qualification handbook biiab level 5 diploma in leadership ......the content of the level 5 diploma...

Version 1 © BIIAB September 2018 www.biiab.org

Qualification Handbook

BIIAB Level 5 Diploma in Leadership and Management for Adult Care

603/3518/X Version 1

http://www.biiab.org/


Version 1 © BIIAB April 2018 www.biiab.org

Version and date Change, alteration or addition

Section



Version 1 © BIIAB September 2018 2 www.biiab.org

Table of Contents

1. About the BIIAB Level 5 Diploma in Leadership and Management for Adult Care ......................................................................................... 3

2. Objective and Purpose of this Qualification ....................................... 3 3. About this Handbook ........................................................................ 4 4. BIIAB Customer Service ..................................................................... 4 5. What are Rules of Combination (ROC)? ............................................. 5 6. BIIAB Level 5 Diploma in Leadership and Management for Adult Care

Rules of Combination (ROC) and Structure ........................................ 6 7. Age Restriction ................................................................................ 10 8. Entry Requirements and Progression .............................................. 10 9. Assessment ..................................................................................... 11 10. Initial Assessment and Induction ..................................................... 19 11. Resources ........................................................................................ 20 12. Design and Delivery ......................................................................... 21 13. Format of Units ............................................................................... 22 14. Initial Registration ........................................................................... 24 15. Qualification Review and Feedback ................................................. 25 16. Mandatory Units ............................................................................. 25




1. About the BIIAB Level 5 Diploma in Leadership and Management for Adult Care

BIIAB is regulated to deliver this qualification by Ofqual in England. The qualification has a unique Qualification Number (QN) which is shown below. Each unit within the qualification will also have a regulatory Unit Reference Number (URN). The QN code will be displayed on the final certificate for the qualification.

Qualification Title Qualification Number (QN)

BIIAB Level 5 Diploma in Leadership and Management for Adult Care 603/3518/X

2. Objective and Purpose of this Qualification The content of the Level 5 Diploma in Leadership and Management for Adult Care has been specified by the sector skills council responsible for the adult care workforce, Skills for Care, in consultation with employers, learning providers and those who use services. Managers in adult social care hold a pivotal position in ensuring that services can respond fully to the needs and aspirations of those who use their provision. Managers must ensure that their service can rise to the challenge of delivering person-centred support in the context of increasing demand, through strong leadership, a robust values base, commitment to partnership working, willingness to innovate and shrewd business acumen. The content is applicable both to Registered Managers and more widely to all those who manage adult care services such as Assistant Managers, Deputy Managers, Unit Managers or Service Managers. The primary purpose of the qualification is to confirm occupational competence. The qualification is a mandatory component in the Leader in Adult Care Apprenticeship. As such, this qualification has value either as a stand-alone qualification or as part of an Apprenticeship. Due to constant regulatory, policy and funding changes users are advised to check this qualification has been placed in the relevant Apprenticeship Standard and / or is funded for use with individual learners before making registrations. If you are unsure about the qualification’s status please contact BIIAB head office.




3. About this Handbook This handbook has been developed to provide guidance for learners, assessors and quality assurers undertaking, delivering, or quality assuring this qualification. The purpose of the handbook is to provide the majority of the key information that may be needed to prepare for, and help support, the successful delivery of the qualification, in one place. If this handbook is updated, centres will be notified via the BIIAB monthly newsletter which goes to approved centres.

4. BIIAB Customer Service BIIAB is committed to giving the highest possible levels of customer service. The BIIAB’s Service Level Agreement is available via www.biiab.org. Our Customer Service team can be contacted between the hours of 0900 and 1700 Monday to Friday by using the contact details below, or outside those hours, by leaving a message on our voicemail service. Customer Service Contact Details: 01276 684449 Email: [email protected] Our Customer Service team will be happy to assist with any administration related enquiries you may have. For example:

• registration and certification enquiries • re-certification issues • centres available in the local area • appeals • whistleblowing.



mailto:[email protected]



5. What are Rules of Combination (RoC)? Under the Regulatory Framework qualifications can be made up of a combination of mandatory and/or optional units. The units and credits required to complete a qualification are set out by the rules of combination (RoC). The RoC allows for flexibility and transferability. The ROC will specify:

• The total credit value of the qualification • The amount of credit that must be achieved within specific groupings of units (e.g.

Mandatory, Optional Unit, and Optional groups) • The minimum credit which must be achieved at the level or above the level of the

qualification • The Total Qualification Time (TQT) • The title, Unit Regulation Number and BIIAB Unit number for each unit, alongside its

level, credit, and Guided Learning Hours (GLH) • Any barred units (units that cannot be taken together as part of the qualification).

When choosing the appropriate route for a learner or group of learners, it is the responsibility of the centre to ensure the rules of combination are adhered to.




6. BIIAB Level 5 Diploma in Leadership and Management for Adult Care Rules of Combination (RoC) and Structure

To achieve the BIIAB Level 5 Diploma in Leadership and Management for Adult Care learners must gain a total of 82 credits. This must consist of:

• Minimum total credit: 82

• Total Qualification Time: 820 hours

• Mandatory Group A minimum credit: 72

• Optional Group B minimum credit: 10

• Guided Learning Hours: 570 hours

The qualification has been developed based upon industry feedback as to the fundamental knowledge required at the level.

Listed overleaf are the qualification units.




Mandatory Group A

BIIAB Unit No.

URN Unit Title Level Credit GLH Assessment Method

5DAC01 A/617/1813 Leadership and management in adult care

5 8 60 Assessment Activity Module

5DAC02 F/617/1814 Governance and regulatory processes for adult care


5DAC03 J/617/1815 Communication and information management in adult care


5DAC04 L/617/1816 Partnership working which promotes equality, diversity and inclusion in adult care


5DAC05 R/617/1817 Outcomes-based person-centred practice and continuous improvement in adult care


5DAC06 Y/617/1818 Professional development, supervision and performance management in adult care


5DAC07 D/617/1819 Resource management and decision-making in adult care


5DAC08 R/617/1820 Safeguarding, protection and managing concerns and complaints in adult care


5DAC09 Y/617/1821 Health and safety and risk-taking and risk management in adult care


5DAC10 D/617/1822 Manage self for leadership in adult care


5DAC11 H/617/1823 Entrepreneurial skills, innovation and change in adult care in adult care





Optional Group B

Unit No URN Unit Title Level Credit GLH Assessment Method

5DAC12 F/617/1831 Undertake a research project within adult care services

5 10 80 Portfolio

5DAC13 F/617/1828 Facilitate the development of effective group practice in adult care

5 6 42 Portfolio

CA258 J/602/2336 Develop procedures and practice to respond to concerns and complaints

5 6 40 Portfolio

5DAC14 M/617/1825 Facilitate coaching and mentoring of practitioners in adult care

5 6 43 Portfolio

5DAC15 K/617/1824 Facilitate change in adult care 5 6 42 Portfolio 5DAC16 J/617/1829 Manage quality in adult care 5 5 36 Portfolio CA267 Y/600/9588 Develop and evaluate

operational plans for own area of responsibility

5 6 25 Portfolio

5DAC17 M/617/1811 Manage domiciliary services 5 6 25 Portfolio 5DAC18 T/617/1812 Manage residential adult care

services 5 6 25 Portfolio

CA281 F/602/2853 Lead the management of transitions

5 4 29 Portfolio

CA283 K/602/3074 Develop provision for family support

5 5 33 Portfolio

CA285 H/601/7354 Lead active support 5 5 35 Portfolio CA286 K/601/7355 Active support: lead

interactive training 5 4 30 Portfolio

CA287 J/601/5645 Promote access to healthcare for individuals with learning disabilities

5 6 44 Portfolio

CA288 A/601/5318 Promote good practice in the support of individuals with autistic spectrum conditions

5 7 53 Portfolio

CA293 M/601/5249 Promote awareness of sensory loss

5 3 19 Portfolio

CA298 H/601/5250 Support the use of assistive technology

5 4 31 Portfolio

CA299 K/601/5251 Explore models of disability 5 5 32 Portfolio CA300 M/601/5252 Support individuals with

sensory loss with communication

5 5 37 Portfolio




Unit No URN Unit Title Level Credit GLH Assessment Method

CA301 T/601/5253 Support individuals with multiple conditions and/or disabilities

5 5 34 Portfolio

CA312 D/504/2212 Lead and manage practice in dementia care

5 6 41 Portfolio

CA315 T/503/8134 Lead and manage end of life care services

5 7 45 Portfolio

CA316 L/503/8138 Lead a service that supports individuals through significant life events

5 4 31 Portfolio

CA323 Y/504/2208 Lead and manage infection prevention and control within the work setting

5 6 38 Portfolio

CA329 J/504/2219 Appraise staff performance 5 5 32 Portfolio 5DAC19 T/617/1826 Manage disciplinary processes

in adult care 5 6 40 Portfolio

CA335 T/602/3174 Lead and manage group living for adults

5 5 39 Portfolio

CA339 J/601/5242 Assess the individual in a health and social care setting

5 6 41 Portfolio




7. Age Restriction The qualification in this handbook is appropriate for use in the following age ranges:

• 18 + • 19 +

8. Entry Requirements and Progression There are no specific entry requirements for this qualification. However, learners must be assessed to ensure they have a reasonable chance of achievement and will be able to generate the required evidence. Learners will be expected to have qualifications and experience in management roles in the care sector prior to starting this qualification. The qualification is designed to equip learners with the opportunity to demonstrate competence in order to work effectively within Adult Care at this level. The qualification will equip learners to hold the role of Registered Manager. Achievement of this qualification can also support progression to higher education.




9. Assessment Overview of Assessment Strategy The qualification contains competence and knowledge units. Competence units are assessed following NVQ principles and require learners to build a portfolio of evidence, which will demonstrate competence by various means including observation by an assessor. Knowledge assessments provided by BIIAB will ensure that effective learning has taken place and that learners have the opportunity to:

• meet the assessment criteria • achieve the learning outcomes.

Assessment Process Assessment is the process used to judge the competence, of a learner, against set standards. The assessor is the person who is responsible for determining learners’ competence. The assessor may be a work place supervisor or an external person who is trained and qualified, or working towards a qualification relevant to the assessor role. Assessors base their judgement on performance and decide how it compares to the national standard. The assessor will also ask questions based on the knowledge required to do the work, to ascertain the knowledge and understanding of the learner. When the required units have been completed and the assessor is satisfied that the learner has met the national standard, a recommendation for a certificate will be made. An Internal Quality Assurer (IQA) is responsible for the quality assurance of the qualifications within the training organisation and will provide advice, guidance and support to the assessors. IQAs also ensure that the assessors apply the standards consistently and fairly. The IQA will review the portfolio of evidence during the assessment process. An External Quality Assurer (EQA), who is appointed by BIIAB, will quality assure the assessment and internal quality assurance decisions involved in the development of the portfolio. The EQA will quality assure the qualification process, which ensures that certification of the qualification is reliable, consistent and to the national standard, by checking the consistency of assessments made by the training provider, and across training providers.




Assessment Principles The Assessment Principles for the L5 Diploma in Leadership and Management for Adult Care have been designed by Skills for Care. While BIIAB has not itself designed the strategy it agrees with the principles and their suitability as an Assessment Strategy for this qualification, it has agreed that this strategy will be applied for this qualification and it has agreed that it will monitor the compliance of BIIAB centres offering this qualification against the criteria. As such all centres and their assessment must adhere to the current Assessment Principles for this qualification. The Assessment Principles for this qualification can be seen in the section which follows and it provides details of the key requirements for the qualification and the assessor/s and quality assurer(s) delivering, quality assuring and certificating the qualification.




Skills for Care and Development Assessment Principles March 2016

1. Introduction 1.1 Skills for Care and Development (SfC&D) is the UK sector skills council (SSC) for social

care, children, early years and young people. Its structure for realising the SSC remit is via a partnership of four organisations: Care Council for Wales, Northern Ireland Social Care Council, Scottish Social Services Council and Skills for Care (adult social care only).

1.2 This document sets out the minimum expected principles and approaches to assessment,

and should be read alongside qualification regulatory arrangements and any specific requirements set out for particular qualifications. Additional information and guidance regarding assessment can be obtained from Awarding Organisations and from SfC&D partner organisations1.

1.3 The information is intended to support the quality assurance processes of Awarding

Organisations that offer qualifications in the Sector. 1.4 Where Skills for Care and Development qualifications are jointly supported with Skills for

Health, Skill for Health assessment principles should also be considered: http://www.skillsforhealth.org.uk/images/standards/qcf/Assessment%20of%20Competence%20-%20Skills%20for%20Health%20Assessment%20Principles.pdf

1.5 Throughout this document the term unit is used for simplicity, but this can mean module

or any other similar term. 1.6 In all work we would expect assessors to observe and review learners practising core

values and attitudes required for quality practice. These include embracing dignity and respect, rights, choice, equality, diversity, inclusion, individuality and confidentiality. All learners should follow the appropriate standards for conduct2 and all those involved in any form of assessment must know and embrace the values and standards of practice set out in these documents.

1.7 Assessors should ensure that the voices and choices of people who use services drive

their practice and that of their learner. This will be apparent throughout the evidence provided for a learner’s practice2.

1 See Appendix A for links to SfC&D partner organisations’ websites 2 See Appendix B for links to standards for conduct in UK nations


http://www.skillsforhealth.org.uk/images/standards/qcf/Assessment%20of%20Competence%20-%20Skills%20for%20Health%20Assessment%20Principles.pdf

http://www.skillsforhealth.org.uk/images/standards/qcf/Assessment%20of%20Competence%20-%20Skills%20for%20Health%20Assessment%20Principles.pdf



2. Assessment Principles Good practice dictates the following: 2.1 Learners must be registered with the Awarding Organisation before formal assessment

commences. 2.2 Assessors must be able to evidence and justify the assessment decisions that they have

made. 2.3 Assessment decisions for skills based learning outcomes must be made during the

learner’s normal work activity by an occupationally qualified3, competent and knowledgeable assessor.

2.4 Skills based assessment must include direct observation as the main source of evidence,

and must be carried out over an appropriate period of time. Evidence should be naturally occurring and so minimise the impact on individuals who use care and support, their families and carers.

2.5 Any knowledge evidence integral to skills based learning outcomes may be generated

outside of the work environment, but the final assessment decision must show application of knowledge within the real work environment.

2.6 Assessment decisions for skills based learning outcomes must be made by an assessor

qualified to make assessment decisions. It is the responsibility of the Awarding Organisation to confirm that their assessors are suitably qualified to make assessment decisions.

2.7 Simulation may not be used as an assessment method for skills based learning outcomes

except where this is specified in the assessment requirements. In these cases, the use of simulation should be restricted to obtaining evidence where the evidence cannot be generated through normal work activity. Video or audio recording should not be used where this compromises the privacy, dignity or confidentiality of any individual or family using services.

2.8 Where the assessor is not occupationally competent in a specialist area, expert witnesses

can be used for direct observation where they have occupational expertise in the specialist area. The use of expert witnesses should be determined and agreed by the assessor, in line with internal quality assurance arrangements and Awarding Organisation requirements for assessment of units within the qualification and the sector. The assessor remains responsible for the final assessment decision.

2.9 Where an assessor is occupationally competent but not yet qualified as an assessor,

assessment decisions must rest with a qualified assessor. This may be expressed through a robust countersigning strategy that supports and validates assessment decisions made by as yet unqualified assessors, until the point where they meet the requirements for qualification.

3 See Appendix C for links to guidance on qualifications for occupational competence in UK nations




2.10 Witness testimony from others, including those who use services and their families, can enrich assessment and make an important contribution to the evidence used in assessment decisions.

2.11 Assessment of knowledge based learning outcomes

• may take place in or outside of a real work environment • must be made by an occupationally qualified and knowledgeable assessor, qualified to

make assessment decisions • must be robust, reliable, valid and current; any assessment evidence using pre-set

automated tests, including e-assessment portfolios, must meet these requirements and can only contribute to overall decisions made by the assessor

2.12 It is the responsibility of the Awarding Organisation to ensure that those involved in

assessment can demonstrate their continuing professional development, up to date skills, knowledge and understanding of practice at or above the level of the unit.

2.13 Regardless of the form of recording used for assessment evidence, the guiding principle

must be that evidence gathered for assessment must comply with policy and legal requirements in relation to confidentiality and data protection. Information collected must be traceable for internal and external verification purposes. Additionally assessors must ensure they are satisfied the evidence presented is traceable, auditable and authenticated and meets assessment principles.

3. Quality Assurance 3.1 Internal quality assurance is key to ensuring that the assessment of evidence is of a

consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the unit they are assuring and be qualified to make quality assurance decisions. It is the responsibility of the Awarding Organisation to confirm that those involved in internal quality assurance are suitably qualified for this role.

3.2 Those involved in internal quality assurance must have the authority and the resources to

monitor the work of assessors. They have a responsibility to highlight and propose ways to address any challenges in the assessment process (eg to ensure suitable assessors are assigned to reflect the strengths and needs of particular learners).

3.3 Those carrying out external quality assurance must be occupationally knowledgeable and

understand the policy and practice context of the qualifications in which they are involved. It is the responsibility of the Awarding Organisation to confirm that those involved in external quality assurance are suitably qualified for this role.

3.4 Those involved in external quality assurance have a responsibility to promote continuous

improvement in the quality of assessment processes.




4. Definitions 4.1 Occupationally competent: This means that each assessor must be capable of carrying

out the full requirements of the area they are assessing. Occupational competence may be at unit level for specialist areas: this could mean that different assessors may be needed across a whole qualification while the final assessment decision for a qualification remains with the lead assessor. Being occupationally competent means also being occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development.

4.2 Occupationally knowledgeable: This means that each assessor should possess knowledge

and understanding relevant to the qualifications and / or units they are assessing. Occupationally knowledgeable assessors may assess at unit level for specialist areas within a qualification, while the final assessment decision for a qualification remains with the lead assessor. This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development.

4.3 Qualified to make assessment decisions: This means that each assessor must hold a

qualification suitable to support the making of appropriate and consistent assessment decisions. Awarding Organisations will determine what will qualify those making assessment decisions according to the unit of skills under assessment. The Joint Awarding Body Quality Group maintains a list of assessor qualifications, see Appendix C.

4.4 Qualified to make quality assurance decisions: Awarding Organisations will determine

what will qualify those undertaking internal and external quality assurances to make decisions about that quality assurance.

4.5 Expert witness: An expert witness must:

• have a working knowledge of the units for which they are providing expert testimony • be occupationally competent in the area for which they are providing expert testimony • have EITHER any qualification in assessment of workplace performance OR a work role

which involves evaluating the everyday practice of staff within their area of expertise. 4.6 Witness testimony: Witness testimony is an account of practice that has been witnessed

or experienced by someone other than the assessor and the learner. Witness testimony has particular value in confirming reliability and authenticity, particularly in the assessment of practice in sensitive situations. Witness testimony provides supporting information for assessment decisions and should not be used as the only evidence of skills.




Appendix A: Skills for Care and Development partnership website links

• http://www.ccwales.org.uk • http://www.niscc.info • http://www.skillsforcare.org.uk • http://www.sssc.uk.com • http://www.skillsforcareanddevelopment.org.uk

Appendix B: Codes and Standards of Conduct

• http://www.ccwales.org.uk/code-of-professional-practice/ • http://www.niscc.info/files/Standards%20of%20Conduct%20and%20Practice/WEB_OPT

IMISED_91739_NISCC_Social_Care_Workers_Book_NAVY__PINK.pdf • http://www.skillsforcare.org.uk/Standards/Code%20of%20Conduct/Code-of-

Conduct.aspx • http://www.sssc.uk.com/about-the-sssc/codes-of-practice/what-are-the-codes-

ofpractice Appendix C: Guidance on Occupational Competence Qualifications Wales: Qualification Framework for the Social Care Sector in Wales http://www.ccwales.org.uk/qualification-framework/ List of the Required Qualifications for the Early Years and Childcare Sector in Wales http://www.ccwales.org.uk/early-years-and-childcare-worker/ Northern Ireland: http://www.niscc.info/files/Publications/WorkforceDevelopmentDocumentFinal_27_04_2015.pdf England: http://www.skillsforcare.org.uk/Qualifications-and-Apprenticeships/Adult-socialcarequalifications/Adult-social-care-vocational-qualifications.aspx Scotland: http://www.sssc.uk.com/workforce-development/qualification-information-forproviders/scottish-vocational-qualifications Appendix C: Joint awarding body quality group – assessor qualifications

• D32 Assess Candidate Performance and D33 Assess Candidate Using Differing Sources of Evidence

• A1 Assess Candidate Performance Using a Range of Methods and A2 Assessing Candidates' Performance through Observation

• QCF Level 3 Award in Assessing Competence in the Work Environment (for competence / skills learning outcomes only)

• QCF Level 3 Award in Assessing Vocationally Related Achievement (for knowledge learning outcomes only)

• QCF Level 3 Certificate in Assessing Vocational Achievement


http://www.ccwales.org.uk/

http://www.niscc.info/

http://www.skillsforcare.org.uk/

http://www.sssc.uk.com/

http://www.skillsforcareanddevelopment.org.uk/

http://www.ccwales.org.uk/code-of-professional-practice/

http://www.niscc.info/files/Standards%20of%20Conduct%20and%20Practice/WEB_OPTIMISED_91739_NISCC_Social_Care_Workers_Book_NAVY__PINK.pdf

http://www.niscc.info/files/Standards%20of%20Conduct%20and%20Practice/WEB_OPTIMISED_91739_NISCC_Social_Care_Workers_Book_NAVY__PINK.pdf

http://www.skillsforcare.org.uk/Standards/Code%20of%20Conduct/Code-of-Conduct.aspx

http://www.skillsforcare.org.uk/Standards/Code%20of%20Conduct/Code-of-Conduct.aspx

http://www.sssc.uk.com/about-the-sssc/codes-of-practice/what-are-the-codes-ofpractice

http://www.sssc.uk.com/about-the-sssc/codes-of-practice/what-are-the-codes-ofpractice

http://www.ccwales.org.uk/qualification-framework/

http://www.ccwales.org.uk/early-years-and-childcare-worker/

http://www.niscc.info/files/Publications/WorkforceDevelopmentDocumentFinal_27_04_2015.pdf

http://www.niscc.info/files/Publications/WorkforceDevelopmentDocumentFinal_27_04_2015.pdf

http://www.skillsforcare.org.uk/Qualifications-and-Apprenticeships/Adult-socialcarequalifications/Adult-social-care-vocational-qualifications.aspx

http://www.skillsforcare.org.uk/Qualifications-and-Apprenticeships/Adult-socialcarequalifications/Adult-social-care-vocational-qualifications.aspx

http://www.sssc.uk.com/workforce-development/qualification-information-forproviders/scottish-vocational-qualifications

http://www.sssc.uk.com/workforce-development/qualification-information-forproviders/scottish-vocational-qualifications



• Qualified Teacher Status • Certificate in Education in Post Compulsory Education (PCE) • Social Work Post Qualifying Award in Practice Teaching • Certificate in Teaching in the Lifelong Learning Sector (CTLLS) • Diploma in Teaching in the Lifelong Learning sector (DTLLS) • Mentorship and Assessment in Health and Social Care Settings • Mentorship in Clinical/Health Care Practice • L&D9DI - Assessing workplace competence using Direct and Indirect methods (Scotland) • L&D9D - Assessing workplace competence using Direct methods (Scotland) • NOCN – Tutor/Assessor Award • Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) • Level 4 Awards and Certificates in Assuring the Quality of Assessment (QCF) • Level 3 Award in Education and Training JABQG Sept 2014 - Version 5 • Level 4 Certificate in Education and Training • Level 5 Diploma in Educations and Training

Appeals If learners are dissatisfied with an assessment outcome, they have the right to appeal. The main reasons for an appeal are likely to be:

• Learners do not understand why they are not yet regarded as competent, because of unsatisfactory feedback from the assessor

• Learners believe they are competent and that the assessor has misjudged them, or has failed to utilise some vital evidence

BIIAB expects most appeals from learners to be resolved within the centre. BIIAB will only consider a learners appeal after the centre’s internal appeals procedure has been fully exhausted. For full details of the BIIAB’s appeals procedure please refer to www.biiab.org





10. Initial Assessment and Induction Prior to the start of any programme it is recommended that centres should make an initial assessment of each learner. This is to ensure that the learners are entered for an appropriate type and level of qualification. The initial assessment should identify the specific training needs that the learner has, and the support and guidance that they may require when working towards their qualification. The centre must also identify any units the learner has already completed, or credits they have accumulated, relevant to the qualification. BIIAB suggests that centres provide an induction programme to ensure the learner fully understands the requirements of the qualification they will work towards, their responsibilities as a learner, and the responsibilities of the centre.




11. Resources BIIAB provides the following additional resources for this qualification:

• Assessment Activity Modules for the mandatory units • Evidence matrices for the competence units • a Learner Summative Reflection • Access to the units.

All of these resources are available for download via https://www.biiab.org/ Assessments are available through CentreZone which is a password-protected area of the BIIAB website which centres approved for the qualification can access.

Access to the Units Units form the qualification and the standard that must be achieved in order to be awarded each unit. This is covered within the learning outcomes, assessment criteria and the indicative content that form part of the delivery. BIIAB includes the mandatory units within this handbook, and makes all optional units available in the Unit Pack on https://www.biiab.org/ Learner Summative Reflection In order to claim the unit(s) for the qualification, the learner will need to complete a learner summative reflection, to reflect on their qualification, what they have learnt and how they have been able to apply this within their work role.


https://www.biiab.org/




12. Design and Delivery Centres must refer to the units that form the qualification and the standard that must be achieved in order to be awarded each unit. This is covered within the learning outcomes and assessment criteria that form part of the delivery. Each unit within this qualification has been allocated a number of Guided Learning Hours (GLH). This can include activities such as training/class room based sessions, tutorials, supervised study or supervised ‘on-the-job’ learning and face-to-face or other pre-arranged 1:1 teaching sessions (e.g. simultaneous electronic communication such as webcam contact or internet messaging). It could also include time spent undertaking assessments. The qualification will be assigned Total Qualification time (TQT) which, as well as GLH, will include the estimated number of hours spent in preparation, study or any other unsupervised learning, study or assessment for an average learner. When planning how to deliver the qualification it is important to refer to this definition. BIIAB will not prescribe how the qualification is delivered, but centres must ensure the delivery chosen meets their learners’ needs.




13. Format of Units All units within this qualification will be presented in a standard format that is consistent with the format for all units of assessment. The format will give tutors and learners guidance as to the requirements of the unit for successful completion. Each unit within this specification will be in the format below: Unit Title This will be shown as it appears on the Register of Regulated Qualifications (http://register.ofqual.gov.uk). Unit Reference Number (URN) The Unit Reference Number is the unique code that the unit is given by the Regulator. This unit will be referenced on the final qualification certificate. The same unique code for the unit applies in whichever qualification the unit is included within. BIIAB also assign unique unit numbers which normally is consistent when the unit is used in multiple BIIAB qualifications. Level This identifies the level of demand for the unit, but may be a different level to that of the overall qualification. The level of the units will be set according to National Occupational Standards and the level descriptors. Credit When a whole unit is completed the learner will achieve credits specified by the number of hours’ learning time it will take an average learner to complete the unit including the assessment. Guided Learning Hours (GLH) The required number of hours that learning should take place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training.


http://register.ofqual.gov.uk/



Total Qualification Time (TQT) Total Qualification Time (TQT) is defined by Ofqual as the number of notional hours which represents an estimate of the total amount of time that could reasonably be expected to be required in order for a Learner to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification. TQT is comprised of the following two elements:

• The number of hours which an awarding organisation has assigned to a qualification for Guided Learning, and

• An estimate of the number of hours a Learner will reasonably be likely to spend in preparation, study or any other form of participation in education or training, including assessment, which takes place as directed by – but, unlike Guided Learning, not under the Immediate Guidance or Supervision of – a lecturer, supervisor, tutor or other appropriate provider of education or training.

TQT is always assigned to the qualification however a similar calculation may on occasions also be assigned to a unit. Learning Outcomes and Assessment Criteria Learning Outcomes are what the learner is expected to know, understand or be able to do upon successful completion of the unit. Assessment Criteria are descriptions of the requirements that a learner is expected to meet in order to demonstrate that a learning outcome has been achieved.




14. Initial Registration Registration and Certification Learners should be registered and certificated via BIIAB’s On-line Registration and Certification Service (ORCS) www.orcs.biiab.org. Please refer to BIIAB’s Centre Guidance for using ORCS. Equal Opportunities and Diversity Policy BIIAB has in place an equal opportunities policy, a copy can be found at centrezone.bii.org . BIIAB is committed to ensure that:

• Approved centres operate an equal opportunities policy • Approved centres communicate the policy to staff and learners • Approved centres have an effective complaints and appeals procedure of which both

staff and learners are made aware • Approved centres are aware of their responsibilities in providing equality of

opportunity, particularly with regard to provision for learners with particular assessment requirements.

Reasonable Adjustment Policy Learners who require reasonable adjustments for their assessments must inform their assessor at the beginning of their course of their requirements. BIIAB has a reasonable adjustment policy in place, a copy of which is provided to all BIIAB approved centres and can be found at centrezone.bii.org .


http://www.orcs.biiab.org/

http://centrezone.bii.org/

http://centrezone.bii.org/



15. Qualification Review and Feedback BIIAB is committed to the ongoing review of this qualification to ensure it remains fit for purpose. This review approach involves the collation of evidence in the form of any information, comments and complaints received from users of this qualification in relation to its development, delivery and award. BIIAB will give due regard to any credible evidence received which suggests that a change in approach to the development, delivery and award of this qualification is required in order to ensure that no adverse effects will result. This qualification will be periodically reviewed and revised to ensure the content remains relevant, the assessment approach remains appropriate and that it remains valid and fit for purpose.

16. Mandatory Units The following units are mandatory for this qualification. For access to all optional units please download the Unit Pack from https://www.biiab.org/



Version 1 © BIIAB September 2018 Page 1 of 3

Unit Title Leadership and management in adult care BIIAB Reference 5DAC01 Level 5 Credit Value 8 GLH 60 Total Unit Time 80 Unit Reference No. A/617/1813

Learning Outcome - The learner will: Assessment Criterion - The learner can:

1 Understand the application of theories of management and leadership

1.1 Research theories of management and leadership 1.2 Analyse how theoretical models of management and

leadership are applied to practice 1.3 Describe how conflicts between management and

leadership models can be addressed

2 Understand management and leadership in adult care settings

2.1 Analyse the impact of national policy drivers on management and leadership in adult care services

2.2 Explain what management and leadership skills are and why managers in adult care settings need both

2.3 Explain why management and leadership styles may need to be adapted to manage different situations

2.4 Describe the two-way interaction between leadership and the values/culture of an organisation

2.5 Explain how to establish a culture of continual learning and development in the setting

2.6 Describe the importance of learning from experience

3 Be able to lead commitment to a vision for the service

3.1 Communicate your own ideas and enthusiasm about the service and its future confidently and in a way which engages others

3.2 Support stakeholders within and beyond the organisation to be aware of the vision and the impact it will have on them

3.3 Build support for the vision and ensure it is shared and owned by those who will be implementing and communicating it

4 Understand the features of effective team performance

4.1 Explain the features of effective team performance 4.2 Explain how challenges to effective team performance can

be overcome 4.3 Analyse how different management styles may influence

outcomes of team performance 4.4 Analyse methods of developing and maintaining:

• trust • accountability

4.5 Compare methods of addressing conflict within a team


Unit Title Leadership and management in adult care BIIAB Reference 5DAC01 Level 5 Credit Value 8 GLH 60 Total Unit Time 80 Unit Reference No. A/617/1813


5 Be able to provide leadership for a team

5.1 Adapt leadership styles to reflect different stages in the team’s development

5.2 Establish trust and accountability within the team 5.3 Build team commitment to the service and its values by

consistently demonstrating your own commitment and expressing your own vision

5.4 Develop, implement and review strategies to support a positive values-based culture in the team

5.5 Demonstrate and promote team practice that champions • diversity • equality • inclusion

5.6 Demonstrate and promote team practice that challenges discrimination and exclusion

6 Be able to manage team work 6.1 Facilitate the participation of team members in agreeing team objectives

6.2 Encourage creativity and innovation in planning how to meet team objectives and agree a team plan

6.3 Agree roles, responsibilities and personal work objectives with team members taking account of their individual skills, interests, knowledge, expertise and development needs

6.4 Support team members to work towards personal and team objectives and monitor progress

6.5 Use a solution-focused approach to support team members to address identified challenges

6.6 Provide feedback on performance to: • individual team members • the team

6.7 Work with team members to address any issues with performance and identify opportunities for continuing development

6.8 Recognise progress achieved towards team and personal work objectives

6.9 Explain how team members are managed when performance does not meet requirements


Unit Purpose and Aims

This unit explores the understanding and skills needed for the application of leadership and management and team leadership in adult care, including the implementation of current theories. The unit includes developing an understanding of methods of promoting the vision of the organisation and how this can be communicated to others. The unit also addresses how to facilitate team performance, and how to manage performance which does not always meet requirements.

Assessment Requirements

This unit must be assessed in accordance with Skills for Care and Development’s Assessment Principles.

Additional information

AC3.1: Others may include: • workers / practitioners • carers • colleagues • other professionals • people who use services 3.2 Stakeholders may include:

• people who use services • funders of services • families/carers


Unit Title Governance and regulatory processes for adult care BIIAB Reference 5DAC02 Level 5 Credit Value 6 GLH 40 Total Unit Time 60 Unit Reference No. F/617/1814


1 Understand legislation and statutory requirements that underpin adult care provision

1.1 Analyse legislation and statutory frameworks that apply to service providers

1.2 Evaluate the effect of legislation and policy on person centred and outcomes-based procedures and practice

1.3 Describe how to use local and/or national forums to draw attention to potential conflicts between statutory frameworks and values/principles for good practice2

2 Understand internal governance arrangements within your organisation

2.1 Analyse organisational governance mechanisms and how these relate to the organisation’s identity as a statutory, private, voluntary or independent organisation

2.2 Explain your position of accountability within the governance structure

2.3 Describe how agreed ways of working relate to governance and accountability

3 Be able to lead the implementation of values, principles and statutory frameworks that underpin service provision in your area of work

3.1 Implement values and principles that underpin service provision in your own setting

3.2 Implement statutory frameworks that underpin service provision in your own setting

3.3 Support others to implement values and principles that underpin service provision

4 Understand systems and requirements for the regulation of adult care services

4.1 Explain the reasons for the inspection system in England

4.2 Analyse the key drivers and legislation underpinning the inspection system in England

4.3 Explain which services are subject to registration and inspection

4.4 Describe the key areas of enquiry for inspection 4.5 Explain the implications of each grade used in the grading

system 4.6 Describe sources of information and support

5 Understand key roles, remits and responsibilities in registered services

5.1 Explain the role, remit and responsibilities of the • Registered Manager • Nominated Individual • ‘fit and proper person’ • Inspectors

5.2 Explain who may be appointed to the role of Nominated Individual


Unit Title Governance and regulatory processes for adult care BIIAB Reference 5DAC02 Level 5 Credit Value 6 GLH 40 Total Unit Time 60 Unit Reference No. F/617/1814


6 Understand the inspection process 6.1 Explain who needs to be aware of and/or involved in the inspection process

6.2 Describe how to prepare for an inspection 6.3 Describe what is involved during an inspection and the

information required 6.4 Explain ways to address the outcome and impact of an

inspection

7 Understand the wider range of regulatory requirements that apply to the service

7.1 Analyse the range of regulation processes that apply to the service or aspects of it (e.g. in relation to health and safety)

7.2 Explain the types of information required for each 7.3 Explain areas where different regulatory frameworks may

present conflicting requirements 7.4 Describe ways to address such conflicts


This unit develops the learner’s knowledge and understanding of legislation and statutory requirements influencing practice and the delivery of adult care services. The unit looks at the structure and governance of organisations in adult care.




Agreed ways of working will include protocols, policies and procedures where these apply


Unit Title Communication and information management in adult care BIIAB Reference 5DAC03 Level 5 Credit Value 5 GLH 35 Total Unit Time 50 Unit Reference No. J/617/1815


1 Understand models of communication

1.1 Analyse theoretical models of communication 1.2 Explain how to recognise models of communication used

in the work setting and why this is important 1.3 Analyse why different systems of communication can be

needed in different contexts or with different people in adult care settings

1.4 Explain how communication underpins • sustainable relationships • positive outcomes for individuals, families and

carers • leadership and management of teams • conflict resolution • partnership working • information sharing

2 Be able to address the range of communication requirements in your own role

2.1 Explain the range of groups and individuals whose communication needs must be addressed in your job role

2.2 Explain how to support effective communication within your job role

2.3 Analyse the barriers and challenges to communication within your job role

2.4 Implement a strategy to overcome communication barriers 2.5 Use different means of communication to meet different

needs

3 Develop communication systems and practices that support positive outcomes

3.1 Monitor and evaluate the effectiveness of the communication systems and practices used in your workplace

3.2 Propose improvements to communication systems and practices

3.3 Lead the implementation of the proposed improvements

4 Implement systems for effective information management

4.1 Lead the implementation of systems for effective information management to meet legal and ethical requirements

4.2 Lead practice to address legal and/or ethical conflicts that arise between maintaining confidentiality and sharing information



The purpose of this unit is to develop the learner’s knowledge and skills in relation to the important role played by communication and information management in adult care services. Confidentiality is key, and this is explored, as is when information may need to be shared.




An individual is someone requiring care or support.


Unit Title Partnership working which promotes equality, diversity and inclusion in adult care

BIIAB Reference 5DAC04 Level 5 Credit Value 7 GLH 60 Total Unit Time 70 Unit Reference No. L/617/1816


1 Understand the context of relationships and partnership working

1.1 Analyse how legislation and regulation influence working relationships with others

1.2 Explain how relationships with individuals and carers underpin person centred practice and affect the achievement of positive outcomes for individuals and their families

1.3 Analyse how networking with other agencies and community groups brings benefits both for those using the service and for the sustainability of the organisation

1.4 Evaluate how integrated working with other agencies delivers better outcomes for individuals and the part that systems leadership plays in this

1.5 Describe the features of effective partnership working across agencies and your own role and responsibilities in this

1.6 Explain ways to overcome barriers to effective partnership working

2 Lead effective relationships with individuals, carers and families which promote equality, diversity and inclusion

2.1 Model open, respectful and supportive relationships with individuals, carers and their families to include diversity

2.2 Support others to recognise the value of co-production, recognising the contribution and expertise of individuals, carers and families to promote equality

2.3 Promote inclusion by ensuring that individuals and carers are aware of their statutory rights

2.4 Evaluate and improve policies, systems and processes that engage individuals and those important to them for day to day practice, decision-making and review to promote equality, diversity and inclusion





3 Manage working relationships with colleagues in the organisation to achieve positive outcomes for individuals

3.1 Develop procedures to facilitate effective working relationships with colleagues in the organisation

3.2 Implement systems and practices that allow colleagues to make appropriate contributions using their specific expertise

3.3 Deal constructively with conflicts or dilemmas that arise 3.4 Evaluate own working relationships with colleagues and

agree common objectives

4 Work in partnership with professionals in other agencies

4.1 Negotiate with professionals in other agencies to agree: • objectives • roles and responsibilities • procedures • ways of working for a specific task or area of work

4.2 Use agreed ways of working to carry out own role and support others to carry out their responsibilities

4.3 Deal constructively with any challenges that arise 4.4 Implement communication and recording systems that

comply with current legislation for information sharing between agencies

4.5 Challenge, in ways that promote change, any poor practice or failure to work in agreed ways

4.6 Evaluate the effectiveness of partnership work and the processes that underpin it and seek agreement for improvements

5 Understand the context of equality, diversity and inclusion in adult care

5.1 Explain the legal context underpinning equality, diversity and inclusion

5.2 Analyse the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion in adult care

5.3 Analyse the potential effects of barriers to equality and inclusion





6 Champion equality, diversity and inclusion to achieve positive outcomes

6.1 Promote equality, diversity and inclusion in policy and practice

6.2 Support others to challenge discrimination and exclusion in ways that are likely to achieve change and promote positive outcomes

6.3 Address ethical dilemmas that may arise in own area of responsibility when balancing individual rights and duty of care


The purpose of this unit is to the develop the learner’s knowledge, understanding and skills in relation to working relationships and partnerships in adult care and a whole systems approach to equality, diversity and inclusion. The unit also explores the promotion and role of key relationships, including those with individuals and their carers and families. How partnerships lead to positive outcomes is covered, as is how to manage working relationships with other professionals and agencies.




Integrated working: Coordinated health and social care that is planned and organised around the needs and preferences of individuals, their carers and families. Integration may extend to other services, for example housing, that can offer holistic approaches to address individual circumstances.

Systems leadership: Systems leadership seeks to affect change for good across interconnecting systems e.g. health and social care, through leadership and collaboration that extends the usual limits of resources and responsibility.

Co-production: Regarding people who use social care, their families and carers as equal partners in decision-making, recognising that people who use support services and their families have expertise that can be used to help make services better not only for themselves but for others too.


Unit Title Outcomes-based person-centred practice and continuous improvement in adult care

BIIAB Reference 5DAC05 Level 5 Credit Value 6 GLH 50 Total Unit Time 60 Unit Reference No. R/617/1817


1 Understand outcomes-based and person-centred practice

1.1 Explain the features, principles and values of outcomes-based practice and how outcomes-based practice relates to the wellbeing of individuals

1.2 Analyse the features, principles and values of person-centred practice and how person-centred practice relates to choice and control

1.3 Describe how outcomes-based practice and person-centred practice interlink to support positive change for individuals

1.4 Analyse how active participation contributes to wellbeing and the achievement of positive outcomes

1.5 Analyse ways of working which are necessary for individuals to have choice and control over decisions affecting them and the outcomes they wish to achieve

1.6 Explain how integrated service provision that crosses traditional boundaries achieves better outcomes for individuals





2 Lead practice to facilitate positive outcomes for individuals through person-centred practice

2.1 Facilitate a culture that considers, in day-to-day practice, all aspects of individuals’:

• wellbeing and their history • preferences • wishes • needs and strengths

2.2 Develop and implement a plan to ensure team members have the training and development they need to support individuals in person-centred ways for the achievement of positive outcomes

2.3 Manage others to work with individuals and to adapt approaches in response to individuals’ evolving needs and preferences

2.4 Support the use of risk assessments to promote active participation in all aspects of the lives of individuals

2.5 Manage the review of individuals’: • preferences • wishes • needs • strengths • approaches used in their care and support

2.6 Manage resources in ways that • support individuals to make choices and achieve

positive outcomes • promote good health and healthy choices

2.7 Implement systems and processes for recording • identification, progress and achievement of

outcomes • the implementation of person-centred practice





3 Lead practice to achieve healthcare outcomes

3.1 Support others to • recognise and record individuals’ current and

emerging health needs • understand why early identification is important • maintain healthcare records in line with

requirements 3.2 Implement protocols for involving healthcare professionals 3.3 Use appropriate healthcare methods to work towards

health outcomes with individuals 3.4 Work with healthcare professionals to ensure team

members have appropriate training to carry out healthcare procedures where required

3.5 Ensure lines of accountability for continuing healthcare procedures are understood and agreed

4 Understand continuous improvement in practice in adult care

4.1 Explain continuous improvement in the context of adult care services

4.2 In relation to continuous improvement explain the roles and responsibilities of:

• self • staff • commissioners/external auditors

4.3 Explain the impact of systems, processes and practice on the achievement of positive outcomes

4.4 Explain how the whistleblowing procedure supports continuous improvement





5 Lead continuous improvement in practice

5.1 Listen to the views of individuals and carers about the care and support the service provides

5.2 Use evidence-based research to identify best practice in outcomes-based and person-centred practice

5.3 Identify and act on lessons learned from incidents that occur

5.4 Review the extent to which systems, processes and practice facilitate positive outcomes

5.5 Plan for and lead the implementation of improvements to systems, processes and practice

5.6 Monitor and evaluate progress towards the achievement of positive outcomes and person-centred practice


The purpose of this unit is to develop the learner’s knowledge, skills and understanding of how to manage the process of planning and achieving outcomes-based person-centred practice in adult care. How progress can be monitored to ensure positive outcomes and person-centred practice is achieved is explored, as is the use of evidence-based research, and its role in supporting the identification of best practice.




Outcome: An aim or objective that an individual would like to achieve or which needs to happen, for example, continuing to live at home, or being able to go out and about. How to manage this in service delivery is explored, as is facilitating healthcare outcomes according to the individual’s needs. Person-centred practice: An approach that puts the person receiving care and support at the centre, treating the individual as an equal partner and ensuring the service fits the person rather than making the person fit the service.



Wellbeing: Wellbeing is a broad concept relating to the following areas in particular: personal dignity, physical and mental health, emotional wellbeing, protection from abuse and neglect, control over day-to-day life (including control over care and support and the way it is provided), participation in work, education or training, participation in recreation, social and economic wellbeing, and domestic, family and personal relationships. Active participation: A way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; individuals are regarded as active partners in their own care or support, rather than passive recipients. Traditional boundaries e.g. between health, housing and social care Appropriate healthcare methods: May include:

• regular health checks • agreed therapeutic activities • administering prescribed medication or medical treatment • promoting and supporting healthy lifestyle choices

Incidents that occur e.g. accidents, errors, ‘near misses’


Unit Title Professional development, supervision and performance management in adult care

BIIAB Reference 5DAC06 Level 5 Credit Value 7 GLH 50 Total Unit Time 70 Unit Reference No. Y/617/1818


1 Understand principles of professional development in adult care

1.1 Explain the importance of continually improving your own knowledge and practice and that of the team

1.2 Analyse the mechanisms and resources that support learning and development in adult care

1.3 Explain how to overcome potential barriers and constraints in relation to professional development in adult care settings

1.4 Explain the different sources and systems of support available for professional development

1.5 Evaluate the importance of reflective practice in improving performance and different models that support this

1.6 Analyse factors to consider when selecting and commissioning activities for keeping knowledge and practice up to date

2 Manage professional development in adult care

2.1 Identify learning opportunities to meet own and others’ development objectives

2.2 Ensure a culture where new learning can be applied to practice

2.3 Measure the impact of transferring learning 2.4 Produce a plan for own professional development, using

an appropriate source of support 2.5 Establish a process to evaluate the effectiveness of the

plan

3 Understand the significance of literacy, numeracy and digital skills in adult care

3.1 Analyse the importance of literacy, numeracy and digital skills in adult care

3.2 Explain how to support others to assess their level of literacy, numeracy and digital skills in relation to their work

3.3 Explain how to access support for further development of literacy, numeracy and digital skills





4 Understand the purpose and practice of professional supervision in adult care settings

4.1 Explain the principles, scope and purpose of professional supervision

4.2 Analyse theories and models of professional supervision 4.3 Explain how the requirements of legislation, codes of

conduct and agreed ways of working influence professional supervision

4.4 Analyse how findings from research, critical reviews and inquiries can be used within professional supervision

4.5 Explain how professional supervision can protect: • the supervisor • the supervisee • individuals, carers and families

4.6 Explain how professional supervision can be used to inform performance management

4.7 Describe the rationale for using a ‘performance management cycle’ model

4.8 Explain how performance indicators can be used to measure practice

4.9 Analyse factors which can result in a power imbalance in professional supervision and how to address them





5 Provide professional supervision 5.1 Establish agreement with the supervisee on key areas 5.2 Analyse information from a range of perspectives to build

an evidence-based understanding of the supervisee’s performance

5.3 Support supervisees to reflect on their practice using the range of information available and their own insights

5.4 Provide constructive feedback (positive and negative) that can be used to improve performance

5.5 Support supervisees to identify their own development needs

5.6 Review and revise targets to meet objectives of the work setting and individual objectives of the supervisee

5.7 Support supervisees to explore different methods of addressing challenging situations in their work

5.8 Record agreed supervision decisions 5.9 Adapt own approaches to professional supervision in

light of feedback from supervisees and others

6 Understand procedures to address performance management and related issues

6.1 Analyse the organisation’s procedures for addressing conduct and performance issues and your own role in them

6.2 Describe the organisation’s discipline and grievance procedures and your own role in them

6.3 Evaluate the use of conflict resolution models to address challenges arising during professional supervision

6.4 Analyse how appraisal processes can be used alongside supervision to manage and improve performance



This unit covers how professional development contributes to the improvement of practice and service provision. How to overcome constraints affecting professional development opportunities is also addressed, as is the importance of literacy, numeracy and digital skills for practitioners. In addition, the unit develops the learner’s knowledge, understanding and skills in relation to the functions of supervision and performance management in adult care. The unit explores the legislation, theory and procedures underpinning the processes of supervision and performance management.




Mechanisms and resources that support learning and development: Includes qualifications, National Occupational Standards, apprenticeships, funding streams, endorsement schemes and quality marks. Sources and systems of support: Support for professional development may include: • formal support • informal support • supervision • appraisal • mentoring • funding for development activities These may be: • within the organisation • beyond the organisation

Key areas such as:

• confidentiality, boundaries, roles and accountability • the frequency and location of supervision sessions • sources of data and evidence that can be used to inform supervision • actions to be taken in preparation for supervision

Supervision: Supervision includes but is not limited to annual appraisal processes. Agreed ways of working: This will include policies and procedures where these apply.


Unit Title Resource management and decision-making in adult care BIIAB Reference 5DAC07 Level 5 Credit Value 7 GLH 50 Total Unit Time 70 Unit Reference No. D/617/1819


1 Understand principles for effective resource management

1.1 Analyse the impact of national and local strategies and priorities on resource planning and management in relation to

• financial resources • physical resources • human resources

1.2 Explain the importance of accurate forecasting for resource requirements

1.3 Analyse the value of using assets and resources outside traditional services and in the community

1.4 Explain the place of technology as a resource in service delivery and service management

1.5 Describe the meaning of sustainability in terms of resource management in adult care

1.6 Analyse roles, responsibilities and accountabilities for resource management within the organisation

2 Understand principles for human resource management

2.1 Evaluate factors and approaches known to improve recruitment and retention of adult care staff

2.2 Describe recruitment, selection and induction processes in the organisation and your own role in them

2.3 Explain the importance of ensuring employment practices are free from discrimination and harassment

2.4 Explain how to identify the numbers and patterns of staffing required to provide a person-centred outcomes-based service

2.5 Describe how to manage staffing patterns and adjust them to meet changing circumstances

3 Understand finance management in adult care

3.1 Explain own responsibility and accountability for financial management

3.2 Describe the finance management systems within own organisation

3.3 Explain the sources of funding that are used to construct the budget in own area of responsibility




4 Obtain required resources for own area of responsibility

4.1 Consult with colleagues to identify their planned activities and corresponding resource needs

4.2 Submit a business case to procure required resources 4.3 Review and agree required resources with relevant

individuals 4.4 Explain an organisation’s processes for procuring agreed

resources

5 Monitor and review the quality and usage of resources in own area of responsibility

5.1 Monitor the quality of resources against required specifications

5.2 Identify differences between actual and planned use of resources and take corrective action

5.3 Analyse the effectiveness and efficiency of resource use in own area of responsibility

5.4 Make recommendations to improve the effectiveness and efficiency of resource use

6 Make recommendations to improve the effectiveness and efficiency of resource use

6.1 Describe the range of purposes and situations for which decisions can be required as a manager in social care

6.2 Explain the role of evidence-based decisions in improving quality

6.3 Explain the key stages in formal and informal decision-making processes

6.4 Analyse the relationship between data, information and intelligence

6.5 Explain how to analyse and use data to ensure decisions are evidence based

6.6 Explain the purposes and benefits of engaging with individuals and others and respecting their contributions during the decision-making process

6.7 Describe the range of stakeholders to whom the decision may need to be communicated

6.8 Explain the importance of reviewing decisions made and the decision-making process




7 Carry out effective decision-making 7.1 Research relevant and accurate information to support decision-making

7.2 Engage others in the decision-making process 7.3 Structure factual data, recommendations, suggestions

and ideas in a logical and meaningful way

7.4 Review all available information and make a valid decision

7.5 Present conclusions and rationale clearly to different stakeholders so that the decision wins support

7.6 Review the decision-making process including own research and thought processes, the contributions made by others and the impact of decisions made

7.7 Record and disseminate learning points to improve future decision-making in the service


This unit covers areas of resource planning and management utilised in adult care. Principles of resource planning and methods of monitoring, reviewing and evaluating approaches are also addressed. The need for responsiveness and the ability to prioritise and use resources efficiently and effectively are also included. Processes and information involved in decision-making in adult care are explored. A key part of this activity is using data collection and analysis to support effective decision-making, and this is also addressed in the unit.




Data: Includes research, reports, statistics, internal and external feedback, suggestions, complaints

Individual: The person using the care or support service


Unit Title Safeguarding, protection and managing concerns and complaints in adult care



1 Understand requirements for safeguarding and protecting vulnerable adults

1.1 Analyse the differences between the concept of safeguarding and the concept of protection in relation to vulnerable adults

1.2 Explain the current legislative framework that underpins the safeguarding of vulnerable adults

1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect

• day-to-day work with individuals • the managers’ responsibilities towards individuals,

their families and carers as well as team members 1.4 Evaluate how serious case reviews or inquiries have

influenced quality assurance, regulation and inspection relating to the safeguarding of vulnerable adults

1.5 Explain the protocols and referral procedures when harm or abuse is alleged or suspected

1.6 Explain the legal provisions in relation to whistle-blowing

2 Lead the implementation of policies and procedures to support safeguarding of vulnerable adults

2.1 Ensure that all policies, procedures, systems and processes used in the work setting comply with legal requirements

2.2 Support team members to develop the knowledge and skills they need to safeguard vulnerable adults

2.3 Plan and implement the review and revision of policies and procedures to ensure continuous improvement in safeguarding of vulnerable adults, the review to include:

• the views of vulnerable adults and those who are important to them

• current guidance arising from serious case reviews • support systems for staff and others • liaison with external organisations

2.4 Follow agreed protocols to participate in inter-agency, joint or integrated working in order to protect vulnerable adults





3 Support safeguarding of children and young people encountered in an adult care service

3.1 Explain local systems for safeguarding children and young people and the manager’s responsibilities

3.2 Support team members to understand why everyone has a responsibility to act on concerns about the abuse of a child or young person

3.3 Explain the actions to take if a concern, disclosure or allegation arises

4 Understand the use and impact of restrictive practices

4.1 Define: • restrictive practices • restraint • hidden restraint

4.2 Analyse the impact on safety, dignity, relationships and wellbeing if restrictive practices are used

4.3 Explain how person-centred practice and accurate assessment can minimise the use of restrictive practices

4.4 Describe organisational requirements and legal implications relating to restrictive practices including their use as a last resort

5 Understand the management of concerns and complaints

5.1 Analyse the links between the management of concerns/complaints and

• risk management • safeguarding

5.2 Explain the regulatory requirements, codes of practice and guidance for managing concerns and complaints

5.3 Describe why those using services may be reluctant to raise concerns or make complaints

5.4 Explain the steps that can be taken to encourage individuals to raise concerns or complaints

5.5 Describe the attitudes and approaches that ensure concerns and complaints can prompt continuous improvement of the service





6 Lead practice to address concerns and complaints

6.1 Support team members to understand systems and procedures relating to concerns and complaints

6.2 Ensure information and support are in place to enable those using services and their carers to raise concerns and make complaints when they wish

6.3 Implement systems and procedures that address and respond to concerns and complaints within agreed time frames

6.4 Use outcomes from concern and complaint investigations to make improvements to the service

6.5 Evaluate the effectiveness of systems for addressing concerns and complaints


The purpose of this unit is to develop the learner’s knowledge, skills and understanding in relation to the vital role played by safeguarding and protection in adult care services. The unit also looks at the role of the manager in the safeguarding and protection of children and young people who may access adult care services. In addition, the unit explores managing and addressing concerns and complaints in adult care services. Supporting individuals to raise concerns or complaints when they may be reticent in doing so is covered, as is utilising the information gathered to make improvements to the service.





Policies and procedures to support safeguarding May include policies and procedures on:

• listening to vulnerable adults • sharing concerns and recording/reporting incidents • dealing with allegations • duty of care • whistleblowing • propriety and behaviour • physical contact/intimate personal care • off-site visits • photography and video • timely and accurate information sharing • partnership working

Restrictive practices Restrictive practices may include any type of practice or intervention that limits the rights or freedom of movement of a person.


Unit Title Health and safety and risk-taking and risk management in adult care



1 Understand the implementation of health and safety policies and practice in adult care

1.1 Explain the legislative framework for health and safety in adult care settings

1.2 Analyse how policies, procedures and practices in your setting meet health and safety requirements

1.3 Analyse how health and safety requirements impact on practitioners in the adult care workplace

1.4 Explain your health and safety responsibilities in adult care 1.5 Explain the actions to take when health and safety

procedures and practices are not being complied with

2 Lead the implementation of procedures for health and safety requirements

2.1 Comply with legislative and organisational health and safety policies, procedures and practices relevant to your job role

2.2 Support others to comply with legislative and organisational health and safety policies, procedures and practices relevant to their work

2.3 Ensure others are aware of actions if procedures and practices are not complied with

2.4 Complete records and reports on health and safety issues according to legislative and organisational requirements

2.5 Evaluate and improve health and safety policies, procedures and practices

3 Understand positive risk-taking 3.1 Explain how risk-taking can contribute to the achievement of positive outcomes for individuals

3.2 Analyse the impact of a risk-averse culture on person-centred practice and the wellbeing of individuals

3.3 Explain how supporting others to balance risks and rights informs practice

3.4 Define the values, principles and standards that need to be considered in developing a model risk-taking policy


Unit Title Health and safety and risk-taking and risk management in adult care



4 Understand issues around mental capacity and consent

4.1 Analyse the links between consent, risk management and safeguarding

4.2 Explain the key provisions of legislation regarding mental capacity and how these relate to the service

4.3 Describe the support available when mental capacity needs to be assessed

4.4 Evaluate systems that support individuals to give informed consent

4.5 Describe ways to address situations where consent cannot be given

5 Lead the implementation of policies, procedures and practices to manage risk

5.1 Contribute to the development of policies, procedures and practices to identify, assess and manage risk

5.2 Balance the management of risks with an individual’s rights and the duty of care of the organisation

5.3 Work with others to assess and manage risks and issues 5.4 Evaluate own practice in leading a balanced approach to

risk-taking and risk management


The purpose of this unit is to develop the learner’s knowledge, skills and understanding of the implications of relevant health and safety legislation, policies and procedures in their own workplace. The importance of record-keeping, monitoring and reviewing health and safety policies and procedures is also addressed. The role of risk-taking and risk management in adult care and the development, implementation and review of policies are included, as well as issues around mental capacity and when informed consent needs to be established.





Others May include:

• individuals • carers, family members and friends • advocates • paid workers • other professionals

Consent: Informed agreement to an action or decision; the process of establishing consent will vary according to an individual’s assessed capacity to consent.


Unit Title Manage self for leadership in adult care BIIAB Reference 5DAC10 Level 5 Credit Value 7 GLH 45 Total Unit Time 70 Unit Reference No. D/617/1822


1 Understand the importance of self-awareness

1.1 Analyse how your values, belief systems and experiences affect working practice

1.2 Explain how your emotions affect your behaviour and the behaviour of others

1.3 Evaluate strategies for: • keeping aware of you stress levels • maintaining your wellbeing

1.4 Explain how to use feedback and reflective practice to increase own self-awareness

2 Manage your own behaviour 2.1 Ensure your actions reflect a high standard of personal integrity

2.2 Manage your emotions when interacting with others 2.3 Adapt actions and behaviour in response to feedback 2.4 Adapt communication in response to the emotional

context and communication style of others 2.5 Ensure your words and actions reinforce the vision and

values of the service 2.6 Challenge views, actions, systems and routines that do not

match the vision and values of the service

3 Manage your own workload 3.1 Use strategies and tools to identify priorities for work 3.2 Plan ways to meet responsibilities and organisational

priorities while maintaining your wellbeing 3.3 Use digital technology to enhance your efficiency 3.4 Delegate responsibilities appropriately to others 3.5 Revise plans to take account of changing circumstances


Unit Title Manage self for leadership in adult care BIIAB Reference 5DAC10 Level 5 Credit Value 7 GLH 45 Total Unit Time 70 Unit Reference No. D/617/1822


4 Undertake your own professional development

4.1 Evaluate your knowledge and performance against • standards and benchmarks • feedback from others

4.2 Prioritise your development goals and targets 4.3 Produce a plan to meet identified development goals and

targets using learning opportunities that meet objectives and reflect your own learning style

4.4 Establish a process to evaluate the effectiveness of your professional development plan

4.5 Evaluate how your practice has been improved through: • reflection on feedback from others • reflection on failures and mistakes, successes and

achievements • implementation of the professional development

plan


The purpose of this unit is to develop the learner’s knowledge, skills and understanding of areas concerned with self-management. These include behaviour, communication and professional development.




Standards and benchmarks: May include: • Codes of practice • regulations • minimum/essential standards • National occupational standards


Unit Title Entrepreneurial skills, innovation and change in adult care BIIAB Reference 5DAC11 Level 5 Credit Value 7 GLH 50 Total Unit Time 70 Unit Reference No. H/617/1823


1 Understand the market of provision for adult care services

1.1 Explain how services are commissioned, procured and funded

1.2 Analyse the relationship between the current market and service provision within a work setting

1.3 Analyse current drivers shaping adult care, funding mechanisms and related services

1.4 Explain how own service relates to the wider market 1.5 Analyse gaps in current market provision

2 Understand the role of an entrepreneurial culture in adult care

2.1 Evaluate the importance of entrepreneurial skills in ensuring that the market is able to meet future demand for adult care services

2.2 Explain how to create an entrepreneurial culture in your organisation

2.3 Describe methods of sustaining growth and development in market provision

2.4 Explain the process of service-commissioning, procurement and funding

3 Work with others to support an entrepreneurial culture

3.1 Recognise aspects of the organisation that are no longer effective in providing a person-centred service

3.2 Work with others to identify opportunities for growth and development or to redesign a service/business

3.3 Maintain a culture that supports innovation, change and growth in relation to the service provided

3.4 Recognise the resources available in the expertise of those using or working in the service

3.5 Develop a sustainable plan for business development or redesign

3.6 Work with others to implement the plan for business redesign

3.7 Manage the impact of business redesign on others 3.8 Develop systems to monitor the impact of the business

redesign


Unit Title Entrepreneurial skills, innovation and change in adult care BIIAB Reference 5DAC11 Level 5 Credit Value 7 GLH 50 Total Unit Time 70 Unit Reference No. H/617/1823


4 Understand how to develop a vision for the future of the service

4.1 Describe your role within the wider organisation in relation to developing a vision for the service

4.2 Analyse ways to engage with colleagues and key people to influence the future of the service

4.3 Analyse factors likely to have an impact on service-provision and the organisation

4.4 Explain how to use evidence-based research, analysis and reflection to formulate options for the future of the service

4.5 Explain how to develop a vision which is bold, innovative and embodies core values of adult care

4.6 Describe how to express the vision concisely in a way which engages and inspires others

4.7 Explain how to monitor developments within the wider adult care system to review the vision and ensure it continues to be compatible and appropriate

5 Understand principles of effective change management

5.1 Analyse the impact of the changing nature of adult social care on the role of the manager

5.2 Critically evaluate theories and models of good practice about change management

5.3 Explain how to use change management tools and techniques to support innovation and business development

5.4 Describe the importance of partnership working when managing change processes

5.5 Explain how to evaluate and review the impact of changes that have been introduced



The purpose of this unit is to develop the learner’s knowledge, skills and understanding in relation to the wider market of adult care services and how entrepreneurial skills can facilitate business redesign and growth. The unit identifies the needs and make up of adult care services, and emerging needs and trends are also explored. The roles of innovation and change in adult care and the development of a vision for the organisation to ensure a sustainable future are explored. Developing a vision for the adult care service is key to effective change and the process of creating a vision statement is fully addressed alongside how to implement and evaluate changes made.




Entrepreneurial skills: The skills needed to ensure that the service is able to recognise and proactively adapt to trends, gaps and improvements in the provision of care and support

Key People: May include:

• service users • service users’ families and friends • other organisations • community organisations

How to express the vision concisely in a way which engages and inspires others including ‘statement of purpose’ etc.

Version 1 © BIIAB April 2018 www.biiab.org

Notices

This book does not purport to contain an authoritative or definitive statement of the law or practice on any subject and the publishers supply the information on the strict understanding that no legal or other liability attaches to them in respect of it. References to sources of further guidance or information have been made where appropriate. © BIIAB September 2018 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, whether electronic, mechanical, photocopying, scanning, recording or otherwise, without written permission of the publisher except in accordance with the provisions of the Copyright, Designs and Patents Act 1988. Applications for written permission to reproduce any part of the publication should be addressed in writing to the publisher. Any unauthorised or restricted act in relation to this publication may result in civil proceedings and/or criminal prosecution.


Infor House 1 Lakeside Road Farnborough Hampshire GU14 6XP

qualification handbook biiab level 5 diploma in leadership ......the content of the level 5 diploma...

Documents