FR03829 - Management · management, heating and ventilating, housing, human resources and...

Latest framework version?Please use this link to see if this is the latest issued version of this framework:afo.sscalliance.org/frameworkslibrary/index.cfm?id=FR03829 Issue date: 11 April 2016

Management (England)IMPORTANT NOTIFICATION FOR ALL APPRENTICESHIP STARTS FROM 21

SEPTEMBER 2018Modifications to SASE came into effect on 21 September 2018. Accordingly, SASE publication DFE-00236-2018applies both to new Apprenticeship starts from 21 September 2018 and all Apprenticeships commenced beforeand not completed by 21 September 2018.

For more details of the changes please read the following preface page to the framework document.

Issued byInstructus

http://afo.sscalliance.org/frameworkslibrary/index.cfm?id=FR03829

Modifications to SASE came into effect on 21 September 2018. Accordingly, SASE publication DFE-00236-2018 applies both to new Apprenticeship starts from 21 September 2018 and all Apprenticeships commenced before this date and not completed by 21 September 2018.

The SASE modifications have further extended the list of qualifications that meet the minimum English and Maths requirements. This now allows for the acceptance of a wider range of UK-wide qualifications and also certaininternational qualifications, where these are supported by a suitable NARIC Statement of Comparability. Full details relating to the exceptions eligibility criteria are contained in: Section 5 of SASE for Intermediate Level ApprenticeshipsSection 31 of SASE for Advanced Level Apprenticeships

Please note that some frameworks may have English and Maths grade/level requirements that are above the SASE regular minimum requirements. The exceptions relating to the use of British Sign Language or Entry Level 3qualifications, detailed above, do not apply to industry-specific minimum entry requirements.

Please check specific framework documents to ascertain where this is the case and/or check directly with the Issuing Authority responsible for the framework.

Please note that the Transferable Skills tables within this document have not been updated to reflect the recent SASE changes and do not include the expanded range of acceptable qualifications. Refer to SASE for a full list of acceptable qualifications.

The updated version of SASE can be accessed here:https://www.gov.uk/government/publications/specification-of-apprenticeship-standards-for-england

... Management (England)

Apprenticeship in Construction-Building....

apprenticeshipFRAMEWORKS ONLINE

Management (England)




Framework summaryManagement

Intermediate Level Apprenticeship in Team Leading

This framework includes information on Personal Learning and Thinking Skills

Pathways for this framework at level 2 include:

Pathway 1: Team Leading

Competence qualifications available to this pathway:N/A

Knowledge qualifications available to this pathway:N/A

Combined qualifications available to this pathway:B1 - Level 2 Diploma in Team Leading (QCF)

This pathway also contains information on:

Employee rights and responsibilitiesFunctional skills

Pathway 2: Team Leading (Construction)



Combined qualifications available to this pathway:B1 - Level 2 Diploma in Construction Team Leading



Management

Advanced Level Apprenticeship in Management

This framework includes information on Personal Learning and Thinking Skills

Pathways for this framework at level 3 include:

Pathway 1: Management






Combined qualifications available to this pathway:B1 - Level 3 Diploma in Management (QCF)






Framework information

Information on the Issuing Authority for this framework:

Instructus

The Apprenticeship sector for occupations in air conditioning, building services engineering,business and administration, cleaning, customer service, digital/information technology, electrotechnical, electrical and electronic servicing, enterprise and business support, facilitiesmanagement, heating and ventilating, housing, human resources and recruitment, industrialrelations, leadership and management, marketing and sales (also includes contact centres andthird sector), plumbing, property and refrigeration.

Short description

This framework is designed to meet the skills needs of employers of all sizes across the public,private and not-for-profit sectors. It will attract new talent into management and will help toup-skill the workforce to replace those who leave or retire. Intermediate apprentices will workin job roles such as team/section leaders, floor managers, helpdesk managers and traineesupervisors. Advanced apprentices will work in job roles such as first line, section, assistant ortrainee managers, senior supervisors and junior non-commissioned officers (armed forces).

This framework includes:

Level 2Level 3

Issue number: 20

Framework ID:FR03829

Date this framework is to be reviewedby: 31/07/2017 This framework is for use in: England




Contact information

Proposer of this framework

This apprenticeship has been proposed and developed by Skills CFA, with employers, trainingproviders, colleges and awarding organisations feeding into the development of theapprenticeships and qualifications. Employer input was gathered via online consultations andsteering group meetings, which collected the views of a wide range of individuals andorganisations, including BT, the Institute of Leadership & Management and the CharteredManagement Institute.

Developer of this framework

Name: Dan ForbesOrganisation: Skills CFA

Organisation type: Standard Setting BodyJob title: Senior Project Manager

Phone: 020 7091 9620Email: [email protected]

Postal address: Skills CFAUnit 110 Linton House 164 - 180 Union Street LondonSE1 0LH

Website: http://www.skillscfa.org/

Issuing Authority's contact details

Issued by: InstructusIssuer contact name: Damian Brown

Issuer phone: 020 7091 9620Issuer email: [email protected]




Revising a framework

Contact details

Who is making this revision: Marina PopovaYour organisation: Skills CFA

Your email address: [email protected]

Why this framework is being revised

This framework was revised by Skills CFA in April 2016 in order to make amendments to theframework, as detailed below.

Summary of changes made to this framework

This framework was revised by Skills CFA in April 2016 in order to:

amend ILM qualification titles

Qualifications removed

N/A

Qualifications added

N/A

Qualifications that have been extended

N/A




Purpose of this framework

Summary of the purpose of the framework

Defining apprenticeships

An Apprenticeship is a job with an accompanying skills development programme designed byemployers in the sector. It allows the apprentice to gain technical knowledge and real practicalexperience, along with functional and personal skills, required for their immediate job andfuture career. These are acquired through a mix of learning in the workplace, formaloff-the-job training and the opportunity to practice and embed new skills in a real workcontext. This broader mix differentiates the Apprenticeship experience from training deliveredto meet narrowly focused job needs.

All apprentices commencing their Apprenticeship must have an Apprenticeship Agreement between the employer and the apprentice. This can be used to reinforce the understanding ofthe requirements of the apprenticeship.

On completion of the Apprenticeship the apprentice must be able to undertake the full range ofduties, in the range of circumstances appropriate to the job, confidently and competently tothe standard set by the industry.

Profile of the sector

Management and leadership skills have a major impact on the development, productivity andperformance of organisations of all sizes and across all sectors of the economy. Many Britishleaders and managers are innovative, creative, visionary and inspirational and are heavilyrelied upon to sustain the UK as one of the world’s leading economies. In today’s fast-movingcompetitive environment there is a need to continue to drive up the performance of the bestand to address weaknesses in management and leadership that are holding back productivityand performance. The average amount of spend per manager per year for development in theUK is far lower than other European countries, particularly within small to medium sizedbusinesses, where fewer staff have management qualifications than in equivalent sizedEuropean countries.

The existing workforce needs to be up-skilled and new people attracted into these jobs to meetthe increasing demand for new management practices and a range of skills, including:

leadership skills, including self management, relationship building, negotiation andinfluencing skillscommunication and decision making skillsinformation technology skillsknowledge and project management skills




coaching and mentoring skillsskills to win and maintain customer loyaltychange management skills such as the ability to manage the challenges of globalisationpartnership working and the ability to implement innovative solutions to a range ofproblems.

As the workforce and the customer base become more diverse, management needs to reflectthat diversity and manage it effectively. This requires not only sensitivity to issues such asethnicity, culture, gender and disability, but a greater awareness of the potential for differentand more creative approaches that diversity in general brings.

Across the UK there are approximately 4.9 million managers and senior officials, including 1.75million working within small and medium enterprises. To keep pace with demand, around400,000 new managers and leaders are needed each year.

The Management Apprenticeship programmes have seen a steady increase in learners sincetheir initial development and the apprenticeship is in the top twenty frameworks. Theapprenticeship programme has been designed to provide flexible and portable qualifications,units and skills sets which meet the current and future needs of employers of all sizes andacross all sectors.

The Team Leading Intermediate Apprenticeship has been developed to support those workingas team leaders, section leaders, floor managers, help desk managers, trainee supervisors,team co-ordinators and those working in a range of other team leader positions. TheManagement Advanced Apprenticeship has been developed to support those working as firstline managers, section managers, assistant managers, trainee managers, senior supervisors,junior non-commissioned officers (armed forces) and those working in a range of othermanagement positions.

Tasks undertaken by apprentices will vary depending on the level and sector in which they areemployed. Tasks may include planning, allocating and monitoring the work of the team, givingfeedback, briefing teams, supporting team members, managing conflict, resolving problems,procuring supplies, project management, agreeing budgets and managing and improvingcustomer service.

The framework has been updated to meet the changing skills needs of employers and to meetthe requirements of the Specification of Apprenticeship Standards for England. It will alsocontribute to meeting the skills priorities for England, set out in the "Skills for SustainableGrowth" report, by:

providing flexible access to a high quality level 4 and 5 skills programme, which acts as areal alternative for those who prefer this style of learning and achievement;incorporating skills to improve the general literacy, numeracy and ICT skills in England;using technical and competence qualifications, valued by employers, to help theirbusinesses grow and remain profitable;




businesses grow and remain profitable;developing apprentices' Personal Learning and Thinking Skills, to build their confidenceand creativity, improving their social and working lives;developing apprentices' employability skills, making them more attractive to allemployers whichever career they choose; andproviding a career pathway into jobs and training at technician level and higher, toprovide the skills which the economy needs to grow.

Aims and objectives of this framework (England)

To provide employers of all sizes and across all sectors in England with a high quality,nationally recognised programme which will attract new talent into management and up skillthe existing workforce to make businesses more productive, efficient and profitable.

The main objectives are to:

build a competent management workforce, providing organisations of all sizes across allsectors with the staff needed to increase productivity and efficiency

1.

tap into the skills and talents of a diverse population by providing flexible entry routesinto a career in management

2.

equip individuals with the skills, knowledge and experience needed to undertakemanagement roles in a range of business settings

3.

provide apprentices with an opportunity to develop the skills, knowledge and experiencethey will need to progress to higher level roles with additional responsibilities and ontofuture learning opportunities, if they wish to do so.

4.




Entry conditions for this frameworkThere are no mandatory entry requirements for this apprenticeship framework. Howeveremployers are looking to attract apprentices who have a strong interest in a career inmanagement. They expect applicants to demonstrate a "can do" attitude and have at leastbasic numeracy, literacy and communication skills on which the apprenticeship will build.

Entrants will come from a diverse range of backgrounds and will come with a range ofexperience, age, personal achievements and, in some cases, prior qualifications and awardswhich may count towards the achievement of an apprenticeship programme. Examples mayinclude learners who have:

held a position of responsibility at school or college; ORundertaken work experience, voluntary work or a work placement; ORcompleted the Duke of Edinburgh Award or similar award; ORundertaken learning in the Foundation Learning Curriculum; ORachieved QCF Awards, Certificates or Diplomas; ORachieved a (14 - 19) Foundation or Higher Diploma, each of which have underpinningmanagement and leadership themes; ORachieved GCSEs or A Levels; ORcompleted other intermediate apprenticeships from a wide range of sectors (for advancedapprenticeship applicants).

Apprentices who are undertaking the Management Advanced Apprenticeship are also likely tohave some prior experience in a managerial or team leader role, although this is not a formalrequirement.

Initial Assessment

Initial assessment must be used to ensure that applicants have a fair opportunity todemonstrate their ability. Learning programmes can then be tailored to meet a range ofabilities and to recognise prior knowledge and experience.


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Title for this framework at level 2

Intermediate Level Apprenticeship inTeam Leading

Pathways for this framework at level 2

Pathway 1: Team Leading

Pathway 2: Team Leading (Construction)

Level 2


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Description of this pathway


Total minimum credit value for this pathway: 55 credits

Combined qualification - 40 credits;Transferable skills 15 credits (English, mathematics and ICT).

Entry requirements for this pathway in addition to the framework entryrequirements

There are no entry requirements for this pathway in addition to the general framework entryrequirements.

Level 2, Pathway 1: Team Leading


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Job title(s) Job role(s)

Team leader;section leader;floor manager;helpdeskmanager; traineesupervisor; teamco-ordinator

Team Leaders play an integral role in supporting organisational objectivesthrough a wide range of functions, including: monitoring work, givingfeedback, briefing teams, supporting team members, resolving problems,procuring supplies, project management and delivering and improvingcustomer service


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Qualifications

Competence qualifications available to this pathway

N/A

Knowledge qualifications available to this pathway

N/A


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Combined qualifications available to this pathway

B1 - Level 2 Diploma in Team Leading (QCF)

No. Ref no. Awarding organisationCreditvalue

Guidedlearning

hours

UCASpointsvalue

B1a 601/3548/7 Active IQ 40 201-259

B1b 601/3743/5 BIIAB 40 201-259

B1c 601/3853/1 Future (Awards and Qualifications) Ltd 40 206-260

B1d 601/4094/X Highfield Awarding Body for Compliance 40 206-249

B1e 601/3674/1 i Can Qualifications Limited 40 201-259

B1f 601/3216/4 City & Guilds 40 201-259

B1g 601/3681/9 Industry Qualifications 40 201-259

B1h 601/3513/X Lifetime Awarding 40 201-259

B1i 601/3967/5 NCFE 40 201-259

B1j 601/3805/1 OCR 40 201-259

B1k 601/3430/6 Pearson Education Ltd 40 206-259

B1l 601/3581/5 Pro Qual Awarding Body 40 201-259

B1m 601/3522/0 Skillsfirst Awards Ltd 40 201-259

B1n 601/3795/2 Chartered Management Institute 40 201-259

B1o 601/4420/8 NOCN 40 201-259

B1p 601/4311/3 SFJ Awards 40 201-259

B1q 601/4940/1 Training Qualifications UK Ltd 40 201-259

B1r 601/6757/9 Open College Network Eastern Region trading asGateway Qualifications

40 201-259


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B1s 601/8318/4 ETCAL 40 230

Relationship between competence and knowledge qualifications

The Level 2 Diploma in Team Leading includes both knowledge and competence units.Learners must complete a minimum of 40 credits. 22 credits from mandatory units, aminimum of 12 credits from Group B optional units and a maximum of 6 credits from Group Coptional units.

The requirement for at least 10 credits on the QCF for the knowledge element and 10 creditsfor the competence element will be completed through the mandatory units. By completing thefollowing mandatory units the apprentice will achieve 11 credits for competence and 11 creditsfor knowledge:

Mandatory Group

Competence

L/506/1788 - Manage personal performance and development (4 credits competence)T/506/1798 - Communicate work-related information (2 credits competence)H/506/1800 - Lead and manage a team (5 credits competence)

Knowledge

R/506/2294 - Principles of team leading (5 credits knowledge)R/506/2957 - Understand business (4 credits knowledge)T/506/1798 - Communicate work-related information (2 credits knowledge)

As part of the evidence requirements for Apprenticeship Completion certification, a copy of acompleted Apprentice Consent Form must be uploaded to ACE (http://acecerts.co.uk).

Please note: those who have already achieved competence and/or knowledge qualificationsprior to this Apprenticeship must select options which will equip them with new skills andlearning.

http://acecerts.co.uk/web/


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Transferable skills (England)

Functional Skills / GCSE (with enhanced functional content) and Key Skills(England)

Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values. Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded.

EnglishMinimum

levelor grade

Creditvalue

Functional Skills qualification in English 1 5

GCSE qualification in English (with enhanced functional content) E 5

Key Skills qualification in Communication achieved either before September2013 as part of the Apprenticeship, or...*

1 5

GCSE Qualification in English* C N/A

A' Level or AS Level qualification in English Language* E N/A

A' Level or AS Level qualification in English Literature* E N/A

A' Level or AS Level qualification in English Language and Literature* E N/A

GCSE or O' Level qualification in English Language** A N/A

A' Level or AS Level qualification in English Language** A N/A

A' Level or AS Level qualification in English Literature** A N/A

A' Level or AS Level qualification in English Language and Literature** A N/A

* achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship.

** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.


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MathematicsMinimum

levelor grade

Creditvalue

Functional Skills qualification in Mathematics 1 5

GCSE qualification (with enhanced functional content) in Mathematics E 5

Key Skills qualification in Application of Number achieved either beforeSeptember 2013 as part of the Apprenticeship, or...*

1 5

GCSE qualification in Mathematics* C N/A

A' level or AS Level qualification in Mathematics* E N/A

A' Level or AS Level qualification in Pure Mathematics* E N/A

A'Level or AS Level qualification in Further Mathematics* E N/A

GCSE or O'Level qualification in Mathematics** A N/A

A' Level or AS Level qualification in Mathematics** A N/A

A' Level or AS Level qualification in Pure Mathematics** A N/A

A' Level or AS Level qualification in Further Mathematics** A N/A




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ICT

Apprentices must complete or have completed one of the ICT transferable skills qualificationslisted below in order to successfully complete their Apprenticeship and this will carry the QCFfive credit values. If they do not have one of these qualifications as part of their evidence anApprenticeship certificate cannot be awarded.

ICTMinimum

levelor grade

Creditvalue

Functional Skills qualification in Information and Communications Technology(ICT)

1 5

GCSE qualification in ICT (with enhanced functional content) E 5

Key Skills qualification in ICT achieved either before September 2013 as part ofthe Apprenticeship, or...*

1 5

GCSE qualification in ICT* C N/A

A' Level or AS Level qualification in ICT* E N/A

GCSE or O'Level qualification in ICT** A N/A

A' Level or AS Level qualification in ICT** A N/A



Inclusion of Information and Communications Technology (ICT)

ICT has been included as it is considered an essential requirement for those undertaking aTeam Leading Intermediate Apprenticeship.

Progression routes into and from thispathwayProgression into the Intermediate Apprenticeship in Team Leading

Progression into this intermediate apprenticeship may be from a wide number of routes due tothe varying backgrounds and past academic and work related experiences of apprentices. Such


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the varying backgrounds and past academic and work related experiences of apprentices. Suchroutes will include having:

undertaken learning in the Foundation Learning Curriculumachieved QCF Awards, Certificates or Diplomas, either in management related areas or insector specific areasachieved a (14 - 19) Foundation or Higher Diploma, each of which have underpinningmanagement and leadership themesachieved GCSEs or A Levelsundertaken a sector specific or related intermediate apprenticeship, such as a BusinessAdministration Intermediate Apprenticeship.

Learners may also progress into the intermediate apprenticeship without prior qualifications.

Progression from the Intermediate Apprenticeship in Team Leading:

Intermediate apprentices, with support and opportunities in the workplace, can progress onto:

the Level 3 Advanced Apprenticeship in Managementother Level 3 Advanced apprenticeships such as Business Administrationfurther education to undertake management, business related or other qualifications.

With additional training, apprentices may be able to progress in their careers to roles such asfirst line managers, section managers, assistant managers, trainee managers, seniorsupervisors and junior non-commissioned officers (armed forces).


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Employee rights and responsibilitiesDelivery and assessment of ERR

The Employee Rights and Responsibilities component of the apprenticeship can be achievedthrough either:

1. A QCF ERR Qualification/Unit:

The L/506/1905 Employee rights and responsibilities unit (QCF) - this is an optional unitincluded within the combined qualificationThe Level 2 Award in Employee Rights and Responsibilities (QCF) - this qualification isoffered by a range of organisationsAny other approved unit or qualification listed in Skills CFA FAQ

2. ERR Workbook:

The Instructus Skills ERR workbook, available from the Instructus Skills E-learning portal(elearning.instructus.org) - the workbook has been designed to enable apprentices towork their way through a series of questions and activities which will bring the ERR tolife, making the learning more meaningful and long lasting and enhance the employabilityskills of the apprentice..

ERR National Outcomes

knows and understands the range of employer and employee statutory rights andresponsibilities under Employment Law. This should cover the apprentice’s rights andresponsibilities under the Employment Rights Act 1996, Equality Act 2010, and Healthand Safety legislation, together with the responsibilities and duties of employers;

1.

knows and understands the procedures and documentation in their organisation whichrecognise and protect their relationship with their employer. Health & Safety and Equality& Diversity training must be an integral part of the apprentice’s learning programme;

2.

knows and understands the range of sources of information and advice available to themon their employment rights and responsibilities. Details of Access to Work and AdditionalLearning Support must be included in the programme;

3.

understands the role played by their occupation within their organisation and industry;4.has an informed view of the types of career pathways that are open to them;5.knows the types of representative bodies and understands their relevance to their skill,trade or occupation, and their main roles and responsibilities;

6.

knows where and how to get information and advice on their industry, occupation,training and career;

7.

can describe and work within their organisation’s principles of conduct and codes ofpractice;

8.


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recognises and can form a view on issues of public concern that affect their organisationand industry.

9.

Evidence of achievement of ERR

If the ERR component has been achieved, please mark the relevant tick box on ACE, there isno longer a requirement to evidence ERR completion when applying for apprenticeshipcertificates. However, we recommend that an internal record of ERR achievement is retained.


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Intermediate Level Apprenticeship in Team Leading (Construction)

Total minimum credit value for this pathway is 99 credits:

Combined qualification (89 Credits)Transferable skills - 10 credits (English and mathematics).



Level 2, Pathway 2: Team Leading (Construction)


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Team leader(Construction)

Working on a construction site assisting managers and carrying outassigned work for health and safety, working relationships, site meetingsand the progress and outcomes of site tasks


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Qualifications


N/A


N/A


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B1 - Level 2 Diploma in Construction Team Leading


Guidedlearning

hours

UCASpointsvalue

B1a 601/7639/8 Cskills Awards 89 661-770


The Level 2 Diploma in Construction Team Leading includes both knowledge and competenceunits. Learners must complete a minimum of 89 credits. 88 credits from mandatory units and aminimum of 1 credit from the optional group of units.

The requirement for at least 10 credits on the QCF for the knowledge element and 10 creditsfor the competence element will be completed through the mandatory units. By completing thefollowing mandatory units the apprentice will achieve 56 credits for competence and 33 creditsfor knowledge:

Mandatory Group

Competence:

L/506/1788 - Manage personal performance and development (4 credits)R/506/1789 - Develop working relationships with colleagues (3 credits)Y/506/2958 - Contribute to meetings in a business environment (3 credits)T/506/1798 - Communicate work-related information (4 credits)H/506/1800 - Lead and manage a team (5 credits)R/502/1776 - Construct scaffolding (2 credits)A/502/1772 - Manufacture and install internal non load-bearing structures (5 credits)J/502/2004 - Set out rectangular bricklaying and concreting structures (3 credits)A/506/1821 - Manage team performance (4 credits)A/504/7871 - Place and finish non-specialist concrete (22 credits)

Knowledge:

J/504/7856 - Health, safety and welfare in construction and associated industries (5


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credits)Y/504/7859 - Understand information, quantities and communication with others (6credits)R/504/7858 - Understanding construction technology (5 credits knowledge)K/504/7946 - Locate and protect utility apparatus and sub-structures (13 credits)K/503/1276 - Support development of self and team members (4 credits)

As part of the evidence requirements for Apprenticeship Completion certification, a copy of acompleted Apprentice Consent Form must be uploaded to ACE ( http://acecerts.co.uk).


http://acecerts.co.uk


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EnglishMinimum

levelor grade

Creditvalue


GCSE qualification in English (with enhanced functional content) E 5


1 5












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MathematicsMinimum

levelor grade

Creditvalue


GCSE qualification (with enhanced functional content) in Mathematics E 5


1 5












ICT transferable skills are not included within the construction team leading pathway followingfeedback from employers. Construction team leaders tend not to undertake ICT functions andin many cases have no access to ICT systems, therefore including ICT transferable skills wasdeemed to be a significant barrier to apprenticeship achievement. This is in-line with othersupervisory roles within the construction sector.

Progression routes into and from thispathwayProgression into the Intermediate Apprenticeship in Team Leading (Construction):


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This will be from a variety of routes, including:

STEP into construction projectthe women and work sector pathways initiative (W&WSPI)completed a young apprenticeship scheme (14-16) in constructionachieved a Construction and Built Environment Diploma (14–19)Functional Skills English and mathematics, or Key Skills Application of Number andCommunicationA Levels and GCSEs at Grades A–CConstruction Youth Trust that supports young people’s journey to work.

Progression from the Intermediate Apprenticeship in Team Leading (Construction):

There is not an Advanced Apprenticeship in Team Leading (Construction) however there will bea wide range of opportunities that apprentices can be involved with in a structured career.After gaining work experience in the chosen occupational area this apprenticeship will enableprogression to:

the Level 3 Advanced Apprenticeship in Built Environment and Designthe Level 3 Advanced Apprenticeship in Construction Contracting Operationsthe Level 3 Advanced Apprenticeship in Construction Site Supervisionthe Level 3 Advanced Apprenticeship in Civil Engineering for Techniciansthe Level 3 Advanced Apprenticeship in Occupational Work Supervisionthe Level 3 Advanced Apprenticeship in Managementfurther or higher education to undertake management, business related or otherqualifications.


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Employee rights and responsibilitiesDelivery and assessment of ERR The Employee Rights and Responsibilities component of the apprenticeship can be achievedthrough either:


The L/506/1905 Employee rights and responsibilities unit (QCF) - this is an optional unitincluded within the combined qualification The Level 2 Award in Employee Rights and Responsibilities (QCF) - this qualification is offeredby a range of organisations Any other approved unit or qualification listed in Skills CFA FAQ

2. ERR Workbook:

The Instructus Skills ERR workbook, available from the Instructus Skills E-learning portal(elearning.instructus.org) - the workbook has been designed to enable apprentices to worktheir way through a series of questions and activities which will bring the ERR to life, makingthe learning more meaningful and long lasting and enhance the employability skills of theapprentice..



1.


2.


3.


6.


7.


8.

http://elearning.instructus.org


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recognises and can form a view on issues of public concern that affect their organisationand industry.

9.




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Title for this framework at level 3

Advanced Level Apprenticeship inManagement

Pathways for this framework at level 3

Pathway 1: Management

Level 3


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Advanced Apprenticeship in Management

Total minimum credit value for this pathway: 70 credits

Combined qualification - 55 creditstransferable skills - 15 credits (English, mathematics and ICT).



However, it is likely that advanced apprentices will have some prior experience in a managerialor team leader role to allow them to complete the advanced apprenticeship, although this isnot a formal requirement.

Level 3, Pathway 1: Management


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Section manager; firstline manager; assistantmanager; traineemanager; seniorsupervisor; juniornon-commissionedofficer

Managers play an integral role in supporting organisational objectivesthrough a wide range of functions, such as: planning, allocating &monitoring the work of a team, supporting team members, managingconflict, resolving problems, project management, agreeing budgets andmanaging customer service


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Qualifications


N/A


N/A


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B1 - Level 3 Diploma in Management (QCF)


Guidedlearning

hours

UCASpointsvalue

B1a 601/3701/0 Active IQ 55 284-371 N/A

B1b 601/3744/7 BIIAB 55 284-371 N/A

B1c 601/3779/4 Chartered Management Institute 55 284-371 N/A

B1d 601/3506/2 Engineering Construction Industry Training Board 55 284-371 N/A

B1e 601/3874/9 Future (Awards and Qualifications) Ltd 55 286-366 N/A

B1f 601/4097/5 Highfield Awarding Body for Compliance 55 286-364 N/A

B1g 601/3688/1 iCan Qualifications Limited 55 284-371 N/A

B1h 601/3240/1 City & Guilds 55 284-371 N/A

B1i 601/3694/7 Industry Qualifications 55 284-371 N/A

B1j 601/4032/X NCFE 55 284-371 N/A

B1k 601/3806/3 OCR 55 284-371 N/A

B1l 601/3702/2 Pro Qual Awarding Body 55 286-366 N/A

B1m 601/3396/X Pearson Education Ltd 55 286-371 N/A

B1n 601/3523/2 Skillsfirst Awards Ltd 55 284-371 N/A

B1o 601/4421/X NOCN 55 284-371 N/A

B1p 601/4939/5 Training Qualifications UK Ltd 55 284-371 N/A

B1q 601/6758/0 Open College Network Eastern Region trading asGateway Qualifications

55 284-371 N/A

B1r 601/3523/2 SFJ Awards 55 284-371 N/A


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B1s 601/8319/6 ETCAL 55 328 N/A


The Level 3 Diploma in Management includes both knowledge and competence units. Learnersmust complete a minimum of 55 credits. 31 credits from mandatory units, a minimum of 17credits from Group B optional units and a maximum of 7 credits from Group C optional units.

The requirement for at least 10 credits on the QCF for the knowledge element and 10 creditsfor the competence element will be completed through the mandatory units. By completing themandatory units the apprentice will achieve 7 credits for competence and 24 credits forknowledge. A further minimum of 3 credits from competence will be achieved by completingthe required number of units from Group B.

Mandatory Group

Competence units

T/506/2952 - Manage personal and professional development (3 credits)A/506/1821 - Manage team performance (4 credits)

Knowledge units

F/506/2596 Principles of leadership and management (8 credits)R/506/1937 Principles of people management (6 credits)D/506/1942 Principles of Business (10 credits)

Group B - optional competence group

T/506/1820 Promote equality, diversity and inclusion in the workplace (3 credits)J/506/1921 Manage individuals’ performance (4 credits)L/506/1922 Manage individuals’ development in the workplace (3 credits)Y/506/1924 Chair and lead meetings (3 credits)J/506/2292 Encourage innovation (4 credits)K/506/1927 Manage conflict within a team (5 credits)M/506/1928 Procure products and/or services (5 credits)T/506/1929 Implement change (5 credits)K/506/1930 Implement and maintain business continuity plans and processes (4 credits)M/506/1931 Collaborate with other departments (3 credits)A/506/1933 Support remote or virtual teams (4 credits)F/506/1934 Participate in a project (3 credits)J/506/1949 Develop and maintain professional networks (3 credits)Y/506/1955 Develop and implement an operational plan (5 credits)M/506/1962 Encourage learning and development (3 credits)


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M/506/1962 Encourage learning and development (3 credits)A/506/1981 Discipline and grievance management (3 credits)F/506/1982 Develop working relationships with stakeholders (4 credits)K/506/1989 Manage physical resources (4 credits)J/506/2907 Manage the impact of work activities on the environment (4 credits)K/506/1992 Prepare for and support quality audits (3 credits)T/506/1994 Conduct quality audits (3 credits)A/506/1995 Manage a budget (4 credits)R/506/1999 Manage a project (7 credits)L/506/2004 Manage business risk (6 credits)A/506/2032 Manage knowledge in an organisation (5 credits)R/506/2909 Recruitment, selection and induction practice (6 credits)M/506/2044 Manage redundancy and redeployment (6 credits)

Group C contains 50 credits from competence units and 2 credits from a knowledge unit.

As part of the evidence requirements for Apprenticeship Completion certification, a copy of acompleted, current Apprentice Declaration and Authorisation form must be uploaded to ACE( http://acecerts.co.uk).


http://acecerts.co.uk


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EnglishMinimum

levelor grade

Creditvalue


GCSE qualification in English (with enhanced functional content) C 5


2 5












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MathematicsMinimum

levelor grade

Creditvalue


GCSE qualification (with enhanced functional content) in Mathematics C 5


2 5












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ICT

Apprentices must complete or have completed one of the ICT transferable skills qualificationslisted below in order to successfully complete their Apprenticeship and this will carry the QCFfive credit values. If they do not have one of these qualifications as part of their evidence anApprenticeship certificate cannot be awarded.

ICTMinimum

levelor grade

Creditvalue

Functional Skills qualification in Information and Communications Technology(ICT)

2 5

GCSE qualification in ICT (with enhanced functional content) C 5

Key Skills qualification in ICT achieved either before September 2013 as part ofthe Apprenticeship, or...*

2 5

GCSE qualification in ICT* C N/A

A' Level or AS Level qualification in ICT* E N/A

GCSE or O'Level qualification in ICT** A N/A

A' Level or AS Level qualification in ICT** A N/A




ICT has been included as it is considered an essential requirement for those undertaking aManagement Advanced Apprenticeship.

Progression routes into and from thispathwayProgression into the Advanced Apprenticeship in Management:

Progression into this advanced apprenticeship may be from a wide number of routes due to thevarying backgrounds and past academic and work related experiences of apprentices. Such


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varying backgrounds and past academic and work related experiences of apprentices. Suchroutes will include having:

the Level 2 Intermediate Apprenticeship in Team Leadingintermediate apprenticeships in sector specific areas such as retail or healthcareachieved QCF Awards, Certificates or Diplomas in Management or sector specific,non-management areasachieved a (14 - 19) Foundation or Higher Diploma, each of which have underpinningmanagement and leadership themesachieved GCSEs or A Levels.

Learners may also progress into the advanced apprenticeship without prior qualifications. Mostlearners progressing into the Management Advanced Apprenticeship have some priorexperience in a team leading or management job role, although this is not a formalrequirement. Learners who do not have any prior experience in a team leading or managementjob role may be better suited to the Team Leading Intermediate Apprenticeship, although allindividuals should be judged on their own merits, experiences and capabilities.

Progression from the Advanced Apprenticeship in Management:

Advanced apprentices, with support and opportunities in the workplace, can progress onto:

the Level 4 Higher Apprenticeship in Managementthe Level 5 Higher Apprenticeship in Management & Leadershipthe Level 4 Higher Apprenticeship in Business & Professional Administrationfurther or higher education to undertake management, business or other qualifications,including Foundation Degrees in Management & Leadership, Business and BusinessManagementa range of management, business and other undergraduate programmesa range of management and other professional qualifications at level 4 and above.

With additional training, advanced apprentices may be able to progress in their careers to rolesincluding middle and senior manager, department manager, head of department, or a widerange of managerial roles within business.

UCAS points for this pathway: N/A


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Employee rights and responsibilitiesDelivery and assessment of ERR

The Employee Rights and Responsibilities component of the apprenticeship can be achievedthrough either:


The L/506/1905 Employee rights and responsibilities unit (QCF) - this is an optional unitincluded within the combined qualificationThe Level 2 Award in Employee Rights and Responsibilities (QCF) - this qualification isoffered by a range of organisationsAny other approved unit or qualification listed in Skills CFA FAQ

2. ERR Workbook:

The Instructus Skills ERR workbook, available from the Instructus Skills E-learning portal(elearning.instructus.org) - the workbook has been designed to enable apprentices toworktheir way through a series of questions and activities which will bring the ERR to life,making the learning more meaningful and long lasting and enhance the employabilityskills of the apprentice.



1.


2.


3.


6.


7.


8.

recognises and can form a view on issues of public concern that affect their organisation9.


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and industry.






The remaining sections apply to all levels and pathways within this framework.

How equality and diversity will be metAccording to National Statistics data, approximately two-thirds of the UK’s 4.5m managers andsenior officials are male and one-third are female. In contrast to the gender imbalanceassociated with management, the occupation is representative of the population as a whole interms of the number of managers from minority backgrounds and those with disabilities,although this may not be true at all levels of management, particularly senior managementpositions.

Reasons for any imbalances may be related to perceptions about management and teamleading recruitment and promotion practises, which can result in applicants screeningthemselves out or being screened out unfairly. Reasons for such perceptions may include:

managers’ attitudes to board-level appointments where applicants feel that you need toknow the right person and that cultural fit is important rather than qualifications andabilityAsian and black managers are more likely than white managers to think that educationalbackground is a strong influence for recruitment and promotionselection process are seen as not being open or transparentthe existence of “old boys’ networks”lack of careers guidancefamily commitments being seen as a barrier to career progressionflexibility and opportunities for flexible working and a 'culturally mixed workforce' areoften rated as more influential factors for female managers, whilst male managers feelthat having 'like-minded colleagues/camaraderie' and the 'opportunity for foreign travel'influenced their decision to join organisationsmanagers with a disability feel that the ability to influence strategic decisions, usespecialist expertise and commitment to diversity are important factors when applying fora job, but that these are not necessarily recognised.

As the UK workforce and customer base becomes more diverse, management needs to reflectthat diversity and manage it effectively. This requires not only sensitivity to issues such asethnicity, culture, gender and disability, but an awareness of the potential for different andmore creative approaches that diversity in general brings to the business.

Apprenticeships are seen as a vital route to encourage and facilitate a diverse set of individualsentering into management. Entry conditions to this framework do not discriminate against anyindividuals, with the framework being open and accessible to all potential apprentices.Mentoring is also promoted within the apprenticeship to provide additional support andincrease the chances of apprentices staying. Training providers and employers must alsocomply with the Equality Act 2010 to ensure that applicants are not discriminated against in




terms of entry to and promotion within, the industry, using the protected characteristics of:

agedisabilitygender reassignmentmarriage and civil partnershippregnancy and maternityracereligion or beliefgendersexual orientation.

Download the guidance on the Equality Act here.

Recent statistics produced by the Institute for Employment Studies shows that, contrary to theoccupation as a whole, Management Apprenticeship starts in England are dominated by women(63.3% of all starts). The number of apprentices from ethnic minority backgrounds is 9.8%,which is roughly in line with the population as a whole, although there is over-representationof learners from Asian backgrounds (4.3% of starts) and a slight under-representation oflearners from Chinese or mixed ethnic backgrounds (1.2% of starts). 10.3% of managementapprentice starts are recorded as having a disability (above national representative numbers),whilst 3.4% of apprentices record having a learning difficulty, which shows someunder-representation when compared to the population as a whole.

In order to address some of these issues, awareness of management as a profession is beingraised through:

the (14-19) Diploma in Business, Administration and Finance, although all diplomas haveunderpinning leadership and management and equality and diversity themesteaching resources for schoolsvarious Women in Work initiativesprofessional networks such as the Network for Black Professionals and Women inManagementvarious careers websites for the management industry, which include non-stereotypicalimages.

Skills CFA will monitor take-up and achievement of all apprenticeships and take steps toaddress any barriers to take-up and achievement.

http://www.equalityhumanrights.com/advice-and-guidance/new-equality-act-guidance/




On and off the job guided learning(England)

Total GLH for each pathway

National Apprenticeship Service (NAS) Statement on Apprenticeship Quality

The minimum hours of employment for an apprentice should be at least 30 hours per week. Byexception, where the individual's circumstances or the particular nature of employment in agiven sector makes this impossible, then an absolute minimum of 16 hours must be met. Insuch cases the duration of the Apprenticeship should be extended.

The duration of the Apprenticeship is expected to reflect that set out by employers in therelevant Apprenticeship Framework document, but at the very least must meet the minimumduration requirement announced by NAS. Learners aged 16-18 must spend a minimum of 12months on the Apprenticeship programme. Learners aged 19 or over must spend at minimumof 12 months on the Apprenticeship unless relevant prior learning is recorded. Where this isthe case, the Apprenticeship must not be for less than 6 months. Apprenticeship delivery mustbe planned to make full and effective use of the duration, including the opportunity forapprentices to embed and extend their learning through repeated workplace practice.

Regardless of how long the apprenticeship takes, the minimum Guided Learning Hours mustbe met.


Pathway title: Team Leading - the minimum Guided Learning Hours (GLH) for the 12 monthprogramme is 428 hours.

Pathway title: Team Leading (Construction) the minimum Guided Learning Hours (GLH) forthe 18 month programme is 867 hours.


Pathway title: Management - the minimum Guided Learning Hours (GLH) for the 18 monthprogramme is 523 hours.

Please note, to comply with the Apprenticeship, Skills, Children and Learning Act, a minimumof 280 Guided Learning Hours within the first year of the apprenticeship and at least 280Guided Learning Hours (pro rata) in each subsequent year must be completed. Where anapprentice completes an Apprenticeship part way through a 12 month period (after the




minimum regulatory duration requirements have been met), an apprentice must receive aproportion of the annual minimum of 280 GLH, which is at least equal to the proportion of thefinal 12 month period spent on the Apprenticeship.

Minimum off-the-job guided learning hours


Pathway title: Team Leading

1. Minimum recommended duration of programme is 12 months

2. Total of 174 minimum GLH for the duration of the programme

3. Breakdown of this pathway as follows:

45 hours for functional skills (15 hours per skill)81 hours (minimum) associated with the knowledge based qualification48 hours of off-the-job coaching and mentoring to support the apprentice

Pathway title: Team Leading (Construction)




30 hours for functional skills (15 hours per skill)198 hours (minimum) associated with the competence and knowledge element of thecombined qualification10 hours for ERR as an induction programme delivered at the start of the programme


Pathway title: Management




45 hours for functional skills (15 hours per skill)106 hours (minimum) associated with the competence and knowledge element of thecombined qualification48 hours of off-the-job coaching and mentoring to support the apprentice




How this requirement will be met

Off-the-job Guided Learning Hours refers to the time taken to develop the technical skills andto develop knowledge of theoretical concepts across a range of contexts. It can be seen as timeaway from "the immediate pressures of the job", and may include all of the following(non-exclusive) activities:

individual and group teachingcoachingdistance learninge-learningfeedback and assessmentguided studylearning with peers/networked or collaborative learningmentoring.

Off-the-job Guided Learning Hours must:

be planned, reviewed and evaluated jointly between the apprentice and: a tutor, orteacher, their workplace supervisor or manager; or their coach or mentor;allow access as and when required by the apprentice either to a tutor, teacher,supervisor, manager, mentor or coach;be delivered through one or more of the following methods: individual and groupteaching, e-learning, distance learning, coaching, mentoring, observation, feedback andassessment, collaborative/networked learning with peers, guided study, and induction;be characterised by formal or planned taught sessions delivered predominantly byqualified training staff;be delivered during contracted working hours;be delivered whilst working under an apprenticeship agreement, or during a qualifyingperiod prior to working under an apprenticeship agreement ending on the date ofapplication for an apprenticeship certificate.

It should be noted that the Guided Learning Hours attached to the Functional skills and theknowledge qualifications are split between off-the-job and on-the-job learning hours. Theexpectation is that Apprentices will undertake some learning off-the-job to achieve theunderpinning knowledge attached to each qualification, supported by on-the-job learning toembed this knowledge and practice its application whilst learning on-the-job.

Evidence of off-the-job Guided Learning Hours:

There is no requirement for the achievement of GLH to be evidenced at the point of claiming acompletion certificate. The Apprentice Declaration & Authorisation Form requires apprentices to




acknowledge that they have received the minimum levels of GLH, as required by theframework. However, we recommend that an internal record of GLH achievement is kept forauditing purposes.

As part of the evidence requirements for Apprenticeship Completion certification, a copy of acompleted, current Apprentice Declaration and Authorisation form must be uploaded to ACE.

Minimum on-the-job guided learning hours


Pathway title: Team Leading




90 hours for functional skills (30 hours per skill)120 hours (minimum) associated with the competence and knowledge element of thecombined qualification44 hours of on-the-job coaching and mentoring to support the apprentice

Pathway title: Team Leading (Construction)




60 hours for functional skills (30 hours per functional skill)463 hours (minimum) for the competence based qualification44 hours of on-the-job coaching and mentoring to support the apprentice.


Pathway title: Management




90 hours for functional skills (30 hours per skill)178 hours (minimum) associated with the competence and knowledge element of the




178 hours (minimum) associated with the competence and knowledge element of thecombined qualification56 hours of on-the-job coaching and mentoring to support the apprentice

How this requirement will be met

On the job guided learning hours refers to the time taken to develop the practical skills appliedin the context of a job role. It can be seen as the time the apprentice spends being guidedwhilst undertaking normal activities as part of their job role, and which provide opportunities tolearn, develop and practice skills.

On-the-job Guided Learning Hours must:

be planned, reviewed and evaluated jointly between the apprentice and: a tutor, orteacher, their workplace supervisor or manager; or their coach or mentor;allow access as and when required by the apprentice either to a tutor, teacher,supervisor, manager, mentor or coach;be delivered through one or more of the following methods: individual and groupteaching, e-learning, distance learning, coaching, mentoring, observation, feedback andassessment, collaborative/networked learning with peers, guided study, and induction;enable the apprentice to demonstrate practical job-related skills and to practice and applythese in the context of the job. This type of learning will be delivered in the workplace;be delivered whilst working under an apprenticeship agreement, or during a qualifyingperiod prior to working under an apprenticeship agreement ending on the date ofapplication for an apprenticeship certificate.

It should be noted that the Guided Learning Hours attached to the Functional Skills and theknowledge qualifications are split between off-the-job and on-the-job learning hours. Theexpectation is that Apprentices will undertake some learning off-the-job to achieve theunderpinning knowledge attached to each qualification, supported by on-the-job learning toembed this knowledge and practice its application whilst learning on-the-job.

Evidence of on-the-job Guided Learning Hours will include:

There is no requirement for the achievement of GLH to be evidenced at the point of claiming acompletion certificate. The Apprentice Declaration & Authorisation Form requires apprentices toacknowledge that they have received the minimum levels of GLH, as required by theframework. However, we recommend that an internal record of GLH achievement is kept forauditing purposes.

As part of the evidence requirements for Apprenticeship Completion certification, a copy of acompleted, current Apprentice Declaration and Authorisation form must be uploaded to ACE.




Personal learning and thinking skillsassessment and recognition (England)

Summary of Personal Learning and Thinking Skills

All 6 Personal Learning and Thinking Skills (PLTS) must be achieved and evidenced by theapprentice as part of the framework requirements. The PLTS have been mapped to themandatory units of the combined qualifications to demonstrate where these skills are likely tonaturally occur. This mapping can be downloaded from the Skills CFA website(http://www.skillscfa.o rg/apprenticeships/resources.html).

As PLTS is part of the Apprentice Declaration & Authorisation Form, there is no longer arequirement to evidence PLTS completion when applying for apprenticeship certificates.However, we recommend that an internal record of PLTS achievement is retained.

Creative thinking

People think creatively by generating and exploring ideas, making original connections. Theytry different ways to tackle a problem, working with others to find imaginative solutions andoutcomes that are of value.

Creative Thinking skills encompass:

generating ideas and exploring possibilitiesasking questions to extend thinkingconnecting own and others’ ideas and experiences in inventive waysquestioning own and others’ assumptionstrying out alternatives or new solutions and following ideas throughadapting ideas as circumstances change.

Independent enquiry

People process and evaluate information in their investigations, planning what to do and howto go about it. They take informed and well-reasoned decisions, recognising that others havedifferent beliefs and attitudes.

Independent Enquiry skills encompass:

identifying questions to answer and problems to resolveplanning and carrying out research, appreciating the consequences of decisions

http://www.skillscfa.org/apprenticeships/resources.html




exploring issues, events or problems from different perspectivesanalysing and evaluating information, judging its relevance and valueconsidering the influence of circumstances, beliefs and feelings on decisions and eventssupporting conclusions, using reasoned arguments and evidence.

Reflective learning

People evaluate their strengths and limitations, setting themselves realistic goals with criteriafor success. They monitor their own performance and progress, inviting feedback from othersand making changes to further their learning.

Reflective Learning skills encompass:

assessing yourself and others, identifying opportunities and achievementssetting goals with success criteria for your personal development and workreviewing progress, acting on the outcomesinviting feedback and dealing positively with praise, setbacks and criticismevaluating experiences and learning to inform your future progresscommunicating your learning in relevant ways for different audiences.

Team working

People work confidently with others, adapting to different contexts and taking responsibility fortheir own part. They listen to and take account of different views. They form collaborativerelationships, resolving issues to reach agreed outcomes.

Team Working skills encompass:

collaborating with others to work towards common goalsreaching agreements, managing discussions to achieve resultsadapting behaviour to suit different roles and situations, including leadership rolesshowing fairness and consideration to otherstaking responsibility, showing confidence in yourself and your contributionproviding constructive support and feedback to others.

Self management

People organise themselves, showing personal responsibility, initiative, creativity andenterprise with a commitment to learning and self-improvement. They actively embracechange, responding positively to new priorities, coping with challenges and looking foropportunities.

Self Management skills encompass:




seeking out challenges or new responsibilities and showing flexibility when prioritieschangeworking towards goals, showing initiative, commitment and perseveranceorganising time and resources, prioritising actionsanticipating, taking and managing risksdealing with competing pressures, including personal and work-related demandsresponding positively to change, seeking advice and support when neededmanaging your emotions and building and maintaining relationships.

Effective participation

People actively engage with issues that affect them and those around them. They play a fullpart in the life of their school, college, workplace or wider community by taking responsibleaction to bring improvements for others as well as themselves.

Effective Participation skills encompass:

discussing issues of concern, seeking resolution where neededpresenting a persuasive case for actionproposing practical ways forward, breaking these down into manageable stepsidentifying improvements that would benefit others as well yourselftrying to influence others, negotiating and balancing diverse views to reach workablesolutionsacting as an advocate for views and beliefs that may differ from your own.




Additional employer requirementsThere are no additional employer requirements.

www.afo.sscalliance.orgFor more information visit

FR03829 - Management · management, heating and ventilating, housing, human resources and...

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