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BIIAB Level 3 Diploma in Management (QCF)

BIIAB Qualification Support Pack and Performance Evidence Matrixes

BIIAB Level 3 Diploma in Management (QCF) Q601/3744/7

Version 1.3 May 2016 © BIIAB 1 www.biiab.org

http://www.biiab.org/


Contents

1. Introduction

2. Customer Service and Administration Procedures

3. Appeals

4. Assessment and Assessment Strategy

5. Evidence Matrix

6. Learner Reflective Summative Account

7. Personal Learning and Thinking Skills (PLTS) Mapping

8. Qualification Structure and Recording Materials




1. Introduction

This support pack has been developed to provide additional guidance for learners, Assessors and Quality Assurers who will be helping candidates to achieve the qualification.

The purpose of the support pack is to provide all of the additional information that may be needed to prepare for, and help support, the successful delivery of the qualification, in one place.

This support pack is available for download via the HUB on centrezone.bii.org .

If this pack is updated, we will let you know in the BIIAB monthly newsletter to approved centres.

This support pack is written for the learner so that it can be used as a reference point for information.

2. Customer Service and Administration

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 0830 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.



http://centrezone.bii.org/


mailto:[email protected]


3. Appeals Procedure

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, orhas failed to utilise some vital evidence.

BIIAB expects most appeals from candidates to be resolved within the centre. BIIAB will only consider a candidate’s appeal after the centre’s internal appeals procedure has been fully exhausted.

For full details of the BIIABs appeals procedure please refer to www.biiab.org .

4. Assessment and Assessment Strategy

Assessment

Assessment is the process used to judge your competence, as a learner, against set standards.

The assessor is the person who is normally responsible for providing training to you, the learner, and that person will observe your performance. 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 your performance and decide how it compares to the national standard. The Assessor will also ask you questions based on the knowledge required to do the work, to ascertain your understanding of your job role.

When the required units have been completed and the Assessor is satisfied that you, 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 see your portfolio of evidence during the assessment process.

An External Quality Advisor, who is appointed by BIIAB, will verify the assessment and internal verification decisions involved in the development of your portfolio. The External Quality Advisor 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 Strategy

The assessment strategy for this qualification can be seen in the section which follows and it gives you details of the key requirements for the qualification and the Assessor and Quality Assurers delivering, quality assuring and certificating.

Skills CFA assessment strategy:

Requirements of Assessors, Internal Quality Assurers and External Quality Assurers - Candidates may be assessed, moderated or verified at work either by one or several appointed individuals.

Assessors - The primary responsibility of an Assessor is to assess candidates’ performance in a range of tasks and to ensure the evidence submitted by the candidate meets the requirements of the assessment criteria. It is important that an Assessor can recognise occupational competence as specified by the national standard. Assessors therefore need to have a thorough understanding of assessment and quality assurance practices, as well as have in-depth technical understanding related to the qualifications for which they are assessing Candidates. To be able to assess Candidates, Assessors must:

• hold an appropriate qualification, as specified by the appropriate regulatory authority, confirming their competence to assess candidates undertaking competence-based units and qualifications. Assessors holding older qualifications must be able to demonstrate that they are assessing to the current standards;

OR

• be working toward an appropriate qualification, as specified by the appropriate regulatory authority. Any assessors working towards an appropriate qualificationmust ensure their decisions are countersigned by a suitably-qualifiedassessor/verifier and should be supported by a qualified assessor throughout theirtraining period.

• be “occupationally competent”. Assessors must provide current evidence of competence, knowledge and understanding in the areas to be assessed. This willnormally be achieved through demonstrating competence in the roles which are tobe assessed, or demonstrated by relevant experience and continuing professional development (CPD) which may include the achievement of qualifications relevant tothe areas being assessed.

• have a full and current understanding of the units of competence and requirementsof the qualifications being assessed, including the quality of assessment and the assessment process. It is the responsibility of approved centres to select andappoint assessors.




Internal quality assurer (IQA) - A primary responsibility of IQAs is to assure the quality and consistency of assessments by the assessors for whom they are responsible. IQAs therefore need to have a thorough understanding of quality assurance and assessment practices, as well as sufficient technical understanding related to the qualifications that they are internally verifying. It will be the responsibility of the approved centre to select and appoint IQAs.

IQAs must:

• hold an appropriate qualification, as specified by the appropriate regulatory authority, confirming their competence to internally verify competence-basedassessments and candidates. IQAs holding older qualifications must be able todemonstrate that they are verifying to the current standards

OR

• be working toward an appropriate qualification, as specified by the appropriateregulatory authority. If an IQA is working towards an appropriate qualification,his/her decisions must be countersigned by a suitably qualified IQA and shouldbe supported by a qualified IQA throughout the training period

• be “occupationally competent. IQAs must demonstrate sufficient and current understanding of the qualifications to be internally verified, and know how theyare applied in business

• demonstrate competent practice in internal verification of assessment, anddemonstrate understanding of the principles and practices of internal verification of assessment, including the quality of assessment and the assessment process.




External Quality Assurer (EQA) - The primary responsibility of EQAs is to assure quality of internal verification and assessments across the centres for which they are responsible. EQAs must have a thorough understanding of quality assurance and assessment practices, as well as in-depth technical knowledge related to the qualifications that they are externally verifying.

EQAs must:

• hold an appropriate qualification as specified by the appropriate regulatory authority, confirming their competence to verify competence-basedassessments. EQAs holding older qualifications must be able to demonstrate thatthey are verifying to the current standards;

OR

• be working toward an appropriate qualification, as specified by the appropriate regulatory authority. If EQAs are working towards an appropriate qualification, their decisions must be countersigned by a suitably qualified EQA and should besupported by a qualified EQA throughout their training period.

• be “occupationally competent”. EQAs must demonstrate sufficient and current understanding of the qualifications to be verified, and know how they are appliedin business.

• demonstrate competent practice in external verification of assessment, anddemonstrate understanding of the principles and practices of externalverification of assessment, including the quality of assessment and the assessment process. It is the responsibility of the awarding body to select andappoint EQAs.

Skills CFA and Awarding Organisations require all Assessors, Moderators and Quality Assurers to maintain current Business Administration, Customer Service and Management and Leadership competence to deliver these functions. Skills CFA recognises this can be achieved in many ways. However, such information must be formally recorded in individual CPD records that are maintained in assessment centres.




Evidence from Workplace Performance

• Evidence of occupational competence of all competence units at any level, should begenerated and collected through performance under workplace conditions. This includes the knowledge- based learning outcomes and assessment criteria of the competence units.

• These conditions would be those typical to the candidate's normal place of work. The evidence collected under these conditions should also be as naturally occurring as possible. It is accepted that not all employees have identical workplace conditionsand therefore there cannot be assessment conditions that are identical for allcandidates. However, assessors must ensure that, as far as possible, the conditions for assessment should be those under which the candidate usually works.

Assessment of the Knowledge Units

When assessing the knowledge and understanding based unit, it is important that the chosen assessment methodology is appropriate to this and is accurately recorded.

Assessment methodologies that are appropriate for the knowledge and understanding units include:

• Professional discussion• Learner reflective accounts• Question and Answer• Assignments and Projects

These must be planned, assessed and verified by centres, using approved and robust systems and procedures.

Assessors and IQAs must ensure that they are able to demonstrate their own CPD and competence across the units being delivered and assessed, because of the nature of the theoretical content that has to be covered.

Particular attention must be paid to units which permit learners to use their places of study or research of organisations in order to achieve the unit, and those which can only be achieved if the learner is in current employment, or there is recognition of prior learning from extensive experience in that particular occupational sector.




Simulation

• Simulation can be applied to all units listed in Appendix B of the full skills CFAassessment strategy.

• Where simulation is used for units at Level 2 and above, it should only form asmall part of the evidence for the qualification.

• Evidence may be produced through simulation solely in exceptionalcircumstances. The exceptional circumstances, under which simulation is possible, are those situations that are not naturally or readily occurring, such asresponse to emergencies.

• Simulation must be undertaken in a ‘realistic working environment’ (RWE). ARWE is “an environment which replicates the key characteristics in which the skillto be assessed is normally employed". The RWE must provide conditions the same as the normal day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working. Guidelines for using RWE can be found in Appendix A of the full skills CFA assessment strategy.




5. Evidence Matrix

The evidence matrix is designed to help you, the learner, with evidence collection. It is a mapping activity to ensure that you have covered the ‘Assessment Criteria’ contained in the learning outcomes, and is intended to help to keep the volume of evidence to a minimum. One matrix must be completed for each unit.

It is expected that a selection of various types of evidence is used as appropriate; columns in the matrix enable you or the assessor to enter the evidence type, e.g. Report, Log, Written Statement, and also the assessment method, e.g. Obs (= Observation), as shown in the assessment method key. By inserting portfolio reference numbers in the box provided, you will enable the assessor, internal verifier and external quality advisor quickly to locate the evidence which you are submitting to demonstrate your competence.

Examples of types of evidence learners could provide to prove competence: • Record of observation of performance in the workplace• Professional discussion• Reflective account• Product evidence (eg implementation plans, correspondence, work records) • Testimony from senior colleagues/clients• Personal report of actions and circumstances• Recognition of Prior Achievement (RPA)• Records of questioning• Other.

All evidence matrixes for this qualification can be found in this document.

6. Summative Reflective account

Each of the units achieved will appear on the certificate. If you, the learner, do not complete the requirements for a full qualification, you will be awarded a unit certificate for the units in which competence has been demonstrated.

In order to claim the unit(s) for the qualification, you will need to complete a summative reflective account, to reflect on your qualification, what you have learnt and how you have been able to apply this within your work role.

The qualification units that you need to complete are detailed on the following pages.




7. Personal Learning and Thinking Skills (PLTS)

Personal learning and thinking skills will be mapped to your apprenticeship framework by your assessor. The mapping below will act as a guide for your assessor showing the units from where PLTS can potentially be gained. This is, of course, dependent on the evidence provided for the units by you, the learner.

PLTS Mapping

This can be found as an appendix to this document.




8. Qualification Structure and Units

Overview This qualification is the BIIAB Level 3 Diploma in Management (QCF).

Rules of Combination The qualification is structured through rules of combination. Rules of combination are important because they define the number of credits which need to be achieved and where these credits must come from in order for a learner to achieve the qualification. Rules of combination also state what the potential is for learners to transfer credits between qualifications and Awarding Organisations.

Mandatory units can be found in the Qualification Handbook for this qualification. Optional units can be downloaded from the BIIAB centrezone.bii.org .

To achieve the BIIAB Level 3 Diploma in Management (QCF) learners must gain a total of 55 credits. This must consist of:

• Minimum total credit: 55

• Mandatory group A minimum credit: 31

• Optional groups B and C minimum credit: 24. This must consist of:

o Optional group B minimum credit: 17

o Optional group C a maximum credit of: 7

• A minimum of 41 credits must be achieved through the completion of units at Level3 and above.

• Minimum GLH: 284

• Maximum GLH: 371

The qualification has been developed based upon industry feedback as to the fundamental knowledge and skills required to work in the sector at the level.

The qualification units that you need to complete are detailed on the following pages.



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Mandatory Group A Unit no UAN Unit Title Credit Level GLH Assessment

method M&L 9 T/506/2952 Manage personal and professional

development 3 3 12 Portfolio

M&L 11 A/506/1821 Manage team performance 4 3 21 Portfolio M&L 15 F/506/2596 Principles of leadership and

management 8 3 50 Assessment

Knowledge Module (AKM)

M&L 24 R/506/1937 Principles of people management 6 3 34 Assessment Knowledge Module (AKM)

B&A 59 D/506/1942 Principles of Business 10 3 74 Assessment Knowledge Module (AKM)




Optional Group B Unit no UAN Unit Title Credit Level GLH Assessment

method M&L 10 T/506/1820 Promote equality, diversity and

inclusion in the workplace 3 3 15 Portfolio

M&L 12 J/506/1921 Manage individuals’ performance 4 3 20 Portfolio M&L 13 L/506/1922 Manage individuals’ development in

the workplace 3 3 10 Portfolio

M&L 14 Y/506/1924 Chair and lead meetings 3 3 10 Portfolio M&L 16 J/506/2292 Encourage innovation 4 3 14 Portfolio M&L 17 K/506/1927 Manage conflict within a team 5 3 25 Portfolio M&L 18 M/506/1928 Procure products and/or services 5 3 35 Portfolio M&L 19 T/506/1929 Implement change 5 3 28 Portfolio M&L 20 K/506/1930 Implement and maintain business

continuity plans and processes 4 3 25 Portfolio

M&L 21 M/506/1931 Collaborate with other departments 3 3 14 Portfolio M&L 22 A/506/1933 Support remote or virtual teams 4 3 18 Portfolio M&L 23 F/506/1934 Participate in a project 3 3 19 Portfolio M&L 25 J/506/1949 Develop and maintain professional

networks 3 4 15 Portfolio

M&L 27 Y/506/1955 Develop and implement an operational plan

5 4 24 Portfolio

M&L 28 M/506/1962 Encourage learning and development 3 4 16 Portfolio M&L 31 A/506/1981 Discipline and grievance

management 3 4 26 Portfolio

M&L 32 F/506/1982 Develop working relationships with stakeholders

4 4 20 Portfolio

M&L 34 K/506/1989 Manage physical resources 4 4 26 Portfolio M&L 35 J/506/2907 Manage the impact of work activities

on the environment 4 4 30 Portfolio

M&L 36 K/506/1992 Prepare for and support quality audits

3 4 17 Portfolio

M&L 37 T/506/1994 Conduct quality audits 3 4 21 Portfolio M&L 38 A/506/1995 Manage a budget 4 4 26 Portfolio M&L 40 R/506/1999 Manage a project 7 4 38 Portfolio M&L 41 L/506/2004 Manage business risk 6 4 27 Portfolio M&L 42 A/506/2032 Manage knowledge in an

organisation 5 4 34 Portfolio

M&L 43 R/506/2909 Recruitment, selection and induction practice

6 4 33 Portfolio

M&L 44 M/506/2044 Manage redundancy and redeployment

6 4 39 Portfolio




Optional Group C Unit no UAN Unit Title Credit Level GLH Assessment

method B&A 35 M/506/1895 Buddy a colleague to develop their

skills 3 2 19 Portfolio

B&A 41 D/506/1911 Contribute to the improvement of business performance

6 3 33 Portfolio

B&A 42 H/506/1912 Negotiate in a business environment 4 3 18 Portfolio B&A 43 K/506/1913 Develop a presentation 3 3 11 Portfolio B&A 44 M/506/1914 Deliver a presentation 3 3 17 Portfolio B&A 46 A/506/1916 Contribute to the development and

implementation of an information system

6 3 21 Portfolio

CS 30 K/506/2169 Resolve customers’ problems 4 3 19 Portfolio CS 31 R/506/2151 Resolve customers’ complaints 4 3 22 Portfolio CS 32 D/506/2170 Gather, analyse and interpret

customer feedback 5 3 24 Portfolio

B&A 39 L/506/1905 Employee rights and responsibilities 2 2 16 Assessment Knowledge Module (AKM)

CFAQ3 T/505/4673 Health and safety procedures in the workplace

2 2 16 Portfolio

B&A 69 M/506/1959 Manage events 6 4 49 Portfolio CS 36 F/506/2176 Review the quality of customer

service 4 4 20 Portfolio

Barred units This unit Is barred against this unit M&L 23 Participate in a project (F/506/1934) M&L 40 Manage a project (R/506/1999)



Version 1 September 2014 © BIIAB

EVIDENCE MATRIX

Learner / Apprentice:

Qualification:

Unit: M&L9 Manage personal and professional development

Portfolio Ref EvidenceDescription

AssessmentMethod LO1 LO2 LO3

1.1 1.2 1.3 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 3.4

The above evidence has been assessed against the standards for this unit and has been judged for validity, authenticity, currency, reliability and sufficiency.

Learner Signature: _____________________________ Date: _____________ Assessment method key

Assessor Signature: ____________________________ Date: _____________ Obs = Observation W/T = Witness testimony PE = Product evidence RPL = RPL

Internal Verifier Signature: ______________________ Date: _____________ Q = Questioning L/S = Learner Statement(if sampled) Disc = Discussion Ot = Other


EVIDENCE MATRIX


Qualification:

Unit: M&L10 Promote equality, diversity and inclusion in the workplace



1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.3






EVIDENCE MATRIX


Qualification:

Unit: M&L11 Manage team performance



1.1 1.2 1.3 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 3.4 3.5 3.6






EVIDENCE MATRIX


Qualification:

Unit: M&L12 Manage individuals’ performance


AssessmentMethod LO1 LO2

1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 2.6 2.7






EVIDENCE MATRIX


Qualification:

Unit: M&L13 Manage individuals’ development in the workplace


AssessmentMethod

LO1 LO2

1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 2.5






EVIDENCE MATRIX


Qualification:

Unit: M&L14 Chair and lead meetings



1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 3.1 3.2 3.3






EVIDENCE MATRIX


Qualification:

Unit: M&L16 Encourage innovation

Portfolio Ref

EvidenceDescription


1.1 1.2 1.3 1.4 1.5 1.6 1.7 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4






EVIDENCE MATRIX


Qualification:

Unit: M&L17 Manage conflict within a team

Portfolio Ref

EvidenceDescription

AssessmentMethod

LO1 LO2 LO3

1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 3.4 3.5 3.6






EVIDENCE MATRIX


Qualification:

Unit: M&L18 Procure products and/or services



1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 3.4






EVIDENCE MATRIX


Qualification:

Unit: M&L19 Implement change

Portfolio Ref

EvidenceDescription

AssessmentMethod LO1 LO2 LO3 LO4

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 3.4 3.5 3.6 4.1 4.2 4.3 4.4 4.5






EVIDENCE MATRIX


Qualification:

Unit: M&L20 Implement and maintain business continuity plans and processes



1.1 1.2 1.3 1.4 1.5 1.6 1.7 2.1 2.2 2.3 2.4 3.1 3.2 3.3






EVIDENCE MATRIX


Qualification:

Unit: M&L21 Collaborate with other departments



1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 3.1 3.2






EVIDENCE MATRIX


Qualification:

Unit: M&L22 Support remote or virtual teams


AssessmentMethod

LO1 LO2

1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 2.5 2.6






EVIDENCE MATRIX


Qualification:

Unit: M&L23 Participate in a project



1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 2.5 2.6







Qualification:

Unit: M&L25 Develop and maintain professional networks

Portfolio Ref

EvidenceDescription

AssessmentMethod

LO1 LO2 LO3

1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 3.1 3.2 3.3 3.4 3.5 3.6 3.7







Qualification:

Unit: M&L27 Develop and implement an operational plan

Portfolio Ref

EvidenceDescription

AssessmentMethod

LO1 LO2 LO3 LO4

1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 4.1 4.2







Qualification:

Unit: M&L28 Encourage learning and development



1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3







Qualification:

Unit: M&L 31 Discipline and grievance management

Portfolio Ref

EvidenceDescription

AssessmentMethod

LO1 LO2 LO4

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 3.4 3.5







Qualification:

Unit: M&L32 Develop working relationships with stakeholders

Portfolio Ref

EvidenceDescription

AssessmentMethod

LO1 LO2 LO3 LO4

1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 3.1 3.2 3.3 4.1 4.2 4.3







Qualification:

Unit: M&L34 Manage physical resources


AssessmentMethod

LO1 LO2 LO3

1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 3.4







Qualification:

Unit: M&L35 Manage the impact of work activities on the environment

Portfolio Ref

EvidenceDescription


1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 3.6







Qualification:

Unit: M&L36 Prepare for and support quality audits



1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4







Qualification:

Unit: M&L37 Conduct quality audits



1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4







Qualification:

Unit: M&L 38 Manage a budget

Portfolio Ref

EvidenceDescription

AssessmentMethod

LO1 LO2 LO3 LO4

1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 3.6 4.1 4.2







Qualification:

Unit: M&L40 Manage a project

Portfolio Ref

EvidenceDescription

AssessmentMethod

LO1 LO2 LO3 LO4

1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 4.1 4.2 4.3







Qualification:

Unit: M&L41 Manage business risk

Portfolio Ref

EvidenceDescription


1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 3.4 3.5







Qualification:

Unit: M&L42 Manage knowledge in an organisation

Portfolio Ref

EvidenceDescription

AssessmentMethod

LO1 LO2 LO3

1.1 1.2 1.3 1.4 1.5 1.6 1.7 2.1 2.2 3.1 3.2 3.3 3.4 3.5







Qualification:

Unit: M&L43 Recruitment, selection and induction practice

Portfolio Ref

EvidenceDescription

AssessmentMethod

LO1 LO2 LO3 LO4

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.1 2.2 2.3 2.4 2.5 2.6 2.7 3.1 3.2 3.3 3.4 3.5 3.6 4.1 4.2 4.3 4.4 4.5 4.6 4.7







Qualification:

Unit: M&L44 Manage redundancy and redeployment

Portfolio Ref

EvidenceDescription

AssessmentMethod

LO1 LO2 LO3 LO4

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 2.1 2.2 2.3 2.4 2.5 2.6 2.7 3.1 3.2 3.3 3.4 3.5 4.1 4.2 4.3 4.4 4.5






EVIDENCE MATRIX


Qualification:

Unit: CS30 Resolve customers’ problems

Portfolio Ref

EvidenceDescription


1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9






EVIDENCE MATRIX


Qualification:

Unit: CS31 Resolve customers’ complaints

Portfolio Ref

EvidenceDescription


1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9






EVIDENCE MATRIX


Qualification:

Unit: CS32 Gather, analyse and interpret customer feedback

Portfolio Ref

EvidenceDescription


1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.1 2.2 2.3 3.1 3.2 3.3 4.1 4.2 4.3 4.4







Qualification:

Unit: CS36 Review the quality of customer service

Portfolio Ref

EvidenceDescription

AssessmentMethod

LO1 LO2 LO3

1.1 1.2 1.3 1.4 1.5 1.6 1.7 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 3.4






EVIDENCE MATRIX


Qualification:

Unit: B&A35 Buddy a colleague to develop their skills

Portfolio Ref Evidence Description

Assessment Method

LO1 LO2 LO3

1.1 1.2 1.3 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 3.6

The above evidence has been assessed against the standards for this unit and has been judged for validity, authenticity, currency, reliability and sufficiency. Learner Signature: _____________________________ Date: _____________ Assessment method key Assessor Signature: ____________________________ Date: _____________ Obs = Observation W/T = Witness testimony PE = Product evidence RPL = RPL Internal Verifier Signature: ______________________ Date: _____________ Q = Questioning L/S = Learner Statement (if sampled) Disc = Discussion Ot = Other

Version 1 September 2015 © BIIAB Page 1 of 1

EVIDENCE MATRIX


Qualification:

Unit: BA41 Contribute to the improvement of business performance

Portfolio Ref

Evidence Description

Assessment Method

LO1 LO2 LO3 LO4

1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 4.1 4.2 4.3 4.4 4.5




Internal Verifier Signature: ______________________ Date: _____________ Q = Questioning L/S = Learner Statement (if sampled) Disc = Discussion Ot = Other


EVIDENCE MATRIX


Qualification:

Unit: B&A42 Negotiate in a business environment


AssessmentMethod

LO1 LO2 LO3

1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 3.4






EVIDENCE MATRIX


Qualification:

Unit: B&A43 Develop a presentation

Portfolio Ref Evidence Description

Assessment Method

LO1 LO2

1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 2.5 2.6



EVIDENCE MATRIX


Qualification:

Unit: B&A44 Deliver a presentation

Portfolio Ref


Assessment Method

LO1 LO2 LO3

1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 3.1 3.2 3.3 3.4 3.5 3.6 3.7



EVIDENCE MATRIX


Qualification:

Unit: B&A46 Contribute to the development and implementation of an

information system

Portfolio Ref


Assessment Method

LO1 LO2 LO3

1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 3.1 3.2 3.3 3.4



Evidence Matrix


Qualification:

Unit: B&A69 Manage events

Portfolio Ref

EvidenceDescription


1.1 1.2 1.3 1.4 1.5 1.6 1.7 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 3.1 3.2 3.3 3.4 3.5 3.6 3.7 4.1 4.2 4.3







Qualification:

Unit: CFAQ3 Health and safety procedures in the workplace



1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4






Learner Summative Reflection

The purpose of this summative reflection is to enable you, the learner to reflect on your qualification, what you have learnt and how you have been able to apply this within your work role.

You will need to complete your statement in the space provide below and sign & date the document, or you and your assessor may wish to record your reflection on a voice recorder.

Learner Name: ____________________________________

Qualification Unit Summary

Unit No. Completion Date

Assessor Signature

Unit No. Completion Date

Assessor Signature

Learner Reflection

Learner Signature: _______________________________ Date: _____________

Assessor Signature: ______________________________ Date: _____________

Level 3 Diploma in Team Leading: mandatory competence

units mapped to Personal Learning and Thinking Skills

This map accompanies the PLTS Guide for practitioners which can be downloaded from www.skillscfa.org The guide includes:

• an explanation about the importance of PLTS

• general principles for delivery

• where there is little or no coverage in the mandatory units, illustrations of where PLTS can be found in the optional units

• illustrations of PLTS in Functional Skills, ERR and other processes.

Independent Enquiry

INDEPENDENT ENQUIRY

Identify questions

to answer and

problems to

resolve

Plan and carry

out research,

appreciating the

consequences of

decisions

Explore issues,

events or problems

from different

perspectives

Analyse and

evaluate

information,

judging its

relevance and

value

Consider the

influence of

circumstances,

beliefs and feelings

on decisions and

events

Support

conclusions,

Using reasoned

arguments and

evidence

Level 3 Diploma in Team Leading Mandatory Unit Content

T/506/2952 Manage personal and professional development

LO 1: Be able to identify personal and professional development requirements 1.2 1.2 1.3 1.1 1.3 1.3

LO 2: Be able to fulfil a personal and professional development plan 2.3

A/506/1821 Manage team performance

LO 2: Be able to allocate and assure the quality of work 2.3 2.2 2.5

LO 3: Be able to manage communications within a team 3.5

Team Working

TEAM WORKING

Collaborate

with others to

work towards

common goals

Reach

agreements,

managing

discussions to

achieve results

Adapt behaviour

to suit different

roles and

situations,

including

leadership roles

Show fairness

and

consideration to

others

Take

responsibility,

showing

confidence in

themselves

and their

contribution

Provide

constructive

support and

feedback to

others



LO 2: Be able to allocate and assure the quality of work 2.2 2.4; 2.5

LO 3: Be able to manage communications within a team 3.2; 3.4 3.1; 3.2 3.3 3.4 3.4; 3.6


LO 3: Be able to maintain the relevance of a personal and professional development plan

3.3; 3.4 3.4

Self Management

SELF MANAGEMENT

Seek out

challenges

or new

responsibilities

and show

flexibility when

priorities change

Work towards

goals, showing

initiative,

commitment and

perseverance

Organise time

and resources,

prioritising

actions

Anticipate take

and manage

risks

Deal with

competing

pressures,

including

personal and

work-related

demands

Respond

positively to

change seeking

advice and

support when

needed

Manage their

emotions

and build

and maintain

relationships



LO 1: Be able to identify personal and professional development requirements

1.3

LO 2: Be able to fulfil a personal and professional development plan

2.5 2.5 2.5

LO 3: Be able to maintain the relevance of a personal and professional development plan

3.2; 3.4 3.2


LO 2: Be able to allocate and assure the quality of work 2.4 2.2; 2.4 2.2; 2.4 2.4 2.4


Reflective Learning

REFLECTIVE LEARNING

Assess

themselves

and others,

identifying

opportunities

and

achievements

Set goals with

success criteria

for their

development

and work

Review progress,

acting on the

outcomes

Invite feedback

and deal

positively with

praise, setbacks

and criticism

Evaluate

experiences

and learning to

inform future

progress

Communicate

their learning in

relevant ways

for different

audiences



LO 1: Be able to identify personal and professional development requirements 1.3

LO 2: Be able to fulfil a personal and professional development plan 2.4 2.3 2.3 2.1

LO 3: Be able to maintain the relevance of a personal and professional development plan 3.3 3.4 3.3; 3.4 3.2 3.3 3.4


LO 2: Be able to allocate and assure the quality of work 2.1; 2.3

Creative Thinking

CREATIVE THINKING

Generate ideas

and explore

possibilities

Ask questions

to extend their

thinking

Connect their

own and others'

ideas and

experiences in

inventive ways

Question their

own and others'

assumptions

Try out

alternatives or

new solutions

and follow ideas

through

Adapt ideas as

circumstances

change



LO 1: Be able to identify personal and professional development requirements 1.3

LO 2: Be able to fulfil a personal and professional development plan 2.3 2.4 2.5

LO 3: Be able to maintain the relevance of a personal and professional development plan 3.2 3.4 3.2 3.4


LO 2: Be able to allocate and assure the quality of work 2.3 2.5 2.4


Effective Participator

EFFECTIVE PARTICIPATOR

discussing

issues of

concern, seeking

resolution where

needed

presenting a

persuasive case

for action

proposing

practical ways

forward, breaking

these down into

manageable steps

identifying

improvements

that would benefit

others as well

yourself

trying to influence

others, negotiating

and balancing

diverse views to

reach workable

solutions

acting as an

advocate for

views and

beliefs that may

differ from your

own



LO 2: Be able to allocate and assure the quality of work 2.5 2.5 2.5 2.3; 2.5 2.3

LO 3: Be able to manage communications within a team 3.5 3.2 3.2 3.6


LO 2: Be able to fulfil a personal and professional development plan 2.3; 2.4 2.4


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