target and investigating resources/support needed to reach the target

Relating team or organisational targets to personal targets: personal targets should be in line with targets of a team or wider organisation; goal of the team/organisation should be linked to the goal of the individual; reaching individual targets should have benefits for individual and team or wider organisation

Presenting personal targets in line with organisational requirements: using appropriate documents and procedures eg appraisal documents, target setting forms, informal meeting with line manager; following specific guidelines or instructions of organisation/department when using target documents and procedures eg appropriate language and terminology to fill in forms, write up notes after meeting with line manager, submit target document for sign-off by the agreed date

2 Review progress against own targets

When to review progress achieved: identify appropriate time to review progress eg mid-way through task/assignment, at the end of task or assignment, during scheduled performance review with line manager

Reviewing progress achieved: using relevant method and evidence to show what progress has been made eg using feedback from line manager and customers to gather evidence for personal conduct targets, using call log records to complete call centre target sheet; if target consists of a stepped approach, identifying which steps have been taken towards the target; relevance/appropriateness of the personal targets eg considering whether progress achieved has benefited the learner, the team/organisation or both

Progress still to be achieved: identifying and reviewing any aspect of the target still to be achieved; checking if the original target has changed in the light of the review and, if so, whether this affects the progress still to be achieved


155


Delivery

A workplace setting or a non-workplace environment would be appropriate for delivery of this unit. The opportunity to draw on real life scenarios and examples is inherent in each learning outcome and should be fully utilised by the tutor/line manager. These could be supported by assessment activities that are as practical and current as possible.

The unit focuses on the learner being able to develop personal targets which relate to wider team or organisational targets. They therefore, require real life or simulated opportunities to prepare, agree, present and review their personal targets in a format appropriate for a workplace situation. Examples of targets appropriate for a workplace situation are wide ranging and could include personal learning, training or qualification targets that are likely to enhance individual or group performance in the workplace.

Where the assessment criteria indicate that it is appropriate for the tutor to provide background information or a degree of support to the learner, a wide range of resources may be drawn upon, for example interviews with human resources staff or line managers, role-plays, group discussions, presentations and case studies on target setting in real life organisations, websites.

Group discussions and input from visiting speakers could be used to help learners think about how and why personal targets are set in the workplace. Answers could then be collated on a board or flipchart.

For learning outcome 2, learners should be encouraged to think about the wider implications of their review, for example how do their achievements reflect on the achievement of team targets? It is also important for them to think about whether the target is still current or whether it needs to be revised.

Assessment

To achieve 1.1, the learner must set at least two personal targets that are appropriate for a real or simulated workplace situation. Where the learner is not in the workplace, they may develop personal learning targets which relate to a wider set of objectives that would be useful for the workplace (for example a qualification or learning programme). Some general support may be given to the learner in developing their targets, but the learner must be able to participate fully in any discussion and make an independent decision on the appropriateness of the target.

For 1.2, the learner needs to show that their personal targets are linked to team or organisational targets. The targets may be simulated or drawn from an actual workplace. Although tutors/line managers may wish to provide general information about the targets to be set, the learner must be able to identify independently how the information relates to their own objectives and those of their team or organisation.


156

To achieve 1.3, the learner needs to discuss and confirm their personal targets with an appropriate person such as a tutor, line manager or other appropriate colleague.

1.4 requires the learner to present their personal targets in a way which is suitable and appropriate for their workplace, for example using the appropriate documentation and language to describe the targets. It is not necessary for the learner to record their targets using formal documentation unless it is appropriate and useful to do so (for example the learner is in the workplace and undertaking a review of their objectives using formal documentation provided by the employer). Alternative methods may be used to evidence the learner’s target for example a presentation, chart, poster, written statement provided by the learner, with supporting notes from the tutor/line manager. Where the learner is not in the workplace, they can agree an appropriate format with their tutor to satisfy the requirements of 1.4 (for example using forms or documents from the school, college or place of learning relating to the setting of personal learning targets).

For 2.1, the learner needs to decide when would be an appropriate time to review their personal targets. This may be at the end of a project or task, at the formal appraisal time or at a time agreed between the learner and their tutor/line manager or work colleague. The learner should be aware that the review will need to show that they have made some progress so they should plan the time of the review accordingly. The tutor/line manager may offer some general support to the learner in thinking about the appropriate time for a review, but the learner must make an independent decision about the most appropriate time for the review.

For 2.2, the learner should review their progress through discussion with an appropriate person such as a line manager, supervisor or tutor. Where the learner is in the workplace, the review should be carried out in accordance with the relevant procedures and documents for that workplace. Where the learner is not in the workplace, and is reviewing personal learning targets (as described in assessment of 1.1 above), the review will need to be in line with documents and procedures for the place of learning (for example school or college).

In order to achieve 2.3, the learner must be able to express what they feel has been achieved towards the target and what, if anything, still needs to be done. It is not essential for the learner to have completed all the steps needed to achieve the target but, if there is still further progress to be made towards the target, the learner should be able to confirm whether or not the original target is still relevant and appropriate to carry forward, clarify the next steps and record these in an appropriate format.

Evidence for 2.2 and 2.3 does not need to be recorded on formal workplace documentation unless it is appropriate and useful to do so. Appropriate alternative methods may be used for example a presentation, chart, poster, written statement provided by the learner, with supporting notes from the tutor/line manager, evidence from tutorials or taped discussions verified by the tutor/line manager.


157







Unit 10: Self-assessment Unit 10: Self-assessment Unit 10: Career Progression



Essential resources

Learners need access to appropriate information about how to identify, set and review targets.

Websites



www.projectsmart.co.uk/smart.html




158


159


QCF Level: Level 2

Credit value: 2


Unit abstract

Problem-solving skills are highly sought after by most employers. The aim of this unit is for learners to be able to apply problem-solving skills to situations that arise at work. The learner will consider common types of problems in the workplace, the reasons why problems may be encountered and learn how to use sources of help effectively. They will learn how to find sources of help in problem solving. They will also evaluate possible solutions, and plan and apply appropriate solutions to work-related problems.





1 Understand that both individuals and organisations encounter workplace problems

1.1 Explain the main reasons that individuals encounter problems in the workplace

1.2 Describe some of the common types of problems that an organisation or company might need to solve

2 Use sources of help effectively 2.1 Explain how sources of help available to both individuals and to organisations can help in solving work- related problems

2.2 Extract relevant information or advice from several different sources to help solve workplace problems

3 Consider possible solutions to workplace problems

3.1 Describe possible solutions to different workplace problems

3.2 Rank the solutions to problems according to their likely effectiveness, providing explanations for the rank order


160



4 Apply appropriate strategies to solve workplace problems

4.1 Plan how to execute the solutions they consider most likely to work


161

Unit content

1 Understand that both individuals and organisations encounter workplace problems

Individual problems: conflict or differences of opinion; new situations or change in current situation; communication difficulties and misunderstandings

Problems of companies or organisations; how to increase profits, how to reorganise a team or division, how to market a product, how to meet new legal requirements, how to recruit suitable staff

2 Use sources of help effectively

Sources of help for individuals: colleagues, managers, supervisors, workplace procedure manuals, training manuals, staff handbook, posters, leaflets, instruction manuals, human resources manager, complaints policy, union representative

Sources of help for organisations or companies: internet, training, consultants, experts, advisory organisations

3 Consider possible solutions to workplace problems

Solutions to workplace problems: eg meet with union representative to discuss pay and conditions, update staff manual to reflect recent changes in working conditions, consult staff about revised rotas

Ranking solutions according to likely effectiveness: factors to consider when ranking possible solutions eg timeframe and resources needed, cost implications, short-term versus long-term solution, probability of solving whole or part of the problem

4 Apply appropriate strategies to solve workplace problems

Problem-solving strategies: find out all information required; use all sources of help; consider all possible solutions; consider options of different approaches eg advantages and disadvantages of possible solutions

Applying problem solving strategies: make informed decision after considering all relevant information; choose course of action, amend action if necessary; review effectiveness of strategy


162


Delivery

Delivery methods could include learner-centred tasks such as group work and research tasks and learner-led presentations. As many practical activities should be included as possible to help learners relate to the unit content.

The tutor/line manager could start delivery of this unit by inviting guest speakers from different organisations, or different departments within an organisation, to discuss the problems organisations may encounter. Learners could prepare questions for the speakers beforehand.

The main reasons that individuals encounter problems in the workplace could be explored through the use of different case studies (for example written or audio-visual). Appropriate clips from films or TV programmes could also be used. Learners could work in small groups and present their findings to the whole group.

Learners could work independently to explore sources of help for specific workplace problems. This research could include visits to specific kinds of workplaces or different departments within a workplace. Learners could create a guidelines sheet to include relevant information or advice from several different sources to help solve workplace problems. The guidelines sheet could function as a factsheet for other learners to follow for learning outcome 2.

For learning outcome 3, learners should use different methods to arrive at possible solutions, for example group discussion, research and investigation and scenario-modelling could be used to identify a range of possible solutions to workplace problems. In particular, at this level, it is important for them to try to think through what might happen if they were to apply a particular strategy, in addition to using information or advice gained from the sources of help that they have used.

In groups, learners could discuss appropriate strategies for different workplace problems and report back to the rest of the group. Learners need to work towards planning their own strategies for solving workplace problems for learning outcome 4.

Assessment

For 1.1, the learner must explain three reasons why individuals encounter problems in the workplace.

1.2 requires the learner to describe some of the common types of problem that an organisation or company might need to solve. At least two different types of problems must be described.

To achieve 2.1, the learner will need to explain how two different sources of help can aid individuals and how two different sources of help will assist organisations to solve work-related problems.


163

The evidence for 1.2, 3.1, 3.2 and 4.1 could be presented in a leaflet or as a poster. Alternative methods of evidencing learning may be used.

For 2.2, the learner needs to find out relevant information or advice to help them solve two identified workplace problems. Advice should be obtained or extracted from more than one source of information.

To achieve 3.1, the learner must describe appropriate solutions to the two different workplace problems identified in 1.2. The learner’s descriptions should show that they have taken on board or thought about the advice or guidance they found in the various sources referred to in 2.2.

3.2 requires the learner to indicate the effectiveness of the solutions to the two problems given in 3.1. The learner will need to show an ability to evaluate the effectiveness of each solution by placing them in rank order. Explanations for the chosen order will also need to be given.

4.1 requires the learner to produce two brief plans: one plan for each of the highest-ranked solutions for 3.1. The plans should indicate the steps to be taken to solve the problems. The steps should be appropriate to the nature of the problem and ordered in a logical way. The plans need not be complex or lengthy.








Essential resources

Learners will need access to appropriate sources of information about workplace problems and how to solve them.

Websites




www.monster.co.uk




164


165


QCF Level: Level 2

Credit value: 1


Unit abstract

Summarising the content of different types of documents is a skill that is used in many job roles.

Learners undertaking further study will also need these skills particularly when reading text. Throughout delivery of this unit, the learner will gain experience of reading and summarising a range of texts that have been written with different audiences and purposes in mind. Learners will find out the importance of accuracy and appropriate presentation in summarising documents; they will also have the opportunity to demonstrate these skills.





1 Be able to distinguish between the key points and supporting detail in documents of several pages

1.1 Extract the key points from a document of several pages

2 Understand that the intended purpose and audience for a summary should influence the way in which it is written

2.1 Explain how summaries can be written and presented differently according to purpose and audience


166



3 Be able to summarise the key points of documents of several pages in a way that is consistent with the intended purpose and audience

3.1 Produce a summary which:

• captures the key points of a document accurately

• is presented in a format and uses language appropriate for the intended purpose and audience

• has been proofread and edited for accuracy


167

Unit content

1 Be able to distinguish between the key points and supporting detail in documents of several pages

Extracting the key points from a document: strategies eg bold, capitals, bullet points, italics, different coloured fonts; extract points eg by highlight, underline, notes, mind map

2 Understand that the intended purpose and audience for a summary should influence the way in which it is written

Summary written for particular audience and purpose: language used; simple and more complex sentences; presentation of information eg text, text and diagrams, mind maps, charts

Audience: eg customer, staff within an organisation, line manager, general public, child, adult

Purpose: eg instruction document, report, promotional document, media article

3 Be able to summarise the key points of documents of several pages in a way that is consistent with the intended purpose and audience

Key points: all key/vital information needs to be included in the summary text

Appropriate format and language: presentation style depends on audience and purpose of summary; appropriate language for intended audience and purpose eg formal or informal

Proofreading and editing: using spellcheck software for electronic documents; asking colleague to check the summary for accuracy and appropriateness


168


Delivery

Learners should be given the opportunity to summarise a range of documents consisting of several pages. These could be brochures, leaflets or booklets, web pages on a work-related topic, pages from a textbook, an instruction manual or training guide. Learners are likely to need support in being shown how to extract key points from the document. The level of reading required for the document could be lower than the learner’s own reading skills to allow them to gain the necessary summarising skills.

To help the learner understand how summaries are written for different audiences and for different purposes, they could produce different forms of text, for example a poster for children, a leaflet for employees to promote health and safety, a report for a manager. Alternatively, the same theme may be presented using different language styles. This practical approach will help the learner understand the learning outcome.

Learning outcome 3 requires the learner to combine all their skills to produce an accurate summary. To help the learner gain these skills, they could be given short summaries to discuss, proofread and edit. They could also complete a list of commonly misspelled words and incorrect punctuation for example apostrophes.

Assessment

This unit may be assessed through the use of one assessment method which allows the learner to demonstrate competence for each criterion. Alternatively, individual tasks may be used.

In order to achieve 1.1, the learner must demonstrate that they can extract the key points from a document of several pages. They need to be able to show that they understand what the document is about.

For 2.1, the learner may explain to their assessor, or provide a written/word processed document, of how summaries are written for different audiences and purposes. Their answer needs to include the use of language, presentation style and structure of content.

For 3.1, the learner must be able to produce a summary of a document. The original document should be several pages long. The summary produced by the learner needs to capture the key points of the document accurately, and be presented in a format and language appropriate for the intended purpose and audience. The learner must show that they have proofread their summary and edited it for accuracy.


169









Essential resources

Learners will need access to appropriate items for summarising.

Websites

http://library.thinkquest.org/J001156/forms%20of%20writing/bc_summary.htm

www.mantex.co.uk/download.htm

http://www.mantex.co.uk/download.htm


170


171


QCF Level: Level 2

Credit value: 1


Unit abstract

Making an effective contribution at a meeting can make an employee feel valued, increase their knowledge of the job, improve their confidence and develop their communication skills.

This unit has been designed to help the learner understand the key aspects of meetings. This includes initial preparation, their role during the meeting and follow-up procedures. Information given will include the importance of liaising with other colleagues, preparing the agenda and collating relevant documents. The learner will also develop their own ways of recording information during the meeting to help them follow the thread of the discussion.

The unit gives the learner the opportunity to develop the skills of preparing an agenda item, presenting the information and answering questions. They will also experience the challenge of reaching a decision.





1 Know key aspects of meetings 1.1 Describe key aspects of the meeting process and procedures

2 Know solutions to common meeting problems

2.1 Describe appropriate solutions to common meeting problems

3 Be able to contribute to the discussion at a meeting

3.1 Record personal notes from the meeting

3.2 Contribute relevant ideas and opinions which help move the discussion forward and build appropriately on what has already been said at the meeting


172



4 Be able to take responsibility for an agenda item at a meeting

4.1 Present an agenda item at a meeting

4.2 Answer questions to help move the discussion forward and reach decisions


173

Unit content

1 Know key aspects of meetings

Key aspects of the meeting process and procedures: prior to meeting eg arranging date and venue, sending invitations to delegates, liaising with chairperson on agenda and other documents, arranging refreshments, booking equipment if necessary; at meeting eg ensuring room layout is appropriate, booked equipment is available, spare agendas and documents available, taking notes or minutes, meeting etiquette eg using correct type of language, allowing others to speak uninterrupted, being polite in challenging views of others; after the meeting eg ensuring the room is left tidy, removing all spare documents, typing up notes/minutes if required, sending notes/minutes to relevant people

2 Know solutions to common meeting problems

Common meeting problems: delegates turning up late or not at all, delegates being unprepared for the meeting, copies of agenda and notes not reaching relevant people by email or post, problems with meeting venue or meeting room equipment, someone dominating or obstructing the discussion, agenda too large, conflict between delegates, irrelevant discussion or questions raised

Appropriate solutions to common meeting problems: contacting delegates before the meeting to check whether agenda, notes and venue details have been received, re-confirming meeting room arrangements and equipment requirements before the day of the meeting, introducing a rota or time limit on individual contributions to prevent a few people dominating the discussion, referring an irrelevant question or agenda item to a different meeting or time for discussion

3 Be able to contribute to the discussion at a meeting

Recording the meeting: note taking; minute taking; use of voice recorders Presentation: audience; purpose of presentation; PowerPoint; clarity of information; knowledge of subject; respond to questions

Contribute: listen to complex information; respond appropriately; decision making


174

4 Be able to take responsibility for an agenda item at a meeting

Present an agenda item at a meeting: prepare relevant, accurate information; present information appropriately and effectively; lead discussion of an agenda item

Answer questions to help move the discussion forward and reach decisions: answering questions politely and accurately, giving an answer which provides the information needed to help make a decision, referring a question to someone else if they are better able to provide an answer, asking for clarification if the question is unclear, being honest and tactful if the answer to the question is unknown, inviting other delegates to contribute answers or opinions regarding the question asked


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Delivery

This unit is essentially a practical unit which gives the learner the opportunity to practise the skills required for arranging and contributing to meetings.

Learners will need to know the protocols for arranging a meeting, namely what happens prior to a meeting, what happens during a meeting and the work that is undertaken after the meeting. They will also need to know the importance of liaising closely with the chairperson when compiling the agenda, ensuring the appropriate delegates are invited and the relevant documents are available for delegates. To assist learners in this, speakers could be invited to share their experiences of arranging and/or chairing meetings.

Learners will benefit from the opportunity to arrange meetings either in a place of learning or in the workplace, where possible. This may be done in class time or during the working day for example a meeting to discuss a school or college issue or a meeting to discuss arranging a charity event. The meeting may only have one or two agenda items but the principles will be the same as those for larger, more formal meetings.

It is important that learners understand what topics are likely to be covered under each agenda item. They should understand why they are attending the meeting (for example to get an update, to raise an issue on behalf of a team or for themselves, to present a brief item) and what they are planning to achieve by attending (for example to tell other team members about a piece of work they are doing, to get an answer to a question, to find something out.)

It would be helpful for learners to think about how to deal with common problems that might arise in relation to preparing for and conducting meetings such as people turning up late, problems with venue or meeting room equipment, a delegate dominating a discussion or raising irrelevant issues. Film or TV clips of meeting scenes could be used as a way of starting off a group discussion on potential meeting problems and how they could be solved. Alternatively, the group could be presented with examples of solutions to common meeting problems and discuss whether or not the proposed solutions would be effective and appropriate.

The unit also focuses on the learner’s ability to present information at a meeting. This may or may not include the use of electronic equipment. Learners could be given the opportunity to prepare a visual presentation and deliver it as part of an agenda item. Time could be spent ensuring that the learner can set up the equipment necessary for visual presentations. They should also be aware of how to access technical support if needed.


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When contributing to meetings, the learner should be able to move discussions forward by avoiding repetition and suggesting new ideas. They should ask questions that help clarify what has already been said. They will need to know how to adapt their contributions in terms of tone, language and content according to the nature and purpose of the meeting. The sophistication of their contributions should be consistent with the expectations of the English functional skills standards at this level.

Assessment

In order to achieve 1.1, the learner must provide a description of the process involved in arranging a meeting. The learner could provide the information in the form of guidelines for a member of staff who is arranging a meeting for the first time. This approach would ensure that the description includes the relevant stages involved in the process.

For 2.1, the learner must describe at least two appropriate solutions to one common meeting problem. Alternatively, they may describe two different meeting problems and suggest one solution for each problem. The solutions put forward need not be detailed or lengthy.

Taking notes at a meeting is an important personal record of the discussions and decisions made. A learner is not required to take formal minutes of the meeting in order to achieve 3.1. However, they are required to take personal notes. These notes must demonstrate their understanding of the purpose of the meeting, the key discussion points and the decisions and/or action points that were agreed. Voice recorders may be used to help the learner make their notes.

When attending meetings, it is important to have the confidence and subject knowledge to make an appropriate contribution to the discussion. For 3.2, the learner should be observed participating in a meeting. At least two examples are required of an appropriate opinion, idea, comment or suggestion made to the discussion. A witness statement may be provided. Evidence must be available for internal and external verification purposes.

In order to achieve 4.1, the learner must present a straightforward agenda item at a meeting. Presentation of the agenda item may be supported with visual aids, but this is not a requirement. The emphasis is on the learner taking the lead in presenting the agenda item and being able to deliver the relevant information effectively. Additionally, the learner needs to demonstrate their knowledge of the subject area covered by the agenda item and be able to express their opinion clearly. The learner may be able to achieve 4.2 if they can answer questions on their agenda item confidently and appropriately, including re-directing questions to more appropriate persons if necessary. Alternatively, 4.2 may be assessed when the learner is participating in other meetings. Evidence must be available for internal and external verification purposes.


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Entry Level Level 1

Unit 18: Presenting Accurate Documents Unit 25: Taking Notes at Meetings

Unit 19: Speaking Confidently at Work Unit 27: Contributing to Meetings

Essential resources

There are no essential resources required for this unit.

Websites

www.businessballs.com/meetings.htm

www.effectivemeetings.com/meetingbasics/6tips.asp

www.meetings.org/meeting4.htm

http://www.businessballs.com/meetings.htm

http://www.meetings.org/meeting4.htm


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179


QCF Level: 2

Credit value: 1


Unit abstract

Attending a work placement will give the learner the opportunity to experience a work setting. They will find out about the roles and responsibilities of individual employees, specific types of careers and general workplace skills. However, if the learner is not prepared for the work placement, and does not know what they expect to learn, then this valuable experience may not reach its full potential.

The unit will help the learner find out, prior to starting their work placement, about the company or organisation where they are going to be working. It will also raise their awareness of the skills and knowledge that they already have and could use during the work placement. The learner will find out how to set goals which meet their employer’s expectations. All these skills will be crucial when learners begin the job seeking process.

Although the term ‘company or organisation’ has been used throughout this unit, it can refer to any type of work placement for which the learner may be preparing.





1 Understand the company or organisation where they plan to do the work placement

1.1 Explain key information about the company or organisation providing the work placement and where this information was obtained

2 Understand information they need before starting work placement

2.1 Explain the terms and conditions of the work placement

2.2 Explain the tasks they would need to perform as part of the work placement


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3 Understand what the company or organisation expects of the learner during the work placement

3.1 Explain why workplace values are important for success at the work placement

3.2 Describe personal presentation requirements appropriate to the work placement

3.3 Explain how they could deal effectively with situations of emotional stress, difficulty or confusion during the work placement

4 Be able to set goals for the work placement, including skills development

4.1 Set specific, realistic goals for the work placement, including a goal that relates to skills development


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Unit content

1 Understand the company or organisation where they plan to do the work placement

Information about the company/organisation: type of company or organisation; ownership eg public or private; function eg service provision, retail, construction, logistics, administrative; location; size eg small, large, number of employees, number of departments, international, national or local organisation; internal and external customers

Sources of information: eg company leaflets or brochures, company or organisation website, newspaper, magazine or internet articles about company or organisation, Connexions, Jobcentre Plus, learners who have previously been on work placement at the same company or organisation, staff from the company or organisation, conversation or correspondence with company or organisation providing the work placement

2 Understand information they need before starting work placement

Terms and conditions of work: hours of work; absence procedures; dress code; line manager or supervisor; health and safety responsibilities eg evacuation procedures, first aid procedures, reporting hazards; refreshment facilities; seeking advice relating to work and/or colleague relationships

Tasks: daily routine tasks eg opening post, taking messages, checking emails, checking equipment for health and safety purposes, setting up equipment, liaising with line manager; project work


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3 Understand what the company or organisation expects of the learner during the work placement

Workplace values: definition of values eg concepts and ideas that lead to workplace satisfaction; different types of values eg place customer service at heart of business, produce quality products, celebrate diversity, promote mutual respect, encourage creativity, recognise and reward achievement and good work

Importance of workplace values in a work placement: helps learner understand what is expected of them by employer and helps in meeting those expectations eg how to treat other staff and customers appropriately, how to do job to a high standard, how to prioritise daily tasks, how to make decisions

Personal presentation: appropriate clothing for job role; personal hygiene; attitudes and behaviours; body language

Dealing effectively with situations of emotional stress, difficulty or confusion: use appropriate sources of support and guidance in situations of emotional stress eg speak to work placement supervisor if there are difficulties in getting along with another colleague, ask questions or request clarification if instructions or messages are unclear or confusing, ask for help or guidance from other people if a task is difficult or unclear, consult user guides or request further training and assistance if nervous about using a new piece of equipment

4 Be able to set goals for the work placement, including skills development

Goal setting for the work placement: different types of goals eg personal goals, work-related goals, skills development; goals for the work placement should be in line with employer’s expectations for the work placement; setting a goal that draws on current skill or knowledge, or on skills and knowledge the learner would like to acquire


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Delivery

Although each learner will be attending a different work setting, the principles behind preparing for the work placement will be the same. Before starting to find out about their work placement, learners could discuss what information they need to know about the organisation in which they are going to be working. A checklist could be compiled by learners to help direct their research. Learners could collect information on aspects such as the function of the organisation, its structure (if relevant) and types of customers. Information may also be gathered from the internet and visits to the careers office to find out about the organisation providing the work placement.

To help the learner understand the concept of ‘terms and conditions’ of work, they could undertake a comparison of different terms and conditions of work to identify the common elements. Although some aspects will not be relevant for work placement (for example annual leave entitlement) learners should be able to identify those terms and conditions that are relevant for example dress code, absence notification, hours of work.

Learners will need to extract the relevant details about the main tasks relating to the job role or main areas of learning at the company or organisation. This could be done from leaflets or marketing brochures for the organisation, visits to the careers office and/or tutor-led group discussions. Ideally, the learner will have an interview with the employer prior to starting the work placement. This would provide them with an opportunity to find out about the tasks they will be expected to undertake. Alternatively, learners who have previously participated in the same or similar work placement could be asked to speak to learners in small groups.

It would be useful for tutors to stress the importance of workplace values and rules and the possible skills or qualities needed to satisfy the requirements of the work placement. To help learners understand the concept of ‘workplace values’, they could think about their own values for example honesty, being trustworthy, respect for others. This could then be translated into the workplace situation and how it relates to day-to-day working and enhances the chances of a successful work placement experience.

Employers could be invited as guest speakers to discuss expectations of learners during work placement. It is important that learners are given the opportunity to discuss these qualities and expectations so that they can identify a range of possible skills and goals to aim for. These should be linked to their course requirements or career ideas, in order to help them get the most out of their time on work experience.

Learners going into a work placement might feel nervous and concerned that they will appear incompetent or will not be able to do what they are asked to do. It would, therefore, be beneficial to prepare learners to deal effectively with any potential feelings of stress or confusion. For example, a group discussion or role-play activity could be used to explore different types of stressful, confusing or difficult situations in a work placement; it could also assist learners in developing skill and confidence in asking appropriate questions or asking others for help and guidance.


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Alternatively, learners could watch a TV or film clip that depicts a stressful or confusing scene in the workplace and then hold a group discussion about what could be done to resolve the stress, difficulty or confusion in that scenario. This could help address learners’ fears and concerns about handling any uncertain or difficult situations they may encounter.

Learners may discuss possible work placement goals in group situations and/or individually with tutor or careers advisors, but should be encouraged to come up with their own final action plan, identifying personal targets and opportunities for the development of skills or knowledge from the placement. Time will need to be spent helping learners produce relevant and realistic goals which are relevant to their situation.

Assessment

In order to achieve 1.1, the learner must explain key information about their proposed work placement and where this information was obtained. This explanation needs to provide information on the type, size and purpose of the organisation, the organisational structure and its internal and external customers (if relevant).

2.1 requires the learner to explain the terms and conditions of work that are relevant to their work placement. Information could include details such as hours of work, dress code, number of days attending work placement, breaks, absence procedures.

2.2 requires the learner to explain the tasks that they are likely to do during work placement. This explanation should provide detailed information for each task and should not simply be a list. Details could include information on the procedures to be followed, health and safety issues, quality checking processes for example check work has been completed to a satisfactory standard by the line manager, timescales (if relevant).

To achieve 3.1, the learner must be able to explain the importance of at least two workplace values and why they are important to a work placement experience. Part of this explanation should demonstrate the learner’s understanding of what workplace values are.

Evidence of understanding for 3.2 could be included as part of 3.1. The learner must describe at least two personal presentation requirements for the upcoming work placement.

For 3.3, the learner needs to provide two examples of situations in the workplace where they might encounter stress, difficulty or confusion. For each example, they must explain at least one positive action they could take to help resolve the stress, difficulty or confusion. The learner’s explanation of the positive action must be appropriate and relevant to the nature of the stressful, difficult or confusing situation they have given as an example.

For 4.1, the learner must demonstrate their ability to set specific, realistic goals for the work placement. The learner needs to provide four goals, one of which must be related to skills development. The skills development goal may relate to an existing skill which the learner would like to use during the work placement, or to a new skill the learner would like to acquire during the work placement.


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Essential resources

In order to make this unit relevant, the learner must be preparing to go on a suitable work placement. Employers must also be prepared for the upcoming work placement and support the learner in gathering relevant information.

Websites

http://morethanwork.net

www.need2know.co.uk

www.projectsmart.co.uk/smart-goals.html

www.qmr.com/products/adventure/docs/workbook/chapter4.asp

www.trident-edexcel.co.uk


http://www.need2know.co.uk/

http://www.qmr.com/products/adventure/docs/workbook/chapter4.asp




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187


QCF Level: Level 2

Credit value: 2


Unit abstract

Work placement can be a valuable experience for all learners. It can help them develop new skills and increase their knowledge of a vocational area. However, in order to achieve this, the learner must be able to reflect on what they have learned and use that learning for future development and goal setting. Although this unit has been designed to be used after a learner has experienced a work placement, they will need to have gathered evidence during their work placement which they can apply in carrying out the requirements of the unit.





1 Be able to present evidence of learning gained from tasks undertaken during the work placement

1.1 Show evidence that explains the learning gained from tasks undertaken during the work placement

2 Understand what skills were used or gained during the work placement

2.1 Explain how they used their strengths or skills during the work placement and where they experienced challenges

3 Understand aspects of the work placement that could have been improved

3.1 Explain any aspect of the work placement experience that could have been improved and how it could have been improved

4 Be able to use learning from the work placement to set career-related goals

4.1 Describe how the work placement experience might assist them in making choices about a future career

4.2 Set short- term and long-term goals which build on their learning from the work placement


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Unit content

1 Be able to present evidence of learning gained from tasks undertaken during the work placement

Evidence of tasks undertaken: employer reference, tutor report, description of tasks undertaken, video log, reports, minutes of meetings attended

Presenting evidence: methods eg portfolio, CD, video, handwritten, electronic, word processed; verbal and written presentations; informal and formal presentations

Explaining learning gained from tasks undertaken: what was learned from specific work placement tasks, when this was learned, how it was learned, how it can be evidenced

2 Understand what skills were used or gained during the work placement

Strengths and skills: personal skills eg self-management, teamwork, business and customer awareness, communication; prior knowledge and experience eg hobbies, interests, previous work experience, knowledge gained in school or college subjects; personal qualities eg enthusiasm, patience, confidence, curiosity

Challenges: learning new skills, retaining information, establishing relationships with other people, prioritising tasks, asking others for help

3 Understand aspects of the work placement that could have been improved

Aspects that could have been improved: eg additional learning or experience of a particular task, practise certain skills before undertaking work placement, communicating more effectively with supervisor, managing time more efficiently

4 Be able to use learning from the work placement to set career-related goals

Making choices about a future career as a result of work placement: eg knowledge of new vocational area or area of interest, confirming whether they do or do not wish to work in a particular sector or industry, awareness of personal skills, awareness of strengths and weaknesses, desire to find out further information about a particular career, industry or organisation

Setting goals: SMART goals; skills and knowledge development eg further study, investigate specific career options or work areas; employment opportunities or goals eg apply for full-time employment, seek voluntary work in a particular area


189


Delivery

In order to achieve this unit, the learner must have experienced a work placement. The length of time spent in the work placement is not defined, however sufficient time must be given to allow the learner to achieve the assessment criteria.

The learner will be expected to have gathered evidence of the tasks or activities that they are involved in during their work placement. They will then be able to use the evidence gathered from the work placement to demonstrate competence for each assessment criterion. The learner is also expected to have gathered evidence of new skills or knowledge they have acquired as a result of various work placement tasks or activities. It would therefore be helpful for tutors to encourage learners to think about how they can show that they have gained new skills or knowledge from the tasks and activities.

Prior to starting the work placement, a group discussion may be used to identify different forms of evidence. This could include employer or tutor reports, evidence of work completed, descriptions of tasks or activities undertaken (perhaps in the form of a diary or minutes of meetings that the learner attended or facilitated). In this regard, the learner would need to adhere to the company policy on confidentiality and intellectual property.

Different methods of record keeping should be discussed. Examples of previous learner work could be shown. Paper-based and/or electronic record keeping methods may be used.

Learning outcome 2 focuses on the learner’s skills, strengths and the challenges faced. The skills discussed should be based on the CBI employability competencies detailed in their Time Well Spent report found on the CBI website: www.cbi.org.uk.

The skills required for employability include self-management, teamworking, business and customer awareness, problem solving, communication, number and ICT skills. It would be appropriate to spend time discussing the meaning of these skills and how they relate to individual learners. Checklists could be developed which allow the learner to describe when they demonstrated their skills during their work placement. Checklists could also be used to describe those aspects of the work placement experience that could have been improved, and how they could have been improved.

The learner also needs to consider their strengths based on their personal skills, knowledge and experience. One-to-one or small group discussions may be used to identify what the learner’s strengths are. Alternatively, the learner may ask their employer to help them identify their strengths.

Small group discussions could be used to help the learner identify the challenges of the work placement. Record sheets may be developed to allow the learner to identify the challenges and then state how they overcame them.

http://www.cbi.org.uk/


190

In order to achieve learning outcome 3, the learner will need to know and understand what SMART goals are. This method of target setting is often used as part of performance development review processes and it is important for learners to understand how to set such goals. The acronym has a number of variations:

S — specific, significant, stretching

M — measurable, meaningful, motivational

A — agreed upon, attainable, achievable, acceptable, action-oriented

R — realistic, relevant, reasonable, rewarding, results-oriented

T — time-based, timely, tangible, trackable.

A useful website for more detailed information is www.projectsmart.co.uk/smart-goals.html

Assessment

In order to achieve 1.1, the learner must present evidence of tasks undertaken during the work placement and what was learned from these tasks. This evidence can then be used as a basis for the remaining assessment criteria. The evidence presented must show that the learner has learned something new, ie skills or knowledge. The learner needs to relate the development of the skill or knowledge to their specific experiences and completed work tasks. It is not sufficient for the learner to simply write a description of an activity or task undertaken. They must also be able to explain how they have evidenced that they have learned something new, for example checklist completed by work placement supervisor, witness statement, practical demonstration of a new skill.

For 2.1, the learner must explain how they used their strengths or skills and where they experienced challenges. (These could be strengths or skills which the learner had before the work placement or those which they acquired during the work placement.) This could be cross-referenced to the evidence provided for 1.1 or a separate explanation provided which highlights a range of strengths and challenges.

3.1 requires the learner to give an explanation of what could be improved and how it could be improved. This could be cross-referenced to the evidence provided in 1.1. Alternatively, a separate piece of work which is more generic, could be provided.

In 4.1, the learner needs to make straightforward value judgements on how their work placement has helped them in planning their career choices. The learner must make at least one suggestion regarding how the work placement experience has influenced their thinking about their future. The suggestion need not be lengthy or complex.

In achieving 4.2, the learner must set and produce appropriate evidence of two short-term and two long-term SMART goals as a result of what they have learned from their work placement. The method used to evidence the learner’s goals may take the form of a log, presentation, poster, written statement provided by the learner (with supporting notes from the tutor) or other appropriate format.

http://www.projectsmart.co.uk/smart-goals.html


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Essential resources

Learners will need to have undertaken a period of work experience.

Websites



http://www.direct.gov.uk/en/EducationAndLearning/



192


193


QCF Level: Level 2

Credit value: 1


Unit abstract

Enterprise activities offer opportunities to learn and develop the entrepreneurial characteristics of tenacity, independence, innovation, imagination, risk-taking, creativity, intuition and leadership. This unit aims to provide learners with a broad introduction for preparing to undertake an enterprise activity. The unit will help learners to find out and explain details of an enterprise idea, including understanding how to choose a viable enterprise activity, how to develop a product or service according to an implementation plan and how to assess some of the potential risks involved.





1 Understand how to choose a viable enterprise activity

1.1 Describe key aspects of a viable product or service

1.2 Describe why people might want to buy their product or service

2 Draw up a plan for an enterprise activity

2.1 Prepare a plan for implementing an enterprise activity

3 Understand the risks involved in running the enterprise activity

3.1 Assess the main risks that may occur in implementing the enterprise activity


194

Unit content

1 Understand how to choose a viable enterprise activity

Key aspects of a viable product or service: providing a product or service for which there is sufficient customer demand, product or service priced correctly, using appropriate promotional and sales strategies, high levels of customer care and satisfaction, sufficient financial, technical and human resources in place

Possible customers: having a clear idea of what the product or service is and what it will do or provide for the customer eg handmade gift wrap will provide customer with high quality, environmentally friendly, original product that is produced locally using recycled paper and non-toxic paints; linking the product or service to customer needs/wants eg people with busy schedules or a disability are likely to make use of dog walking service, people who are interested in fashion might wish to buy handmade jewellery

2 Draw up a plan for an enterprise activity

Planning to implement the enterprise activity: key activities needed eg administration, planning timelines, finance and budgeting, sales, promotion; practical/technical skills needed for making product or providing service; assessing own skills and knowledge; using past experience

3 Understand the risks involved in running the enterprise activity

Assess main risks: different types of risks eg lack of skills, competition from others, price of production, raising finance for start-up costs, weather, motivating group of helpers; factors that might lessen risks eg start up costs are minimal, payment will be received immediately at point of sale, no additional staff required to provide the service, family members on hand to provide back-up help and support


195


Delivery

This unit has been designed to make the key topics practically based wherever possible. Learners should be encouraged to gain an understanding of planning an enterprise activity in a highly applied way. Group working and group discussion would be appropriate, even where the learner’s own assessment evidence needs to be recorded separately.

An enterprise activity does not have to be a large-scale activity. The activity can either be producing a product for example greeting cards or gift wrap, or providing a service for example selling ice cream or car washing. During delivery of this unit, learners should be given as much practical experience as possible.

To introduce the unit, tutors could stimulate group discussion as to what is required in order for an enterprise activity to be successful. Through the discussion, ideas could also be generated regarding different types of products and services and how they could be provided. It is important to emphasise that the activity must be possible within the learner’s current skills. These ideas could be explored individually or through group activity.

It would be helpful if learners were given the opportunity to identify a range of different types of products and services before choosing which idea to pursue further in this unit. A question and answer session could determine the viability or appropriateness of different enterprise ideas. The strengths and weaknesses of the planned enterprise activity could also be explored through the form of a ‘Dragons’ Den’ type of presentation to a group, with peers commenting on the ideas and whether or not they think customers are likely to buy the product or service.

Tutors could stimulate group discussion as to what is needed for the planning of a successful enterprise activity. A plan does not need to be as detailed as a business plan which would be considered as part of a business studies course at this level. However, materials produced for business start-ups could be a useful point of reference. A plan for this unit could cover a description of the product or service, how it will be provided, when and how it can be sold and what the likely demand might be.

A question and answer session could determine what should be included in the plan for the enterprise activity as well as the tasks that need to be done before they start trading. Business people or entrepreneurs could be invited to address the group on the subject of planning an enterprise activity. Alternatively, learners could interview business people that they know and report back to the group what they found out about enterprise planning.

It would be useful for learners to watch clips of TV adverts and/or review advertising from a range of newspapers and magazines to understand how to include promotion and selling in their enterprise plan. Information could also be gained from a range of other resources, including books, internet and media articles. Personal skills in selling and promoting could be observed through TV programmes such as Dragons’ Den.


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Learners could investigate the financial aspect of their chosen enterprise idea through active research on costs via the internet or interaction with possible suppliers. Setting prices could be a result of research (such as questionnaires or a small-scale focus discussion), exploring what prices customers are prepared to pay for a product or service and finding out from business people how to set realistic prices for a product or service.

An understanding of the possible risks could be understood through watching TV programmes such as Dragons’ Den or making use of magazines and websites that provide information and advice for entrepreneurs.

Assessment


To achieve 1.1, the learner must clearly describe their choice of product or service, what it will provide to the customer, and how it will be provided.

For 1.2, the learner needs to describe at least one type of customer who is likely to buy their product or service and explain why the customer is likely to buy the product or service.

To achieve 2.1, the learner must produce a plan for their chosen activity, including how the product will be produced or how the service will be run, when and how it can be sold and what the likely customer demand is. They will need to identify the tasks that need to be done before they start the enterprise activity, how long it will take to carry out the tasks and identify what materials they will need. Simple promotion and sales plans must be included and they must identify who they will need to help run the enterprise activity. The plan could be in the form of a written report, presentation, video clip or other appropriate format.

3.1 requires the learner to describe the key risks that could affect the success of their enterprise activity and offer at least one suggestion of a way that a risk could be reduced. This could be, for example, in the form of a presentation of a mind map, a written report or a ‘risks log’. The number of potential risks will depend on the individual enterprise activity, but typically the learner should be able to identify at least two potential risks.













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Essential resources


Websites














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199


QCF Level: Level 2

Credit value: 1


Unit abstract

Enterprise activities offer opportunities to learn and develop the entrepreneurial characteristics of tenacity, independence, innovation, imagination, risk-taking, creativity, intuition and leadership. The aim of this unit is to provide learners with the opportunity to carry out an enterprise activity. This unit will help learners to understand the importance of having a strategy for an enterprise activity, dealing with money, sales techniques and customers correctly, as well as developing the ability to evaluate the success of their activity and review their personal involvement.




1 Be able to provide a strategy to ensure the success of an enterprise activity

1.1 Explain the features of an effective strategy to ensure success for their enterprise activity

2 Be able to complete an enterprise activity using appropriate skills and procedures

2.1 Demonstrate selling the product or service taking into account the practical and person skills needed, including customer care procedures

2.2 Explain the importance of handling money correctly in an enterprise activity

3 Be able to evaluate the success of the enterprise activity

3.1 Use financial records to explain the reasons for the success or failure of the enterprise activity

4 Know how to review their personal involvement in an enterprise activity

4.1 Describe their role in the enterprise activity and any skills they have gained


200

Unit content

1 Be able to provide a strategy to ensure success of an enterprise activity

Features of an effective strategy for success: importance of planning for success eg conducting market research, finding out customer needs, considering competitors and competitor products or services, planning practical implementation of the activity (including appropriate facilities, resources, quality assurance and skills), planning for financial and cash flow aspects, evaluation of own personal and practical skills in running the enterprise activity, identifying gaps in required skills

2 Be able to complete an enterprise activity using appropriate skills and procedures

Selling the product or service using appropriate skills: suitable product or service prepared; necessary components for production or implementation obtained; promotion materials and product information produced and displayed; location prepared and enterprise activity set up; prices determined and displayed; sales skills demonstrated

Customer care: communicating appropriately with customers, listening to customers, answering customer questions accurately and appropriately, being friendly and helpful in manner, resolving customer problems eg defective goods, unsatisfactory level of service, incorrect price charged

Importance of handling money correctly: knowing correct procedures to follow in order to keep within the law, keep money safe and boost chances of making a profit, accuracy in calculations and financial records in order to reflect true financial situation

3 Be able to evaluate the success of the enterprise activity

Using financial records to explain the success or failure of the enterprise: evaluation of enterprise activity from financial records to show set-up and running costs overestimated/underestimated/accurately estimated, number of items produced or services offered exceeded/met/fell short of customer demand, profit made/not made on enterprise activity

4 Know how to review their personal involvement in an enterprise activity

Role in the enterprise activity and skills gained: roles eg salesperson, planner, team motivator, finance person, administrator, overseeing production; skills eg planning and organisation skills, research skills, promotion and sales skills, record keeping skills, motivational skills, problem-solving skills


201


Delivery

This unit has been designed to make the key topics practically-based wherever possible. Learners should be encouraged to gain an understanding of running an enterprise activity in a highly applied way. Group working and group discussion would be appropriate, even where the learner’s own assessment evidence needs to be recorded separately.

An enterprise activity does not have to be a large-scale activity. It can either be producing a product for example greeting cards, baking biscuits, making sweets, making jewellery or providing a service for example selling ice cream or car washing. Learners should be given as much practical experience as possible.

This unit has been designed so that it can be delivered with Unit 28: Planning an Enterprise Activity and Unit 30: Producing a Product.

Learners should be able to think through a strategy to ensure that their enterprise activity is successful. Learners might find it helpful to use group discussions initially to explore how they could come up with a plan to ensure their enterprise activity is successful. ‘Successful’ in this context means that the learner understands how to carry out their activity and reach their planned sales targets. Learners could also conduct individual research on appropriate websites or have question and answer sessions with visiting business people.

The learner’s enterprise activity could be delivered as part of an ‘enterprise activity day’ using the format of a trade fair with a variety of stands. Alternatively, the enterprise activity could also take the form of a one-off small group activity or an individual enterprise activity.

At this level, learners could be given a degree of independence in deciding how they could run their enterprise activity. A learner in the workplace should be able to identify and use some work-related skills in running their enterprise activity.

Group discussions could be used to help learners come up with a checklist of tasks needed to carry out the activity on the day(s) chosen. This could also be an individual piece of written work or a PowerPoint presentation.

To help learners think about the key financial information they need to record in order to evaluate the overall successes and/or failures of the enterprise activity, entrepreneurs or business people could be invited to speak to learners. Visiting speakers could talk about which financial information to record, and provide examples of how financial information can be used to show the successes and failures of an enterprise activity.


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If appropriate, visiting experts could also be invited to participate in a question and answer session with learners during which they share information about their own involvement in business and enterprise, and what skills and lessons they have learned from participating in enterprise initiatives. Alternatively, learners could conduct their own individual research such as looking at case studies and interviews with entrepreneurs regarding how to evaluate the financial success of an enterprise activity, as well as what personal skills might be gained from being involved in such an activity. The results of individual learner research could be shared with other learners in a group discussion or displayed in poster format in the classroom or learning area.

Assessment

Assessment of this unit centres on the completion on an enterprise activity.

For 1.1, the learner must produce a strategy for achieving success in a chosen enterprise activity. This could be provided for example in a written report, a brief presentation, as video-based evidence or completion of a log or record sheet.

To achieve 2.1, the learner must provide witnessed evidence that the enterprise activity has taken place. The product or service should have been adequately prepared, the price and benefits of the product or service made clear, and appropriate sales and implementation skills must have been demonstrated by the learner. In addition, the learner must be able to demonstrate appropriate customer service skills in providing the enterprise service or product. The prepared product or service may comprise something the learner has produced themselves (for example jewellery), or something produced by someone else (for example ice cream purchased by the learner and sold on a stall at a trade fair). Photographic or video evidence could be used as well as a tutor witness statement.

2.2 requires the learner to explain at least two reasons why it is important to handle money correctly in an enterprise activity.

For 3.1, simple financial records need to be provided, showing costs and revenue for the enterprise activity. These should be accompanied by a brief explanation (verbal or written) about the link between the success or failure of the enterprise activity and its financial performance.

To achieve 4.1, there must be evidence of the learner’s own evaluation of their involvement in the activity and comments on the skills that have been gained through the activity. This could be provided for example in written form, as part of a brief presentation witnessed by a tutor or completion of a self-assessment activity.


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Essential resources


Websites












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QCF Level: Level 2

Credit value: 1


Unit abstract

Having practical experience in producing a product or item will equip learners with a variety of skills useful for employability. This unit offers learners the opportunity to identify these skills and understand how they will be acquired. Learners will learn how to choose and make an appropriate product or item and plan how to make the product or item safely and to a desired standard of quality. They will also evaluate how the product or item was made, putting forward suggestions for changes to their plan for future manufacture.





1 Understand how to plan the manufacture of a product or item

1.1 Prepare a plan that explains how to make a product or item, including the choice of materials and equipment, safety considerations and expected quality of product

2 Understand the new skills required to make the product or item

2.1 Explain the new skills needed to make the product or item

2.2 Explain how and where the new skills will be learned


3.1 Demonstrate how the planned levels of safety were met in producing the product or item

4 Be able to evaluate the product or item produced

4.1 Describe how the plan for making the product or item affected the level of quality

4.2 Suggest possible future improvements that could be made in producing the product or item


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Unit content

1 Understand how to plan the manufacture of a product or item

Planning to make the product or item: logical, cost-effective and realistic plan for the product or item to be made

Choice of resources and materials for product or item: cost, quality, availability all affect choice of equipment eg knowledge of using equipment

Safety factors: using equipment and safety clothing; effectiveness of equipment; training needed before using certain types of equipment eg tools, measuring instruments, appliances, containers

Expected quality of product: eg appearance, durability, effectiveness, taste, size, shelf-life

2 Understand the new skills required to make the product or item

New skills needed to make the product or item: personal skills eg creativity, determination, confidence; practical skills eg using new equipment, using new techniques or processes, problem-solving skills

How and where new skills will be learned: undertake training, consult training manuals, user guides, internet or other sources of information, seek advice from others who have experience in relevant areas, observe others producing a product or using a piece of equipment, obtain help from experienced person in making an initial sample of the product or item


Planned levels of safety in producing the product or item: use correct materials, methods and equipment as required; use any equipment effectively and safely; use appropriate safety clothing and protection if required eg safety glasses, appropriate footwear, gloves; first aid supplies available; produce safe item or product

4 Be able to evaluate the product or item produced

Impact of the original product plan on quality of the product: quality of planned choice of equipment, resources and materials; effectiveness of planned timeline for production; appropriateness of skills originally identified or not identified

Future improvements: suggestions for changes to plan in the light of experience eg change timescales, use different equipment or materials, obtain additional help or resources, investigate costs of materials more thoroughly


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Delivery

This unit has been designed to make the key topics practically based wherever possible. Learners should be encouraged to gain an understanding of producing a product or item in a highly applied way. Group working and group discussion would be appropriate, even where the learner’s own assessment evidence needs to be recorded separately.

Learners’ activities will require them to sequence and organise their assessment evidence. They should be able to use appropriate reading, writing and other communication skills to do so. This unit is about developing skills needed to make a product or item under limited supervision. At this level, the appropriate degree of learner independence should be encouraged but learners are likely to require regular assessor support and guidance. Tutors should support learners in reviewing progress made, identifying knowledge and skills that have been developed as well as areas of knowledge, understanding and skills that need improvement. Learners may also want to seek advice from people they know who are involved in manufacturing products or items. Alternatively, entrepreneurs could be invited to speak to the group about their experiences in producing a product or item. Case studies, TV documentaries or the internet may also prove useful sources of information for learners.

Activities can be carried out individually, or a group of learners could work together to make an item or product. The item or product itself can be very simple in design-it is the learners’ learning experiences which are of most importance.

The learning outcomes and assessment criteria refer to ‘products or items’. Learners could produce small items such as handmade jewellery, candles, confectionery or gift boxes as well as larger-scale products which might require use of workshop facilities.

Delivery of this unit could be carried out in conjunction with Unit 28: Planning an Enterprise Activity and Unit 29: Running an Enterprise Activity’.

Assessment


A range of assessment activities can be used. Methods such as photographs, video and audio recordings could add to the range of evidence suggested.

For 1.1, a plan must be undertaken and presented for producing a product or item, explaining the choice of materials and equipment, any relevant safety considerations and the expected quality of the product or item. The learner must describe the benefits of all the chosen materials and equipment, as well as any potential difficulties or disadvantages. The learner does not need to show that they have accounted for all possible safety considerations, but all major safety considerations will need to be referenced in their plan so that it is obvious the learner intends to produce the product or item with safety in mind. The description of the intended quality of the product or item may be brief and straightforward, but must be clear. Tutors may support learners in finding suggestions of effective ways to plan the


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production of a product or item, but the plan must be chosen and compiled by the learner independently. A variety of appropriate means of evidence may be used for 1.1 such as a planning log, a written proposal, PowerPoint presentation, video clip or leaflet.

2.1 requires the learner to explain at least one new skill that they will need to acquire in order to produce the product or item. It may be a personal and practical skill.

For 2.2, the learner should explain how and where the new skill referred to in 2.1 will be acquired.

To achieve 3.1, observation by the tutor of the learner making the product or item safely, or making an aspect of the product or item safely, will need to be recorded. The learner also needs to explain two different safety measures that they took in producing the product or item.

For 4.1, the learner must describe how the plan for making the product or item affected the level of quality of the final product or item. The learner does not need to describe the impact of every aspect of the original plan, but needs to highlight the parts of the original plan that had a significant impact on the quality of the final product or item. Evidence for 4.1 could take the form of a recorded discussion in which the learner comments on the impact of the product plan on the quality of the finished item or product. Alternatively, a question and answer session with a witness statement may be used. If a written plan was used by the learner for 1.1, the learner could cross-reference the quality of the product or item against the relevant aspects described in the planning template.

For 4.2, the learner must make at least one suggestion for a possible future improvement in producing the product or item. The suggestion should be appropriately recorded, for example in written form by the learner or by the tutor as a result of the learner’s participation in a discussion with the tutor or in a small group.













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Essential resources

Learners will need to access to an area suitable for the practical activities undertaken, for example, a workshop or practical workroom. A variety of materials including wood, metal, soft- cottons and fabrics will enable learners to become familiar with the properties of different materials.

Depending on the product or item the learner will be producing, appropriate safety gear and equipment will be required and the location of first aid supplies and support need to be known.

Where photographs and recordings, audio and video, are to be used as evidence, appropriate equipment will be needed.

Websites














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Annexe A

QCA codes

The QCA Qualifications and Credit Framework (QCF) code is known as a Qualification Accreditation Number (QAN). This is the code that features in the DCSF Funding Schedules, Section 96 and Section 97, and is to be used for all qualification funding purposes. Each unit within a qualification will also have a QCA QCF unit code.

The QCA qualification and unit codes will appear on the learner’s final certification documentation.

The QAN for the qualification in this publication is:

500/4076/5 — Edexcel Level 2 BTEC Award in WorkSkills (QCF)

500/4071/6 — Edexcel Level 2 BTEC Certificate in WorkSkills (QCF)

500/4077/7 — Edexcel Level 2 BTEC Diploma in WorkSkills (QCF)

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