Post on 28-Jun-2018
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF)
Specification
BTEC Specialist qualification
First teaching August 2014
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information, please visit our qualification websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus.
Pearson: helping people progress, everywhere.
Pearson is the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries in 100 languages we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your learners at: www.pearson.com/uk
References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this specification is correct at time of publication.
Authorised by Martin Stretton Prepared by Cheryl Bott
ISBN 978 1 446 90974 4
All the material in this publication is copyright © Pearson Education Limited 2014
Contents
Purpose of this specification 1
1 Introducing Pearson BTEC Specialist qualifications 3
What are Pearson BTEC Specialist qualifications? 3
2 Qualification summary and key information 4
QCF qualification number and qualification title 5
Objective of the qualification 5
Relationship with previous qualifications 5
Progression opportunities through Pearson qualifications 5
Industry support and recognition 5
Relationship with National Occupational Standards 5
3 Qualification structure 6
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) 6
4 Assessment 7
5 Recognising prior learning and achievement 8
Recognition of Prior Learning 8
Credit transfer 8
6 Centre resource requirements 9
7 Centre recognition and approval centre recognition 10
Approvals agreement 10
8 Quality assurance of centres 11
9 Programme delivery 12
10 Access and recruitment 13
11 Access to qualifications for learners with disabilities or specific needs 14
12 Units 15
Unit title 15
Unit reference number 15
QCF level 15
Credit value 15
Guided learning hours 15
Unit aim 15
Essential resources 15
Learning outcomes 15
Assessment criteria 16
Unit amplification 16
Information for tutors 16
Unit 1: Understanding the Events Industry 17
Unit 2: Understanding how to Research and Report Information to Plan and Organise an Event 28
Unit 3: Understanding Operational Event Planning 36
Unit 4: Understanding Health, Safety and Security at Events Sites 49
Unit 5: Understanding Event Setup and Breakdown 65
Unit 6: Understanding How to Manage the Running of an Event 75
Unit 7: Understanding Event Evaluation and Reporting 87
Unit 8: Understanding Working Relationships in the Events Industry 98
13 Further information and useful publications 108
14 Professional development and training 109
Annexe A 110
Mapping with National Occupational Standards 110
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
1
Purpose of this specification
The purpose of a specification as defined by Ofqual is to set out:
the qualification’s objective
any other qualification that a learner must have completed before taking the qualification
any prior knowledge, skills or understanding that the learner is required to have before taking the qualification
units that a learner must have completed before the qualification will be awarded and any optional routes
any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded
the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth)
the method of any assessment and any associated requirements relating to it
the criteria against which the learner’s level of attainment will be measured (such as assessment criteria)
any specimen materials
any specified levels of attainment.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
2
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
3
1 Introducing Pearson BTEC Specialist qualifications
For more than 25 years, Pearson BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. Pearson BTECs also provide progression routes to the next stage of education or to employment.
What are Pearson BTEC Specialist qualifications?
Pearson BTEC Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.
Some Pearson BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, i.e. Technical Certificates.
There are three sizes of Pearson BTEC Specialist qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.
The credit value of a unit is based on:
one credit for every 10 hours of learning time
learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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2 Qualification summary and key information
Qualification title Pearson BTEC Level 3 Certificate in the Principles of event Management (QCF)
QCF Qualification Number (QN) 601/1128/8
Qualification framework Qualifications and Credit Framework (QCF)
Regulation start date 29/08/2013
Operational start date 01/08/2014
Approved age ranges 16-18
19+
Credit value 30
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 192
Grading information The qualification and units are at pass grade.
Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 10 Access and recruitment)
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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QCF qualification number and qualification title
Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification title, unit titles and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com
Objective of the qualification
The Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) is for learners who work in, or want to work within, the area of event venues, events organisation or events exhibitions.
It gives learners the opportunity to:
develop knowledge related to the events industry, planning events, health and safety, setup and breakdown, managing the running of events, evaluation and reporting and working relationships
achieve a nationally-recognised Level 3 qualification.
Relationship with previous qualifications
This qualification is a replacement for the EDI Level 3 Certificate in the Principles of Event Management (QCF).
Progression opportunities through Pearson qualifications
Learners who have achieved the Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) can progress to the Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) or towards professional and higher-level qualifications.
Industry support and recognition
This qualification is supported by People 1st, the Skills Council for hospitality, passenger transport, travel and tourism.
Relationship with National Occupational Standards
This qualification relates to the National Occupational Standards in Event Management and Temporary Structures. The mapping document in Annexe A shows the links between the units within this qualification and the National Occupational Standards.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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3 Qualification structure
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF)
The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification.
Minimum number of credits that must be achieved 30
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
1 L/600/8549 Understanding the Events Industry 3 3 19
2 F/600/8550 Understanding how to Research and Report Information to Plan and Organise an Event
3 4 24
3 J/600/8551 Understanding Operational Event Planning
3 4 25
4 L/600/8552 Understanding Health, Safety and Security at Events Sites
4 5 40
5 R/600/8553 Understanding Event Setup and Breakdown
3 3 17
6 Y/600/8554 Understanding How to Manage the Running of an Event
4 4 25
7 D/600/8555 Understanding Event Evaluation and Reporting
3 3 18
8 H/600/8556 Understanding Working Relationships in the Events Industry
3 4 24
Centres should be aware that within the Level 3 qualification in this specification, learners will be required to meet the demands of unit(s) at Level 4. Centres are advised to consider the support, guidance and opportunities they give to learners to meet the demands of the higher level unit(s) during delivery and assessment of the qualification.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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4 Assessment
The table below gives a summary of the assessment methods used in the qualification.
Units Assessment method
All units Centre-devised assessment
Centre-devised assessment (internal assessment)
Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.
Centres need to write assignment briefs for learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted.
Assignment briefs and evidence produced by learners must meet any additional requirements in the Information for tutors section of the unit.
Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (for example, performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
Centres are encouraged to give learners realistic scenarios and maximise the use of practical activities in delivery and assessment.
To avoid over-assessment centres are encouraged to link delivery and assessment across units.
There is more guidance about internal assessment on our website. See Section 13. Further information and useful publications.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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5 Recognising prior learning and achievement
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
Pearson encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
Further guidance is available in the policy document Recognition of Prior Learning Policy and Process, which is on our website: www.edexcel.com.
Credit transfer
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.
If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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6 Centre resource requirements
As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.
Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification.
Staff involved in the assessment process must have relevant expertise and occupational experience.
There must be systems in place to ensure continuing professional development for staff delivering the qualification.
Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.
Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to: www.legislation.gov.co.uk
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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7 Centre recognition and approval centre recognition
Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.
Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.
Guidance on seeking approval to deliver Pearson BTEC qualifications is available at www.edexcel.com.
Approvals agreement
All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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8 Quality assurance of centres
Quality assurance is at the heart of vocational qualifications. The centre assesses Pearson BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.
For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below.
1 Delivery of the qualification as part of a BTEC apprenticeship (‘single click’ registration):
an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions
2 Delivery of the qualification outside the apprenticeship:
an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems
Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate annually a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.
For further details, go to the UK BTEC Quality Assurance Handbook on our website.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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9 Programme delivery
Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.
Those planning the programme should aim to enhance the vocational nature of the qualification by:
liaising with employers to make sure a course is relevant to learners’ specific needs
accessing and using non-confidential data and documents from learners’ workplaces
developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector
giving learners the opportunity to apply their learning in practical activities
including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment
making full use of the variety of experience of work and life that learners bring to the programme.
Centres must make sure that any legislation taught is up to date.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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10 Access and recruitment
Pearson’s policy regarding access to our qualifications is that:
they should be available to everyone who is capable of reaching the required standards
they should be free from any barriers that restrict access and progression
there should be equal opportunities for all those wishing to access the qualifications.
Centres are required to recruit learners to Pearson BTEC Specialist qualifications with integrity.
Applicants will need relevant information and advice about the qualification to make sure it meets their needs.
Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.
For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.
Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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11 Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.
We are committed to making sure that:
learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.
Further information regarding Access Arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Further details on how to make adjustments for learners with protected characteristics are given in the Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.
The documents are on our website at www.edexcel.com/policies
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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12 Units
Units have the following sections.
Unit title
The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.
QCF level
All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.
Credit value
When a learner achieves a unit, they gain the specified number of credits.
Guided learning hours
Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.
Unit aim
This gives a summary of what the unit aims to do.
Essential resources
This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.
Learning outcomes
The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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Assessment criteria
Assessment criteria specify the standard required by the learner to achieve each learning outcome.
Unit amplification
This section clarifies what a learner needs to know to achieve a learning outcome.
Information for tutors
This section gives tutors information on delivery and assessment. It contains the following subsections.
Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.
Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.
Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
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Unit 1: Understanding the Events Industry
Unit reference number: L/600/8549
QCF level: 3
Credit value: 3
Guided learning hours: 19
Unit aim
This unit introduces learners to the events industry. It covers the considerable range of activities that fall within the scope of event management. Learners will research the various types of event, the significant range in size of events and the international nature of the industry. They will also look at how the events industry links with other industry sectors and the contribution it makes to the UK economy.
Finally, learners will investigate career pathways and evaluate the skills that can be gained through working in the events industry.
Essential resources
There are no special resources needed for this unit.
Pear
son B
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Prin
ciple
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agem
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atio
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Iss
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1 –
Feb
ruar
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Pea
rson E
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Eva
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Diffe
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UK e
conom
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□
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ent
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□
How
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Under
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1.4
Exp
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the
links
bet
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the
even
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in t
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UK
□
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Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
19
Learn
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Exp
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□
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□
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motive
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D
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s of
the
mai
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the
even
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□
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ries
sig
nific
antly,
how
sev
ere
wea
ther
affec
ts c
erta
in t
ypes
of
even
t, t
he
impac
t of
this
on p
lannin
g
□
Bea
uty
, fa
shio
n a
nd c
osm
etic
s se
ctor
feat
ure
s in
clude
the
close
d n
ature
of
such
eve
nts
, th
e nee
d f
or
seat
ing,
lighting,
audio
and s
tagin
g,
the
pro
motional
asp
ect
of
the
even
ts a
nd t
he
implic
atio
ns
of
it
□
Auto
motive
sec
tor
feat
ure
s in
clude
new
pro
duct
or
model
lau
nch
es,
the
spec
ific
typ
e of
venue
required
, th
e im
plic
atio
ns
for
secu
rity
, ac
cess
and
tran
sport
nee
ds
□
Ret
ail, h
osp
ital
ity,
food a
nd d
rink
sect
or
feat
ure
s in
clude
the
wid
e ra
nge
of
even
ts a
nd t
ypes
of
venues
use
d, th
e eq
uip
men
t re
quired
, th
e hea
lth
and s
afet
y im
plic
atio
ns,
the
impac
t on s
ecurity
req
uirem
ents
, th
e non-
tick
etin
g a
rran
gem
ents
whic
h m
ake
it d
ifficu
lt t
o p
redic
t at
tendan
ce
num
ber
s
□
Sport
lei
sure
and r
ecre
atio
n s
ecto
r fe
ature
s in
clude
regio
nal
, nat
ional
an
d inte
rnat
ional
sco
pe
of
even
ts,
the
dura
tion a
nd t
imin
g o
f ev
ents
, th
e im
plic
atio
ns
for
secu
rity
, ac
cess
and t
ransp
ort
to a
nd f
rom
ven
ues
, th
e im
pac
t of
seve
re w
eath
er
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
20
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
efin
e th
e fo
ur
mai
n
funct
ions
within
the
even
ts
indust
ry
□
Four
mai
n f
unct
ions
within
the
even
ts indust
ry:
mee
tings,
ince
ntive
s,
confe
rence
s an
d c
onve
ntions,
and e
xhib
itio
ns
and e
vents
2.2
D
escr
ibe
the
pla
nnin
g a
nd
imple
men
tation c
ycle
for
even
ts
□
Plan
nin
g a
nd im
ple
men
tation c
ycle
for
even
ts:
iden
tify
aim
s of
even
t,
rese
arch
and iden
tify
mea
ns
of
del
iver
ing e
vent
aim
s, p
repar
e det
aile
d
pla
n t
o a
chie
ve a
ims,
eva
luat
e pla
n,
imple
men
t ev
ent
pla
n,
eval
uat
e ev
ent
□
Import
ance
of
ensu
ring e
ach p
has
e of
the
cycl
e is
com
ple
ted
2
Under
stan
d t
he
mai
n f
unct
ions
within
the
even
ts
indust
ry
2.3
Eva
luat
e th
e im
port
ance
of
each
phas
e in
the
even
t pla
nnin
g a
nd m
anag
emen
t cy
cle
□
Import
ance
of
the
diffe
rent
phas
es in e
vent
pla
nnin
g a
nd m
anag
emen
t:
iden
tify
ing a
ims
so t
hat
succ
ess
fact
ors
can
be
set
out
to judge
per
form
ance
and lat
er u
sed t
o e
valu
ate
the
even
t; p
repar
ing a
det
aile
d
oper
atio
nal
pla
n s
o t
hat
key
role
s an
d r
esponsi
bili
ties
can
be
assi
gned
, so
that
seq
uen
ces
of
task
s ca
n b
e se
t out
and d
eadlin
es a
gre
ed;
imple
men
ting t
he
pla
n s
o t
hat
all
invo
lved
can
monitor
pro
gre
ss o
f sp
ecific
phas
es a
gai
nst
dea
dlin
es,
so t
hat
inte
rven
tions
may
be
mad
e w
her
e nee
ded
to b
ring t
he
pla
n b
ack
to t
arget
; ev
aluat
ing t
he
even
t so
th
at s
ucc
ess
in m
eeting o
rigin
al a
ims
is a
ccura
tely
ass
esse
d a
nd u
sed t
o
pla
n f
utu
re e
vents
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
21
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Id
entify
the
mai
n a
reas
of
legis
lation t
hat
cove
r th
e pla
nnin
g a
nd o
rgan
isat
ion o
f ev
ents
, in
cludin
g h
ealth a
nd
safe
ty a
nd c
ontr
act
law
□
Mai
n a
reas
of
legis
lation t
hat
cove
r th
e pla
nnin
g a
nd o
rgan
isat
ion o
f ev
ents
: hea
lth a
nd s
afet
y, c
ontr
act
law
, hum
an r
esourc
es a
nd
emplo
ymen
t, e
vents
ven
ue
legis
lation
3.2
Exp
lain
the
implic
atio
ns
of
four
diffe
rent
area
s of
legis
lation f
or
the
pla
nnin
g
and o
rgan
isat
ion o
f ev
ents
□
Implic
atio
ns
of
diffe
rent
legis
lation f
or
the
pla
nnin
g a
nd o
rgan
isat
ion o
f ev
ents
: em
plo
ymen
t co
nditio
ns
for
even
t st
aff,
ris
k as
sess
men
t of
venues
, le
gal
res
ponsi
bili
ties
of
contr
acto
rs,
liabili
ties
of
even
t st
aff,
co
ntr
acto
rs
□
How
thes
e af
fect
how
to p
lan f
or
safe
ty a
nd w
ellb
eing f
or
diffe
rent
even
ts a
t diffe
rent
venues
3.3
D
escr
ibe
the
mai
n e
thic
al
and s
oci
al iss
ues
that
affec
t th
e ev
ents
indust
ry
□
Soci
al a
nd e
thic
al iss
ues
: prioritisi
ng t
he
wel
fare
of
those
att
endin
g
even
ts o
ver
pro
fit,
ensu
ring s
taff
ing a
nd f
acili
ties
are
adeq
uat
e to
m
ainta
in s
afet
y; m
arke
ting a
nd s
ellin
g e
thic
ally
, ta
king into
acc
ount
loca
l co
mm
unity
nee
ds,
envi
ronm
enta
l im
pac
t an
d s
ust
ainab
ility
of
reso
urc
es w
hen
org
anis
ing e
vents
3
Under
stan
d t
he
legal
, so
cial
and
ethic
al f
ram
ework
fo
r ev
ents
3.4
Exp
lain
the
implic
atio
ns
of
four
diffe
rent
types
of
ethic
al a
nd s
oci
al c
once
rns
for
the
pla
nnin
g a
nd
org
anis
atio
n o
f ev
ents
□
Implic
atio
ns
of
ethic
al c
once
rns:
eth
ical
mer
chan
dis
ing s
uch
as
ensu
ring
that
ite
ms
on s
ale
at t
he
even
t ar
e et
hic
ally
sourc
ed a
nd s
old
; av
oid
ing
envi
ronm
enta
l im
pac
t at
the
venue
such
as
dam
age
to t
he
site
, in
adeq
uat
e w
aste
contr
ol or
man
agem
ent,
nois
e; u
sing s
ust
ainab
le
reso
urc
es f
or
the
even
t su
ch a
s usi
ng r
ecyc
led m
ater
ials
□
Soci
al c
once
rns:
pla
nnin
g f
or
the
wel
fare
of
those
att
endin
g t
he
even
t su
ch a
s pro
vidin
g a
deq
uat
e re
st r
oom
s, t
ransp
ort
and a
cces
s to
the
venue
or
a ra
nge
of
food t
hat
mee
ts t
he
nee
ds
of
diffe
rent
ages
, gro
ups
and e
thnic
origin
s; h
ow
eth
ical
and s
oci
al c
once
rns
may
det
er
atte
ndan
ce o
r re
duce
tim
e sp
ent
at t
he
even
t; h
ow
conce
rns
may
cre
ate
adve
rse
public
ity
and im
pac
t on f
utu
re e
vents
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
22
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Com
par
e th
e purp
ose
of
two
contr
asting s
ecto
rs o
f th
e ev
ents
indust
ry
□
How
the
diffe
rent
even
t se
ctors
contr
ast
in p
urp
ose
: th
e m
ain a
ims
of
the
diffe
rent
even
t se
ctors
, e.
g.
finan
cial
pro
fit,
tec
hnolo
gic
al
adva
nce
men
t, incr
easi
ng s
ales
, at
trac
ting p
ote
ntial
buye
rs a
nd
cust
om
ers,
chan
gin
g lifes
tyle
s, influen
cing o
pin
ions
or
inte
rest
; how
ai
ms
are
short
ter
m a
nd long t
erm
; how
som
e ai
ms
ove
rlap
4.2
D
escr
ibe
the
div
ersi
ty o
f th
e diffe
rent
types
of
org
anis
atio
ns
that
mak
e up
the
even
ts indust
ry
□
Div
erse
nat
ure
of
the
even
ts indust
ry:
larg
e m
ulti-
nat
ional
org
anis
atio
ns,
e.g
. au
tom
otive
, bea
uty
and f
ashio
n,
sport
s gove
rnin
g
bodie
s; s
mal
l org
anis
atio
ns
work
ing a
t a
loca
l or
regio
nal
lev
el,
e.g.
food
pro
duce
rs;
com
munity
gro
ups;
org
anis
atio
ns
that
pro
vide
support
or
serv
ices
for
even
ts,
e.g.
cate
ring,
secu
rity
, tr
ansp
ort
, sp
ecia
l ef
fect
s,
mar
keting a
nd p
rom
otion,
tick
etin
g a
nd s
ales
4.3
Com
par
e th
e ec
onom
ic a
nd
soci
al v
alue
of
two
contr
asting s
ecto
rs o
f th
e ev
ents
indust
ry
□
How
the
diffe
rent
sect
ors
contr
ast
in e
conom
ic a
nd s
oci
al v
alue;
how
the
diffe
rent
sect
ors
contr
ibute
eco
nom
ical
ly,
e.g.
thro
ugh e
mplo
ying
peo
ple
, ta
xable
pro
fits
, purc
has
ing s
upplie
s, e
mplo
ying c
ontr
acto
rs a
nd
sub-c
ontr
acto
rs,
gen
erat
ing inco
me
for
loca
l co
mm
unity
busi
nes
ses,
in
crea
sing t
ake-
up a
nd u
se o
f ve
nues
and f
acili
ties
; how
the
diffe
rent
sect
ors
contr
ibute
soci
ally
, e.
g.
thro
ugh c
reat
ing loca
l in
tere
st in v
enues
or
even
ts,
thro
ugh h
ighlig
hting loca
l nee
ds,
thro
ugh im
pro
ving a
cces
s to
ve
nues
and t
hei
r su
rroundin
gs
4
Under
stan
d t
he
key
feat
ure
s of
two c
ontr
asting
sect
ors
of
the
even
ts indust
ry
4.4
Exp
lain
fac
tors
drivi
ng
chan
ge
in t
wo c
ontr
asting
sect
ors
□
Fact
ors
drivi
ng c
han
ge
in t
he
diffe
rent
sect
ors
: dem
and f
or
live
even
ts,
incr
ease
in s
mal
l sc
ale
even
ts,
gre
ater
spec
ialis
m o
f ev
ents
, th
e nee
d f
or
more
eff
ective
mer
chan
dis
ing a
t ev
ents
, et
hic
al a
nd e
nvi
ronm
enta
l fa
ctors
influen
cing a
tten
dan
ce a
t ev
ents
□
How
thes
e fa
ctors
im
pac
t on t
he
diffe
rent
even
t se
ctors
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
23
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.5
D
escr
ibe
the
typic
al r
ange
of
even
ts t
hat
tak
e pla
ce in
two c
ontr
asting s
ecto
rs
□
Typ
ical
ran
ge
of
even
ts in t
he
sect
ors
: m
usi
c an
d t
he
arts
sec
tor,
e.g
. cl
assi
cal an
d p
op c
once
rts,
musi
c fe
stiv
als,
rad
io r
oad
show
s; b
eauty
, fa
shio
n a
nd c
osm
etic
s, e
.g.
road
show
s, p
rom
otions,
exh
ibitio
ns,
pro
duct
lau
nch
es;
auto
motive
, e.
g.
show
s, d
ispla
ys,
com
pet
itio
ns,
pro
duct
lau
nch
es;
reta
il, h
osp
ital
ity,
food a
nd d
rink,
e.g
. fe
stiv
als,
ban
quet
s, p
roduct
lau
nch
es,
exhib
itio
ns;
sport
rec
reat
ion a
nd lei
sure
, e.
g.
sport
s m
atch
es,
tourn
amen
ts, m
arat
hons,
confe
rence
s, c
om
munity
even
ts,
fire
work
dis
pla
ys
4.6
Exp
lain
the
role
s of
key
org
anis
atio
ns
in t
wo
contr
asting s
ecto
rs,
incl
udin
g a
ny
repre
senta
tive
an
d r
egula
tory
bodie
s an
d
trad
e as
soci
atio
ns
□
Role
s of
key
org
anis
atio
ns,
rep
rese
nta
tive
and r
egula
tory
bodie
s an
d
trad
e as
soci
atio
ns:
The
Ass
oci
atio
n o
f British
Pro
fess
ional
Confe
rence
O
rgan
iser
s, A
ssoci
atio
n o
f Eve
nt
Org
anis
ers,
Mee
ting I
ndust
ry
Ass
oci
atio
n,
Ass
oci
atio
n f
or
Con
fere
nce
s an
d E
vents
, Eve
nt
and
Ente
rtai
nm
ent
Man
agem
ent
Ass
oci
atio
n,
IMEX,
ICCA,
HSE,
Loca
l Auth
orities
, Sport
s G
ove
rnin
g B
odie
s, S
ecurity
Indust
ry A
uth
ority
4.7
Exp
lain
the
links
that
tw
o
contr
asting s
ecto
rs in t
he
indust
ry h
ave
with o
ther
in
dust
ries
□
Links
bet
wee
n t
he
various
even
ts s
ecto
rs a
nd o
ther
indust
ries
: se
curity
, hosp
ital
ity,
auto
motive
, ac
oust
ic e
ngin
eering,
logis
tics
, cu
stom
er
serv
ice,
const
ruct
ion,
gra
phic
des
ign,
med
ia,
tourism
, m
arke
ting a
nd
reta
il
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
24
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.1
Eva
luat
e th
ree
sourc
es o
f re
liable
and r
elev
ant
info
rmat
ion o
n c
aree
r pro
gre
ssio
n,
trai
nin
g a
nd
educa
tion in t
he
even
ts
indust
ry
□
Sourc
es o
f re
liable
and r
elev
ant
info
rmat
ion o
n c
aree
r pro
gre
ssio
n,
trai
nin
g a
nd e
duca
tion in t
he
even
ts indust
ry:
the
Nat
ional
Car
eers
Ser
vice
, G
uar
dia
n C
aree
rs,
Eve
nt
Jobse
arch
, lo
cal Colle
ges
and
Univ
ersi
ties
□
Ran
ge
of
trai
nin
g a
nd q
ual
ific
atio
n c
ours
es a
vaila
ble
loca
lly,
nat
ional
ly,
inte
rnat
ional
ly
5.2
D
escr
ibe
pote
ntial
car
eer
pat
hw
ays
in t
he
five
diffe
rent
sect
ors
within
the
even
ts indust
ry
□
Pote
ntial
car
eer
pat
hw
ays
in t
he
diffe
rent
sect
ors
within
the
even
ts
indust
ry:
what
exp
erie
nce
is
required
for
entr
y-le
vel jo
bs
in t
he
diffe
rent
sect
ors
, w
hat
pro
gre
ssio
n c
an b
e ex
pec
ted;
the
typic
al s
alar
y ra
nges
for
diffe
rent
leve
ls in t
he
indust
ry;
the
valu
e of
volu
nta
ry a
nd p
art-
tim
e jo
bs
in g
ainin
g e
xper
ience
; w
hat
eve
nt
org
anis
ers
look
for
in t
erm
s of
qual
itie
s, e
xper
tise
and e
xper
ience
for
even
t st
aff;
what
additio
nal
tr
ainin
g,
skill
s an
d q
ual
itie
s m
ay b
e re
quired
to p
rogre
ss in t
he
even
ts
indust
ry
5.3
Id
entify
the
qual
itie
s,
exper
tise
and e
xper
ience
re
quired
to p
rogre
ss in t
he
even
ts indust
ry
□
Qual
itie
s, e
xper
tise
and e
xper
ience
req
uired
to p
rogre
ss in t
he
even
ts
indust
ry incl
ude
pro
ject
man
agem
ent,
tim
e m
anag
emen
t an
d m
ulti-
task
ing,
team
work
ing,
pla
nnin
g a
nd o
rgan
isat
ion,
mar
keting a
nd
pro
motion,
effe
ctiv
e co
mm
unic
atio
ns,
pro
ble
m s
olv
ing,
work
ing t
o
finan
cial
tar
get
s, m
eeting d
eadlin
es,
dec
isio
n m
akin
g,
rem
ainin
g c
alm
under
pre
ssure
5
Under
stan
d
emplo
ymen
t an
d
care
er
opport
unitie
s in
th
e ev
ents
in
dust
ry
5.4
Exp
lain
how
ski
lls a
nd
know
ledge
acquired
in t
hei
r se
ctor
could
rel
ate
to job
opport
unitie
s el
sew
her
e
□
Tra
nsf
erab
le s
kills
: how
ski
lls a
nd k
now
ledge
acquired
in e
vent
man
agem
ent
could
rel
ate
to job o
ppor
tunitie
s el
sew
her
e, e
.g.
secu
rity
w
ork
, m
arke
ting a
nd p
rom
oting p
roduct
s, m
anag
ing t
eam
s, p
lannin
g
and o
rgan
isin
g w
ork
sch
edule
s, e
.g.
in logis
tics
or
man
ufa
cturing,
rese
arch
work
incl
udin
g d
ata
colle
ctio
n a
nd a
nal
ysis
, cu
stom
er s
ervi
ce
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
25
Information for tutors
Delivery
This unit underpins all the other units in this qualification.
This unit should be delivered in a way that develops learner knowledge and understanding of effective working relationships and their value in planning and coordinating events.
Learners need to know and understand:
the key features of the events industry – the range of activities falling within scope
the legal, social and ethical framework for events
the economic contribution of the industry, its projected growth nationally
the international nature of the events industry
key organisations and representative bodies
possible career pathways
the range of transferable skills that can be gained through working in the events industry
A useful opening would be through small-group discussions, during which learners can exchange their experiences of attending different events, for example music festival or concert – indoor/outdoor, sports event – indoor/outdoor, single or multiple locations, banquet, presentation, public meeting etc both in this country and overseas. The discussion should focus on how the events were managed, the role of the events organiser and how they feel the events could have been improved. Aspects of the events such as security, size and suitability of venue, facilities, transport, social, ethical and environmental issues should be considered. Tutors can take feedback on a flipchart or board and then share the findings of individual groups.
Assignments or case studies could include researching the range of events held within a 50-mile radius of the learner’s home over a period of six months, categorising these and summarising the key factors – size, type, client group, venue – that would have been part of the planning process for one or more of the events. Learners should then be encouraged to look at two contrasting events, comparing how these are staged and managed. Specific attention should be paid to the social, ethical and environmental factors for these. The different roles of event organisers, security professionals, local authority officers, emergency services officers and suppliers should be explored. This could be enhanced, for example through watching video footage of events or listening to event professionals.
This research could be presented via presentation and include an evaluation against possible critical success factors for the event and options for improvement.
Knowledge of the events management industry will be enhanced through active involvement. Wherever possible, learners should have the opportunity to work with event management professionals or those involved in events so that they can experience the different aspects and how these contribute to the overall operation of the event. This could be as an event volunteer or through work shadowing.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
26
Assessment
Learners must meet all assessment criteria to pass the unit.
The predominant source of evidence for this unit is likely to be the case study/assignment and research as outlined above.
Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. These should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of knowledge and understanding in a work related setting.
Suggested resources
Textbooks
Bowdin G, Allen J, O’Toole W, Harris R, McDonnell I – Events Management (Routledge, 3rd edition, 2011) ISBN 978-1-85617-818-1
Capell L – Event Management for Dummies (J. Wiley & Sons, 2013) ISBN 978-1-11859-112-3
Gaur S – Event Marketing and Management (Vikas Publishing House, 2009) ISBN 978-8-12591-449-5
Goldblatt J – Special Events: Best Practices in Modern Event Management (Van Nostrand Reinhold, 2nd edition, 1997) ISBN 0-442-02207-7
HSE – Event Safety Guide (HSE, 1999) ISBN 978-0-71762-453-9
HSE – Guide to Risk Assessment (HSE, 2011) ISBN 978-0-71766-440-5
HSE – Managing Crowds Safely: A Guide for Organisers at Events and Venues (HSE, 2000) ISBN 978-0-71761-834-7
O’Hara B, Beard M – Music Event and Festival Management (Wise Publications, 2006) ISBN 978-1-92102-973-8
Shone A, Parry B – Successful Event Management (Cengage Learning EMEA, 2004) ISBN 978-1-84480-076-6
Van der Wagen L – Human Resource Management for Events: Managing the Event Workforce (Butterworth-Heinemann, 2006) ISBN 978-0-75066-998-6
Journals and/or magazines
Event Organiser (The Event Services Association)
International Journal of Contemporary Hospitality Management (Emerald Group Publishing Ltd)
International Journal of Event and Festival Management (Emerald Group Publishing Ltd)
International Journal of Event Management Research (Emerald Group Publishing Ltd)
International Journal of Hospitality and Event Management (Emerald Group Publishing Ltd)
Journal of Hospitality, Leisure, Sport and Tourism Education (Elsevier)
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
27
Websites
http://careers.theguardian.com/careers-blog/events-management
Careers advice
www.creative-choices.co.uk Information on a different creative sectors
www.eventjobsearch.co.uk/jobs/event-management/ Job search
www.eventmagazine.co.uk/Business/article/1035666/ Events-industry-worth361bn-read-full-report/
Event magazine
www.imex-frankfurt.com Exhibition
www.myjobsearch.com/careers/events-manager.html Information about Event Manager jobs
www.nationalcareersservice.direct.gov.uk/advice/ planning/jobprofiles/Pages/EventsManager.aspx
National Careers Service
www.raconteur.net/business/valuing-the-events-industry-for-economic-growth
Articles aimed at events professionals and business travellers
www.totalprofessions.com/profession-finder/sector-summaries/hospitality-and-events-management
Total professional – information about the sector
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
28
Unit 2: Understanding how to Research and Report Information to Plan and Organise an Event
Unit reference number: F/600/8550
QCF level: 3
Credit value: 4
Guided learning hours: 24
Unit aim
This unit focuses on the importance of careful and thorough planning in order to ensure the success of an event. Learners will need to show how to gather information from a range of sources relevant to preparing an event. They will need to demonstrate how to critically review qualitative and quantitative information, analyse the reliability of the information sources and draw conclusions. Finally, learners must make and keep suitable records and formulate recommendations.
Essential resources
There are no special resources needed for this unit.
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
29
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
import
ance
of
rese
arch
to p
lannin
g a
nd
org
anis
ing e
vents
□
Import
ance
of
rese
arch
to p
lannin
g a
nd o
rgan
isin
g e
vents
: to
ensu
re
pla
ns
for
the
even
t ar
e ac
cura
te a
nd c
om
ple
te;
to o
bta
in c
urr
ent
info
rmat
ion a
nd f
eedbac
k th
at m
ay im
pac
t on p
lannin
g t
he
even
t, e
.g.
chan
ges
in leg
isla
tion,
chan
ges
in lic
ensi
ng r
equirem
ents
, fe
edbac
k an
d
dat
a fr
om
sim
ilar
even
ts;
to e
nsu
re a
ll th
e in
form
atio
n is
colla
ted in
adva
nce
1.2
D
escr
ibe
the
types
of
info
rmat
ion t
hat
nee
d t
o b
e re
sear
ched
to p
lan a
nd
org
anis
e an
eve
nt
□
Typ
es o
f in
form
atio
n n
eeded
: th
e ty
pe
of
even
t, t
ype
of
venue,
e.g
. in
door,
outd
oor,
purp
ose
built
, te
mpora
ry;
spec
ific
req
uirem
ents
or
feat
ure
s of
the
venue,
e.g
. ca
pac
ity,
envi
ronm
enta
l is
sues
, pow
er
supplie
s, a
cces
s; d
ate,
tim
e an
d d
ura
tion,
pote
ntial
att
endan
ce,
contr
actu
al a
rran
gem
ents
, e.
g.
contr
acto
r/su
b-c
ontr
acto
rs t
o b
e use
d,
hea
lth a
nd s
afet
y re
quirem
ents
, tick
etin
g,
pro
motion a
nd s
ales
ar
rangem
ents
, st
affing,
secu
rity
, ac
cess
, tr
ansp
ort
, hosp
ital
ity
and
cate
ring r
equired
1
Under
stan
d h
ow
to
rese
arch
in
form
atio
n f
or
an
even
t
1.3
Critica
lly c
om
par
e diffe
rent
info
rmat
ion s
ourc
es t
hat
m
ay b
e use
d t
o o
bta
in
info
rmat
ion r
elev
ant
to
pla
nnin
g a
nd o
rgan
isin
g a
n
even
t
□
Diffe
rent
info
rmat
ion s
ourc
es t
hat
cou
ld b
e re
sear
ched
, e.
g.
inte
rnet
, m
edia
, org
anis
atio
nal
rec
ord
s an
d r
eport
s, loca
l au
thority
rec
ord
s an
d
report
s, H
SE r
ecord
s an
d r
eport
s, s
pec
ialis
t ev
ent
staf
f, s
ecurity
pro
fess
ional
s, s
oci
al m
edia
sites
, cu
stom
er s
urv
eys
□
Why
it is
import
ant
to a
sses
s th
ese
for
relia
bili
ty;
why
som
e m
ay b
e bas
ed o
n p
erso
nal
opin
ions;
how
som
e dat
a m
ay b
e unduly
influen
ced
by
uniq
ue
circ
um
stan
ces,
e.g
. se
vere
wea
ther
, tr
ansp
ort
and logis
tica
l pro
ble
ms,
maj
or
inci
den
ts
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
30
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Critica
lly c
om
par
e th
e re
sear
ch m
ethods
that
may
be
use
d t
o p
lan a
nd
org
anis
e an
eve
nt
□
Res
earc
h m
ethods
to u
se:
per
sonal
inte
rvie
ws,
dis
cuss
ions,
rea
din
g
report
s an
d s
um
mar
ies,
anal
ysin
g r
aw d
ata
from
eve
nts
, re
adin
g c
ase
studie
s of
even
ts,
e.g.
in t
rade
journ
als,
in o
ffic
ial public
atio
ns
□
How
to d
ecid
e w
hic
h k
ey a
spec
ts o
f in
form
atio
n a
re n
eeded
to p
lan a
nd
org
anis
e th
e ev
ent
□
Import
ance
of
def
inin
g s
pec
ific
info
rmat
ion n
eeded
or
rese
arch
to b
e under
take
n,
allo
win
g s
uff
icie
nt
tim
e to
com
ple
te r
esea
rch,
how
to
del
egat
e so
me
aspec
ts o
f re
sear
ch t
o o
ther
s, e
.g.
dat
a co
llect
ion a
nd
anal
ysis
, ar
rangin
g inte
rvie
ws
1.5
Exp
lain
how
to s
elec
t th
e m
ost
appro
priat
e an
d
relia
ble
info
rmat
ion s
ourc
es
and r
esea
rch m
ethods
□
Sel
ecting info
rmat
ion s
ourc
es a
nd r
esea
rch m
ethods:
how
to t
ake
into
ac
count
per
sonal
pre
fere
nce
s as
oppos
ed t
o p
rofe
ssio
nal
opin
ions
when
gat
her
ing info
rmat
ion;
the
import
ance
of
ensu
ring d
ata
is c
urr
ent,
ac
cura
te a
nd c
om
ple
te;
how
dat
a ca
n b
e sk
ewed
thro
ugh e
rrors
or
om
issi
ons;
the
import
ance
of
cros
s ch
ecki
ng d
ata
usi
ng d
iffe
rent
sourc
es;
how
to b
alan
ce o
ut
the
concl
usi
ons
dra
wn f
rom
dat
a an
d
opin
ions;
the
import
ance
of
sele
ctin
g r
elia
ble
info
rmat
ion s
ourc
es a
nd
rese
arch
met
hods
bef
ore
mak
ing r
ecom
men
dat
ions;
sel
ecting
info
rmat
ion s
ourc
es,
e.g.
bas
ed o
n r
eputa
tion,
bas
ed o
n indep
enden
ce,
bas
ed o
n e
xper
ience
1.6
Exp
lain
why
it is
import
ant
to m
ainta
in a
rec
ord
of
sourc
es t
o b
e use
d
□
Rec
ord
of
sourc
es t
o b
e use
d:
why
it is
import
ant
to k
eep r
ecord
s so
th
at t
hes
e ca
n b
e re
ferr
ed t
o lat
er,
so t
hat
thes
e ca
n b
e pro
vided
to t
he
rele
vant
peo
ple
, e.
g.
even
t sp
onso
r, v
enue
ow
ner
, lic
ensi
ng o
ffic
er,
even
t co
ord
inat
or;
ref
erring t
o s
ourc
es w
hen
eva
luat
ing t
he
even
t
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
31
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
who w
ill n
eed t
o s
ee
the
outc
om
es o
f re
sear
ch
□
Outc
om
es o
f re
sear
ch:
the
range
of
peo
ple
who m
ay n
eed t
o s
ee
info
rmat
ion g
ather
ed,
e.g.
the
even
t sp
onso
r, loca
l co
mm
unity
gro
ups,
lo
cal au
thority
off
icer
s, e
vent
team
sta
ff,
venue
ow
ner
s an
d m
anag
ers,
co
ntr
acto
rs,
per
form
ers,
sec
urity
sta
ff;
how
cer
tain
info
rmat
ion m
ay
nee
d t
o b
e re
strict
ed
2.2
Exp
lain
why
it is
import
ant
to s
yste
mat
ical
ly a
nal
yse
info
rmat
ion w
hen
pla
nnin
g
and o
rgan
isin
g a
n e
vent
□
Import
ance
of
syst
emat
ical
ly a
nal
ysin
g t
he
info
rmat
ion:
to b
e co
nfiden
t in
its
acc
ura
cy a
nd c
om
ple
tenes
s, s
o t
hat
all
aspec
ts o
f th
e ev
ent
hav
e bee
n c
ove
red,
so t
hat
mea
nin
gfu
l co
ncl
usi
ons
can b
e dra
wn;
so t
hat
pla
ns
are
not
dev
eloped
bas
ed o
n inac
cura
te d
ata,
e.g
. an
tici
pat
ed
audie
nce
, ve
nue
capac
ity;
so t
hat
budget
and r
esourc
e nee
ds
are
bas
ed
on a
ccura
te info
rmat
ion;
what
mig
ht
hap
pen
if
inco
rrec
t or
inac
cura
te
info
rmat
ion is
use
d t
o p
lan a
n e
vent,
e.g
. ve
nue
is inap
pro
priat
e,
staf
fing r
equirem
ents
are
inco
rrec
t, e
quip
men
t is
adeq
uat
e, b
udget
is
insu
ffic
ient
2.3
D
escr
ibe
diffe
rent
met
hods
that
can
be
use
d t
o c
olla
te
and a
nal
yse
both
quan
tita
tive
and q
ual
itat
ive
info
rmat
ion
□
Anal
ysin
g q
ual
itat
ive
info
rmat
ion:
opin
ions,
rea
ctio
ns
and inte
ract
ions
of
even
t at
tendee
s, e
vent
staf
f, e
vent
sponso
rs,
offic
ials
etc
by
anal
ysin
g
feed
bac
k, s
urv
eys,
vid
eos
and f
ilms
of
even
ts,
revi
ewin
g r
ecord
s of
com
munic
atio
ns
rela
ted t
o e
vents
□
Anal
ysin
g q
uan
tita
tive
info
rmat
ion:
atte
ndan
ce e
stim
ates
, tick
etin
g a
nd
sale
s re
cord
s, inco
me
and e
xpen
diture
bre
akdow
n,
reco
rds
of
inci
den
ts,
safe
ty r
ecord
s
2
Under
stan
d h
ow
to
report
info
rmat
ion
to a
ssis
t th
e pla
nnin
g a
nd
org
anis
atio
n o
f an
ev
ent
2.4
D
escr
ibe
diffe
rent
form
ats
for
report
ing info
rmat
ion
□
Diffe
rent
form
ats
for
report
ing info
rmat
ion:
sum
mar
y w
ord
-pro
cess
ed
report
s, b
rief
ing n
ote
s, e
.g.
bulle
ted lis
ts;
det
aile
d f
indin
gs,
e.g
. re
port
s se
t out
under
hea
ded
sec
tions
with a
n index
, ap
pen
dic
es;
Pow
er P
oin
t pre
senta
tions,
web
-bas
ed p
rese
nta
tions,
DVD
vis
ual
tours
, e.
g.
of
an
even
t si
te,
verb
al r
eport
ing,
tabula
r su
mm
arie
s, g
raphic
s, e
.g.
char
ts,
map
s, p
hoto
s
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
32
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.5
Exp
lain
how
to s
elec
t th
e m
ost
appro
priat
e fo
rmat
for
report
ing info
rmat
ion
□
Sel
ecting t
he
most
appro
priat
e fo
rmat
to s
uit t
he
nee
ds
of
the
reci
pie
nt
and t
hei
r right
to k
now
info
rmat
ion;
consi
der
ing n
eeds
for
tim
elin
ess,
e.
g.
how
quic
kly
the
info
rmat
ion is
nee
ded
, w
hat
oth
er a
ctio
ns
or
pla
ns
are
dep
enden
t on t
he
info
rmat
ion b
eing r
eport
ed;
ensu
ring c
opie
s of
key
info
rmat
ion a
re p
rovi
ded
; en
suring c
onfiden
tial
info
rmat
ion is
mar
ked a
ccord
ingly
; usi
ng c
lear
lan
guag
e, r
einfo
rcin
g k
ey m
essa
ges
2.6
Exp
lain
how
to d
raw
co
ncl
usi
ons
and m
ake
reco
mm
endat
ions
□
Dra
win
g c
oncl
usi
ons
and m
akin
g r
ecom
men
dat
ions:
the
import
ance
of
bei
ng a
ble
to v
alid
ate
concl
usi
ons
by
refe
rence
to s
ourc
es u
sed a
nd d
ata
colle
cted
; offer
ing a
lter
nat
ive
reco
mm
endat
ions
with b
enef
its
and
issu
es;
prioritisi
ng r
ecom
men
dat
ions;
the
import
ance
of
reco
mm
endat
ions
bei
ng S
MART –
spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic
and t
ime
bound;
alig
nin
g r
ecom
men
dat
ions
to c
ritica
l su
cces
s fa
ctors
for
the
org
anis
atio
n o
r ev
ent
sponso
r
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
33
Information for tutors
Delivery
This unit links to units on event planning and implementation.
This unit should be delivered in a way that develops learner knowledge and understanding of effective working relationships and their value in planning and coordinating events.
Learners need to know and understand:
the importance of research when planning an event
how to identify and gather information required to aid planning
how to analyse qualitative and quantitative data and be confident of conclusions
how to present findings and make recommendations
A starting point could be for learners to select two different, contrasting events (for example small-scale indoor, small-scale outdoor, from different sectors) and initially to identify the information that would be required in order to plan these. Individuals could present these to colleagues and then use them as a platform for further discussion in smaller groups on where and how to obtain the information, how to check its reliability and how to present the information to colleagues. Tutors can take feedback on a flipchart or board and then share the findings of individual groups.
This could then be developed into an assignment/case study to look at two contrasting forthcoming events and summarise the information required to plan these. This research could be presented via a presentation and include an evaluation against possible critical success factors for the event.
Knowledge of event management planning gained through active involvement rather than through a purely theoretical context, is preferable. Wherever possible, learners should have the opportunity to work with event management professionals or those involved in events so that they can experience this.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
34
Assessment
Learners must meet all assessment criteria to pass the unit.
Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. For example, an assignment/ project to research an event opportunity, plan the event and implement the plan would also provide evidence of establishing and maintaining effective working relationships, understanding of health, safety and security requirements and how to setup and breakdown an event.
The main source of evidence for this unit is likely to be the assignment/case study outlined above. This should be based on actual events.
Simulation, such as role play, for example of an event-planning meeting with contractors or colleagues, should be as realistic as possible and should be discussed with the Standards Verifier to ensure that it is valid, fair and reliable as a source of evidence.
Additional evidence of knowledge and understanding can be gathered through professional discussion with the learner.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
35
Suggested resources
Textbooks
Bowdin G, Allen J, O’Toole W, Harris R, McDonnell I – Events Management (Routledge, 3rd edition, 2011) ISBN 978-1-85617-818-1
Capell L – Event Management for Dummies (J. Wiley & Sons, 2013) ISBN 978-1-11859-112-3
Gaur S – Event Marketing and Management (Vikas Publishing House, 2009) ISBN 978-8-12591-449-5
Goldblatt J – Special Events: Best Practices in Modern Event Management (Van Nostrand Reinhold, 2nd edition, 1997) ISBN 0-442-02207-7
HSE – Event Safety Guide (HSE, 1999) ISBN 978-0-71762-453-9
O’Hara B, Beard M – Music Event and Festival Management (Wise Publications, 2006) ISBN 978-1-92102-973-8
Shone A, Parry B – Successful Event Management (Cengage Learning EMEA, 2004) ISBN 978-1-84480-076-6
Van der Wagen L – Human Resource Management for Events: Managing the Event Workforce (Butterworth-Heinemann, 2006) ISBN 978-0-75066-998-6
Watt D – Event Management in Leisure and Tourism (Addison Wesley Longman Ltd, 1998) ISBN 0-582-35706-3
Journals and/or magazines
Event Organiser (The Event Services Association)
International Journal of Contemporary Hospitality Management (Emerald Group Publishing Ltd)
International Journal of Event and Festival Management (Emerald Group Publishing Ltd)
International Journal of Event Management Research (Emerald Group Publishing Ltd)
International Journal of Hospitality and Event Management (Emerald Group Publishing Ltd)
Journal of Hospitality, Leisure, Sport and Tourism Education (Elsevier)
Websites
www.aeme.org Association for Events Management Education
www.businessballs.com/project.htm Free ethical learning and development resources
www.eventbrite.co.uk Find events in your local area
www.wrap.org.uk/category/sector/event-management
Helps businesses reduce waste, develop sustainable products and use resources in an efficient way
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
36
Unit 3: Understanding Operational Event Planning
Unit reference number: J/600/8551
QCF level: 3
Credit value: 4
Guided learning hours: 25
Unit aim
This unit focuses on the importance of careful and thorough planning in order to ensure the success of an event. Learners will need to show how to gather information from a range of sources relevant to preparing an event. They will need to demonstrate how to critically review qualitative and quantitative information, analyse the reliability of the information sources and draw conclusions. The importance of effective communications with colleagues and stakeholders and the need to follow procedures are emphasised. Finally, learners must make and keep suitable records and formulate recommendations.
Essential resources
There are no special resources needed for this unit.
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
37
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
import
ance
of
rese
arch
ing t
he
ove
rall
stra
tegic
pla
n f
or
the
even
t prior
to d
etai
led p
lannin
g
□
Import
ance
of
rese
arch
ing t
he
ove
rall
stra
tegic
pla
n f
or
the
even
t prior
to d
etai
led p
lannin
g:
to e
nsu
re t
he
stra
tegic
pla
n f
or
the
even
t is
ac
cura
te a
nd c
om
pre
hen
sive
; to
obta
in c
urr
ent
info
rmat
ion a
nd
feed
bac
k w
hic
h m
ay im
pac
t on p
lannin
g t
he
even
t, e
.g.
chan
ges
in
legis
lation,
chan
ges
in lic
ensi
ng r
equirem
ents
, fe
edbac
k an
d d
ata
from
si
mila
r ev
ents
; to
ensu
re a
ll th
e in
form
atio
n is
colla
ted in a
dva
nce
□
Res
earc
hin
g u
sing p
erso
nal
inte
rvie
ws,
dis
cuss
ions,
rea
din
g r
eport
s an
d
sum
mar
ies,
anal
ysin
g r
aw d
ata
from
eve
nts
1.2
Exp
lain
the
import
ance
of
rese
arch
ing a
nd b
uild
ing o
n
the
succ
esse
s of
oth
er
sim
ilar
even
ts
□
Why
it is
import
ant
to r
esea
rch s
imila
r ev
ents
: to
build
on s
ucc
ess,
e.g
. by
iden
tify
ing a
spec
ts o
f an
eve
nt
whic
h w
ork
ed w
ell, a
nal
ysin
g t
he
reas
ons
for
this
and c
onsi
der
ing h
ow
this
may
be
exte
nded
, m
odifie
d o
r ad
apte
d t
o im
pro
ve im
pac
t; t
o lea
rn f
rom
mis
take
s, t
o iden
tify
asp
ects
nee
din
g im
pro
vem
ent;
to a
ntici
pat
e au
die
nce
nee
ds
corr
ectly;
to
intr
oduce
fac
ilities
, re
sourc
es t
o im
pro
ve t
he
even
t; t
o f
ore
cast
budget
re
quirem
ents
, se
curity
nee
ds
1.3
Id
entify
use
ful so
urc
es o
f in
form
atio
n o
n s
imila
r ev
ents
□
Sourc
es o
f in
form
atio
n o
n s
imila
r ev
ents
: in
tern
et,
med
ia,
org
anis
atio
nal
re
cord
s an
d r
eport
s, c
ase
studie
s in
tra
de
journ
als,
loca
l au
thority
re
cord
s an
d r
eport
s, H
SE r
ecord
s an
d r
eport
s, s
pec
ialis
t ev
ent
staf
f,
secu
rity
pro
fess
ional
s, s
oci
al m
edia
sites
, cu
stom
er s
urv
eys
1
Under
stan
d h
ow
to
rese
arch
eve
nts
1.4
Exp
lain
the
import
ance
of
keep
ing u
p t
o d
ate
with
curr
ent
pra
ctic
e in
eve
nt
pla
nnin
g
□
Import
ance
of
keep
ing u
p t
o d
ate
with c
urr
ent
pra
ctic
e in
eve
nt
pla
nnin
g:
to c
om
ply
with c
urr
ent
requirem
ents
, e.
g.
of
licen
sing
auth
ority
, of
the
HSE;
to r
efle
ct indust
ry b
est
pra
ctic
e, t
o m
ainta
in t
he
org
anis
atio
n’s
rep
uta
tion,
to e
nsu
re s
ucc
ess
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
38
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.5
Exp
lain
the
import
ance
of
seek
ing innova
tion in e
vent
pla
nnin
g
□
How
and w
hy
to b
e in
nova
tive
in e
vent
pla
nnin
g:
usi
ng n
ew v
isual
dis
pla
ys,
offer
ing t
icke
ting p
acka
ges
, usi
ng n
ew p
rom
otional
tec
hniq
ues
or
appro
aches
; bei
ng innov
ativ
e to
att
ract
med
ia a
tten
tion,
to e
nhan
ce
the
org
anis
atio
n’s
rep
uta
tion,
to g
ain n
ew c
ust
om
ers,
to f
ulfil
expec
tations
of
even
t sp
onso
rs,
to m
otiva
te e
vent
staf
f
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
39
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
escr
ibe
the
princi
ple
s an
d
met
hods
of
dev
elopin
g
det
aile
d p
lans
for
even
ts
□
Prin
ciple
s an
d m
ethods
of
dev
elop
ing d
etai
led p
lans
for
even
ts:
gat
her
ing info
rmat
ion r
elat
ing t
o t
he
venue,
e.g
. ca
pac
ity,
loca
tion o
f th
e st
ages
, bar
rier
s, f
ront-
of-
house
tow
ers,
del
ay t
ow
ers,
entr
ies
and
exit p
oin
ts,
emer
gen
cy r
oute
s, f
irst
-aid
and t
riag
e ar
eas,
posi
tionin
g o
f to
ilets
, m
erch
andis
ing s
talls
etc
; gat
her
ing info
rmat
ion s
pec
ific
to t
he
even
t: p
ote
ntial
att
endan
ce,
seat
ing r
equired
or
not
required
, se
curity
is
sues
, dat
e, d
ura
tion,
stak
ehold
er inte
rest
; al
loca
ting s
ub-h
eadin
gs
in
the
pla
n f
or
diffe
rent
aspec
ts o
f th
e ev
ent;
set
ting o
ut
tim
elin
es f
or
each
as
pec
t an
d e
ach s
tage
of
the
pla
n,
assi
gnin
g r
esponsi
bili
ties
for
each
as
pec
t, d
ecid
ing o
n s
equen
ce o
f pre
par
atio
ns
2.2
D
escr
ibe
what
a d
etai
led
pla
n s
hould
cove
r □
W
hat
a d
etai
led p
lan s
hould
cove
r: v
enue
des
ign,
sele
ctio
n o
f co
mpet
ent
work
ers,
sel
ection o
f co
ntr
acto
rs a
nd s
ub-c
ontr
acto
rs,
const
ruct
ion o
f th
e st
ages
, m
arquee
s, f
enci
ng;
del
iver
y an
d inst
alla
tion o
f eq
uip
men
t an
d s
ervi
ces
whic
h w
ill b
e use
d a
t th
e ev
ent,
e.g
. st
age
equip
men
t use
d
by
the
per
form
ers,
lig
hting,
public
addre
ss (
PA)
syst
ems;
effec
tive
cr
ow
d m
anag
emen
t st
rate
gie
s, s
ecurity
, tr
ansp
ort
man
agem
ent
stra
tegie
s an
d w
elfa
re a
rran
gem
ents
; st
rate
gie
s fo
r dea
ling w
ith f
ire,
firs
t ai
d,
contingen
cies
and m
ajor
inci
den
ts;
safe
rem
ova
l of
equip
men
t an
d s
ervi
ces;
contr
olli
ng r
isks
once
the
even
t is
ove
r, d
ism
antlin
g t
he
infr
astr
uct
ure
; co
llect
ion o
f ru
bbis
h a
nd w
aste
-wat
er d
isposa
l
2
Under
stan
d t
he
pro
cess
of
dev
elopin
g
det
aile
d p
lans
for
an e
vent
2.3
Exp
lain
the
import
ance
of
mak
ing t
he
pla
n c
onsi
sten
t w
ith t
he
ove
rall
goal
s,
obje
ctiv
es,
critic
al s
ucc
ess
fact
ors
and o
ther
re
quirem
ents
for
an e
vent
□
Why
it is
import
ant
to e
nsu
re t
he
pla
n is
consi
sten
t w
ith t
he
ove
rall
goal
s, o
bje
ctiv
es,
critic
al s
ucc
ess
fact
ors
and o
ther
req
uirem
ents
for
an
even
t; s
o t
hat
the
org
anis
atio
n’s
aim
s fo
r th
e ev
ent
are
achie
ved,
e.g.
impro
ved r
even
ue
targ
ets,
audie
nce
tar
get
s, p
rom
otion a
nd s
ales
; to
pro
vide
a co
her
ent
fram
ework
for
the
even
t; t
o e
nsu
re t
he
oper
atio
nal
pla
n f
ocu
ses
on w
hat
is
nee
ded
to d
eliv
er t
he
org
anis
atio
n’s
critica
l su
cces
s fa
ctors
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
40
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.4
D
escr
ibe
typic
al
requirem
ents
for
even
ts,
incl
udin
g leg
al a
nd
regula
tory
req
uirem
ents
□
Typ
ical
req
uirem
ents
for
even
ts:
the
range
of
legal
req
uirem
ents
for
diffe
rent
even
ts a
nd v
enues
, e.
g. H
ealth a
nd S
afet
y at
Work
Act
, M
anag
emen
t of
Hea
lth a
nd S
afet
y at
Work
(M
anag
emen
t),
Nois
e at
W
ork
, W
ork
at
Hei
ght,
Ele
ctrici
ty a
t W
ork
, The
Work
pla
ce (
Hea
lth,
Saf
ety,
and W
elfa
re),
CO
SH
H R
egula
tions,
Envi
ronm
enta
l Pr
ote
ctio
n,
Contr
olle
d W
aste
; in
dust
ry g
uid
elin
es f
or
even
ts c
ove
ring,
e.g.
met
hods
of
ensu
ring f
acili
ties
and s
taff
are
adeq
uat
e to
ensu
re s
afet
y an
d
wel
lbei
ng;
requirem
ents
for
maj
or
inci
den
t pla
ns,
con
tingen
cy p
lans,
oper
atio
nal
pla
ns
2.5
G
ive
10 e
xam
ple
s of
the
types
of
contingen
cies
that
m
ay o
ccur
with e
vents
□
Typ
es o
f co
ntingen
cies
that
may
occ
ur
with e
vents
: fire
, floods,
adve
rse
wea
ther
, ac
ciden
ts,
illnes
s, s
ecurity
inci
den
ts a
nd a
lert
s, s
truct
ura
l fa
ilure
, cr
ow
d s
urg
e or
colla
pse
, cr
ow
d d
isord
er,
ove
r-st
retc
hed
ca
pac
ity,
pow
er f
ailu
re,
equip
men
t m
alfu
nct
ion,
stru
ctura
l fa
ilings,
e.g
. of
stag
e, lig
hting r
igs,
mar
quee
s, t
ransp
ort
fai
lure
or
del
ays
impac
ting
on e
ntr
y an
d e
gre
ss
2.6
Exp
lain
how
to p
lan f
or
poss
ible
contingen
cies
□
H
ow
to p
lan f
or
pos
sible
contingen
cies
: th
rough lia
ison w
ith lic
ensi
ng
and c
ertify
ing a
uth
ority
and e
mer
gen
cy s
ervi
ces,
thro
ugh c
onsu
ltat
ion
with f
ello
w p
rofe
ssio
nal
s an
d e
xper
ts,
e.g.
secu
rity
, tr
ansp
ort
and
logis
tics
, hosp
ital
ity,
audio
tec
hnic
ians;
thro
ugh r
esea
rchin
g s
imila
r ev
ents
, ev
ents
wher
e co
ntingen
cies
occ
urr
ed;
the
import
ance
of
sett
ing
out
contingen
cy p
lans
clea
rly,
com
munic
atin
g t
hes
e to
rel
evan
t per
sonnel
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
41
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
met
hods
of
allo
cating p
erso
nnel
and
oth
er r
esourc
es t
o p
lan
com
ponen
ts
□
Allo
cating p
erso
nnel
to d
iffe
rent
aspec
ts o
f th
e pla
n,
e.g.
by
refe
rence
to
num
ber
s an
d t
ypes
of
per
sonnel
nee
ded
to a
deq
uat
ely
staf
f th
e ev
ent,
by
iden
tify
ing a
nd m
atch
ing c
om
pet
enci
es r
equired
, on t
he
bas
is o
f per
sonal
itie
s su
ited
to t
he
even
t, b
y se
ekin
g v
olu
nte
ers
for
spec
ific
as
pec
ts,
on t
he
bas
is o
f se
nio
rity
within
the
org
anis
atio
n,
on t
he
bas
is o
f av
aila
bili
ty f
or
the
even
t, o
n t
he
bas
is o
f se
curity
cle
aran
ce
3.2
D
escr
ibe
met
hods
of
allo
cating p
hys
ical
res
ourc
es
to p
lan c
om
ponen
ts
□
Allo
cating r
esourc
es:
reso
urc
es a
re p
hys
ical
, e.
g.
equip
men
t, v
enue,
fa
cilit
ies,
pow
er,
tran
sport
; al
loca
ting t
o t
he
diffe
rent
com
ponen
ts o
f th
e pla
n,
e.g.
by
estim
atin
g r
equirem
ents
bas
ed o
n p
revi
ous
or
sim
ilar
even
ts,
by
prioritisi
ng b
ased
on iden
tified
critica
l su
cces
s fa
ctors
, bas
ed
on r
equirem
ents
iden
tified
in t
he
oper
atio
nal
pla
n f
or
the
even
t, b
ased
on a
vaila
bili
ty
3
Under
stan
d h
ow
to
allo
cate
peo
ple
an
d r
esourc
es t
o
pla
nned
eve
nt
activi
ties
3.3
D
escr
ibe
met
hods
of
allo
cating f
inan
cial
res
ourc
es
to p
lan c
om
ponen
ts
□
Allo
cating f
inan
cial
res
ourc
es:
how
to a
lloca
te a
nd m
anag
e budget
s in
lin
e w
ith t
he
even
t pla
n;
sett
ing o
ut
hea
din
gs
for
each
key
asp
ect
of
the
even
t, e
.g.
secu
rity
, tr
ansp
ort
, eq
uip
men
t, v
enue
hire,
sta
ffin
g,
public
ity,
tic
keting,
sale
s; a
ssig
nin
g b
udget
lim
its
for
each
hea
din
g
bas
ed o
n r
esea
rch a
nd info
rmat
ion a
bout
the
even
t; e
stim
atin
g c
ost
s fo
r ea
ch h
eadin
g;
addin
g in c
ontingen
cy f
unds;
monitoring a
ctual
and
antici
pat
ed s
pen
d a
gai
nst
eac
h h
eadin
g;
monitoring a
ctual
agai
nst
an
tici
pat
ed inco
me;
mak
ing a
dju
stm
ents
, e.
g.
vehem
ent
bet
wee
n
budget
hea
din
gs
to d
eal w
ith p
roble
ms
or
unex
pec
ted e
xpen
diture
; ag
reei
ng p
erso
ns
to a
uth
orise
spen
din
g,
agre
eing s
pen
d lim
its
and
auth
orities
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
42
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
D
escr
ibe
diffe
rent
met
hods
of
pre
senting p
lans
so t
hat
th
ey c
an b
e ea
sily
im
ple
men
ted
□
Pres
enting p
lans:
usi
ng d
iffe
rent
form
ats
so t
hat
they
can
be
easi
ly
under
stood a
nd im
ple
men
ted,
e.g. pre
senta
tions,
web
-bas
ed
pre
senta
tions,
ver
bal
rep
ort
ing,
tabula
r su
mm
arie
s, g
raphic
s, e
.g.
char
ts,
map
s, p
hoto
s; iden
tify
ing w
hen
to p
rese
nt
pla
ns
to a
chie
ve
max
imum
support
4.2
Exp
lain
the
import
ance
of
hav
ing t
he
agre
emen
t an
d
support
for
all ke
y st
akeh
old
ers
for
your
pro
gra
mm
e pla
ns
□
Import
ance
of
gai
nin
g s
upport
and a
gre
emen
t of
all st
akeh
old
ers:
st
akeh
old
ers
are
all in
div
idual
s or
org
anis
atio
ns
that
hav
e a
mat
eria
l,
legal
or
polit
ical
inte
rest
in t
he
even
t, e
.g.
com
mis
sionin
g a
gen
ts,
per
form
ers,
fac
ility
ow
ner
s an
d m
anag
ers,
contr
acto
rs,
supplie
rs,
secu
rity
offic
ials
, em
ergen
cy s
ervi
ces,
lic
ensi
ng a
uth
ority
off
icer
s; t
hose
w
ho m
ay b
e af
fect
ed b
y th
e ev
ent
or
rela
ted a
ctiv
itie
s, e
.g.
nei
ghbourh
ood o
r lo
cal co
mm
unity
mem
ber
s an
d g
roups,
mem
ber
s of
the
public
; how
to g
ain s
upport
by
consu
ltin
g in r
elat
ion t
o k
ey d
ecis
ions
and a
ctiv
itie
s, t
akin
g into
acc
ount
view
s, p
riorities
, ex
pec
tations
and
attitu
des
to p
ote
ntial
ris
ks;
the
import
ance
of
work
ing t
ow
ards
win
-win
si
tuat
ions
to e
nsu
re t
he
even
t is
succ
essf
ul
4.3
Id
entify
pla
nnin
g
info
rmat
ion t
hat
nee
ds
to b
e dis
sem
inat
ed t
o
stak
ehold
ers
□
Info
rmat
ion t
hat
nee
ds
to b
e dis
sem
inat
ed t
o d
iffe
rent
stak
ehold
ers,
w
hy
som
e in
form
atio
n m
ay b
e re
strict
ed
4
Under
stan
d t
he
pro
cess
of
final
isin
g d
etai
led
pla
ns
for
even
ts
4.4
D
escr
ibe
the
diffe
rent
met
hods
that
can
be
use
d t
o
dis
sem
inat
e ev
ent
pla
ns
to
stak
ehold
ers
□
Dis
sem
inat
ing e
vent
pla
ns:
the
diffe
rent
met
hods
that
can
be
use
d t
o
dis
sem
inat
e ev
ent
pla
ns
to s
take
hold
ers
and w
hen
to u
se t
hem
, e.
g.
phone,
em
ail, t
ext,
let
ter;
pro
toco
ls t
hat
should
be
follo
wed
when
ci
rcula
ting info
rmat
ion t
o s
take
hold
ers,
e.g
. co
pyi
ng in,
gro
up
circ
ula
tions;
when
iss
ues
of
secu
rity
or
confiden
tial
ity
affe
ct c
onta
ct a
nd
com
munic
atio
ns
with a
nd b
etw
een s
take
hold
ers
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
43
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.1
D
escr
ibe
the
typic
al
resp
onsi
bili
ties
of
an e
vent
org
anis
er a
t th
e pla
nnin
g
stag
e
□
Typ
ical
res
ponsi
bili
ties
of
an e
vent
org
anis
er:
pro
motion a
nd
man
agem
ent
of
the
even
t; p
repar
ing o
per
atio
nal
str
ateg
ies
for
crow
d
man
agem
ent,
tra
nsp
ort
man
agem
ent,
fire,
first
aid
, m
ajor
inci
den
t an
d
contingen
cies
; al
loca
tion o
f re
sponsi
bili
ties
for
diffe
rent
stag
es o
f th
e ev
ent;
monitoring c
om
ple
tion o
f ea
ch s
tage;
rep
ort
ing p
rogre
ss t
o e
vent
sponso
rs,
licen
sing a
uth
ority
; en
suring c
om
pet
enci
es o
f ev
ent
staf
f,
contr
acto
rs a
nd s
ub-c
ontr
acto
rs;
iden
tify
ing t
rain
ing n
eeded
for
even
t st
aff
5.2
D
escr
ibe
how
the
even
t org
anis
er’s
role
rel
ates
to
the
role
s of
oth
ers
in
rela
tion t
o p
lannin
g a
n e
vent
□
Eve
nt
org
anis
er’s
role
: th
e prim
e re
sponsi
bili
ty f
or
pro
tect
ing t
he
hea
lth,
safe
ty a
nd w
elfa
re o
f ev
eryo
ne
work
ing a
t, o
r at
tendin
g,
the
even
t; h
ow
th
is r
ole
rel
ates
to o
ther
s in
volv
ed in p
lannin
g a
n e
vent,
e.g
. si
te s
afet
y off
icer
, em
ergen
cy s
ervi
ces,
loca
l au
thority
lic
ensi
ng o
ffic
ers,
en
viro
nm
enta
l hea
lth o
ffic
ers,
sec
urity
advi
sers
, co
ntr
acto
rs,
even
t sp
onso
rs a
nd p
rom
ote
rs;
how
the
even
t org
anis
er’s
role
chan
ges
, e.
g.
liais
ing w
ith o
ther
s, c
oord
inat
ing t
hei
r in
put
into
the
pla
n,
del
egat
ing
cert
ain t
asks
such
as
rese
arch
and d
ata
colle
ctio
n,
secu
rity
ar
rangem
ents
, hosp
ital
ity;
how
the
even
t org
anis
er m
ust
res
pond t
o
and m
eet
the
requirem
ents
of
the
licen
sing a
uth
ority
and e
mer
gen
cy
serv
ices
5.3
D
escr
ibe
the
mai
n
resp
onsi
bili
ties
of
colle
agues
w
ith w
hom
the
even
t pla
nner
will
work
when
dev
elopin
g d
etai
led p
lans
□
Mai
n r
esponsi
bili
ties
of
colle
agues
: lia
ison w
ith c
ontr
acto
rs,
sub-
contr
acto
rs,
licen
sing o
ffic
ers,
eve
nt
sponso
rs,
per
form
ers,
saf
ety
offic
ers;
pro
vidin
g u
pdat
es o
f pro
gre
ss,
pro
ble
ms,
dev
elopin
g iss
ues
for
each
asp
ect
for
whic
h t
hey
hav
e re
sponsi
bili
ty,
seek
ing a
uth
orisa
tion
wher
e nec
essa
ry f
rom
the
even
t org
anis
er
5
Under
stan
d t
he
org
anis
atio
nal
co
nte
xt f
or
dev
elopin
g
det
aile
d e
vent
pla
ns
5.4
D
escr
ibe
an o
rgan
isat
ion’s
pro
cedure
s in
rel
atio
n t
o
dev
elopin
g d
etai
led p
lans
□
Org
anis
atio
nal
pro
cedure
s: p
roce
dure
s co
vering e
vent
pla
nnin
g a
nd
pre
par
atio
n;
the
import
ance
of
follo
win
g t
he
org
anis
atio
n’s
pro
cedure
s in
rel
atio
n t
o d
evel
opin
g d
etai
led p
lans,
what
could
hap
pen
if
pro
cedure
s ar
e not
follo
wed
, e.
g.
del
ays
with c
ontr
acto
rs,
issu
es n
ot
iden
tified
, pro
motion o
pport
unitie
s m
isse
d
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
44
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.5
D
escr
ibe
an o
rgan
isat
ion’s
st
yle
and m
ethods
for
dis
trib
uting p
lannin
g
info
rmat
ion
□
Org
anis
atio
n’s
sty
le a
nd m
ethods
for
dis
trib
uting p
lannin
g info
rmat
ion:
how
to p
rioritise
dis
sem
inat
ion o
f pla
nnin
g info
rmat
ion;
how
to o
bse
rve
pro
toco
ls w
hen
circu
lating info
rmat
ion w
ith c
olle
agues
and s
take
hold
ers,
e.
g.
copyi
ng in,
gro
up c
ircu
lations;
when
iss
ues
of
secu
rity
or
confiden
tial
ity
affe
ct c
onta
ct a
nd c
om
munic
atio
ns
with a
nd b
etw
een
colle
agues
and s
take
hold
ers;
how
to
ensu
re c
onta
ct is
secu
re a
nd
confiden
tial
, e.
g.
rest
rict
ed c
ircu
lation,
nee
d-t
o-k
now
bas
is;
when
to u
se
cert
ain m
ethods
of
com
munic
atio
ns,
e.g
. phone,
em
ail, t
ext,
let
ter;
why
it is
import
ant
to f
ollo
w a
gre
ed m
ethods
of
com
munic
atio
ns
and c
onta
ct
with c
olle
agues
and s
take
hold
ers;
the
impac
t on w
ork
ing r
elat
ionsh
ips
if
agre
ed c
om
munic
atio
n m
ethods
and p
roto
cols
are
not
follo
wed
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
45
Information for tutors
Delivery
This unit links to all the other units in this qualification.
This unit should be delivered in a way that develops knowledge and understanding of effective working relationships, and their value in planning and coordinating events.
Learners need to know and understand:
the importance of careful planning and preparation for an event
how to plan the event using project management techniques
who to consult with during the planning stage
the benefits of researching other events when planning
the range of communication methods that could be used
how to disseminate plans correctly
the processes and protocols to be followed with other organisations and stakeholders
the various legal and other requirements that must be taken into account during the planning stage
A starting point could be for learners to select two different types of events, for example small-scale indoor, small-scale outdoor, and initially to identify the key features of the two events that would need to be included in an operational plan. Individuals could present these to colleagues and then use them as a platform for further discussion in smaller groups on how to prioritise, allocate resources and establish timescales. Issues such as security, venue, facilities, transport, hospitality, safety and the environment should be covered. Tutors can take feedback on a flipchart or board and then share the findings of individual groups.
Further assignments or case studies could include preparing a detailed operational plan for the two types of event selected. Using the internet to identify similar events would help learners to understand the range of aspects that need to be considered in the planning stage. Alternatively, learners may have ideas for actual events which they intend to initiate, in which case, tutors should ensure that the proposed scale is sufficient to cover all aspects, and make modifications to the proposal as needed for the purposes of this unit. Learners should use project management techniques to plan the events, including Gantt charts to set out sequential implementation.
Knowledge of event preparation gained through active involvement rather than through a purely theoretical context is key. Wherever possible, learners should have the opportunity to interact with event management professionals, for example through presentations, workshops or work shadowing, so that they can discuss how event requirements are prioritised and monitored using operational plans.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
46
Assessment
Learners must meet all assessment criteria to pass the unit.
Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. For example, an assignment/project to research an event opportunity, plan the event and implement the plan would also provide evidence of establishing and maintaining effective working relationships, understanding of health, safety and security requirements and how to setup and breakdown an event.
Such integrated approaches enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria efficiently and in a manner that is meaningful for a working role. Centres are strongly encouraged to emphasise the practical application of knowledge and understanding in a work-related setting.
The predominant source of evidence for this unit is likely to be product evidence of planning events – either naturally occurring from an event management role or during an assignment/project, as suggested above. Typical evidence would include, for example actual event plans, photos of wall charts showing event project planning, memos or emails to colleagues allocated to aspects of the event, communications with contractors, records of phone calls chasing progress against deadlines and summaries of event progress to stakeholders and colleagues.
If learners are employed it should be possible to observe them undertaking event-planning meetings, thereby gaining direct evidence of their ability to prioritise, make judgements on appropriate timescales, and adapt plans as needed to meet deadlines.
Witness testimony from colleagues, suppliers, contractors, officials and managers could be obtained verbally to provide evidence particularly of the learner’s organisational skills and interpersonal skills, for example calmness under pressure, liaising with others involved in the planning.
Additional evidence of knowledge and understanding may be gathered through professional discussion with learners. They should be encouraged to bring evidence of their performance to the discussion, so that this may be referred to as validation.
Simulation, such as role play, for example of an event-planning meeting with contractors or colleagues, should be as realistic as possible and should be discussed with the Standards Verifier to ensure that it is valid, fair and reliable as a source of evidence.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
47
Suggested resources
Textbooks
Bowdin G, Allen J, O’Toole W, Harris R, McDonnell I – Events Management (Routledge, 3rd edition, 2011) ISBN 978-1-85617-818-1
Capell L – Event Management for Dummies (J. Wiley & Sons, 2013) ISBN 978-1-11859-112-3
Gaur S – Event Marketing and Management (Vikas Publishing House, 2009) ISBN 978-8-12591-449-5
Goldblatt J – Special Events: Best Practices in Modern Event Management (Van Nostrand Reinhold, 2nd edition, 1997) ISBN 0-442-02207-7
HSE – Event Safety Guide (HSE, 1999) ISBN 978-0-71762-453-9
HSE – Guide to Risk Assessment (HSE, 2011) ISBN 978-0-71766-440-5
HSE – Managing Contractors: A Guide for Employers (HSE, 2011) ISBN 978-0-71766-436-8
HSE – Managing Crowds Safely: A Guide for Organisers at Events and Venues (HSE, 2000) ISBN 978-0-71761-834-7
O’Hara B, Beard M – Music Event and Festival Management (Wise Publications, 2006) ISBN 978-1-92102-973-8
Watt D – Event Management in Leisure and Tourism (Addison Wesley Longman Ltd, 1998) ISBN 0-582-35706-3
Journals and/or magazines
Event Organiser (The Event Services Association)
International Journal of Contemporary Hospitality Management (Emerald Group Publishing Ltd)
International Journal of Event and Festival Management (Emerald Group Publishing Ltd)
International Journal of Event Management Research (Emerald Group Publishing Ltd)
International Journal of Hospitality and Event Management (Emerald Group Publishing Ltd)
Journal of Hospitality, Leisure, Sport and Tourism Education (Elsevier)
Other
Getz D – The Nature and Scope of Festival Studies (International Journal of Event Management Research) Volume 5, Issue 1 2010
Robinson R – Innovative Approaches to Event Management Education in Career Development: A Study of Student Experiences
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
48
Websites
www.aeme.org Association for Events Management Education
www.businessballs.com/project.htm Free ethical learning and development resources
www.eventbrite.co.uk Find events in your local area
www.hse.gov.uk/event-safety Guidance on running events safely
www.wrap.org.uk/category/sector/event-management
Helps businesses reduce waste, develop sustainable products and use resources in an efficient way
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
49
Unit 4: Understanding Health, Safety and Security at Events Sites
Unit reference number: L/600/8552
QCF level: 4
Credit value: 5
Guided learning hours: 40
Unit aim
This unit focuses on what learners must know and understand in relation to health, safety and security at event sites. The crucial importance of identifying and managing risk, and how this differs from event to event, is stressed. Learners must show that they understand the legal responsibilities and liabilities relating to health, safety and security at events. They are also required to know how to respond effectively and correctly to incidents and contingencies that might occur at different types of events or venues.
Essential resources
There are no special resources needed for this unit.
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
50
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
thre
e m
ain
reas
ons
why
hea
lth a
nd
safe
ty a
t w
ork
is
import
ant
□
Why
hea
lth a
nd s
afet
y at
work
is
import
ant:
leg
al,
stat
uto
ry a
nd
org
anis
atio
nal
req
uirem
ents
for
all em
plo
yers
and e
mplo
yees
; to
pro
tect
public
saf
ety
and h
ealth,
to a
void
fat
alitie
s an
d s
erio
us
inju
ries
, to
pro
mote
public
confiden
ce a
nd a
ssura
nce
1.2
Exp
lain
the
import
ance
of
hea
lth a
nd s
afet
y in
the
even
ts/t
empora
ry
stru
cture
s’ indust
ry
□
Spec
ific
hea
lth a
nd s
afet
y re
quirem
ents
for
the
even
ts a
nd t
empora
ry
stru
cture
s in
dust
ry:
venue
safe
ty,
faci
litie
s an
d e
quip
men
t sa
fety
, e.
g.
stag
es,
lighting s
ets,
spec
ial ef
fect
s, incl
udin
g f
irew
ork
s, f
og,
lase
rs,
pro
ject
ions;
per
sonnel
saf
ety
incl
udin
g p
erso
nal
and m
edic
al w
elfa
re o
f th
ose
att
endin
g t
he
even
t
□
The
nee
d t
o c
onsi
der
eve
nt
site
rule
s, w
elfa
re f
acili
ties
, m
ust
er p
oin
ts,
fire
poin
ts,
firs
t-ai
d f
acili
ties
, em
ergen
cy c
onta
ct n
um
ber
s, a
cces
s an
d
egre
ss,
faci
litie
s an
d p
roce
dure
s fo
r peo
ple
with d
isab
ilities
1.3
Exp
lain
what
may
hap
pen
if
hea
lth a
nd s
afet
y pro
cedure
s ar
e not
pro
per
ly
imple
men
ted
□
Implic
atio
ns
if h
ealth a
nd s
afet
y is
com
pro
mis
ed:
inju
ries
or
acci
den
ts,
illnes
s, t
he
poss
ibili
ty o
f le
gal
act
ion if
hea
lth a
nd s
afet
y pro
cedure
s ar
e not
imple
men
ted,
loss
of
reputa
tion,
loss
of
public
eve
nts
lic
ence
□
Wid
er im
plic
atio
ns
if h
ealth a
nd s
afet
y re
quirem
ents
are
not
com
plie
d
with:
impac
t on p
eople
and p
roper
ty in p
roxi
mity
to t
he
even
t, p
ote
ntial
risk
s to
tra
nsp
ort
in t
he
loca
lity
1
Under
stan
d h
ealth
and s
afet
y in
the
even
ts indust
ry
1.4
Id
entify
indust
ry g
uid
elin
es
and g
ood p
ract
ice
on h
ealth
and s
afet
y
□
Guid
elin
es a
nd g
ood p
ract
ice
to f
ollo
w:
Eve
nt
Saf
ety
Guid
e (P
urp
le
Guid
e) a
nd G
uid
e to
Saf
ety
at S
port
s G
rounds
(Gre
en G
uid
e),
org
anis
atio
nal
guid
elin
es,
loca
l guid
elin
es;
HSE g
uid
ance
on h
ealth a
nd
safe
ty w
hen
usi
ng d
iffe
rent
equip
men
t an
d e
ffec
ts a
t ev
ents
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
51
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.5
Id
entify
the
mea
nin
g o
f sa
fety
sig
ns
and s
ymbols
use
d in t
he
indust
ry
□
Saf
ety
signs
and s
ymbols
: th
e le
gal
req
uirem
ents
that
must
be
com
plie
d
with,
e.g.
Hea
lth a
nd S
afet
y (S
afet
y Sig
ns
and S
ignal
s) R
egula
tions;
the
range
of
safe
ty s
igns
and s
ymbols
that
may
be
use
d a
t diffe
rent
types
of
even
ts,
e.g.
elec
tronic
scr
eens,
notice
s, illu
min
ated
sig
ns;
wher
e an
d
how
to f
ix t
hem
, w
hy
it is
import
ant
that
thes
e ar
e vi
sible
and e
asily
re
cognis
able
, w
hy
those
off
icia
ting a
nd a
tten
din
g e
vents
must
rec
ognis
e th
ese
and c
om
ply
with t
hem
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
52
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.6
Exp
lain
site
rule
s, w
elfa
re
faci
litie
s, m
ust
er p
oin
ts,
fire
poin
ts,
firs
t ai
d f
acili
ties
, em
ergen
cy c
onta
ct
num
ber
s, a
cces
s an
d e
gre
ss
and g
ener
al job b
rief
ing o
n a
ty
pic
al e
vents
site
□
Site
rule
s: r
ule
s la
id d
ow
n f
or
the
even
t to
contr
ol sa
fety
and s
ecurity
, to
ensu
re lic
ensi
ng c
onditio
ns
and leg
al r
equirem
ents
are
com
plie
d w
ith,
incl
udin
g s
pec
ific
res
ponsi
bili
ties
for
area
s an
d a
ctiv
itie
s, r
eport
ing
pro
cedure
s, c
ontingen
cy inst
ruct
ions,
contr
ol of
pro
hib
ited
ite
ms,
unau
thorise
d a
ctiv
itie
s, e
ntr
y co
nditio
ns,
sta
ndar
ds
and u
se o
f eq
uip
men
t, t
imin
g a
nd m
ethods
for
set-
up,
load
in,
load
out
and
bre
akdow
n;
rule
s ar
e ag
reed
with L
oca
l Auth
ority
off
icer
s, E
mer
gen
cy
serv
ices
, co
ntr
acto
rs
□
Wel
fare
fac
ilities
: re
st r
oom
s, t
oile
ts,
drinki
ng w
ater
□
Must
er p
oin
ts:
des
ignat
ed p
oin
ts a
cros
s th
e ev
ent
site
to g
ather
peo
ple
fo
r use
in a
n e
mer
gen
cy,
why
thes
e sh
ould
be
coded
, how
to e
nsu
re s
ite
map
s sh
ow
thes
e cl
early
and a
ccura
tely
, how
to p
lace
them
in s
afe
area
s
□
Fire
poin
ts:
acce
ss f
or
fire
ser
vice
veh
icle
s, t
urn
ing a
reas
, fire
ex
tinguis
hin
g e
quip
men
t
□
Firs
t-ai
d f
acili
ties
: tr
iage
area
s, f
irst
-aid
room
s, a
mbula
nce
par
king
area
s, w
ho is
resp
onsi
ble
for
mai
nta
inin
g
□
Em
ergen
cy c
onta
ct n
um
ber
s: F
ire,
Am
bula
nce
and P
olic
e co
nta
ct
num
ber
s, S
ite
Saf
ety
Super
viso
r or
Coord
inat
or’s
conta
ct n
um
ber
, pro
toco
ls f
or
conta
ctin
g e
ach
□
Acc
ess
and e
gre
ss:
for
diffe
rent
area
s of th
e si
te,
final
exi
t poin
ts,
rule
s fo
r co
ntr
olli
ng a
cces
s an
d e
gre
ss f
or
each
are
a, r
ule
s fo
r co
ntr
olli
ng t
he
per
imet
er,
rule
s to
ensu
re s
afet
y an
d lac
k of
obst
ruct
ion,
e.g.
wid
th,
dis
tance
s, r
amps,
lig
hting
□
Eve
nt
brief
ing:
how
site
rule
s ar
e a
cruci
al p
art
of
even
t brief
ings,
how
th
ese
chan
ge
dep
endin
g o
n t
he
even
t, t
he
audie
nce
pro
file
, ex
pec
ted
issu
es;
the
import
ance
of
ensu
ring e
vent
staf
f fu
lly u
nder
stan
d s
ite
rule
s at
the
brief
ing
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
53
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
the
emplo
yers
’ re
sponsi
bili
ties
and lia
bili
ties
fo
r hea
lth a
nd s
afet
y at
w
ork
□
Em
plo
yer
resp
onsi
bili
ties
: H
ealth a
nd S
afet
y at
Work
, M
anag
emen
t of
Hea
lth a
nd S
afet
y at
Work
(M
anag
emen
t Reg
ula
tions)
, N
ois
e at
Work
, W
ork
at
Hei
ght,
Ele
ctrici
ty a
t W
ork
, The
Work
pla
ce (
Hea
lth,
Saf
ety,
and
Wel
fare
), C
OSH
H,
Envi
ronm
enta
l Pr
ote
ctio
n,
Contr
olle
d W
aste
; re
sponsi
bili
ties
rel
atin
g t
o h
azar
d iden
tifica
tion a
nd r
isk
asse
ssm
ent
of
venue
safe
ty,
faci
litie
s an
d e
quip
men
t, p
erso
nnel
saf
ety,
per
sonal
and
med
ical
wel
fare
of
those
offic
iating a
nd a
tten
din
g t
he
even
t si
te
incl
udin
g p
rovi
sion o
f firs
t ai
d,
toile
t an
d f
ood a
nd w
ater
fac
ilities
; sa
fe
dis
posa
l of
refu
se a
nd w
aste
; sa
fety
and w
ellb
eing o
f th
ose
im
pac
ted b
y th
e ev
ent,
e.g
. in
the
loca
lity
□
Em
plo
yer
liabili
ties
: public
lia
bili
ty f
or
dam
ages
, co
sts,
loss
, in
jury
in
curr
ed in c
onnec
tion w
ith t
he
even
t, e
.g.
pro
per
ty d
amag
e, inju
ry o
r dea
th,
illnes
s or
dis
ease
, w
ilful or
mal
icio
us
vandal
ism
; w
hy
it is
import
ant
to c
om
ply
with leg
al r
equirem
ents
and r
esponsi
bili
ties
for
public
lia
bili
ties
; how
insu
rance
can
be
inva
lidat
ed if
pro
cedure
s ar
e not
follo
wed
2
Under
stan
d
resp
onsi
bili
ties
and
liabili
ties
for
hea
lth
and s
afet
y at
ev
ents
sites
2.2
Exp
lain
eve
ry e
mplo
yee’
s re
sponsi
bili
ty a
nd lia
bili
ties
fo
r hea
lth a
nd s
afet
y at
w
ork
□
Em
plo
yee
resp
onsi
bili
ties
: le
gal
, org
anis
atio
nal
, in
dust
ry b
est
pra
ctic
e re
lating t
o h
azar
d iden
tifica
tion a
nd r
isk
asse
ssm
ent,
duty
of
care
to
ensu
re s
afet
y an
d w
ellb
eing o
f se
lf a
nd o
ther
s; t
he
import
ance
of
follo
win
g g
uid
elin
es a
nd p
roce
dure
s an
d e
nco
ura
gin
g o
ther
s to
do s
o;
the
implic
atio
ns
of
not
com
ply
ing w
ith g
uid
elin
es a
nd p
roce
dure
s
□
Additio
nal
res
ponsi
bili
ties
of
the
even
t su
per
viso
r: lia
isin
g w
ith
licen
sing/c
ertify
ing a
uth
ority
and e
mer
gen
cy s
ervi
ces,
super
visi
ng
contr
acto
rs in s
etup a
nd b
reak
dow
n,
man
agem
ent
and r
ecord
ing o
f co
ntr
ol pro
cedure
s, e
nsu
ring f
acili
ties
and s
taff
are
adeq
uat
e to
ensu
re
safe
ty a
nd w
ellb
eing,
pre
par
ing o
per
atio
nal
pla
n,
emer
gen
cy p
lan,
contingen
cy p
lan,
brief
ing e
vent
staf
f
□
Em
plo
yee
liabili
ties
: le
gal
duty
of
care
to m
ainta
in s
afet
y of
self a
nd
oth
ers
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
54
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
Exp
lain
a s
ite
super
viso
r’s
additio
nal
on-s
ite
resp
onsi
bili
ties
and lia
bili
ties
fo
r hea
lth a
nd s
afet
y
□
Super
viso
r’s
additio
nal
res
ponsi
bili
ties
and lia
bili
ties
for
hea
lth a
nd
safe
ty:
the
ove
rarc
hin
g d
uty
of
care
to w
ork
saf
ely
and t
o e
nsu
re t
he
safe
ty o
f oth
ers
incl
udin
g e
vent
per
sonnel
and m
ember
s of
the
public
, se
ttin
g a
pro
fess
ional
exa
mple
to e
vent
staf
f, a
ppoin
ting a
nd m
anag
ing
an e
vent
safe
ty c
oord
inat
or,
follo
win
g h
ealth a
nd s
afet
y re
quirem
ents
an
d g
uid
elin
es f
or
all as
pec
ts b
efore
, during a
nd a
fter
an e
vent,
e.g
. dra
win
g u
p o
per
atio
nal
pla
ns,
contingen
cy p
lans,
lia
isin
g w
ith
emer
gen
cy s
ervi
ces,
car
ryin
g o
ut
risk
ass
essm
ents
, m
anag
ing t
he
contr
ol of
entr
y an
d e
gre
ss,
monitoring s
ecurity
bef
ore
, during a
nd a
fter
th
e ev
ent,
ensu
ring h
osp
ital
ity
faci
litie
s m
eet
hea
lth a
nd s
afet
y re
quirem
ents
incl
udin
g f
ood s
afet
y, m
onitoring t
he
set-
up a
nd h
andlin
g
of
equip
men
t in
cludin
g s
pec
ial ef
fect
s, lig
hting a
nd s
ound s
yste
ms,
en
suring t
hat
equip
men
t is
use
d s
afel
y, a
rran
gin
g f
or
even
t per
sonnel
to
be
trai
ned
in h
ealth a
nd s
afet
y, e
nsu
ring t
hat
those
invo
lved
in
des
ignat
ed a
ctiv
itie
s at
the
even
t ar
e lic
ense
d,
report
ing o
n h
ealth a
nd
safe
ty incl
udin
g a
ny
inci
den
ts a
fter
the
even
t
2.4
Exp
lain
the
hea
lth a
nd
safe
ty r
esponsi
bili
ties
and
liabili
ties
of
oth
er p
eople
w
ork
ing o
n s
ite
□
Hea
lth a
nd s
afet
y re
sponsi
bili
ties
of
those
work
ing o
n s
ite:
the
requirem
ents
of
the
Hea
lth a
nd S
afet
y at
Work
Act
for
ever
yone
to w
ork
sa
fely
and b
e re
sponsi
ble
for
oth
ers’
saf
ety,
to f
ollo
w o
rgan
isat
ional
and
man
ufa
cture
r’s
inst
ruct
ions
when
usi
ng e
quip
men
t, t
o h
andle
and m
ove
eq
uip
men
t an
d load
s sa
fely
, to
res
pond t
o inju
ry o
r ill
nes
s co
rrec
tly;
lia
bili
ties
of
all on s
ite,
e.g
. so
und a
nd lig
ht
engin
eers
, st
age
tech
nic
ians,
se
curity
sta
ff,
close
pro
tect
ion s
taff
, ca
tering s
taff
, vo
lunte
ers;
why
it is
import
ant
to a
ct in a
ccord
ance
with t
he
even
t guid
elin
es,
to f
ollo
w e
vent
brief
ing inst
ruct
ions;
how
fai
lure
to d
o s
o m
ay c
reat
e haz
ards,
inva
lidat
e in
sura
nce
, dam
age
public
sta
ndin
g o
f th
e org
anis
atio
n
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
55
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
the
step
s in
ris
k as
sess
men
t □
Fi
ve r
isk
asse
ssm
ent
step
s: iden
tify
ing t
he
risk
, dec
idin
g w
ho m
ay b
e har
med
and h
ow
, ev
aluat
ing t
he
risk
s an
d d
efin
ing p
reca
utions,
re
cord
ing a
nd im
ple
men
ting f
indin
gs,
rev
iew
ing
3.2
Exp
lain
the
diffe
rence
bet
wee
n ‘gen
eric
’ an
d
‘dyn
amic
’ risk
ass
essm
ent
and t
he
import
ance
of
each
□
Gen
eric
ris
k as
sess
men
t as
a f
ram
ework
to d
escr
ibe
how
all
risk
as
sess
men
ts f
or
even
ts a
re c
arried
out,
what
they
should
incl
ude,
how
th
ey s
et o
ut
par
amet
ers
agai
nst
whic
h o
per
atio
nal
pla
ns
and
contingen
cy p
lans
can b
e m
ade
□
Dyn
amic
ris
k as
sess
men
ts t
o b
e under
take
n f
or
spec
ific
eve
nts
both
bef
ore
and d
uring t
he
even
t; w
hy
it is
import
ant
to u
se b
oth
form
s of
risk
ass
essm
ent,
e.g
. to
res
pond t
o an
d c
ontr
ol in
ciden
ts,
to m
anag
e co
ntingen
cies
, to
eva
luat
e ch
angin
g s
ituat
ions
3.3
D
escr
ibe
the
typic
al h
azar
ds
that
may
occ
ur
when
w
ork
ing o
n s
ite,
e.g
. se
vere
w
eath
er,
under
gro
und a
nd
ove
rhea
d s
ervi
ces,
trip a
nd
fall
haz
ards,
etc
□
Typ
ical
haz
ards
that
may
occ
ur
at a
n e
vent
site
: fire
or
explo
sion,
seve
re w
eath
er,
floodin
g,
pow
er f
ailu
re,
dra
inag
e blo
cks,
trip a
nd f
all
haz
ards,
lac
k of
or
bre
akdow
n in f
acili
ties
, eq
uip
men
t m
alfu
nct
ion o
r bre
akdow
n,
crow
d s
urg
es o
r dis
ord
er,
vandal
ism
and d
amag
e to
fa
cilit
ies
or
equip
men
t, b
lock
ed o
r in
acce
ssib
le a
cces
s poin
ts
3.4
Exp
lain
the
risk
s as
soci
ated
w
ith e
ach o
f th
ese
haz
ards
□
Ris
ks t
hat
thes
e m
ay p
rese
nt
in d
iffe
rent
types
of
even
ts:
indoor,
outd
oor,
in o
pen
spac
es,
in c
onfined
are
as,
at s
ites
des
igned
for
public
ev
ents
, at
sites
not
des
igned
for
public
eve
nts
□
Ran
ge
of
risk
s: p
ote
ntial
inju
ry o
r fa
talit
y, d
amag
e to
public
hea
lth,
loss
of
amen
ity,
del
ay in e
vent
sched
ule
, bre
ach o
f se
curity
, lo
ss o
f per
sonal
poss
essi
ons,
dam
age
to t
he
envi
ronm
ent
3
Under
stan
d r
isk
asse
ssm
ent
and
contr
ol on e
vents
si
tes
3.5
Exp
lain
how
thes
e risk
s ca
n
be
elim
inat
ed o
r co
ntr
olle
d
□
How
to m
anag
e th
e risk
s: f
ollo
win
g c
ontingen
cy p
lans,
follo
win
g t
he
org
anis
atio
n’s
met
hod s
tate
men
t; t
he
import
ance
of
des
ignat
ing k
ey
per
sonnel
to m
onitor
spec
ific
are
as a
nd a
ctiv
itie
s; s
etting o
ut
report
ing
inte
rval
s an
d p
roto
cols
; usi
ng d
iffe
rent
met
hods
to m
onitor
and c
ontr
ol
risk
, e.
g.
obse
rvat
ion p
latf
orm
s, C
CTV,
radio
, per
sonal
surv
eilla
nce
, pat
rols
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
56
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.6
Exp
lain
what
a m
ethod
stat
emen
t is
and w
hy
it is
import
ant
□
Met
hod s
tate
men
ts f
or
even
ts:
as a
mea
ns
of
item
isin
g a
ll as
pec
ts o
f pre
par
ing,
sett
ing u
p,
load
ing in,
load
ing o
ut
and b
reak
dow
n o
f an
eve
nt
so t
hat
eac
h c
an b
e ch
ecke
d a
nd c
omple
ted o
n a
due
dat
e; t
o iden
tify
re
sponsi
bili
ties
for
each
asp
ect;
met
hod s
tate
men
ts incl
ude
safe
work
ing
arra
ngem
ents
for
the
even
t, e
.g.
risk
ass
essm
ents
, st
aff
required
, st
aff
trai
nin
g a
nd c
om
pet
enci
es,
equip
men
t re
quired
, ch
ecki
ng c
om
plia
nce
w
ith s
afet
y le
gis
lation
□
Import
ance
of
com
ple
ting a
Met
hod S
tate
men
t: t
o p
repar
e an
d p
lan
effe
ctiv
ely,
to m
eet
loca
l au
thority
and e
mer
gen
cy s
ervi
ces
requirem
ents
, to
hig
hlig
ht
short
falls
, to
iden
tify
spec
ific
ven
ue
or
even
t re
quirem
ents
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
57
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
D
escr
ibe
the
diffe
rent
types
of
peo
ple
who m
ay c
arry
out
on-s
ite
hea
lth a
nd s
afet
y in
spec
tions
and t
he
pow
ers
of
each
□
Hea
lth a
nd s
afet
y in
spec
tions:
the
pro
cess
and p
urp
ose
of
onsi
te h
ealth
and s
afet
y in
spec
tions,
who c
arries
thes
e out,
e.g
. Fi
re A
uth
ority
, Po
lice
Auth
ority
, H
ealth a
nd S
afet
y Enfo
rcem
ent
offic
ers,
Loca
l Auth
ority
; w
hat
th
ey c
ove
r, e
.g.
emer
gen
cy a
cces
s ro
ute
s, p
lace
s of
safe
ty,
seat
ing
capac
ity,
eve
nt
capac
ity,
entr
y an
d e
gre
ss p
oin
ts,
emer
gen
cy lig
hting,
door
and g
ate
fast
enin
gs,
nois
e an
d s
ound lev
els,
fire
fighting
equip
men
t, f
ire
alar
m e
quip
men
t, s
pec
ial risk
s fo
r ce
rtai
n t
ypes
of
stag
e an
d e
quip
men
t; t
he
poss
ible
outc
om
es o
f an
insp
ection,
e.g.
Pro
hib
itio
n
Notice
, Im
pro
vem
ent
Not
ice
issu
ed u
nder
Envi
ronm
ent
& S
afet
y In
form
atio
n A
ct 1
988,
pow
ers
of
offic
ers
to p
reve
nt
an e
vent
taki
ng
pla
ce,
to iss
ue
a sc
hed
ule
of
rem
edia
l w
ork
s to
com
ple
te,
to p
ublis
h t
he
notice
4
Under
stan
d h
ealth
and s
afet
y in
spec
tion
pro
cedure
s at
ev
ents
sites
4.2
Exp
lain
the
effe
cts
of
each
of
the
follo
win
g:
A P
rohib
itio
n N
otice
An I
mpro
vem
ent
Notice
□
Why
a Pro
hib
itio
n N
otice
mig
ht
be
issu
ed:
when
the
Fire
Auth
ority
bel
ieve
that
the
use
of
the
pre
mis
es f
or
an e
vent
would
pose
a s
erio
us
risk
to t
hose
invo
lved
or
wher
e th
e m
eans
of
esca
pe
from
the
pre
mis
es
is inad
equat
e; t
he
effe
cts
of
a Pr
ohib
itio
n N
otice
to s
usp
end t
he
even
t until th
e N
otice
is
withdra
wn
□
Why
an I
mpro
vem
ent
Notice
mig
ht
be
issu
ed a
nd t
he
effe
cts
of
this
: how
to r
ecord
and u
se f
indin
gs
of
the
insp
ection t
o r
ectify
short
falls
; w
ho t
o lia
ise
with a
bout
the
findin
gs
of
the
insp
ection a
nd t
o a
gre
e ac
tions
nee
ded
; th
e im
port
ance
of
com
ply
ing w
ith t
he
Notice
and
follo
win
g t
he
sched
ule
of
rem
edia
l w
ork
s; h
ow
to g
et a
Notice
w
ithdra
wn;
appea
ling a
gai
nst
Pro
hib
itio
n N
otice
s; p
ublic
atio
n o
f th
e notice
on a
public
reg
iste
r
□
Import
ance
to c
arry
out
insp
ections
wel
l in
adva
nce
of
the
even
t;
tim
esca
les
for
taki
ng a
ctio
ns
to r
egula
rise
the
situ
atio
n s
o t
hat
the
even
t ca
n p
roce
ed
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
58
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.1
Exp
lain
the
import
ance
of
on-s
ite
secu
rity
□
Cru
cial
role
pla
yed b
y se
curity
sta
ff a
t ev
ents
: en
suring s
afe
entr
y an
d
egre
ss,
contr
olli
ng a
uth
orise
d a
nd u
nau
thorise
d e
ntr
y, e
mer
gen
cy
inci
den
ts,
contr
olli
ng r
estr
icte
d a
cces
s ar
eas,
ensu
ring s
afet
y of
those
per
form
ing a
t an
d a
tten
din
g t
he
even
t, m
onitoring f
or
pro
hib
ited
su
bst
ance
s, u
nla
wfu
l beh
avio
ur,
res
tric
ted ite
ms,
lia
ison w
ith E
vent
Man
ager
, lia
ison w
ith e
mer
gen
cy s
ervi
ces;
the
diffe
rent
role
and r
emit
of
oth
ers
invo
lved
in s
ecurity
, e.
g.
polic
e, s
tew
ards,
eve
nt
volu
nte
ers
5.2
Exp
lain
what
can
hap
pen
if
on-s
ite
secu
rity
pro
cedure
s ar
e not
pro
per
ly
imple
men
ted
□
What
can
hap
pen
if
secu
rity
pro
cedure
s ar
e not
follo
wed
: cr
ow
d s
urg
es,
crow
d d
isord
er,
dam
age,
thef
t, a
ccid
ents
, in
juries
, fa
talit
ies;
del
ays
due
to u
nco
ntr
olle
d o
r poorly
mar
ked e
ntr
y or
egre
ss,
dis
ruptions
to
per
form
ance
due
to d
amag
e or
thef
t of
equip
men
t.
5
Under
stan
d
secu
rity
pro
cedure
s at
ev
ents
sites
5.3
D
escr
ibe
typic
al o
n-s
ite
secu
rity
pro
ble
ms
and w
ays
of
dea
ling w
ith t
hes
e
□
Typ
ical
pro
ble
ms:
cro
wd s
urg
es,
crow
d d
isord
er,
vandal
ism
, dam
age
to
faci
litie
s, e
quip
men
t, t
hef
t of
or
dam
age
to p
erso
nal
poss
essi
ons,
ac
ciden
ts,
thef
t of
equip
men
t, b
reac
h o
f per
imet
ers,
unau
thorise
d
acce
ss t
o d
esig
nat
ed a
reas
, use
of unau
thorise
d s
ubst
ance
s, u
nla
wfu
l beh
avio
ur
□
Thes
e m
ay b
e diffe
rent
dep
endin
g o
n t
he
even
t ty
pe
and e
vent
site
, e.
g.
outd
oor,
indoor,
lar
ge,
sm
all, in f
acili
ties
des
igned
for
even
ts,
in f
acili
ties
not
des
igned
for
even
ts,
in u
rban
are
as,
in r
ura
l ar
eas
□
Dea
ling w
ith p
roble
ms:
conta
ctin
g a
nd lia
isin
g w
ith e
mer
gen
cy s
ervi
ces,
se
ttin
g o
ut
ambula
nce
poin
ts,
imple
men
ting inci
den
t co
ntr
ol poin
ts,
follo
win
g e
vacu
atio
n r
oute
s an
d a
ssem
bly
poin
ts,
ensu
ring s
afe
evac
uat
ion o
f dis
able
d p
erso
ns,
scr
ipting P
A a
nnounce
men
ts,
video
sc
reen
ale
rts
and c
oded
sec
urity
ale
rts
and m
essa
ges
; obta
inin
g
situ
atio
n r
eport
s, c
orr
ect
dep
loym
ent
of
secu
rity
and s
tew
ardin
g
per
sonnel
, e.
g.
sear
chin
g indiv
idual
s, c
onfisc
atin
g ite
ms,
pat
rolli
ng
area
s, e
ject
ing indiv
idual
s, d
etai
nin
g in s
ecure
are
as
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
59
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.1
D
escr
ibe
the
typic
al
emer
gen
cies
that
may
occ
ur
on e
vents
/tem
pora
ry
stru
cture
s si
tes
□
Em
ergen
cies
: th
e le
gal
req
uirem
ent
to m
anag
e em
ergen
cies
and m
ajor
inci
den
ts a
s se
t out
in T
he
Man
agem
ent
of
Hea
lth a
nd S
afet
y at
Work
(M
anag
emen
t Reg
ula
tions)
, pote
ntial
em
ergen
cies
at
diffe
rent
types
of
even
t e.
g.
fire
, floods,
adve
rse
wea
ther
, ac
ciden
ts,
illnes
s, s
ecurity
in
ciden
ts a
nd a
lert
s, s
truct
ura
l fa
ilure
, cr
ow
d s
urg
e an
d c
olla
pse
, cr
ow
d
dis
ord
er,
ove
r-st
retc
hed
cap
acity
6.2
Exp
lain
the
pro
cedure
s to
fo
llow
in r
esponse
to t
he
typic
al e
mer
gen
cies
on
even
ts s
ites
□
Proce
dure
s ar
e th
ose
set
out
in t
he
Maj
or
Inci
den
t Pl
an,
Eve
nt
Contingen
cy P
lan
□
Pro
cedure
s in
clude
conta
ct a
nd lia
ison w
ith e
mer
gen
cy s
ervi
ces,
set
ting
out
ambula
nce
poin
ts,
imple
men
ting inci
den
t co
ntr
ol poin
ts,
follo
win
g
evac
uat
ion r
oute
s, a
ssem
bly
poin
ts,
corr
ect
dep
loym
ent
of
secu
rity
and
stew
ardin
g p
erso
nnel
, en
suring s
afe
evac
uat
ion o
f dis
able
d p
erso
ns,
sc
ripting P
A a
nnounce
men
ts,
video
scr
een a
lert
s an
d c
oded
sec
urity
al
erts
/mes
sages
; obta
inin
g s
ituat
ion r
eport
s
6.3
D
escr
ibe
the
pro
cedure
s fo
r re
port
ing a
ccid
ents
and
inci
den
ts
□
Legal
req
uirem
ents
for
report
ing a
ccid
ents
and inci
den
ts:
when
and h
ow
th
e re
port
must
be
mad
e, m
ainta
inin
g a
gre
ed p
roto
cols
for
report
ing,
who t
o n
otify
in c
ase
of
an a
ccid
ent,
e.g
. H
ealth a
nd S
afet
y Exe
cutive
, Em
ergen
cy S
ervi
ces,
Loca
l Auth
ority
; w
ho t
o n
otify
follo
win
g a
n
inci
den
t, e
.g.
Hea
lth a
nd S
afet
y Exe
cutive
, Polic
e, L
oca
l Auth
ority
; org
anis
atio
nal
pro
cedure
s fo
r re
port
ing a
ccid
ents
and inci
den
ts
6
Under
stan
d
emer
gen
cy
pro
cedure
s at
ev
ents
sites
6.4
Exp
lain
why
report
ing
pro
cedure
s fo
r ac
ciden
ts a
nd
emer
gen
cies
are
im
port
ant
□
Import
ance
of
report
ing a
ccid
ents
and e
mer
gen
cies
: to
com
ply
with
legal
req
uirem
ents
, to
pro
vide
info
rmat
ion t
o r
elev
ant
auth
orities
, to
av
oid
furt
her
acc
iden
ts o
r em
ergen
cies
thro
ugh r
ectify
ing f
aults,
mak
ing
impro
vem
ents
, le
arnin
g f
rom
mis
take
s
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
60
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.1
Exp
lain
how
to e
nco
ura
ge
staf
f to
mak
e hea
lth,
safe
ty
and s
ecurity
priorities
in
thei
r w
ork
□
Import
ance
of
enco
ura
gin
g t
hose
invo
lved
to m
ake
hea
lth,
safe
ty a
nd
secu
rity
priorities
in t
hei
r w
ork
: th
rough e
vent
brief
ings,
circu
lating c
lear
guid
ance
at
appro
priat
e poin
ts d
uring p
lannin
g,
revi
siting a
nd r
emin
din
g
during t
he
even
t
□
Ensu
ring g
uid
ance
is
targ
eted
to s
uit s
pec
ific
nee
ds:
eve
nt
staf
f,
contr
acto
rs,
secu
rity
per
sonnel
, vo
lunte
ers;
arr
angin
g a
ppro
priat
e tr
ainin
g o
n h
ealth,
safe
ty a
nd s
ecurity
7.2
Exp
lain
how
to b
ehav
e on
site
to r
einfo
rce
mes
sages
ab
out
hea
lth,
safe
ty a
nd
secu
rity
□
Rei
nfo
rcin
g m
essa
ges
about
hea
lth,
safe
ty a
nd s
ecurity
: by
sett
ing a
n
exam
ple
fro
m o
wn b
ehav
iour,
by
com
ply
ing w
ith a
ll le
gal
and
org
anis
atio
nal
req
uirem
ents
, by
chec
king t
hat
oth
ers
are
com
ply
ing w
ith
requirem
ents
, by
verb
ally
rem
indin
g p
erso
nnel
, by
usi
ng s
ignag
e an
d
video
scr
eens
to r
emin
d t
hose
att
endin
g t
he
even
t, t
hro
ugh
announce
men
ts
7.3
D
escr
ibe
how
to m
onitor
a si
te a
nd t
he
work
tak
ing
pla
ce t
o m
ake
sure
hea
lth,
safe
ty a
nd s
ecurity
pro
cedure
s ar
e bei
ng
follo
wed
□
Monitoring:
thro
ugh p
erso
nal
obse
rvat
ion,
usi
ng C
CTV in a
contr
ol ro
om
, re
ceiv
ing t
elep
hone,
rad
io a
nd f
ace-
to-f
ace
report
s fr
om
sec
urity
sta
ff,
stew
ards,
em
ergen
cy s
ervi
ces
per
sonnel
; usi
ng m
ethod s
tate
men
ts t
o
chec
k ke
y ac
tivi
ties
hav
e bee
n c
om
ple
ted
7
Under
stan
d h
ow
to
mai
nta
in h
ealth,
safe
ty a
nd s
ecurity
on e
vents
sites
7.4
Exp
lain
how
to c
om
munic
ate
info
rmat
ion a
bout
hea
lth,
safe
ty a
nd s
ecurity
to y
our
staf
f an
d o
ther
rel
evan
t peo
ple
□
Ran
ge
of
met
hods
that
may
be
use
d t
o c
om
munic
ate
info
rmat
ion a
bout
hea
lth,
safe
ty a
nd s
ecurity
to e
vent
staf
f an
d o
ther
s su
ch a
s em
ergen
cy
serv
ices
, per
form
ers,
contr
acto
rs:
brief
ings,
han
douts
, ro
ute
-mar
king
and s
igns,
info
rmat
ion d
ispla
ys,
scre
ens,
sco
reboar
ds,
fac
e-to
-fac
e co
nta
ct,
PA s
yste
ms,
rad
io s
yste
ms,
loud h
aile
rs;
agre
eing p
roto
cols
for
com
munic
atio
ns,
ensu
ring e
vent
staf
f co
mply
with t
hes
e; h
avin
g
accu
rate
site
pla
ns
and m
aps
with c
lear
codin
g o
f ar
eas
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
61
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.1
Exp
lain
the
import
ance
of
continuous
impro
vem
ent
in
rela
tion t
o o
n-s
ite
hea
lth,
safe
ty a
nd s
ecurity
□
Import
ance
of
continuous
impro
vem
ent:
in m
ainta
inin
g t
he
org
anis
atio
n’s
rep
uta
tion,
to r
eass
ure
the
public
, to
ensu
re c
ontinuin
g
good r
elat
ionsh
ips
with lic
ensi
ng a
uth
orities
and e
mer
gen
cy s
ervi
ces
□
Usi
ng f
indin
gs
from
hea
lth a
nd s
afet
y in
spec
tions,
ris
k as
sess
men
ts a
nd
feed
bac
k to
form
ula
te im
pro
vem
ent
pla
ns
□
Res
earc
hin
g o
ther
eve
nts
to iden
tify
succ
ess
fact
ors
; re
view
ing o
wn
critic
al s
ucc
ess
fact
ors
agai
nst
per
form
ance
mea
sure
s
8
Under
stan
d h
ow
to
impro
ve h
ealth,
safe
ty a
nd s
ecurity
on e
vents
sites
8.2
Id
entify
the
peo
ple
you c
an
work
with t
o h
elp im
pro
ve
on-s
ite
hea
lth,
safe
ty a
nd
secu
rity
□
Consu
ltin
g w
ith o
ther
peo
ple
who c
an s
upport
im
pro
vem
ents
: ex
per
ience
d s
ecurity
per
sonnel
, lo
cal au
thority
off
icer
s, e
mer
gen
cy
serv
ices
advi
sers
, H
SE o
ffic
ers,
hosp
ital
ity
spec
ialis
ts
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
62
Information for tutors
Delivery
This unit underpins all other units in this qualification.
This unit should be delivered in a way that develops and emphasises understanding of the crucial importance of health, safety and security to event management.
Learners need to know and understand:
the importance of health, safety and security when planning and implementing any event
the regulatory requirements for all events and the specific requirements for particular types of events
how to monitor health, safety and security issues at a range of events
the controls that need to be in place to manage health, safety and security
the range of contingencies that must be planned for
A useful opening would be through small-group discussions, during which learners can exchange their experiences of attending different events, for example music festival or concert – indoor/outdoor, sports event – indoor/outdoor, single or multiple locations, conference, banquet, presentation, fund raising event etc both in this country and overseas. The discussion should focus on how the events were managed, how safe learners felt during and after, how incidents and contingencies were dealt with at the event.
Learner groups could then be asked to identify the potential hazards or issues that a typical event might present, for example a Marathon/Half-Marathon run in their locality, a music concert held at their local stadium/theatre. Tutors can take feedback on a flipchart or board and then share the findings of individual groups.
Learners should be encouraged to look at incidents and emergencies that have occurred at events – by looking at video footage of events and/or listening to presentations/videos by event professionals who have dealt with health, safety or security issues. A useful exercise might be for learners to draw up a method statement for the event discussed and suggest how this could have prevented incidents/emergencies.
Assignments or case studies could include using the internet to identify events that experienced health, safety or security issues, such as severe weather, security threats/breaches, crowd incidents, emergencies. The summary of this research could be presented and could include an evaluation of the key health, safety or security factors that should be taken into consideration to avoid such issues in future.
Knowledge of risk assessment and management gained through active involvement rather than through a purely theoretical context is key. Wherever possible, learners should have the opportunity to work with or shadow event management professionals. This could be in a voluntary role.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
63
Assessment
Learners must meet all assessment criteria to pass the unit.
The main source of evidence for this unit is likely to be product evidence, for example records of risk assessments, meetings, security briefings, emails/memos confirming safety requirements, advising of additional controls, method statements etc. If this is not available, tutors should consider setting an assignment/case study based on a real event, either one from the past or one to be held in the near future. Learners should complete documentation relating to health, safety and security assessment and control for the case study event.
If learners are in an employment situation or on a work placement, it should be possible to observe them undertaking risk assessments for an event. They may also be observed discussing health, safety and security issues with colleagues, emergency services officers and local authority officers. Assessors may be able to observe the learner at an event, monitoring health, safety and security.
Witness testimony from colleagues, suppliers, contractors, officials, managers, customers/visitors could be obtained verbally to confirm learners’ scope of understanding of their responsibilities for ensuring health, safety and security at events.
Additional evidence of knowledge and understanding may be gathered through professional discussion with learners. They should be encouraged to bring evidence of their performance to the discussion, so that this may be referred to as validation.
Simulations, including role play, for example debriefing after an incident or issue at an event, should be as realistic as possible and should be discussed with the Standards Verifier to ensure that these are valid, fair and reliable as a source of evidence.
Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. These should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of knowledge and understanding in a work-related setting.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
64
Suggested resources
Textbooks
HSE – Event Safety Guide (HSE, 1999) ISBN 978-0-71762-453-9
HSE – Fairgrounds and Amusement Parks: Guidance on Safe Practice (HSE, 2007) ISBN 978-0-71766-249-4
HSE – Guide to Fire Precautions in Existing Places of Entertainment and like Premises (HSE, 1999) ISBN 0-11-341072-7
HSE – Guide to Risk Assessment (HSE, 2011) ISBN 978-0-71766-440-5
HSE – Managing Contractors: A Guide for Employers (HSE, 2011) ISBN 978-0-71766-436-8
HSE – The Radiation Safety of Lasers Used for Display Purposes (HSE, 1996) ISBN 978-0-71760-691-7
Silvers J – Risk Management for Meetings and Events (Butterworth-Heinemann, 2007) ISBN 978-0-75068-057-8
Tarlow P – Event Risk Management and Safety (Wiley, 2002) ISBN 978-0-47140-168-1
Websites
www.hsdirect.co.uk/free-info/method-statement.html
What is a method statement and help on how to write one
www.hse.gov.uk/pubns/indg163.pdf Five steps to risk assessment
www.secc.co.uk/organise/downloads/event-risk-assesment-template.aspx
Risk assessment templates
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
65
Unit 5: Understanding Event Setup and Breakdown
Unit reference number: R/600/8553
QCF level: 3
Credit value: 3
Guided learning hours: 17
Unit aim
This unit requires learners to understand what is involved in event setup and breakdown. This process will vary in complexity depending on the type of event and the venue for the event. Learners need to understand the differences and the importance of effective planning in order to ensure a smooth and efficient operation that minimises disruption and impact to the venue and the locality. The importance of maintaining good communications with those involved in setup and breakdown is emphasised.
Essential resources
There are no special resources needed for this unit.
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
66
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
import
ance
of
man
agin
g s
etup a
nd
bre
akdow
n e
ffec
tive
ly
□
Import
ance
of
man
agin
g s
etup a
nd b
reak
dow
n e
ffec
tive
ly:
to m
eet
contr
actu
al a
gre
emen
ts,
to m
inim
ise
impac
t on t
he
venue,
to r
educe
dis
ruption t
o t
he
loca
lity,
to e
nsu
re s
afet
y re
quirem
ents
are
met
, to
av
oid
dam
age
to e
quip
men
t, f
acili
ties
and p
roper
ty
1.2
Exp
lain
the
mai
n s
tages
in
volv
ed in s
etup a
nd
bre
akdow
n
□
Mai
n s
tages
invo
lved
in s
etup a
nd b
reak
dow
n:
dis
man
tlin
g o
f eq
uip
men
t an
d ite
ms,
pac
king r
eady
for
tran
sport
atio
n,
load
ing o
nto
tra
nsp
ort
, re
movi
ng o
ff s
ite,
cle
arin
g t
he
area
, cl
eanin
g a
nd r
esto
ring t
he
area
; th
e ra
nge
of
equip
men
t, s
tagin
g a
nd e
vent
item
s w
hic
h n
eed s
etup a
nd
bre
akdow
n,
e.g.
stag
es,
lighting a
nd s
ound t
ow
ers,
dan
ce f
loors
, ta
ble
s,
seat
ing,
view
ing p
latf
orm
s, p
odiu
ms,
mar
quee
s an
d t
ents
, ca
tering
poin
ts,
toile
t fa
cilit
ies,
res
t ro
om
s, f
irst
-aid
and m
edic
al p
oin
ts
□
Diffe
rent
setu
p a
nd b
reak
dow
n r
equirem
ents
for
diffe
rent
types
of
even
ts a
nd f
or
diffe
rent
types
of
venues
1.3
Exp
lain
the
import
ance
of
hav
ing c
lear
pla
ns
for
setu
p
and b
reak
dow
n
□
Import
ance
of
hav
ing c
lear
pla
ns
for
setu
p a
nd b
reak
dow
n:
so t
hat
eq
uip
men
t an
d ite
ms
are
bro
ught
onto
site
and r
emove
d f
rom
site
sequen
tial
ly t
o m
axim
ise
acce
ss a
nd m
inim
ise
dis
ruption;
so t
hat
ev
eryo
ne
invo
lved
is
clea
r ab
out
the
tim
esca
les
for
setu
p a
nd
bre
akdow
n;
so t
hat
any
del
ays
can b
e id
entified
and a
ctio
n t
aken
1
Under
stan
d h
ow
to
ove
rsee
the
setu
p
and b
reak
dow
n o
f an
eve
nt
1.4
Exp
lain
why
it is
import
ant
to f
ollo
w p
lans
for
setu
p a
nd
bre
akdow
n a
s ag
reed
□
Import
ance
of
follo
win
g p
lans
for
setu
p a
nd b
reak
dow
n a
s ag
reed
: so
th
at t
hose
invo
lved
follo
w t
imin
gs,
pro
cedure
s an
d p
roto
cols
; to
ensu
re
licen
sing c
onditio
ns,
leg
al r
equirem
ents
are
com
plie
d w
ith;
to e
nsu
re
insu
rance
req
uirem
ents
are
not
bre
ached
; to
min
imis
e dis
ruption a
t th
e ev
ent
venue,
to r
educe
the
impac
t on t
he
loca
lity
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
67
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.5
D
escr
ibe
the
info
rmat
ion
nee
ded
about
even
t pla
ns
and r
esourc
es t
o m
anag
e se
tup a
nd b
reak
dow
n
□
Info
rmat
ion n
eeded
about
even
t pla
ns
and r
esourc
es t
o m
anag
e se
tup
and b
reak
dow
n:
acce
ss,
tim
e av
aila
ble
, st
affing a
nd e
quip
men
t re
sourc
es r
equired
, se
curity
contr
ols
, co
ntingen
cy p
lans
1.6
D
escr
ibe
the
mai
n
contr
actu
al o
blig
atio
ns
rele
vant
to s
etup a
nd
bre
akdow
n
□
Oblig
atio
ns
to t
he
even
t sp
onso
rs,
pro
mote
rs,
the
contr
acto
rs
□
Oblig
atio
ns
to c
om
ple
te w
ithin
the
allo
tted
and a
gre
ed t
imes
, to
ensu
re
min
imal
dis
ruption,
to a
void
dam
age,
loss
or
bre
akdow
n
1.7
D
escr
ibe
the
mai
n h
ealth
and s
afet
y re
quirem
ents
re
leva
nt
to s
etup a
nd
bre
akdow
n
□
Hea
lth a
nd s
afet
y re
quirem
ents
rel
evan
t to
set
up a
nd b
reak
dow
n:
the
range
of
legal
req
uirem
ents
, e.
g.
for
safe
use
and h
andlin
g o
f eq
uip
men
t, s
afe
work
ing a
t hei
ght,
ele
ctrica
l co
nnec
tions
and
dis
connec
tions,
use
of
fork
-lift
truck
s, h
andlin
g a
nd s
toring f
ood,
usi
ng
pac
kagin
g a
nd w
rappin
g e
quip
men
t; t
he
com
pet
enci
es o
f st
aff
invo
lved
to
car
ry o
ut
setu
p a
nd b
reak
dow
n;
acce
ss r
equired
to c
om
ple
te s
etup
and b
reak
dow
n
1.8
D
escr
ibe
five
typ
ical
pro
ble
ms
that
may
occ
ur
during s
etup a
nd b
reak
dow
n
□
Typ
ical
pro
ble
ms
that
may
occ
ur
during s
etup a
nd b
reak
dow
n:
seve
re
wea
ther
, pow
er f
ailu
res,
inju
ries
to
per
sonnel
, eq
uip
men
t m
alfu
nct
ion,
secu
rity
thre
ats,
insu
ffic
ient
reso
urc
es t
o h
andle
equip
men
t, s
tagin
g o
r m
ater
ials
, in
adeq
uat
e ac
cess
, del
ays
to s
ched
ule
d a
ctiv
itie
s
□
Proble
ms
vary
dep
endin
g o
n t
he
type
of
even
t an
d t
he
venue:
cla
ssic
or
pop m
usi
c co
nce
rts,
musi
c fe
stiv
als,
confe
rence
s, b
anquet
s, s
port
s ev
ents
, pre
senta
tions,
firew
ork
dis
pla
ys,
stre
et p
arties
; ev
ents
in
purp
ose
-built
are
nas
and v
enues
, si
tes
not
des
igned
for
public
en
tert
ainm
ent,
open
-air s
tadiu
ms,
par
ks a
nd g
reen
fiel
d s
ites
1.9
Exp
lain
how
to r
espond t
o
five
typ
ical
pro
ble
ms
that
m
ay o
ccur
during s
etup a
nd
bre
akdow
n
□
Res
pondin
g e
ffec
tive
ly t
o p
roble
ms:
follo
win
g p
roce
dure
s an
d
org
anis
atio
nal
guid
elin
es,
notify
ing p
erso
ns
resp
onsi
ble
, re
port
ing
accu
rate
ly,
adap
ting t
o m
eet
par
ticu
lar
circ
um
stan
ces,
consi
der
ing
implic
atio
ns
of
diffe
rent
pro
ble
ms
to s
etup o
r bre
akdow
n s
ched
ulin
g
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
68
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
0
Exp
lain
the
import
ance
of
chec
king r
esourc
es d
uring
setu
p a
nd b
reak
dow
n
□
Import
ance
of
chec
king r
esourc
es d
uring s
etup a
nd b
reak
dow
n:
to
ensu
re a
deq
uat
e st
affing,
equip
men
t, f
acili
ties
; to
ensu
re c
orr
ect
equip
men
t, e
.g.
appro
priat
e fo
r th
e ev
ent;
to e
nsu
re e
quip
men
t, ite
ms
are
undam
aged
and in w
ork
ing o
rder
; to
ensu
re p
erso
nnel
are
co
mpet
ent
1.1
1
Exp
lain
how
to e
nsu
re t
he
pro
per
chec
king o
f re
sourc
es
during s
etup a
nd b
reak
dow
n
□
Chec
king b
y per
sonal
obse
rvat
ion a
nd d
iscu
ssio
n,
by
usi
ng C
CTV;
by
seek
ing c
onfirm
atio
n f
rom
contr
acto
rs,
resp
onsi
ble
per
sons;
by
rece
ivin
g
report
s vi
a ra
dio
, phone
or
writt
en f
orm
at
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
69
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
escr
ibe
the
role
s of
peo
ple
w
ho w
ill b
e in
volv
ed in s
etup
and b
reak
dow
n
□
Role
s of
peo
ple
invo
lved
: th
e diffe
rent
peo
ple
, e.
g.
cate
rers
and
hosp
ital
ity,
sec
urity
, co
ntr
acto
rs,
even
t sp
onso
rs,
venue
staf
f
□
Import
ant
to u
nder
stan
d t
he
diffe
rent
role
s so
that
com
munic
atio
n is
appro
priat
e an
d e
ffec
tive
during s
etup a
nd b
reak
dow
n
2.2
Exp
lain
the
import
ance
of
pre
senting a
posi
tive
im
age
of
ones
elf
and o
ne’
s org
anis
atio
n d
uring s
etup
and b
reak
dow
n
□
Import
ance
of
pre
senting a
posi
tive
im
age
of
bot
h y
ours
elf
and y
our
org
anis
atio
n d
uring s
etup a
nd b
reak
dow
n:
to p
rovi
de
reas
sura
nce
; to
cr
eate
tru
st;
to m
ainta
in t
he
org
anis
atio
n’s
rep
uta
tion;
to p
rom
ote
a
calm
work
ing a
tmosp
her
e
2.3
D
escr
ibe
a ra
nge
of
way
s of
pre
senting a
posi
tive
im
age
of
ones
elf
and o
ne’
s org
anis
atio
n d
uring s
etup
and b
reak
dow
n
□
Way
s of
pre
senting a
posi
tive
im
age:
effec
tive
com
munic
atio
n;
appro
priat
e ap
pea
rance
, m
eeting o
rgan
isat
ional
sta
ndar
ds
and c
odes
of
dre
ss;
usi
ng a
ppro
priat
e an
d n
on-o
ffen
sive
lan
guag
e; b
eing o
n t
ime
to
monitor
the
setu
p a
nd b
reak
dow
n;
answ
erin
g q
uer
ies
court
eousl
y;
dea
ling w
ith p
roble
ms
calm
ly a
nd p
rofe
ssio
nal
ly;
bei
ng k
now
ledgea
ble
of
the
det
ails
of
setu
p a
nd b
reak
dow
n s
ched
ule
s
2.4
D
efin
e w
hat
is
mea
nt
by
‘cust
om
er’ in
the
conte
xt o
f se
ttin
g u
p a
nd b
reak
ing
dow
n a
n e
vent
□
Inte
rnal
cust
om
er:
even
t te
am s
taff,
venue
ow
ner
s or
man
ager
s,
contr
acto
rs,
per
form
ers,
sec
urity
sta
ff
□
Ext
ernal
cust
om
er:
the
even
t sp
onso
r, loca
l co
mm
unity
gro
ups,
loca
l au
thority
offic
ers;
rei
nfo
rcin
g k
ey m
essa
ges
, is
suin
g h
andouts
wher
e ap
pro
priat
e
2
Under
stan
d h
ow
to
work
effec
tive
ly
with o
ther
s during
the
setu
p a
nd
bre
akdow
n o
f an
ev
ent
2.5
Exp
lain
how
to p
rovi
de
optim
um
lev
els
of
cust
om
er
serv
ice
during s
etup a
nd
bre
akdow
n
□
Optim
um
lev
els
of
cust
om
er s
ervi
ce d
uring s
etup a
nd b
reak
dow
n:
how
to
pro
vide
this
by
mai
nta
inin
g r
egula
r co
mm
unic
atio
n w
ith c
ust
om
ers;
th
rough e
nsu
ring p
roble
ms
are
dea
lt w
ith e
ffec
tive
ly;
by
advi
sing
cust
om
ers
pro
mptly
of
del
ays,
difficu
ltie
s or
oth
er p
roble
ms;
by
seek
ing
thei
r ag
reem
ent
to c
han
gin
g p
lans;
by
antici
pat
ing c
ust
om
er n
eeds
thro
ugh c
aref
ul pro
filin
g,
by
pla
nnin
g t
o m
eet
chan
gin
g d
eman
ds
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
70
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.6
Exp
lain
the
typic
al r
ange
of
inte
rnal
and e
xter
nal
cu
stom
ers
in t
he
conte
xt o
f se
tup a
nd b
reak
dow
n
□
Inte
rnal
cust
om
ers:
eve
nt
team
sta
ff,
venue
ow
ner
s or
man
ager
s,
contr
acto
rs,
per
form
ers,
sec
urity
sta
ff
□
Ext
ernal
cust
om
ers:
the
even
t sp
onso
r, loca
l co
mm
unity
gro
ups,
loca
l au
thority
lic
ensi
ng a
nd e
nvi
ronm
enta
l hea
lth o
ffic
ers
□
Ran
ge
of
cust
om
ers
who m
ay n
eed t
o b
e co
nsu
lted
for
setu
p a
nd
bre
akdow
n,
e.g.
to d
iscu
ss t
imin
g,
safe
ty,
secu
rity
iss
ues
2.7
Id
entify
who n
eeds
to b
e co
mm
unic
ated
with d
uring
setu
p a
nd b
reak
dow
n
□
Inte
rnal
cust
om
ers:
eve
nt
team
sta
ff,
venue
ow
ner
s or
man
ager
s,
contr
acto
rs,
per
form
ers,
sec
urity
sta
ff
□
Ext
ernal
cust
om
ers:
the
even
t sp
onso
r, loca
l co
mm
unity
gro
ups,
loca
l au
thority
offic
ers
□
Import
ance
of
iden
tify
ing a
nd p
rioritisi
ng w
ho n
eeds
to b
e co
mm
unic
ated
with d
uring s
etup a
nd b
reak
dow
n s
o t
hat
info
rmat
ion is
rece
ived
on t
ime,
e.g
. to
dis
cuss
sch
edule
s fo
r se
tup a
nd b
reak
dow
n,
safe
ty,
secu
rity
iss
ues
2.8
Exp
lain
the
import
ance
of
brief
ing a
nd d
ebrief
ing
per
sonnel
during s
etup a
nd
bre
akdow
n
□
The
import
ance
of
brief
ing p
erso
nnel
during s
etup a
nd b
reak
dow
n:
to
ensu
re a
gre
ed p
lans
are
under
stood,
to e
nsu
re r
eport
ing r
esponsi
bili
ties
ar
e under
stood,
to c
larify
com
ple
x si
tuat
ions
or
inst
ruct
ions,
to e
xpla
in
any
chan
ges
req
uired
to n
orm
al p
roce
dure
s, t
o r
emin
d p
erso
nnel
of
any
rest
rict
ions
or
requirem
ents
, e.
g.
noi
se,
nuis
ance
, eq
uip
men
t usa
ge,
the
nee
d t
o c
lear
or
clea
n s
pec
ific
are
as,
the
sequen
ce o
f th
e se
tup a
nd
bre
akdow
n
□
Import
ance
of
deb
rief
ing p
erso
nnel
during s
etup a
nd b
reak
dow
n:
to
rece
ive
feed
bac
k on p
erfo
rman
ce,
to r
evie
w inci
den
ts o
r pro
ble
ms,
to
mak
e ch
anges
or
impro
vem
ents
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
71
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.9
D
escr
ibe
how
to b
rief
and
deb
rief
per
sonnel
effec
tive
ly □
Im
port
ance
of
usi
ng a
ppro
priat
e an
d e
ffec
tive
com
munic
atio
n m
ethods:
so
that
acc
ura
te info
rmat
ion is
pas
sed q
uic
kly
to t
he
corr
ect
peo
ple
; en
suring t
hat
oth
ers
can u
nder
stan
d info
rmat
ion a
nd m
ake
judgem
ents
; usi
ng d
iffe
rent
com
munic
atio
n s
tyle
s to
mee
t diffe
rent
nee
ds;
usi
ng
clea
r la
nguag
e; u
sing h
andouts
or
visu
al a
ids,
e.g
. m
aps
or
pla
ns,
photo
s to
rei
nfo
rce
key
mes
sages
rel
ated
to t
he
even
t, u
sing c
orr
ect
pro
toco
ls t
o e
nsu
re t
hat
confiden
tial
info
rmat
ion is
com
munic
ated
only
to
those
entitled
to k
now
, e.
g.
secu
rity
sta
ff,
emer
gen
cy s
ervi
ces
□
Kee
pin
g a
ppro
priat
e re
cord
s of
brief
ings,
ensu
ring k
ey p
erso
nnel
under
stan
d a
ny
additio
nal
res
ponsi
bili
ties
; gat
her
ing info
rmat
ion a
nd
feed
bac
k fr
om
per
sonnel
; usi
ng info
rmat
ion f
rom
ext
ernal
sourc
es t
o
valid
ate
feed
bac
k
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
72
Information for tutors
Delivery
This unit links with units on event implementation, effective working relationships and health, safety and security in the events industry.
This unit should be delivered in a way that develops knowledge and understanding of the impact and importance of safe and efficient setup and breakdown processes on the success of an event.
Learners need to know and understand:
the importance of managing setup and breakdown effectively
the information needed to be able to manage the process effectively
the risks and problems that could arise during setup and breakdown
the roles of people involved in setup and breakdown
how to ensure communications are appropriate and effective
the safety requirements that must be complied with
It is suggested that tutors combine delivery of this unit with activities related to health, safety and security, event implementation and establishing working relationships. Learners could be asked to identify two events with different requirements for equipment and facilities, for example stages, lighting and sound towers, dance floors, tables, seating, viewing platforms, podiums, marquees/tents, catering points, toilet facilities, rest rooms, first-aid/medical points etc. Groups could draw up a plan of their chosen event site and enter details of the possible locations of equipment and facilities. Attention should be paid to entry and egress access points as well as potential hazards or issues the venue may present. At least five potential hazards or problems should be considered. Tutors should take feedback on a flipchart or board and then share the findings of individual groups.
An assignment or case study could then be developed so that learners prepare a mind map of the personnel involved in setup and breakdown for their selected event. A timetable for setup and breakdown of the various equipment and facilities should be drawn up, indicating where this is to be completed concurrently or sequentially. Learners should be encouraged to adopt a systematic and defined approach, using project management techniques. The use of Gantt charts is strongly recommended. This could be summarised via a presentation. The presentation could also include an evaluation of environmental and community impact of the planned setup and breakdown.
Knowledge of the process gained through active involvement rather than through a purely theoretical context is important. Wherever possible, learners should have the opportunity to work with event management professionals or those involved in events so that they can experience the different aspects and how these contribute to the overall operation of the event. This could be as an event volunteer.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
73
Assessment
Learners must meet all assessment criteria to pass the unit.
Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. These should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria across different, linked units.
If the learner is in an employment situation or on a work placement, it should be possible to observe them undertaking event-planning meetings where setup and breakdown are discussed and planned, or monitoring and managing the actual process at an event.
The main source of evidence for this unit is likely to be product evidence derived from planning an event (for example records or minutes from event-planning meetings, briefings to contractors and other personnel involved in setup and breakdown, emails to suppliers, contractors, officials etc) or from the assignment/case study outlined above.
Where the learner has a role working on an event, witness testimony from colleagues, suppliers, contractors, officials, managers, customers/visitors could be obtained verbally to provide evidence of organisational skills during setup and breakdown.
Additional evidence of knowledge and understanding can be gathered through professional discussion with learners. They should be encouraged to bring evidence of their performance to the discussion, so that this may be referred to as validation.
Simulations, including role play, for example briefing contractors, security and other event staff on setup or breakdown should be as realistic as possible and should be discussed with the Standards Verifier to ensure that this is valid, fair and reliable as a source of evidence.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
74
Suggested resources
Textbooks
Capell L – Event Management for Dummies (J. Wiley & Sons, 2013) ISBN 978-1-11859-112-3
HSE – Event Safety Guide (HSE, 1999) ISBN 978-0-71762-453-9
HSE – Fairgrounds and Amusement Parks: Guidance on Safe Practice (HSE, 2007) ISBN 978-0-71766-249-4
HSE – Guide to Fire Precautions in Existing Places of Entertainment and like Premises (HSE, 1999) ISBN 0-11-341072-7
HSE – Guide to Risk Assessment (HSE, 2011) ISBN 978-0-71766-440-5
HSE – Managing Contractors: A Guide for Employers (HSE, 2011) ISBN 978-0-71766-436-8
Silvers J – Risk Management for Meetings and Events (Butterworth-Heinemann, 2007) ISBN 978-0-75068-057-8
Tarlow P – Event Risk Management and Safety (Wiley, 2002) ISBN 978-0-47140-168-1
Journals and/or magazines
Event Organiser (The Event Services Association)
International Journal of Contemporary Hospitality Management (Emerald Group Publishing Ltd)
International Journal of Event and Festival Management (Emerald Group Publishing Ltd)
International Journal of Event Management Research (Emerald Group Publishing Ltd)
International Journal of Hospitality and Event Management (Emerald Group Publishing Ltd)
Journal of Hospitality, Leisure, Sport and Tourism Education (Elsevier)
Websites
www.businessballs.com/project.htm Free ethical learning and development resources
www.pmi.org/About-Us/About-Us-What-is-Project-Management.aspx
Project Management Institute
www.hsdirect.co.uk/free-info/method-statement.html
What is a method statement and help on how to write one
www.hse.gov.uk/pubns/indg163.pdf Five steps to risk assessment
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
75
Unit 6: Understanding How to Manage the Running of an Event
Unit reference number: Y/600/8554
QCF level: 4
Credit value: 4
Guided learning hours: 25
Unit aim
This unit requires learners to understand how to manage the running of events from two contrasting sectors, for example sport, music, public banquet, conference and public entertainments such as firework/sound and light displays.
Learners will be required to demonstrate how to follow event plans, organise and lead event staff, and deal with problems that arise. An essential part of this is knowing how to communicate effectively with others involved in the events. Managing change and emerging issues during an event is an essential skill.
Essential resources
There are no special resources needed for this unit.
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
76
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
import
ance
of
follo
win
g a
gre
ed p
lans
for
an
even
t
□
Import
ance
of
follo
win
g a
gre
ed p
lans
for
an e
vent:
so t
hat
those
in
volv
ed f
ollo
w t
imin
gs,
pro
cedure
s an
d p
roto
cols
; to
ensu
re lic
ensi
ng
conditio
ns,
leg
al r
equirem
ents
are
com
plie
d w
ith;
to e
nsu
re insu
rance
re
quirem
ents
are
not
bre
ached
; en
suring r
esponsi
bili
ties
for
the
diffe
rent
area
s of
the
even
t ar
e cl
early
under
stood,
e.g.
secu
rity
, hosp
ital
ity,
entr
y an
d t
icke
ting,
contr
acto
rs,
crow
d c
ontr
ol
1.2
D
escr
ibe
the
pro
cess
es u
sed
to m
onitor
the
runnin
g o
f an
ev
ent
□
How
to m
onitor
how
wel
l th
e ev
ent
is r
unnin
g:
by
chec
king t
he
diffe
rent
area
s, e
.g.
by
per
sonal
obse
rvat
ion, vi
a phone
or
radio
rep
ort
s, u
sing
CCTV,
thro
ugh r
ecei
ving c
onfirm
atio
n f
rom
those
with d
esig
nat
ed
resp
onsi
bili
ty f
or
the
diffe
rent
area
s
1.3
Exp
lain
why
it is
import
ant
to p
rovi
de
auth
orisa
tion f
or
each
sta
ge
of
an e
vent
□
Import
ance
of
pro
vidin
g a
uth
orisa
tion
for
each
sta
ge
of
the
even
t: t
o
mee
t lic
ensi
ng r
equirem
ents
, to
enab
le r
esponsi
ble
per
sons
to c
hec
k sa
fety
and s
ecurity
req
uirem
ents
hav
e bee
n m
et f
or
each
sta
ge,
to
ensu
re t
hat
tim
etab
led t
asks
hav
e bee
n c
om
ple
ted in a
ccord
ance
with
the
oper
atio
nal
pla
n b
efore
movi
ng o
n t
o t
he
nex
t st
age;
to p
rovi
de
an
opport
unity
to a
gre
e sp
ecific
act
ions
or
chan
ges
com
ple
ted w
ith
emer
gen
cy s
ervi
ces,
lic
ensi
ng a
uth
ority
offic
ers
1
Under
stan
d h
ow
to
man
age
the
runnin
g o
f an
ev
ent
1.4
D
escr
ibe
the
pro
cess
es t
hey
sh
ould
follo
w t
o p
rovi
de
auth
orisa
tion f
or
diffe
rent
stag
es o
f an
eve
nt
to g
o
ahea
d
□
Pro
cess
es t
hat
should
be
follo
wed
to p
rovi
de
auth
orisa
tion f
or
diffe
rent
stag
es o
f an
eve
nt
to g
o a
hea
d:
resp
onsi
ble
per
sons
able
to s
ign o
ff
diffe
rent
stag
es,
e.g.
Site
Saf
ety
Coord
inat
or,
Chie
f Sec
urity
off
icer
, Fi
re
Saf
ety
Off
icer
, Li
censi
ng o
ffic
er;
corr
ect
docu
men
tation t
o c
om
ple
te f
or
each
sta
ge;
corr
ect
form
at t
o n
otify
oth
ers
of
auth
orisa
tion,
e.g.
verb
al
confirm
atio
n,
emai
l, s
igned
docu
men
t
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
77
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2
Under
stan
d h
ow
to
work
with o
ther
s w
hen
man
agin
g a
n
even
t
2.1
D
escr
ibe
the
typic
al
man
agem
ent
arra
ngem
ents
fo
r an
eve
nt
□
Typ
ical
man
agem
ent
arra
ngem
ents
for
an e
vent:
def
inin
g a
hie
rarc
hy
to
contr
ol ea
ch a
spec
t of
the
even
t, s
etting o
ut
report
ing a
rran
gem
ents
an
d m
ethods,
des
ignat
ing r
esponsi
ble
offic
ers
or
per
sons
for
each
as
pec
t, s
etting o
ut
role
s an
d r
esponsi
bili
ties
; det
aile
d p
roce
sses
to b
e ad
opte
d t
o m
ainta
in s
afet
y, e
.g.
safe
sys
tem
s of
work
, sa
fe a
cces
s,
pro
visi
on o
f in
form
atio
n,
trai
nin
g a
nd c
onsu
ltat
ion w
ith e
mplo
yees
, re
sponsi
bili
ties
of
the
Site
Saf
ety
off
icer
, lia
ison w
ith lic
ensi
ng a
uth
ority
offic
ers,
em
ergen
cy s
ervi
ces
offic
ers
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
78
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
D
escr
ibe
the
role
s an
d
resp
onsi
bili
ties
of
peo
ple
in
volv
ed in t
he
man
agem
ent
arra
ngem
ents
for
an e
vent,
in
cludin
g e
xter
nal
org
anis
atio
ns
□
Role
s an
d r
esponsi
bili
ties
: th
e im
port
ance
of
sett
ing o
ut
role
s an
d
resp
onsi
bili
ties
cle
arly
and a
gre
eing t
hem
in a
dva
nce
of
the
even
t so
th
at e
very
one
invo
lved
is
clea
r ab
out
thei
r ow
n a
nd o
ther
s’ r
ole
s, s
o t
hat
ex
tent
of
indiv
idual
rem
it is
set
out,
so t
hat
rep
ort
ing lin
es a
re c
lear
□
Role
s an
d r
esponsi
bili
ties
of
the
range
of
peo
ple
invo
lved
in m
anag
ing
an e
vent,
e.g
. si
te s
afet
y co
ord
inat
or
who is
resp
onsi
ble
for
man
agin
g
and m
onitoring s
afet
y of
the
even
t
□
Com
mis
sionin
g a
gen
ts w
ho a
re r
esponsi
ble
for
arra
ngin
g t
he
per
form
ers
at a
n e
vent
and h
ow
the
even
t w
ill b
e pro
mote
d a
nd m
arke
ted
□
Perf
orm
ers
who a
re r
esponsi
ble
for
com
ply
ing w
ith t
he
site
saf
ety
rule
s an
d f
or
usi
ng e
quip
men
t an
d f
acili
ties
saf
ely
□
Faci
lity
ow
ner
s an
d m
anag
ers
who h
ave
a duty
of
care
to t
he
public
and
are
resp
onsi
ble
for
the
safe
ty o
f th
ose
att
endin
g o
r w
ork
ing a
t th
e ev
ent
□
Contr
acto
rs w
ho a
re r
esponsi
ble
for
ensu
ring t
hei
r eq
uip
men
t m
eets
sa
fety
req
uirem
ents
and t
hat
they
com
ply
with s
ite
safe
ty r
ule
s, e
.g.
staf
f co
mpet
enci
es,
keep
to a
gre
ed s
etup a
nd b
reak
dow
n a
rran
gem
ents
□
Supplie
rs w
ho a
re r
esponsi
ble
for
com
ply
ing w
ith s
ite
safe
ty r
ule
s, f
or
del
iver
ing a
s sc
hed
ule
d
□
Sec
urity
offic
ials
who a
re r
esponsi
ble
for
mai
nta
inin
g s
ecurity
of
all
area
s of
the
even
t, e
.g.
sear
chin
g f
or
pro
hib
ited
ite
ms,
tak
ing a
ctio
n t
o
ejec
t in
div
idual
s, c
ontr
olli
ng u
nau
thorise
d b
ehav
iour,
mai
nta
inin
g
rest
rict
ed a
reas
, em
ergen
cy a
cces
s poin
ts a
nd r
oute
s
□
Em
ergen
cy s
ervi
ces
who a
re r
esponsi
ble
for
agre
eing e
vent
contingen
cy
pla
ns,
for
liais
ing w
ith t
he
even
t su
per
viso
r an
d f
or
pro
vidin
g f
ire,
am
bula
nce
or
polic
e pre
sence
□
Lice
nsi
ng a
uth
ority
off
icer
s w
ho h
ave
resp
onsi
bili
ties
for
ensu
ring t
he
even
t co
mplie
s w
ith t
he
licen
ce iss
ued
, th
at n
ois
e an
d e
nvi
ronm
enta
l im
pac
t ar
e ac
cepta
ble
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
79
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
Exp
lain
the
import
ance
of
effe
ctiv
e co
mm
unic
atio
n
during a
n e
vent
□
Effec
tive
com
munic
atio
n d
uring a
n e
vent:
the
import
ance
of
usi
ng
appro
priat
e an
d e
ffec
tive
com
munic
atio
n m
ethods
so t
hat
acc
ura
te
info
rmat
ion is
pas
sed q
uic
kly
to t
he
corr
ect
peo
ple
; en
suring t
hat
oth
ers
can u
nder
stan
d info
rmat
ion a
nd m
ake
judgem
ents
; usi
ng d
iffe
rent
com
munic
atio
n s
tyle
s to
mee
t diffe
rent
nee
ds
□
Proto
cols
to e
nsu
re t
hat
confiden
tial
info
rmat
ion is
com
munic
ated
only
to
those
entitled
to k
now
, e.
g.
secu
rity
sta
ff,
emer
gen
cy s
ervi
ces
2.4
Exp
lain
the
pro
cess
es t
o u
se
to c
om
munic
ate
during a
n
even
t
□
Proce
sses
to u
se t
o c
om
munic
ate
during a
n e
vent:
dis
sem
inat
ing
info
rmat
ion t
o k
ey p
erso
nnel
, is
suin
g c
lear
and c
onci
se inst
ruct
ions,
se
ndin
g a
nd r
ecei
ving r
eport
s, c
onfirm
ing a
uth
orise
d c
hec
ks m
ade,
co
nfirm
ing a
ctiv
itie
s co
mple
ted,
usi
ng a
gre
ed p
roto
cols
and c
odes
to
pas
s on info
rmat
ion;
com
munic
atin
g v
ia r
adio
, phone,
vid
eo s
cree
n,
dis
pla
y si
gns,
fac
e to
fac
e; t
he
import
ance
of
sele
ctin
g t
he
most
ap
pro
priat
e m
ethod o
f co
mm
unic
atio
n f
or
the
situ
atio
n,
e.g.
taki
ng into
ac
count
spee
d,
the
nee
d f
or
secu
re c
omm
unic
atio
n,
the
reci
pie
nts
of
the
com
munic
atio
n
2.5
D
escr
ibe
the
princi
ple
s of
effe
ctiv
e le
ader
ship
during
an e
vent
□
Princi
ple
s of
effe
ctiv
e le
ader
ship
: th
e th
ree
area
s of
lead
ersh
ip,
i.e.
st
rate
gic
, oper
atio
nal
and t
eam
; how
to u
se d
iffe
rent
styl
es o
f le
ader
ship
to s
uit d
iffe
rent
situ
atio
ns
or
diffe
rent
peo
ple
, bei
ng a
war
e of
ow
n s
tren
gth
s, b
eing c
om
mitte
d t
o t
he
even
t org
anis
atio
n’s
vis
ion,
strivi
ng f
or
exce
llence
in o
wn a
nd o
ther
s’ p
erfo
rman
ce o
f w
ork
tas
ks,
bei
ng d
eter
min
ed a
nd p
ersi
sten
t, e
.g.
in r
esolv
ing p
roble
ms,
ove
rcom
ing
difficu
ltie
s, s
etting c
lear
goal
s fo
r se
lf a
nd o
ther
s to
work
tow
ards,
le
adin
g b
y ex
ample
, e.
g.
adopting s
tandar
ds
of
beh
avio
ur
for
oth
ers
to
follo
w,
hav
ing c
onsi
sten
t princi
ple
s, e
thic
s an
d v
alues
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
80
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.6
Exp
lain
the
import
ance
of
effe
ctiv
e le
ader
ship
during
an e
vent
□
Import
ance
of
effe
ctiv
e le
ader
ship
during a
n e
vent:
to r
eass
ure
sta
ff
and t
hose
att
endin
g t
he
even
t, t
o p
rovi
de
direc
tion,
to m
otiva
te a
nd
enco
ura
ge
staf
f dea
ling w
ith d
ifficu
ltie
s, t
o m
ake
dec
isio
ns,
to a
ntici
pat
e an
d r
espond t
o p
roble
ms,
to t
ake
resp
onsi
bili
ty d
uring inci
den
ts a
nd
emer
gen
cies
, to
org
anis
e re
sourc
es e
ffic
iently
and e
ffec
tive
ly,
e.g.
dep
loym
ent
of
staf
f, m
anag
emen
t of
tim
e, c
ontr
ol of
budget
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
81
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Id
entify
the
typic
al t
ypes
of
pro
ble
ms
that
may
occ
ur
during a
n e
vent
□
Typ
es o
f pro
ble
ms
that
may
occ
ur
during a
n e
vent,
e.g
. se
vere
wea
ther
, pow
er f
ailu
res,
trip a
nd f
all haz
ards,
lac
k of
or
bre
akdow
n in f
acili
ties
, eq
uip
men
t m
alfu
nct
ion o
r co
llapse
, cr
ow
d s
urg
e, c
row
d d
istu
rban
ce,
vandal
ism
, tick
etin
g iss
ues
, th
eft,
mis
sing p
erso
ns,
tra
nsp
ort
dis
ruption,
secu
rity
inci
den
ts a
nd t
hre
ats
3.2
Exp
lain
how
to r
espond
effe
ctiv
ely
to p
roble
ms
that
m
ay o
ccur
during t
he
runnin
g o
f an
eve
nt
□
Res
pondin
g e
ffec
tive
ly t
o p
roble
ms:
follo
win
g p
roce
dure
s an
d
org
anis
atio
nal
guid
elin
es,
notify
ing p
erso
ns
resp
onsi
ble
, re
port
ing
accu
rate
ly a
nd in t
he
agre
ed f
orm
at,
adap
ting t
o m
eet
par
ticu
lar
circ
um
stan
ces,
rem
ainin
g c
alm
and r
eass
uring t
o m
ember
s of
the
public
an
d e
vent
staf
f, b
eing d
ecis
ive
3.3
Exp
lain
why
it’s
im
port
ant
to
man
age
chan
ge
during a
n
even
t
□
Man
agin
g c
han
ge
during a
n e
vent:
the
import
ance
of
man
agin
g c
han
ge
during a
n e
vent,
to r
espond a
ppro
priat
ely
so t
hat
the
even
t is
not
dis
rupte
d,
so t
hat
eve
nt
staf
f ar
e giv
en c
lear
direc
tion a
nd lea
der
ship
to
dea
l w
ith c
han
gin
g s
ched
ule
s or
requirem
ents
, so
that
those
att
endin
g
the
even
t ar
e re
assu
red,
so t
hat
good w
ork
ing r
elat
ionsh
ips
are
mai
nta
ined
□
Typ
es o
f ch
anges
that
mig
ht
occ
ur
during a
n e
vent,
e.g
. hig
her
than
an
tici
pat
ed c
row
d n
um
ber
s, s
ecurity
bre
aches
or
clea
rance
iss
ues
, se
vere
wea
ther
, pow
er f
ailu
res,
bre
akdow
n in f
acili
ties
, eq
uip
men
t m
alfu
nct
ion,
stru
cture
colla
pse
, cr
ow
d s
urg
e, c
row
d d
istu
rban
ce,
mis
sing p
erso
ns,
del
ays,
van
dal
ism
or
dam
age
to e
quip
men
t, f
acili
ties
or
area
s, s
taff
illn
ess
3
Under
stan
d h
ow
to
dea
l w
ith p
roble
ms
and m
anag
e ch
ange
during a
n
even
t
3.4
Exp
lain
the
pro
cess
es
invo
lved
in c
han
ge
man
agem
ent
□
How
to m
anag
e ch
ange
effe
ctiv
ely:
sel
ecting t
he
most
appro
priat
e co
mm
unic
atio
n m
ethods
so t
hat
oth
ers
under
stan
d t
he
nee
d f
or
actions
to m
anag
e ch
ange,
ensu
ring t
hat
com
munic
atio
ns
are
tim
ely
and
incl
usi
ve,
iden
tify
ing a
nd d
ealin
g w
ith s
ensi
tive
iss
ues
; fo
llow
ing c
orr
ect
org
anis
atio
nal
guid
elin
es,
report
ing c
han
ges
and a
ctio
ns
take
n,
reco
mm
endin
g f
urt
her
act
ions
to d
eal w
ith d
evel
opm
ents
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
82
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.5
Exp
lain
why
it is
import
ant
to c
om
munic
ate
any
chan
ges
and d
evel
opm
ents
during a
n e
vent
□
Import
ance
of
com
munic
atin
g c
han
ges
and d
evel
opm
ents
during a
n
even
t: s
o t
hat
those
att
endin
g t
he
even
t ar
e re
assu
red,
so t
hat
eve
nt
staf
f ca
n a
dap
t th
eir
activi
ties
, e.
g.
move
to a
noth
er a
rea,
sum
mon
assi
stan
ce,
pro
vide
direc
tions,
so t
hat
contr
acto
rs,
supplie
rs a
nd
per
form
ers
can a
men
d p
lans,
so t
hat
em
ergen
cy s
ervi
ces
can u
pdat
e co
ntingen
cy a
rran
gem
ents
3.6
Exp
lain
the
pro
cess
es t
o
follo
w t
o c
om
munic
ate
chan
ges
and d
evel
opm
ents
during a
n e
vent
□
Ran
ge
of
met
hods
that
may
be
use
d t
o c
om
munic
ate
chan
ges
and
dev
elopm
ents
during a
n e
vent
to e
vent
staf
f an
d o
ther
s su
ch a
s em
ergen
cy s
ervi
ces,
per
form
ers,
contr
acto
rs,
e.g.
brief
ings,
han
douts
, ro
ute
-mar
king a
nd s
igns,
info
rmat
ion d
ispla
ys,
scre
ens,
sco
reboar
ds,
fa
ce-t
o-f
ace
conta
ct,
PA s
yste
ms,
rad
io s
yste
ms,
loud h
aile
rs;
usi
ng
agre
ed p
roto
cols
for
com
munic
atio
ns;
hav
ing a
ccura
te s
ite
pla
ns
or
map
s w
ith c
lear
codin
g o
f ar
eas
so t
hat
the
impac
t of
chan
ges
and
dev
elopm
ents
can
be
asse
ssed
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
83
Information for tutors
Delivery
This unit links to units on planning an event, health, safety and security, and establishing effective working relationships.
This unit should be delivered in a way that develops knowledge and understanding of the cohesive nature of managing an event and the importance of following plans and procedures to achieve a successful outcome.
Learners need to know and understand:
the importance of following plans for the event
how to monitor against the plans and to identify when to intervene to ensure these are followed
the roles and responsibilities of various personnel at an event and the importance of ensuring these are clearly understood
methods of communication with personnel during an event
how to respond to problems and issues as these arise
how to manage changes to event plans
It is suggested that tutors combine delivery of this unit with activities related to health, safety and security, establishing working relationships and planning an event.
A useful opening would be through small-group discussions, during which learners can exchange their experiences of attending different events, for example music festival or concert – indoor/outdoor, sports event – indoor/outdoor, single or multiple locations, banquet, presentation, public meeting etc, both in this country and overseas. The discussion should focus on how the events were managed, how effective communications during the event were, how well learners were guided or supported at the event by various event personnel and how changes, issues such as delays, disruptions or incidents such as crowd disturbance or equipment failure during the event were handled. Tutors can take feedback on a flipchart or board and then share the findings of individual groups.
An assignment could include preparing a detailed operational plan for two events from contrasting sectors, for example sport and music, conference and charity fundraising. Learners could be asked to assume different roles and to set out the roles and responsibilities for these. Groups could discuss the interrelationship of the various roles. Using the internet to research examples would help learners to understand the range of aspects that need to be considered in order to maintain effective communication to those involved, and what might prevent this communication. Alternatively, learners may have ideas for actual events that they intend to initiate and use these as the basis for the above exercise. Tutors should ensure that the chosen events have sufficient contrast for the purposes of this unit.
The assignment or case study could then be developed to consider how problems or contingencies might be dealt with. Learners should be asked to prepare a chart or graphic to illustrate reporting responsibilities for different contingencies.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
84
Knowledge of event management gained through active involvement rather than through a purely theoretical context is key. Wherever possible, learners should have the opportunity to interact with event management professionals, for example through presentations, workshops or work shadowing, so that they can discuss how events are monitored using operational plans, and how these plans are adapted to meet changing demands. This may be through work shadowing.
Assessment
Learners must meet all assessment criteria to pass the unit.
Assessment should be planned to ensure efficient and effective gathering of evidence, through integrated tasks and activities. These should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria across several linked units. Centres are encouraged to emphasise the practical application of knowledge and understanding in a work-related setting.
If learners are in an employment situation or on a work placement, it should be possible to observe them managing an event, briefing staff, dealing with problems and contingencies and adapting plans.
The best source of evidence for this unit is likely to be product evidence derived from their role in event management, for example records of briefings, event plans, incident reports from different events. Witness testimony from colleagues, suppliers, contractors, officials, managers, customers/visitors could be obtained verbally to provide evidence of leadership qualities, ability to respond to problems and decision-making skills.
Where learners rely on an assignment, such as that outlined above, it is recommended that this is an integrated assignment that covers planning, running and evaluating an event.
Additional evidence of knowledge and understanding may be gathered through professional discussion with learners. They should be encouraged to bring evidence of their performance to the discussion, so that this may be referred to as validation.
Simulations, including role play, for example debriefing after an incident or issue at an event, should be as realistic as possible and should be discussed with the Standards Verifier to ensure that these are valid, fair and reliable as a source of evidence.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
85
Suggested resources
Textbooks
Adair J – How to Grow Leaders: The Seven Key Principles of Effective Leadership Development (Kogan Page, 2009) ISBN 978-0-74945-480-7
Bowdin G, Allen J, O’Toole W, Harris R, McDonnell I – Events Management (Routledge, 3rd edition, 2011) ISBN 978-1-85617-818-1
Brounstein M – Communicating Effectively for Dummies (J. Wiley & Sons, 2001) ISBN 978-0-76455-319-6
Capell L – Event Management for Dummies (J. Wiley & Sons, 2013) ISBN 978-1-11859-112-3
Gaur S – Event Marketing and Management (Vikas Publishing House, 2009) ISBN 978-8-12591-449-5
Goldblatt J – Special Events: Best Practices in Modern Event Management (Van Nostrand Reinhold, 2nd edition, 1997) ISBN 0-442-02207-7
HSE – Event Safety Guide (HSE, 1999) ISBN 978-0-71762-453-9
HSE – Fairgrounds and Amusement Parks: Guidance on Safe Practice (HSE, 2007) ISBN 978-0-71766-249-4
HSE – Guide to Fire Precautions in Existing Places of Entertainment and like Premises (HSE, 1999) ISBN 0-11-341072-7
HSE – Guide to Risk Assessment (HSE, 2011) ISBN 978-0-71766-440-5
HSE – Managing Contractors: A Guide for Employers (HSE, 2011) ISBN 978-0-71766-436-8
HSE – Managing Crowds Safely: A Guide for Organisers at Events and Venues (HSE, 2000) ISBN 978-0-71761-834-7
O’Hara B, Beard M – Music Event and Festival Management (Wise Publications, 2006) ISBN 978-1-92102-973-8
Shone A, Parry B – Successful Event Management (Cengage Learning EMEA, 2004) ISBN 978-1-84480-076-6
Van der Wagen L – Human Resource Management for Events: Managing the Event Workforce (Butterworth-Heinemann, 2006) ISBN 978-0-75066-998-6
Watt D – Event Management in Leisure and Tourism (Addison Wesley Longman Ltd, 1998) ISBN 0-582-35706-3
Journals and/or magazines
Event Organiser (The Event Services Association)
International Journal of Contemporary Hospitality Management (Emerald Group Publishing Ltd)
International Journal of Event and Festival Management (Emerald Group Publishing Ltd)
International Journal of Event Management Research (Emerald Group Publishing Ltd)
International Journal of Hospitality and Event Management (Emerald Group Publishing Ltd)
Journal of Hospitality, Leisure, Sport and Tourism Education (Elsevier)
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
86
Websites
www.businessballs.com/project.htm Free ethical learning and development resources
www.hsdirect.co.uk/free-info/method-statement.html
What a method statement is and help on how to write one
www.hse.gov.uk/pubns/indg163.pdf Five steps to risk assessment
www.pmi.org/About-Us/About-Us-What-is-Project-Management.aspx
Project Management Institute
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
87
Unit 7: Understanding Event Evaluation and Reporting
Unit reference number: D/600/8555
QCF level: 3
Credit value: 3
Guided learning hours: 18
Unit aim
This unit sets out the basic principles required to evaluate and report on an event. Learners should understand the criticality of using evaluation to continuously improve performance. They will demonstrate how to gather and analyse information covering all aspects of an event against the critical success factors for their organisation. In doing so, they will ensure their evaluation is thorough, effective and meaningful and that findings impact on management of future events.
Essential resources
There are no special resources needed for this unit.
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
88
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
import
ance
of
eval
uat
ing a
nd r
eport
ing o
n
an e
vent
□
Import
ance
of
eval
uat
ing a
n e
vent:
to im
pro
ve o
r m
ainta
in t
he
org
anis
atio
n’s
rep
uta
tion,
ensu
re s
afet
y, g
ain p
ublic
confiden
ce,
impro
ve
effici
ency
and e
ffec
tive
nes
s
1.2
Exp
lain
the
role
that
ev
aluat
ion p
lays
in
continuous
per
form
ance
im
pro
vem
ent
for
thei
r ow
n
org
anis
atio
n a
nd f
or
oth
er
stak
ehold
ers
□
Role
of
eval
uat
ion:
how
eva
luat
ion is
critic
al t
o a
chie
ving c
ontinuous
impro
vem
ent
for
man
agin
g f
utu
re e
vents
; how
the
eval
uat
ion p
roce
ss
def
ines
crite
ria
for
judgin
g s
ucc
ess
of
an e
vent,
the
info
rmat
ion a
nd
dat
a nee
ded
and t
he
use
to w
hic
h t
his
will
be
put;
how
dec
isio
ns
on
futu
re e
vents
are
influen
ced b
y ev
aluat
ion r
eport
s; w
hy
it is
import
ant
that
eva
luat
ions
are
syst
emat
ic a
nd t
horo
ugh s
o t
hat
ther
e is
confiden
ce
in t
he
findin
gs
1
Under
stan
d t
he
princi
ple
s of
eval
uat
ing a
n
even
t
1.3
D
escr
ibe
the
princi
ple
s an
d
met
hods
invo
lved
in
eval
uat
ion
□
Prin
ciple
s an
d m
ethods
of
eval
uat
ion:
usi
ng q
ual
itat
ive
and q
uan
tita
tive
m
ethods
□
Qual
itat
ive
met
hods
are
usi
ng n
arra
tive
or
des
crip
tive
dat
a su
ch a
s vi
ews
and a
ttitudes
, fe
edbac
k fr
om
cust
om
ers,
sponso
rs,
per
form
ers,
oth
er s
take
hold
ers
□
Quan
tita
tive
met
hods
are
usi
ng n
um
eric
al d
ata
such
as
tick
et s
ales
, au
die
nce
num
ber
s, r
even
ue
□
Eva
luat
ion m
ay b
e direc
t, e
.g.
cust
om
er s
urv
eys,
per
sonal
obse
rvat
ion
or
indirec
t, e
.g.
com
men
ts v
ia s
oci
al m
edia
sites
, fo
llow
-on s
ales
, re
pea
t booki
ngs,
cust
om
er e
nquirie
s
□
Why
it is
import
ant
to incl
ude
stak
ehold
ers
in e
valu
atio
n o
f an
eve
nt
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
89
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Exp
lain
why
it is
import
ant
to iden
tify
and u
se c
ritica
l su
cces
s fa
ctors
when
ev
aluat
ing e
vents
□
Iden
tify
ing a
nd u
sing c
ritica
l su
cces
s fa
ctors
: how
to iden
tify
critica
l su
cces
s fa
ctors
whic
h a
re im
port
ant
to t
he
org
anis
atio
n,
the
aspec
ts b
y w
hic
h t
he
org
anis
atio
n judges
its
succ
ess
in e
vent
man
agem
ent,
how
th
ese
are
tran
slat
ed into
mea
sura
ble
per
form
ance
indic
ators
, w
ho h
as
resp
onsi
bili
ty f
or
monitoring t
hes
e, h
ow
they
should
be
reco
rded
and
report
ed u
pon
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
90
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
escr
ibe
the
spec
ific
pro
cess
es invo
lved
in
eval
uat
ing e
vents
in t
hei
r se
ctor
□
Proce
sses
of
eval
uat
ing a
n e
vent:
deb
rief
ing m
eetings,
rev
iew
s w
ith k
ey
staf
f, k
ey s
take
hold
ers,
e.g
. su
pplie
rs,
contr
acto
rs,
loca
l au
thority
offic
ers,
em
ergen
cy s
ervi
ces;
obta
inin
g a
nd p
repar
ing d
ata
and
info
rmat
ion in s
uitab
le f
orm
ats;
obta
inin
g a
nd c
olla
ting o
pin
ions
and
feed
bac
k at
the
even
t, a
fter
the
even
t, e
.g.
from
cust
om
ers,
del
egat
es,
clie
nts
, st
aff,
volu
nte
ers;
usi
ng s
urv
eys,
gat
her
ing o
nlin
e fe
edbac
k, e
.g.
on s
oci
al n
etw
ork
ing s
ites
, YouTube;
sum
mar
isin
g a
spec
ts o
f su
cces
s an
d a
reas
for
impro
vem
ent;
rep
ort
ing a
gai
nst
critica
l su
cces
s fa
ctors
2.2
Id
entify
the
mai
n r
elev
ant
legal
and r
egula
tory
re
quirem
ents
that
apply
to
the
eval
uat
ion o
f ev
ents
in
thei
r se
ctor
□
Legal
and r
egula
tory
req
uirem
ents
that
apply
to t
he
eval
uat
ion o
f ev
ents
: hea
lth a
nd s
afet
y le
gis
lation,
envi
ronm
enta
l hea
lth leg
isla
tion,
wel
fare
req
uirem
ents
, fo
od s
afet
y le
gis
lation,
firs
t ai
d a
nd m
edic
al
pro
visi
on;
traf
fic
man
agem
ent,
fire
and e
mer
gen
cy s
ervi
ces
acce
ss;
sport
s ev
ents
leg
isla
tion
2.3
Exp
lain
how
to c
hoose
finan
cial
and n
on-f
inan
cial
cr
itic
al s
ucc
ess
fact
ors
□
Finan
cial
and n
on-f
inan
cial
critica
l su
cces
s fa
ctors
: ke
y ar
eas
that
are
ta
rget
ed b
y th
e org
anis
atio
n,
e.g.
even
t m
anag
emen
t pro
cedure
s, I
T
syst
ems
for
man
agem
ent,
sal
es,
pro
motion,
secu
rity
, em
plo
yee
skill
s
□
How
thes
e fa
ctors
may
diffe
r dep
endin
g o
n t
he
type
of
even
t; h
ow
to
iden
tify
, se
lect
and p
rioritise
thes
e fo
r an
eve
nt
in t
erm
s of
org
anis
atio
nal
aim
s, in t
erm
s of
legal
req
uirem
ents
; w
ho t
o c
onsu
lt t
o
chec
k cu
rren
t priorities
2.4
D
escr
ibe
the
mai
n
info
rmat
ion s
ourc
es t
hat
can
be
use
d t
o e
valu
ate
an
even
t
□
Info
rmat
ion s
ourc
es:
sourc
es f
rom
within
the
org
anis
atio
n,
sourc
es f
rom
outs
ide
the
org
anis
atio
n;
direc
t an
d indirec
t in
form
atio
n,
e.g.
from
direc
t obse
rvat
ion o
r in
volv
emen
t, d
ata
from
tic
kets
and e
ntr
y poin
ts,
feed
bac
k fr
om
cust
om
ers,
eve
nt
offic
ials
, em
ergen
cy s
ervi
ces,
public
au
thority
off
icer
s, s
upplie
rs,
per
form
ers,
bro
adca
ster
s
2
Under
stan
d h
ow
to
eval
uat
e an
eve
nt
2.5
Exp
lain
how
to a
cces
s re
leva
nt
info
rmat
ion s
ourc
es □
H
ow
to a
cces
s re
leva
nt
info
rmat
ion s
ourc
es:
obta
inin
g info
rmat
ion f
rom
so
urc
es f
rom
within
the
org
anis
atio
n,
sourc
es f
rom
outs
ide
the
org
anis
atio
n,
e.g. by
emai
l, p
hone,
eve
nt
brief
ings,
colla
ted d
ata,
gove
rnm
ent
dat
a, inte
rnet
sites
, tr
ade
journ
als
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
91
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.6
Exp
lain
why
it is
import
ant
to v
erify
info
rmat
ion u
sed
for
eval
uat
ion
□
Why
it is
import
ant
to v
erify
info
rmat
ion u
sed f
or
eval
uat
ion:
to r
educe
or
elim
inat
e er
rors
, to
ensu
re t
hat
info
rmat
ion is
curr
ent,
acc
ura
te a
nd
com
ple
te;
so t
hat
concl
usi
ons
bas
ed o
n t
he
dat
a ar
e va
lid,
so t
hat
dec
isio
ns
that
follo
w t
he
eval
uat
ion c
an b
e m
ade
with c
onfiden
ce;
why
it
is im
port
ant
to d
o s
o b
efore
pre
senting s
um
mar
y findin
gs
with
judgem
ents
2.7
D
escr
ibe
how
to v
erify
info
rmat
ion s
ourc
es
□
How
to v
erify
info
rmat
ion s
ourc
es:
by
cross
chec
king d
ata
and
info
rmat
ion s
ourc
es,
e.g.
thro
ugh b
ack
work
ing d
ata,
by
ques
tionin
g k
ey
sourc
es,
by
usi
ng a
mix
of
qual
itat
ive
and q
uan
tita
tive
dat
a an
d
info
rmat
ion,
by
com
par
ing w
ith d
ata
from
indep
enden
t so
urc
es s
uch
as
gove
rnm
ent
agen
cies
, by
seek
ing a
dvi
ce f
rom
indep
enden
t ex
per
ts
2.8
D
escr
ibe
the
diffe
rent
types
of
info
rmat
ion t
hat
can
be
use
d a
nd t
hei
r re
lative
val
ue
to a
n e
valu
atio
n
□
Diffe
rent
types
of
info
rmat
ion t
hat
can
be
use
d a
nd t
hei
r re
lative
val
ue
to a
n e
valu
atio
n:
info
rmat
ion r
ecei
ved,
e.g.
by
emai
l, p
hone,
eve
nt
brief
ings,
colla
ted d
ata
from
supplie
rs,
offic
ials
, direc
t an
d indirec
t fe
edbac
k fr
om
clie
nts
and c
ust
om
ers,
fee
dbac
k on inte
rnet
sites
, vi
deo
fo
ota
ge
of
the
even
t; h
ow
to w
eight
info
rmat
ion d
epen
din
g o
n s
ourc
e,
exte
nt
or
freq
uen
cy,
exper
ience
and e
xper
tise
, fa
ctors
that
may
hav
e in
fluen
ced f
eedbac
k or
dat
a, e
.g. per
sonal
opin
ions,
pro
ble
ms
at o
r bef
ore
the
even
t
2.9
Exp
lain
the
pro
cess
es f
or
colla
ting a
nd a
nal
ysin
g
even
t in
form
atio
n
□
Colla
ting a
nd a
nal
ysin
g e
vent
info
rmat
ion:
how
to a
nal
yse
info
rmat
ion
by
bre
akin
g d
ow
n d
ata
to iden
tifiab
le s
ourc
es;
asse
ssin
g o
r co
mpar
ing
dat
a fr
om
pre
vious
even
ts o
r fr
om
sim
ilar
even
ts h
eld e
lsew
her
e;
anal
ysin
g d
ata
from
diffe
rent
sourc
es;
com
par
ing p
roje
cted
spen
d
agai
nst
act
ual
to p
redic
t pro
fit
or
loss
; re
view
ing inco
me
and
expen
diture
under
eve
nt
budget
sub-h
eadin
gs,
e.g
. hosp
ital
ity,
sec
urity
, tr
ansp
ort
, fa
cilit
y co
sts,
em
ergen
cy a
nd s
upport
ser
vice
s
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
92
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
the
key
com
ponen
ts t
hat
should
ap
pea
r in
an e
valu
atio
n
report
□
Key
com
ponen
ts in a
n e
valu
atio
n r
eport
: det
aile
d a
nd s
um
mar
y in
form
atio
n o
n t
he
even
t under
hea
din
gs,
e.g
. dat
e, t
ype,
ven
ue,
at
tendan
ce,
even
t m
anag
er,
key
offic
ers,
fin
anci
al s
um
mar
y, f
eedbac
k re
ceiv
ed,
sale
s, p
rom
otion,
secu
rity
, hosp
ital
ity,
fac
ility
, em
ergen
cy a
nd
support
ser
vice
s, e
vent
staf
fing a
nd v
olu
nte
ers;
ass
essm
ent
agai
nst
cr
itic
al s
ucc
ess
fact
ors
for
the
even
t; a
reas
of
conce
rn;
reco
mm
endat
ions
for
impro
vem
ents
3.2
Exp
lain
who e
valu
atio
n
report
s sh
ould
be
dis
sem
inat
ed t
o
□
Dis
sem
inat
ion o
f th
e ev
aluat
ion r
epor
t: w
ho e
valu
atio
n r
eport
s sh
ould
be
dis
sem
inat
ed t
o w
ithin
the
org
anis
atio
n,
e.g.
man
ager
s, t
eam
le
ader
s, s
ite
safe
ty o
ffic
er;
outs
ide
the
org
anis
atio
n,
e.g.
emer
gen
cy
serv
ices
, sp
onso
rs a
nd p
rom
ote
rs,
licen
sing a
uth
ority
, ch
ief
secu
rity
offic
er,
stak
ehold
ers
such
as
com
munity
gro
ups;
follo
win
g t
he
agre
ed
form
at f
or
report
s to
ext
ernal
and inte
rnal
rec
ipie
nts
; re
dac
ting
confiden
tial
info
rmat
ion b
efore
ext
ernal
dis
sem
inat
ion;
follo
win
g a
gre
ed
pro
toco
ls,
e.g.
when
to s
end c
opie
s to
Com
mitte
e Chai
rs o
r se
nio
r m
anag
ers
3
Under
stan
d h
ow
to
report
on t
he
eval
uat
ion o
f an
ev
ent
3.3
Exp
lain
how
to d
isse
min
ate
eval
uat
ion r
eport
s □
H
ow
to d
isse
min
ate
eval
uat
ion r
eport
s, e
.g.
by
emai
l, h
ard c
opy,
by
pre
senta
tion,
by
video
lin
k, u
sing intr
anet
fac
ilities
; fo
llow
ing a
gre
ed
org
anis
atio
nal
pro
toco
ls,
prioritisi
ng r
ecip
ients
, en
suring r
eport
s ar
e se
aled
or
mar
ked a
ppro
priat
ely
for
dis
sem
inat
ion;
redac
ting c
onfiden
tial
in
form
atio
n b
efore
ext
ernal
dis
sem
inat
ion;
follo
win
g t
he
agre
ed
tim
esca
le f
or
dis
sem
inat
ing t
he
eval
uat
ion r
eport
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
93
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.4
Exp
lain
the
import
ance
of
confiden
tial
ity
□
Import
ance
of
confiden
tial
ity
and t
he
implic
atio
ns
if t
his
is
dis
regar
ded
: how
som
e in
form
atio
n in t
he
report
may
be
pro
tect
ed u
nder
the
Dat
a Pro
tect
ion A
ct,
the
implic
atio
ns
if t
his
is
bre
ached
, i.e.
dam
age
to
per
sons,
loss
of
priva
cy o
r re
puta
tion
□
How
som
e in
form
atio
n m
ust
rem
ain c
onfiden
tial
to m
ainta
in s
ecurity
an
d s
afet
y, e
.g.
det
ails
of
secu
rity
pla
ns
and r
esourc
ing,
acce
ss r
oute
s fo
r per
form
ers,
the
implic
atio
ns
if t
his
info
rmat
ion is
not
kept
confiden
tial
□
How
info
rmat
ion o
n o
ther
asp
ects
such
as
tick
etin
g,
reve
nue
or
oth
er
finan
cial
asp
ects
must
rem
ain c
onfiden
tial
to p
rote
ct t
he
org
anis
atio
n’s
busi
nes
s an
d r
eputa
tion
□
Why
it is
import
ant
to k
eep s
om
e in
form
atio
n c
onfiden
tial
, e.
g.
adva
nce
in
form
atio
n o
n p
ote
ntial
per
form
ers,
mer
chan
dis
ing,
envi
ronm
enta
l im
pac
t as
sess
men
ts o
f usi
ng c
erta
in v
enues
to a
void
adve
rse
public
ity,
to
avo
id u
nau
thorise
d m
erch
andis
ing,
to p
rote
ct v
enues
3.5
Id
entify
what
typ
es o
f in
form
atio
n m
ight
be
confiden
tial
□
What
typ
es o
f in
form
atio
n m
ight
be
confiden
tial
, e.
g.
finan
cial
in
form
atio
n,
secu
rity
iss
ues
, per
sonal
det
ails
of
staf
f, m
ember
s of
the
public
, off
icer
s in
volv
ed in t
he
even
t
3.6
D
escr
ibe
how
to t
reat
co
nfiden
tial
info
rmat
ion
□
How
to t
reat
confiden
tial
info
rmat
ion t
o c
om
ply
with o
rgan
isat
ional
pro
toco
ls,
Dat
a Pr
ote
ctio
n r
equirem
ents
□
How
to m
ark
report
s to
res
tric
t si
ght
to n
amed
per
sonnel
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
94
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
D
escr
ibe
the
exte
nt
of
thei
r ow
n r
esponsi
bili
ties
for
eval
uat
ion
□
Res
ponsi
bili
ties
for
eval
uat
ion:
how
it
is im
port
ant
to e
nsu
re a
ccura
cy
and t
imel
ines
s in
pro
vidin
g t
he
eval
uat
ion;
how
to e
nsu
re t
hat
in
form
atio
n a
nd f
eedbac
k ar
e gat
her
ed s
ensi
tive
ly a
nd p
rofe
ssio
nal
ly;
who t
o c
hec
k w
ith t
o e
nsu
re info
rmat
ion is
gat
her
ed o
n t
ime;
why
it is
import
ant
to lia
ise
with k
ey s
take
hold
ers
thro
ughout
the
eval
uat
ion t
o
mai
nta
in t
hei
r su
pport
; en
suring o
rgan
isat
ional
pro
toco
ls,
e.g.
when
co
nta
ctin
g s
upplie
rs o
r off
icer
s, a
re m
ainta
ined
at
all tim
es
4.2
D
escr
ibe
how
thei
r ro
le
rela
tes
to t
he
role
s of
oth
ers
in y
our
org
anis
atio
n
□
How
thei
r ro
le r
elat
es t
o o
ther
s in
the
org
anis
atio
n:
the
range
of
colle
agues
and t
hei
r ro
les
who a
re invo
lved
in e
vent
pla
nnin
g a
nd
oper
atio
n;
colle
agues
incl
ude
those
at
the
sam
e le
vel, t
hose
at
diffe
rent
leve
ls,
man
ager
s, c
olle
agues
at
diffe
rent
site
s, e
.g.
regio
nal
bra
nch
es,
ove
rsea
s bra
nch
es;
the
way
s in
whic
h t
hei
r ro
le d
epen
ds
on t
he
input
and s
upport
of
oth
ers;
how
thei
r ow
n r
ole
support
s co
lleag
ues
to
per
form
thei
r duties
; th
e lim
its
of
thei
r ow
n r
esponsi
bili
ties
for
oth
ers;
th
eir
line
man
agem
ent
acco
unta
bili
ties
4
Under
stan
d t
he
org
anis
atio
nal
co
nte
xt f
or
eval
uat
ing a
nd
report
ing o
n t
he
succ
ess
of
an
even
t
4.3
D
escr
ibe
the
mai
n
resp
onsi
bili
ties
of
colle
agues
w
hen
eva
luat
ing a
n e
vent
and o
ther
org
anis
atio
ns
with
whom
they
can
lia
ise
□
Mai
n r
esponsi
bili
ties
of
colle
agues
when
eva
luat
ing a
n e
vent,
how
this
m
ust
be
agre
ed b
efore
the
even
t; w
hy
this
must
be
take
n into
acc
ount
when
gat
her
ing info
rmat
ion a
nd c
onfirm
ing f
indin
gs,
e.g
. to
ensu
re
info
rmat
ion is
pro
duce
d in t
he
corr
ect
form
at,
or
to a
void
del
ays
□
How
to lia
ise
with o
ther
org
anis
atio
ns
to e
nsu
re t
he
even
t ev
aluat
ion is
thoro
ugh,
e.g.
loca
l au
thorities
, em
ergen
cy s
ervi
ces,
contr
acto
rs,
supplie
rs
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
95
Information for tutors
Delivery
This unit should be delivered in a way that develops knowledge and understanding of evaluation and reporting on different types of events. Learners need to know and understand:
the importance of evaluation to improve event management and success
how to identify information and data needed to be able to evaluate thoroughly
the processes and protocols of their organisation in relation to reporting and liaison with external organisations
the issues presented by different contexts of a range of events that could impact on their success
the various legal and other requirements for different events
how to evaluate an event against their organisation’s critical success factors
A useful opening would be through small-group discussions, during which learners can exchange their experiences of attending different events, for example music festival or concert – indoor/outdoor, sports event – indoor/outdoor, single or multiple locations, public meeting etc, both in this country and overseas. The discussion should focus on what might have been the ‘critical success factors’ for the event/events. Learners should be encouraged to consider the main purposes and aims of the event/events under broad headings and then propose specific criteria against which they could succeed or otherwise. The discussion should endeavour to identify feedback that is both qualitative – for example their own opinions/reactions during and after the event – and quantitative – such as reports on the event giving details of audience numbers, incidents etc. Issues such as security, venue, facilities, transport, language, additional features should also be evaluated in terms of how they contributed to the success or otherwise of the event/events. Tutors can take feedback on a flipchart or board and then share the findings of individual groups.
Based on the above, learners should be asked to draw up a checklist of criteria for evaluating events. Using this checklist they should be encouraged to review two events from contrasting sectors, for example sport and music, conference and charity fundraising etc. This could include looking at video footage of events or discussing with event professionals.
Assignments or case studies could then be developed to focus on events that were successful or those that had issues. This research could be presented via a presentation and include an evaluation against possible critical success factors for the event, and options for improvement. Learners should identify any information in their evaluation report that would be confidential or restricted and explain why.
Knowledge of event management gained through active involvement rather than through a purely theoretical context, is important. Wherever possible, learners should have the opportunity to work with event management professionals or those involved in events so that they can experience the different aspects and how these contribute to the overall operation of the event. In doing so they will gain firsthand experience to add to the event evaluation assignment.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
96
Assessment
Learners must meet all assessment criteria to pass the unit.
Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. For example, an assignment/project to research an event opportunity, plan the event and evaluate it would provide a coherent task that would cover several units.
If learners are in an employment situation or on a work placement, it should be possible to observe them undertaking event debriefings, thereby gaining direct evidence of their ability to evaluate effectively, weight the quality of the information and judge the relative importance of the information against the critical success factors for their organisation.
The predominant source of evidence for this unit is likely to be product evidence derived from their role in event management, for example records of sales, ticketing, hospitality data received, security briefings, feedback collated, minutes from event briefings, emails to suppliers, contractors, officials etc relating to an event, evaluation reports from different events. It is suggested that learners evaluate two events from contrasting sectors that differ in terms of size, type, client group etc.
Witness testimony from colleagues, suppliers, contractors, officials and managers could be obtained verbally to provide evidence of learners’ thoroughness and accuracy of judgement when evaluating events.
Additional evidence of knowledge and understanding may be gathered through professional discussion with learners. They should be encouraged to bring any actual performance evidence to the discussion, so that this may be referred to as validation.
Simulations, including role play, for example planning for or debriefing after an event, should be as realistic as possible and should be discussed with the Standards Verifier to ensure that this is valid, fair and reliable as a source of evidence. The simulation should be assessed through observation to provide evidence.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
97
Suggested resources
Textbooks
Bowdin G, Allen J, O’Toole W, Harris R, McDonnell I – Events Management (Routledge, 3rd edition, 2011) ISBN 978-1-85617-818-1
Brounstein M – Communicating Effectively for Dummies (J. Wiley & Sons, 2001) ISBN 978-0-76455-319-6
Capell L – Event Management for Dummies (J. Wiley & Sons, 2013) ISBN 978-1-11859-112-3
Gaur S – Event Marketing and Management (Vikas Publishing House, 2009) ISBN 978-8-12591-449-5
Goldblatt J – Special Events: Best Practices in Modern Event Management (Van Nostrand Reinhold, 2nd edition, 1997) ISBN 0-442-02207-7
O’Hara B, Beard M – Music Event and Festival Management (Wise Publications, 2006) ISBN 978-1-92102-973-8
Watt D – Event Management in Leisure and Tourism (Addison Wesley Longman Ltd, 1998) ISBN 0-582-35706-3
Journals and/or magazines
Event Organiser (The Event Services Association)
International Journal of Contemporary Hospitality Management (Emerald Group Publishing Ltd)
International Journal of Event and Festival Management (Emerald Group Publishing Ltd)
International Journal of Event Management Research (Emerald Group Publishing Ltd)
International Journal of Hospitality and Event Management (Emerald Group Publishing Ltd)
Journal of Hospitality, Leisure, Sport and Tourism Education (Elsevier)
Websites
www.businessballs.com Free ethical learning and development resources
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
98
Unit 8: Understanding Working Relationships in the Events Industry
Unit reference number: H/600/8556
QCF level: 3
Credit value: 4
Guided learning hours: 24
Unit aim
This unit focuses on developing productive working relationships with colleagues, within learners’ own organisation, with other organisations and with identified stakeholders. It involves being aware of the roles, responsibilities, interests and concerns of colleagues and stakeholders and demonstrating how to work with and support them in various ways. The need to monitor and review the effectiveness of working relationships with colleagues and stakeholders is also a key requirement of this unit.
‘Stakeholder’ refers to individuals or organisations that have a material, legal or political interest in, or who may be affected by, the activities and performance of learners’ organisations.
‘Colleagues’ are those with whom learners work, and may be at the same or another level within the organisation.
Essential resources
There are no special resources needed for this unit.
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
99
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
the
types
of
colle
agues
with w
hom
an
even
ts c
o-o
rdin
ator
work
s
□
Typ
es o
f co
lleag
ues
: th
ose
within
the
org
anis
atio
n invo
lved
in p
lannin
g
and c
oord
inat
ing e
vents
; at
the
sam
e le
vel, a
t a
diffe
rent
leve
l;
colle
agues
at
the
sam
e si
te,
colle
agues
at
rem
ote
sites
1.2
Exp
lain
the
diffe
rent
role
s an
d r
esponsi
bili
ties
that
diffe
rent
colle
agues
hav
e
□
Diffe
rent
role
s an
d r
esponsi
bili
ties
of
colle
agues
, e.
g.
contr
act
neg
otiat
ion,
finan
cial
man
agem
ent,
budget
set
ting a
nd m
onitoring,
adm
inis
trat
ion,
mar
keting a
nd s
ales
, sa
fety
and lic
ensi
ng c
om
plia
nce
, pro
cure
men
t, leg
al,
cust
om
er lia
ison;
the
import
ance
of
know
ing w
hat
diffe
rent
colle
agues
do a
nd t
he
par
t th
ey p
lay
in p
lannin
g a
nd
coord
inat
ing e
vents
; w
ho t
o incl
ude
when
pla
nnin
g a
nd c
oord
inat
ing
even
ts;
the
added
val
ue
that
effec
tive
work
ing w
ith c
olle
agues
can
bring
to e
vent
pla
nnin
g a
nd c
oord
inat
ion
1.3
Exp
lain
the
conce
pt
of
‘sta
kehold
er’ in
the
conte
xt
of
an e
vent
□
The
conce
pt
of
‘sta
kehold
er’ in
the
conte
xt o
f an
eve
nt:
indiv
idual
s or
org
anis
atio
ns
that
hav
e a
mat
eria
l, leg
al o
r polit
ical
inte
rest
in t
he
even
t, t
hose
who m
ay b
e af
fect
ed b
y th
e ev
ent
or
rela
ted a
ctiv
itie
s
1.4
D
escr
ibe
the
diffe
rent
types
of
stak
ehold
ers
that
mig
ht
be
rele
vant
to a
n e
vent
□
Diffe
rent
stak
ehold
ers
for
even
ts,
e.g.
com
mis
sionin
g a
gen
ts,
per
form
ers,
fac
ility
ow
ner
s an
d m
anag
ers,
contr
acto
rs,
supplie
rs,
secu
rity
offic
ials
, em
ergen
cy s
ervi
ces,
lic
ensi
ng a
uth
ority
off
icer
s,
nei
ghbourh
ood o
r lo
cal co
mm
unity
mem
ber
s an
d g
roups,
mem
ber
s of
the
public
1
Under
stan
d t
he
valu
e of
work
ing
rela
tionsh
ips
with
colle
agues
and
stak
ehold
ers
during t
he
pla
nnin
g a
nd c
o-
ord
inat
ion o
f an
ev
ent
1.5
Eva
luat
e th
e in
tere
sts
that
diffe
rent
stak
ehold
ers
may
hav
e in
an e
vent
□
Sta
kehold
er inte
rest
s: t
he
range
of
finan
cial
, m
ater
ial, p
erso
nal
, polit
ical
in
tere
sts
whic
h d
iffe
rent
stak
ehold
ers
may
hav
e; h
ow
thes
e w
ill d
iffe
r dep
endin
g o
n t
ype
and s
ize
of
even
t, loca
tion;
the
poss
ible
conflic
ts o
f in
tere
st t
hat
may
cre
ate
issu
es;
why
it is
import
ant
to a
sses
s th
ese
and
eval
uat
e th
eir
impac
t w
hen
pla
nnin
g a
nd c
oord
inat
ing a
n e
vent
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.6
Exp
lain
the
import
ance
of
mai
nta
inin
g e
ffec
tive
w
ork
ing r
elat
ionsh
ips
with
colle
agues
□
Import
ance
of
mai
nta
inin
g e
ffec
tive
work
ing r
elat
ionsh
ips
with
colle
agues
to e
nsu
re c
ooper
atio
n in m
eeting r
equirem
ents
, e.
g.
hea
lth,
safe
ty a
nd s
ecurity
, to
enco
ura
ge
team
work
, to
build
com
mitm
ent
to
achie
ving t
he
even
t ai
ms,
to o
verc
om
e pro
ble
ms,
to e
nsu
re
com
munic
atio
n c
han
nel
s ar
e open
and d
irec
t, t
o p
rom
ote
pride
in h
igh
stan
dar
ds
of
per
form
ance
1.7
Exp
lain
the
import
ance
of
mai
nta
inin
g e
ffec
tive
w
ork
ing r
elat
ionsh
ips
with
stak
ehold
ers
□
Import
ance
of
mai
nta
inin
g e
ffec
tive
work
ing r
elat
ionsh
ips
with
stak
ehold
ers:
to e
nsu
re c
ooper
atio
n in c
om
ply
ing w
ith s
ite
safe
ty r
ule
s,
to r
esolv
e pro
ble
ms,
to o
verc
om
e obje
ctio
ns
and c
once
rns,
to e
nco
ura
ge
join
t co
mm
itm
ent
to a
chie
ving a
succ
essf
ul ev
ent,
to e
nab
le
com
munic
atio
n t
o b
e m
eanin
gfu
l, t
o build
rap
port
bet
wee
n d
iffe
rent
stak
ehold
ers
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
how
to iden
tify
w
hic
h c
olle
agues
and
stak
ehold
ers
an e
vent
org
anis
er m
ay n
eed t
o w
ork
w
ith
□
Iden
tify
ing r
elev
ant
colle
agues
and s
take
hold
ers:
the
import
ance
of
ensu
ring t
hat
all
rele
vant
colle
agues
and s
take
hold
ers
are
iden
tified
w
hen
pla
nnin
g a
n e
vent;
thro
ugh s
eeki
ng a
dvi
ce f
rom
exp
erie
nce
d
colle
agues
or
stak
ehold
ers
to c
onfirm
thei
r poss
ible
rel
evan
ce in
pla
nnin
g a
n e
vent;
thro
ugh r
esea
rchin
g s
imila
r ev
ents
to iden
tify
pote
ntial
sta
kehold
ers;
by
read
ing g
uid
ance
fro
m p
rofe
ssio
nal
bodie
s,
e.g.
HSE,
by
read
ing c
ases
stu
die
s of
sim
ilar
even
ts
2.2
D
escr
ibe
how
to m
ake
conta
ct w
ith r
elev
ant
colle
agues
and s
take
hold
ers
□
Mak
ing c
onta
ct:
mak
ing c
onta
ct w
ith c
olle
agues
and s
take
hold
ers
via
phone,
em
ail, u
sing w
ebsi
tes,
sen
din
g let
ters
and c
ircu
lars
, pla
cing
adve
rtis
emen
ts,
notice
s; s
elec
ting t
he
most
appro
priat
e m
eans
dep
endin
g o
n r
equirem
ents
, e.
g.
urg
ency
, co
nfiden
tial
ity;
how
to
prioritise
conta
ct w
ith c
olle
agues
and s
take
hold
ers
to e
nsu
re p
roto
cols
ar
e obse
rved
2
Under
stan
d h
ow
to
esta
blis
h w
ork
ing
rela
tionsh
ips
with
colle
agues
and
stak
ehold
ers
during t
he
pla
nnin
g a
nd c
o-
ord
inat
ion o
f an
ev
ent
2.3
D
escr
ibe
how
to a
gre
e w
ork
ing a
rran
gem
ents
and
com
munic
atio
n m
ethods
with c
olle
agues
and
stak
ehold
ers
□
Work
ing a
rran
gem
ents
and c
om
munic
atio
n m
ethods:
sel
ecting a
nd
def
inin
g a
ppro
priat
e w
ork
ing a
rran
gem
ents
, e.
g.
mee
tings,
lin
e m
anag
emen
t re
sponsi
bili
ties
, au
thorisa
tion lev
els,
des
ignat
ing r
ole
s of
key
even
t per
sonnel
; th
e im
port
ance
of
doin
g s
o a
t an
ear
ly s
tage
in
pla
nnin
g a
n e
vent;
when
to u
se c
erta
in m
ethods
of
com
munic
atio
ns,
e.
g.
phone,
em
ail, t
ext,
let
ter;
how
to o
bse
rve
pro
toco
ls w
hen
ci
rcula
ting info
rmat
ion w
ith c
olle
agues
and s
take
hold
ers,
e.g
. co
pyi
ng
in,
gro
up c
ircu
lations;
when
iss
ues
of
secu
rity
or
confiden
tial
ity
affe
ct
conta
ct a
nd c
om
munic
atio
ns
with a
nd b
etw
een c
olle
agues
and
stak
ehold
ers;
how
to e
nsu
re c
onta
ct is
secu
re a
nd c
onfiden
tial
, e.
g.
rest
rict
ed c
ircu
lation,
nee
d-t
o-k
now
bas
is;
why
it is
import
ant
to f
ollo
w
agre
ed m
ethods
of
com
munic
atio
ns
and c
onta
ct w
ith c
olle
agues
and
stak
ehold
ers
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
the
import
ance
of
effe
ctiv
e co
mm
unic
atio
n
with c
olle
agues
and
stak
ehold
ers
□
Effec
tive
com
munic
atio
ns:
how
to p
rovi
de
colle
agues
and s
take
hold
ers
with a
ppro
priat
e in
form
atio
n,
within
agre
ed t
imes
cale
s an
d in t
he
corr
ect
form
at;
how
to p
rese
nt
info
rmat
ion c
lear
ly,
conci
sely
and
accu
rate
ly s
o t
hat
oth
ers
can u
nder
stan
d a
nd m
ake
judgem
ents
; usi
ng
diffe
rent
com
munic
atio
n s
tyle
s to
mee
t diffe
rent
nee
ds
3.2
Exp
lain
the
import
ance
of
resp
ecting t
he
role
s an
d
resp
onsi
bili
ties
of
diffe
rent
colle
agues
and s
take
hold
ers
□
Res
pec
ting c
olle
agues
and s
take
hold
ers:
res
pec
ting t
he
role
s an
d
resp
onsi
bili
ties
of
diffe
rent
colle
agues
and s
take
hold
ers;
res
pec
ting t
he
view
s of
oth
ers;
cre
atin
g a
com
mon g
oal;
why
it is
import
ant
to h
onour
com
mitm
ents
to c
olle
agues
and s
take
hold
ers
and t
o a
dvi
se t
hem
of
anyt
hin
g w
hic
h m
ight
pre
vent
this
; re
cognis
ing p
roto
cols
, la
nguag
e nee
ds,
div
ersi
ty;
show
ing s
ensi
tivi
ty t
o inte
rnal
polit
ics
whic
h m
ay
impac
t on p
lannin
g a
nd c
oord
inat
ing t
he
even
t
3.3
Exp
lain
the
import
ance
of
under
stan
din
g t
he
expec
tations
of
colle
agues
an
d s
take
hold
ers
□
Exp
ecta
tions
of
colle
agues
and s
take
hold
ers:
the
range
of
diffe
ring
nee
ds,
motiva
tions
and e
xpec
tations,
e.g
. finan
cial
, se
curity
, per
sonal
, m
ater
ial;
exp
ecta
tions
bas
ed o
n c
once
rns
from
pre
vious
exper
ience
s
□
Why
it is
import
ant
to u
nder
stan
d t
hes
e so
that
critica
l su
cces
s fa
ctors
fo
r th
e ev
ent
reflec
t ex
pec
tations
wher
e poss
ible
, so
that
lia
ison a
nd
com
munic
atio
n w
ith c
olle
agues
and s
take
hold
ers
is a
dap
ted t
o s
uit
expec
tations,
so t
hat
iss
ues
or
conce
rns
are
reso
lved
, so
that
any
limitin
g f
acto
rs,
e.g.
cost
, tim
e, v
enue
capac
ity,
acc
ess,
are
dis
cuss
ed
and e
xpec
tations
are
adju
sted
wher
e ap
pro
priat
e
3
Under
stan
d h
ow
to
mai
nta
in e
ffec
tive
w
ork
ing
rela
tionsh
ips
with
colle
agues
and
stak
ehold
ers
3.4
Exp
lain
the
import
ance
of
fulfill
ing o
wn c
om
mitm
ents
to
colle
agues
and
stak
ehold
ers
□
Import
ance
of
fulfill
ing c
om
mitm
ents
to c
olle
agues
and s
take
hold
ers:
to
insp
ire
trust
in o
wn lea
der
ship
, to
support
the
org
anis
atio
n’s
rep
uta
tion,
to b
uild
confiden
ce in w
ork
ing r
elat
ionsh
ips,
to lea
d b
y ex
ample
, to
pro
mote
goodw
ill
□
Conse
quen
ces
of
not
fulfill
ing c
om
mitm
ents
, e.
g.
loss
of
trust
and
cooper
atio
n,
poor
team
per
form
ance
, dea
dlin
es m
isse
d,
pro
ble
ms
unso
lved
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.5
D
escr
ibe
situ
atio
ns
in w
hic
h
conflic
ts o
f in
tere
st m
ay
occ
ur
with c
olle
agues
and
stak
ehold
ers
□
Conflic
ts o
f in
tere
st:
the
types
of
conflic
ts o
f in
tere
st w
hic
h m
ay o
ccur
when
pla
nnin
g a
n e
vent,
e.g
. st
akeh
old
er p
rofit
targ
ets
conflic
ting w
ith
safe
ty o
r se
curity
req
uirem
ents
, th
e nee
d t
o e
conom
ise
on e
xpen
diture
co
nflic
ting w
ith t
arget
audie
nce
dem
ands,
per
sonal
goal
s or
des
ires
ove
rrid
ing p
rofe
ssio
nal
advi
ce,
loca
l co
mm
unity
nee
ds
ignore
d t
o d
eliv
er
an e
vent,
eth
ical
or
soci
al p
refe
rence
s, e
.g.
mer
chan
dis
ing c
onflic
ting
with t
arget
pro
fit
mar
gin
s, v
enue
nee
ds
or
tran
sport
req
uirem
ents
co
nflic
ting w
ith e
nvi
ronm
enta
l im
pac
t
3.6
Exp
lain
how
to r
esolv
e co
nflic
ts o
f in
tere
st w
ith
colle
agues
and s
take
hold
ers
□
Res
olv
ing c
onflic
ts o
f in
tere
st t
hro
ugh n
egotiat
ion,
thro
ugh b
alan
cing
diffe
rent
nee
ds,
by
pro
vidin
g r
easo
ned
arg
um
ents
bas
ed o
n f
act,
by
esta
blis
hin
g a
‘w
in-w
in’ si
tuat
ion,
by
clar
ifyi
ng a
reas
of
conflic
t, b
y en
suring t
hat
those
invo
lved
under
stan
d e
ach o
ther
’s p
oin
ts o
f vi
ew,
by
off
erin
g a
lter
nat
ives
whic
h w
ill r
emove
the
conflic
t
3.7
Exp
lain
the
import
ance
of
consu
ltat
ion w
ith c
olle
agues
an
d s
take
hold
ers
prior
to
mak
ing d
ecis
ions
that
aff
ect
them
□
Import
ance
of
consu
ltat
ion:
how
this
should
form
an inte
gra
l par
t of
even
t pla
nnin
g;
the
import
ance
of
work
ing t
ow
ards
‘win
-win
’ si
tuat
ions
so t
hat
all
invo
lved
hav
e an
inte
rest
in t
he
even
t su
ccee
din
g;
ensu
ring
that
colle
agues
and s
take
hold
ers
are
awar
e of
and c
om
ply
with leg
al
requirem
ents
, in
dust
ry r
egula
tions,
org
anis
atio
nal
polic
ies
and
pro
fess
ional
codes
; th
e re
per
cuss
ions
of
not
consu
ltin
g p
rior
to m
akin
g
dec
isio
ns
that
affec
t co
lleag
ues
and s
take
hold
ers,
e.g
. lo
ss o
f tr
ust
, lo
ss
of
cooper
atio
n,
form
ing p
lans
bas
ed o
n inac
cura
te o
r in
com
ple
te
info
rmat
ion,
loss
of
org
anis
atio
nal
rep
uta
tion,
adve
rse
public
ity
3.8
D
escr
ibe
how
to c
onsu
lt w
ith
colle
agues
and s
take
hold
ers
on r
elev
ant
dec
isio
ns
□
How
to c
onsu
lt w
ith c
olle
agues
and s
take
hold
ers
on r
elev
ant
dec
isio
ns,
e.
g.
verb
ally
, by
lett
er,
by
emai
l ci
rcula
tion,
by
face
-to-f
ace
mee
tings,
te
leco
nfe
rence
s, s
urv
eys;
sel
ecting a
nd u
sing t
he
most
appro
priat
e m
ethods
of
consu
ltat
ion d
epen
din
g o
n t
ime,
cost
s, a
vaila
bili
ty,
confiden
tial
ity;
prioritisi
ng c
onsu
ltat
ions
bas
ed o
n leg
al r
equirem
ents
, cr
itic
al s
ucc
ess
fact
ors
, ai
ms
of
the
even
t; c
onsu
ltin
g in r
elat
ion t
o k
ey
dec
isio
ns
and a
ctiv
itie
s ta
king into
acc
ount
view
s, p
riorities
, ex
pec
tations
and a
ttitudes
to p
ote
ntial
ris
ks;
iden
tify
ing a
nd d
ealin
g
with d
isag
reem
ents
Pear
son B
TEC L
evel
3 C
ertifica
te in t
he
Prin
ciple
s of Eve
nt
Man
agem
ent
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Feb
ruar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Exp
lain
the
import
ance
of
revi
ewin
g w
ork
ing
rela
tionsh
ips
with c
olle
agues
an
d s
take
hold
ers
□
Import
ance
of
revi
ewin
g w
ork
ing r
elat
ionsh
ips:
to iden
tify
are
as o
f su
cces
s an
d a
reas
nee
din
g im
pro
vem
ent;
to a
dju
st p
erfo
rman
ce t
arget
s w
her
e nee
ded
; to
hel
p t
o d
evel
op a
support
ive
atm
osp
her
e bet
wee
n
colle
agues
and s
take
hold
ers;
to p
rom
ote
tru
st;
to p
rovi
de
an
opport
unity
for
feed
bac
k
4.2
D
escr
ibe
how
to m
onitor
and
revi
ew t
he
effe
ctiv
enes
s of
work
ing r
elat
ionsh
ips
with
colle
agues
and s
take
hold
ers
□
Monitoring a
nd r
evie
win
g t
he
effe
ctiv
enes
s of
work
ing r
elat
ionsh
ips:
m
onitoring w
ork
ing r
elat
ionsh
ips
thro
ugh p
erso
nal
obse
rvat
ion,
from
fe
edbac
k, t
hro
ugh d
iscu
ssio
n a
nd m
eetings,
thro
ugh a
nal
ysin
g
per
form
ance
dat
a; e
valu
atin
g t
he
exte
nt
to w
hic
h w
ork
ing r
elat
ionsh
ips
affe
cted
or
wer
e af
fect
ed b
y co
mm
unic
atio
ns,
dec
isio
n m
akin
g,
consu
ltat
ions;
consi
der
ing t
he
impac
t of
ow
n b
ehav
iour
and a
ctio
ns
on
work
ing r
elat
ionsh
ips
with c
olle
agues
and s
take
hold
ers;
the
import
ance
of
hav
ing c
lear
tar
get
s fo
r ef
fect
ive
rela
tionsh
ips
4.3
Exp
lain
how
to s
eek
feed
bac
k fr
om
, an
d p
rovi
de
feed
bac
k to
, re
leva
nt
colle
agues
and s
take
hold
ers
to iden
tify
are
as f
or
impro
vem
ent
□
How
to s
eek
feed
bac
k fr
om
colle
agues
and s
take
hold
ers,
e.g
. direc
tly,
in
direc
tly,
per
sonal
ly,
thro
ugh o
ther
s; v
ia p
erso
nal
obse
rvat
ion,
usi
ng
soci
al m
edia
sites
, fr
om
surv
ey r
esponse
s; p
rovi
din
g v
erbal
and w
ritt
en
feed
bac
k to
colle
agues
and s
take
hold
ers
via
one-
to-o
ne
inte
rvie
ws
and
mee
tings,
by
open
foru
ms,
by
lett
er,
by
com
men
dat
ions;
the
import
ance
of
ensu
ring f
eedbac
k is
const
ruct
ive;
how
to g
ive
effe
ctiv
e fe
edbac
k, e
.g.
bei
ng s
pec
ific
, per
form
ance
or
action r
elat
ed,
choosi
ng a
su
itab
le t
ime
and v
enue
4
Under
stan
d h
ow
to
revi
ew w
ork
ing
rela
tionsh
ips
with
colle
agues
and
stak
ehold
ers
4.4
D
escr
ibe
the
types
of
wid
er
dev
elopm
ents
that
may
occ
ur
whic
h m
ight
be
of
pote
ntial
inte
rest
or
conce
rn
to s
take
hold
ers
in t
he
futu
re
□
Typ
es o
f w
ider
dev
elopm
ents
incl
ude
issu
es w
hic
h m
ay b
e of
inte
rest
or
conce
rn t
o s
take
hold
ers
now
or
in t
he
futu
re,
e.g.
new
lic
ensi
ng
requirem
ents
, new
build
ing o
r tr
ansp
ort
pro
posa
ls,
stru
ctura
l ch
anges
to
venues
, ch
angin
g leg
isla
tion o
r in
dust
ry r
equirem
ents
whic
h w
ill r
estr
ict
even
t si
ze,
loca
tion,
tim
es,
leve
l of su
pport
ser
vice
s, s
ecurity
cle
aran
ces,
use
of
volu
nte
ers
at e
vents
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
105
Information for tutors
Delivery
This unit is integral to units on planning and implementing events.
This unit should be delivered in a way that develops knowledge and understanding of effective working relationships and their value in planning and coordinating events.
Learners need to know and understand:
the importance of establishing and maintaining effective working relationships with colleagues and stakeholders
how to ensure communications are appropriate and effective
how to identify and present information accurately, concisely and effectively
the processes and protocols that affect the way different organisations and stakeholders work together
the interests and concerns that motivate colleagues and stakeholders
the importance of consultation
how to deal with conflicts of interest
the various legal and other requirements that must be complied with
how to evaluate working relationships to make improvements where needed
Learners should be encouraged to consider and summarise the work of event organisers of both large and small scale. They could be asked to consider two contrasting types of event and to identify the different stakeholders who would be involved in the events, for example local community groups, event sponsors, performers, contractors and sub-contractors. A further list could then be developed of potential colleagues with whom the event organiser would work, such as security professionals, local authority officers, emergency services officers. How might the influence of stakeholders change depending on the type or scale of event? What type of consultations might be needed for the different events? Learners should be asked to consider the possible concerns, such as noise, environmental damage, social disturbance etc, of different stakeholders to one or both events – this could be via role play with learners taking on the roles of the stakeholders and the event organisers.
Learners could explore the range of working relationships that would need to be in place for the events by developing a mind map, showing the interrelationships between colleagues and stakeholders. The mind map should include communication methods used between the range of personnel with any restrictions that might apply.
Knowledge of working relationships in event management, gained through active involvement rather than through a purely theoretical context, is key. Wherever possible, learners should have the opportunity to work with event management professionals or those involved in events so that they can experience the different aspects and how working relationships contribute to the overall operation of the event. This may be through working on a voluntary basis at an event.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
106
Assessment
Learners must meet all assessment criteria to pass the unit.
Assessment should be planned to ensure efficient and effective gathering of evidence, through holistic tasks and activities. These should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of knowledge and understanding in a work-related setting.
Evidence for this unit may include product evidence, for example records/minutes of event briefings, emails to suppliers, contractors, officials etc, relating to an event. If learners are in an employment situation or on a work placement, it should be possible to observe them undertaking event debriefings, thereby gaining direct evidence of their ability to manage working relationships, and of dealing with interests and problems.
Witness testimony from colleagues, suppliers, contractors, officials, managers and customers/visitors could be obtained verbally to provide evidence of the quality of interpersonal skills and the ability to establish and maintain effective working relationships.
Additional evidence of knowledge and understanding may be gathered through professional discussion with learners. They should be encouraged to bring evidence of their performance to the discussion, so that this may be referred to as validation.
Simulations, including role play, for example running an event-planning session, briefing an event team, or debriefing after an incident or issue at an event, should be as realistic as possible and should be discussed with the Standards Verifier to ensure that these are valid, fair and reliable as a source of evidence. Observation of this activity should be used as evidence.
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
107
Suggested resources
Textbooks
Bowdin G, Allen J, O’Toole W, Harris R, McDonnell I – Events Management (Routledge, 3rd edition, 2011) ISBN 978-1-85617-818-1
Brounstein M – Communicating Effectively for Dummies (J. Wiley & Sons, 2001) ISBN 978-0-76455-319-6
Capell L – Event Management for Dummies (J. Wiley & Sons, 2013) ISBN 978-1-11859-112-3
Gaur S – Event Marketing and Management (Vikas Publishing House, 2009) ISBN 978-8-12591-449-5
Goldblatt J – Special Events: Best Practices in Modern Event Management (Van Nostrand Reinhold, 2nd edition, 1997) ISBN 0-442-02207-7
O’Hara B, Beard M – Music Event and Festival Management (Wise Publications, 2006) ISBN 978-1-92102-973-8
Shone A, Parry B – Successful Event Management (Cengage Learning EMEA, 2004) ISBN 978-1-84480-076-6
Van der Wagen L – Human Resource Management for Events: Managing the Event Workforce (Butterworth-Heinemann, 2006) ISBN 978-0-75066-998-6
Watt D – Event Management in Leisure and Tourism (Addison Wesley Longman Ltd, 1998) ISBN 0-582-35706-3
Journals and/or magazines
Event Organiser (The Event Services Association)
International Journal of Contemporary Hospitality Management (Emerald Group Publishing Ltd)
International Journal of Event and Festival Management (Emerald Group Publishing Ltd)
International Journal of Event Management Research (Emerald Group Publishing Ltd)
International Journal of Hospitality and Event Management (Emerald Group Publishing Ltd)
Journal of Hospitality, Leisure, Sport and Tourism Education (Elsevier)
Websites
www.businessballs.com/teambriefing.htm
Free ethical learning and development resources
www.mindtools.com/pages/article/good-relationships.htm
Building good work relationships
www.smallbusiness.chron.com/establish-maintain-good-relationships-workplace-22396.html
How to establish and maintain good relationships in the workplace
Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
108
13 Further information and useful publications
To get in touch with us visit our ‘Contact us’ pages:
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UK Information Manual (Pearson)
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Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014
109
14 Professional development and training
Pearson supports UK and international customers with training related to Pearson BTEC qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.
The support we offer focuses on a range of issues, including:
planning for the delivery of a new programme
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Pear
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Feb
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Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
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Iden
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February 2014 For more information on Edexcel and BTEC qualifications please visit our websites: www.edexcel.com and www.btec.co.uk BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121