Pearson BTEC Level 3 Certificate in Employment Related ... · Pearson BTEC Level 3 Certificate in...

Pearson BTEC Level 3 Certificate in Employment Related Services (QCF)

Specification

Pearson 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 aspires to be 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 90797 9

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

3 Qualification structure 6

Pearson BTEC Level 3 Certificate in Employment Related Services (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 Employment Related Services Sector 17

Unit 2: Providing Excellent Customer Service 26

Unit 3: Manage own Professional Development within an Organisation 34

Unit 4: Ensure Compliance with Legal, Ethical and Social Requirements 39

13 Further information and useful publications 45

14 Professional development and training 46

Annexe A 47

Pearson BTEC Level 3 Certificate in Employment Related Services (QCF) – Specification – January 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.


2


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.


4

2 Qualification summary and key information

Qualification title Pearson BTEC Level 3 Certificate in Employment Related Services (QCF)

QCF Qualification Number (QN) 600/9665/2

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 11/06/2013

Accreditation start date 01/08/2014

Approved age ranges 16-18

19+

Credit value 20

Assessment Centre-devised assessment (internal assessment)

Guided learning hours 118

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).


5

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 our Information Manual, available on our website: www.edexcel.com

Objective of the qualification

The Pearson BTEC Level 3 Certificate in Employment Related Services (QCF) is for learners who work in, or want to work in the employment related services sector.

It gives learners the opportunity to:

develop knowledge and skills related to job roles in the employment related services sector

achieve a nationally-recognised Level 3 qualification

develop their own personal growth and engagement in learning

Relationship with previous qualifications

This qualification is a replacement for the EDI Level 3 Certificate in Employment Related Services (QCF).

Progression opportunities through Pearson qualifications

Learners who have achieved the Pearson BTEC Level 3 Certificate in Employment Related Services (QCF) can progress to a Pearson BTEC Level 3 Diploma in Employment Related Services (QCF), a Level 4 Certificate in Employment Related Services (QCF) or a Level 4 Diploma in Employment Related Services (QCF).

Industry support and recognition

This qualification is supported by the professional body the Institute of Employability Professionals (IEP).

http://www.edexcel.com/�


6

3 Qualification structure

Pearson BTEC Level 3 Certificate in Employment Related Services (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 20

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 M/503/2400 Understanding the Employment Related Services Sector

3 5 33

2 K/602/1597 Providing Excellent Customer Service

3 6 40

3 L/600/9586 Manage own Professional Development within an Organisation

3 4 20

4 H/600/9609 Ensure Compliance with Legal, Regulatory, Ethical and Social Requirements

4 5 25

Centres should be aware that within the Level 3 qualification in this specification, learners will be required to meet the demands of a unit 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.


7

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.


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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.


9

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.uk


10

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.



11

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.

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�


12

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.


13

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.


14

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 on 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.

Details on how to make adjustments for learners with protected characteristics are given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

Both documents are on our website at: www.edexcel.com/policies


15

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.


16

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.

Suggested resources – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


17

Unit 1: Understanding the Employment Related Services Sector

Unit reference number: M/503/2400

QCF level: 3

Credit value: 5

Guided learning hours: 33

Unit aim

The aim of this unit is for learners to develop their understanding and knowledge of the employment related services sector. This includes understanding and knowing about the role of the sector, programmes and services delivered within the sector, and primary frameworks that underpin effective practice within the sector.

Learners will gain an understanding of labour market information in order to deliver within the sector and find out how to improve service delivery by using labour market information.

Essential resources

There are no special resources needed for this unit.

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ssis

tance

, m

arke

ting t

o p

ote

ntial

em

plo

yers

W

ork

Choic

e pro

gra

mm

e, e

.g. jo

b s

earc

h a

ssis

tance

, ca

se

man

agem

ent

and lab

our

mar

ket

and c

aree

r ad

vice

, in

work

support

, ca

se m

anag

emen

t

Acc

ess

to W

ork

, e.

g.

refe

rral

to o

ther

ser

vice

s, job s

earc

h a

ssis

tance

, la

bour

mar

ket

and c

aree

r ad

vice

, ca

se m

anag

emen

t, in w

ork

support

Jo

bce

ntr

e Pl

us

support

contr

acts

, e.

g.

job s

earc

h a

ssis

tance

, la

bour

mar

ket

and c

aree

r ad

vice

, m

arke

ting t

o p

ote

ntial

em

plo

yers

M

andat

ory

Work

Act

ivity,

e.g

. m

arke

ting t

o p

ote

ntial

em

plo

yers

, jo

b

sear

ch a

ssis

tance

, ca

se m

anag

emen

t, in w

ork

support

N

ew e

nte

rprise

allo

wan

ce s

chem

e, e

.g.

case

man

agem

ent,

ref

erra

l to

oth

er s

ervi

ces

Pear

son B

TEC L

evel

3 C

ertifica

te in E

mplo

ymen

t Rel

ated

Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Jan

uar

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

D

escr

ibe

the

prim

ary

fram

ework

s □

Under

stan

din

g d

uty

of

care

, et

hic

al b

ehav

iour

and d

ecis

ion m

akin

g,

contr

actu

al r

equirem

ents

, le

gis

lative

and r

egula

tory

req

uirem

ents

re

leva

nt

to t

he

sect

or,

code

of

conduct

, org

anis

atio

nal

polic

ies

and

pro

cedure

s (e

.g.

hea

lth a

nd s

afet

y, e

qual

ity

and d

iver

sity

, dat

a pro

tect

ion,

confiden

tial

ity)

3.2

Exp

lain

how

to e

nsu

re

com

plia

nce

with indust

ry

stan

dar

ds

for

et

hic

al c

onduct

ef

fect

ive

pra

ctic

e

□

Under

stan

din

g o

f w

hat

com

plia

nce

mea

ns

within

the

emplo

ymen

t re

late

d s

ervi

ces

sect

or

□

Ensu

ring t

hat

work

with c

lients

is

carr

ied o

ut

in a

n e

thic

al w

ay:

work

ing

with t

he

bes

t in

tere

st o

f th

e cl

ient

at t

he

centr

e of

all w

ork

, co

ntr

actu

al

requirem

ents

, co

de

of

conduct

rel

atin

g t

o s

upply

chai

n m

anag

emen

t,

Tra

de

asso

ciat

ion c

odes

of

pra

ctic

e or

ethic

s

□

Effec

tive

pra

ctic

e w

ithin

the

emplo

ymen

t re

late

d s

ervi

ces

sect

or:

good

tim

e m

anag

emen

t, g

ainin

g t

he

bes

t re

sult p

oss

ible

for

the

clie

nt

3.3

Exp

lain

how

to e

nsu

re

com

plia

nce

with leg

isla

tion

and/o

r re

gula

tions

rele

vant

to d

eliv

ery

of

emplo

ymen

t re

late

d s

ervi

ces

□

Legis

lative

and r

egula

tory

req

uirem

ents

within

em

plo

ymen

t re

late

d

serv

ices

: dat

a pro

tect

ion,

equal

ity,

fre

edom

of

info

rmat

ion,

hea

lth a

nd

safe

ty a

t w

ork

, em

plo

ymen

t rights

and r

esponsi

bili

ties

3

Under

stan

d t

he

prim

ary

fram

ework

s th

at

under

pin

effec

tive

pra

ctic

e in

the

emplo

ymen

t re

late

d s

ervi

ces

sect

or

3.4

D

escr

ibe

how

to c

om

ply

with

org

anis

atio

nal

sta

ndar

ds

rela

ting t

o s

ervi

ce d

eliv

ery

□

Org

anis

atio

nal

sta

ndar

ds:

dat

a pro

tect

ion,

confiden

tial

ity,

acc

ura

te

reco

rdin

g a

nd f

iling o

f pap

erw

ork

, ef

fect

ive

tim

e m

anag

emen

t, e

ffec

tive

ca

se m

anag

emen

t, a

ppro

priat

e an

d e

ffec

tive

com

munic

atio

n

Pear

son B

TEC L

evel

3 C

ertifica

te in E

mplo

ymen

t Rel

ated

Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Jan

uar

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

Id

entify

lab

our

mar

ket

info

rmat

ion t

hat

is

rele

vant

to d

eliv

ery

of

serv

ices

in

ow

n a

rea

of

resp

onsi

bili

ty

□

Under

stan

d lab

our

mar

ket

info

rmat

ion a

t lo

cal le

vel an

d h

ave

a bro

ad

under

stan

din

g o

f nat

ional

and n

eighbouring loca

l ar

eas.

□

Sourc

es o

f la

bour

mar

ket

info

rmat

ion:

loca

l au

thority

sta

tist

ics,

dep

artm

ent

for

work

and p

ensi

ons

web

site

, U

K d

ata

arch

ive

web

site

, U

K

nat

ional

sta

tist

ics

web

site

4.2

Exp

lain

how

to c

olle

ct

curr

ent,

rel

evan

t la

bour

mar

ket

info

rmat

ion f

rom

re

liable

sourc

es

□

Under

stan

din

g o

f in

form

atio

n c

olle

ctio

n f

rom

rel

iable

sourc

es:

in h

ard

copy

via

report

s fr

om

within

org

anis

atio

n o

r fr

om

web

site

s

4

Under

stan

d lab

our

mar

ket

info

rmat

ion

for

del

iver

y of

emplo

ymen

t re

late

d s

ervi

ces

4.3

D

escr

ibe

the

key

char

acte

rist

ics

of

the

labour

mar

ket

for:

m

ajor

indust

ries

ke

y em

plo

yers

and

occ

upat

ions

sk

ills

in d

eman

d

tr

ends

oth

er f

acto

rs a

ffec

ting

the

labour

mar

ket

□

Key

maj

or

indust

ries

: e.

g.

reta

il, h

osp

ital

ity,

car

e, a

dm

inis

trat

ion

□

Key

em

plo

yers

both

loca

lly a

nd n

atio

nal

ly:

e.g.

larg

e su

per

mar

ket

chai

ns,

nat

ional

hosp

ital

ity

emplo

yers

, lo

cal an

d n

atio

nal

car

e org

anis

atio

ns,

key

loca

l em

plo

yers

□

Ski

lls in d

eman

d:

e.g.

IT,

man

ual

ski

lls,

com

munic

atio

n

□

Tre

nds

and o

ther

fac

tors

: em

plo

ymen

t fa

ctors

loca

lly,

leve

l of

unem

plo

ymen

t lo

cally

com

par

ed t

o n

atio

nal

ly,

new

indust

ries

open

ing

loca

lly

Pear

son B

TEC L

evel

3 C

ertifica

te in E

mplo

ymen

t Rel

ated

Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Jan

uar

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

5.1

Id

entify

spec

ific

im

pro

vem

ents

that

could

be

mad

e to

the

serv

ice

del

iver

y as

a r

esult o

f la

bour

mar

ket

info

rmat

ion

□

Under

stan

d h

ow

to iden

tify

what

an im

pro

vem

ent

is a

nd h

ow

it

can b

e use

d t

o im

pro

ve s

ervi

ce d

eliv

ery:

engag

ing w

ith a

new

em

plo

yer

who

has

just

sta

rted

work

ing in t

he

loca

l ar

ea a

nd e

ngag

ing w

ith t

he

emplo

yer

early

to e

nco

ura

ge

emplo

ymen

t of

clie

nts

□

Impro

vem

ents

to p

aper

work

, sy

stem

s of

dea

ling w

ith c

lient,

co

mm

unic

atio

n a

nd c

om

munic

atio

n c

han

nel

s, incl

udin

g im

pro

vem

ents

to

work

ing w

ith p

artn

ers

and s

take

hold

ers

□

Impro

vem

ents

to d

eliv

ery

of

trai

nin

g c

ours

es t

o s

trea

mlin

e to

lab

our

mar

ket

info

rmat

ion a

nd loca

l nee

ds

5

Under

stan

d h

ow

to

impro

ve s

ervi

ce

del

iver

y by

usi

ng

labour

mar

ket

info

rmat

ion

5.2

D

escr

ibe

how

to u

se t

he

resu

lts

of

labour

mar

ket

anal

ysis

to im

pro

ve s

ervi

ce

del

iver

y in

ow

n job r

ole

or

ow

n t

eam

□

Impro

vem

ents

within

ow

n job r

ole

, e.

g.

com

munic

atio

n c

han

nel

s, t

ime-

man

agem

ent

skill

s, p

aper

work

am

endm

ent,

eff

ective

work

ing p

ract

ices

in

lin

e w

ith o

rgan

isat

ion r

equirem

ents

□

Impro

vem

ents

within

ow

n t

eam

, e.

g.

com

munic

atio

n,

team

m

anag

emen

t, d

ivis

ion o

f te

am w

ork

obje

ctiv

es


24


Delivery

A practical approach to this unit is recommended as learners need to demonstrate knowledge and understanding of the employment related services sector and how their organisation and job fit into it.

For learning outcome 1, learners need to know who the key stakeholders are, learners need to be able to summarise the relationship between the key stakeholders and their own organisation. They may have some experience of the employment related services sector and understand what the objective and role of the sector is, including how their own role relates to the needs of the sector and key stakeholders. Learners also need to know what contractual obligations are in place and how they apply to their job role.

Learning outcome 2 requires learners to understand the different types of programmes and services delivered in the employment related services sector. Learners need to take into account who the recipients of the services are and how the services are delivered in the sector. Learners also need to be able to explain how programmes and services relate to each other.

Learning outcome 3 requires learners to show an understanding of the industry and ethical standards in place and what is expected of them, for example confidentiality, data protection. Learners need to show that they understand what effective practice is and how compliance and organisation standards relate to service delivery. Learners may need to research data protection, confidentiality, equality and diversity law, and regulations. Learners may have some experience of primary frameworks but may need further research and learning using the Department for Work and Pensions website.

Learning outcome 4 requires learners to understand the local labour market. They also need to have a broad understanding of the labour market nationally and in the neighbouring local areas. The labour market should be discussed in relation to major industries, key employers and occupations, skills in demand, trends and any other factors that affect it. Learners can research through their own organisation and trade magazines and publications. Learners need to analyse labour market information to extract the relevant data that will allow them to identify an improvement to service delivery.

Learning outcome 5 requires learners to identify improvements that can be made to service delivery as a result of the information they have researched on the labour market. Improvements can be for the learner’s organisation and do not necessarily need to be major changes.

All learning outcomes are knowledge based and it is recommended that learning outcomes are delivered in sequential order, from learning outcome 1 to learning outcome 5. Learners may have experience of one part of the employment-related services sector and may need to research other relevant services and delivered programmes within the sector.

Learners may wish to produce product evidence as supplementary evidence for this unit, this evidence can be cross-referenced with other units chosen by the learner.


25

Assessment

Learners must meet all learning outcomes and assessment criteria to achieve this unit.

The main assessment methods for this unit are discussion and internally devised assessments.

Assessment can be in the form of discussions or centre devised assessments and mark schemes for this unit. Additional supporting evidence can be provided should learners wish to provide this to back up discussions.

This unit can be assessed holistically along with the other employment related services units.

It is advised that learners keep a log of evidence recorded against each assessment criterion.

Suggested resources

Websites

www.dwp.gov.uk/adviser/updates/new- New Enterprise Allowance enterprise-allowance/ Scheme information

www.dwp.gov.uk/docs/work-choice- Work Choice Programme section1.pdf information

www.dwp.gov.uk/supplying-dwp/what- Access to Work Information we-buy/access-to-work

www.dwp.gov.uk/supplying-dwp/what- Jobcentre Plus support contracts we-buy/welfare-to-work-services/jobcentre- information plus-support/

www.dwp.gov.uk/supplying-dwp/what- Work Programme information we-buy/welfare-to-work-services/provider- guidance/work-programme-provider.shtml


26

Unit 2: Providing Excellent Customer Service

Unit reference number: K/602/1597

QCF level: 3

Credit value: 6


Unit aim

This unit aims to develop understanding of customer service offers and how they are designed to meet the needs of customers and the organisation. Learners will develop knowledge of the factors that can affect the customer service offer, including procedures, regulations and legislation.

Essential resources


Pear

son B

TEC L

evel

3 C

ertifica

te in E

mplo

ymen

t Rel

ated

Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

27

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

effe

ctiv

e te

amw

ork

for

the

del

iver

y of

exce

llent

cust

om

er s

ervi

ce

□

Tea

m c

har

acte

rist

ics:

e.g

siz

e, r

elat

ionsh

ip t

o o

ther

funct

ional

are

as,

indiv

idual

and t

eam

role

s an

d r

esponsi

bili

ties

, ef

fect

ive

and inef

fect

ive

beh

avio

urs

□

Import

ance

of

effe

ctiv

e te

amw

ork

: m

axim

ise

effici

ency

, su

pport

org

anis

atio

n s

urv

ival

and g

row

th,

impro

ve c

om

pet

itiv

e ad

vanta

ge

1.2

Id

entify

met

hods

of

dea

ling

with d

iffe

rent

types

of

cust

om

ers

to a

chie

ve

cust

om

er s

atis

fact

ion

□

Diffe

rent

types

of

cust

om

er:

segm

enta

tion (

occ

upat

ion,

inco

me,

lif

esty

le,

fam

ily,

loca

tion),

consu

mer

s, b

usi

nes

s to

busi

nes

s

□

Appro

aches

to c

ust

om

er s

atis

fact

ion:

resp

ondin

g t

o c

ust

om

er r

eques

ts,

up-t

o-d

ate

know

ledge

of

pro

duct

and s

ervi

ce r

anges

, av

aila

bili

ty

(pro

duct

s, s

taff),

pro

vidin

g a

ccura

te info

rmat

ion

1.3

Exp

lain

the

import

ance

of

effe

ctiv

e co

mm

unic

atio

n in

the

del

iver

y of

exce

llent

cust

om

er s

ervi

ce

□

Com

munic

atio

n r

equirem

ents

: re

leva

nt

and t

imel

y, u

nder

stan

dab

le,

avai

lable

in a

form

at s

uitab

le f

or t

he

cust

om

er a

nd n

ature

of

the

info

rmat

ion,

e.g.

writt

en,

ora

l, o

nlin

e, e

tc

□

Import

ance

to o

rgan

isat

ion:

crea

tes

an im

pre

ssio

n,

affe

cts

cust

om

er

confiden

ce,

support

s sa

les,

avo

ids

mis

under

stan

din

gs

1

Know

what

mak

es

good c

ust

om

er

serv

ice

1.4

D

escr

ibe

how

cust

om

er

serv

ice

pra

ctitio

ner

s ca

n

ensu

re t

hei

r co

mm

unic

atio

n

with d

iver

se g

roups

of

cust

om

ers

is e

ffec

tive

□

Consu

mer

s or

busi

nes

s to

busi

nes

s: c

har

acte

rist

ics

(e.g

. ag

e, g

ender

, dis

abili

ties

, in

com

e, inte

rest

s),

loca

tion (

e.g.

loca

l, r

egio

nal

, nat

ional

, glo

bal

)

□

Com

munic

atio

ns:

cust

om

er f

eedbac

k, incl

udin

g s

urv

eys

(onlin

e, f

ace

to

face

, post

al,

phone)

, in

div

idual

com

pla

ints

and r

ecom

men

dat

ions,

cu

rren

cy a

nd r

elia

bili

ty o

f in

form

atio

n g

iven

, im

pac

t on b

usi

nes

s

Pear

son B

TEC L

evel

3 C

ertifica

te in E

mplo

ymen

t Rel

ated

Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

how

cust

om

ers

form

th

eir

expec

tations

of

cust

om

er s

ervi

ce

□

Cust

om

er s

ervi

ce e

xpec

tations:

ava

ilabili

ty o

f in

form

atio

n o

n c

ust

om

er

rights

and c

om

pla

int

pro

cedure

s, a

cces

s to

com

munic

atio

n c

han

nel

s in

cludin

g e

ase

of

giv

ing f

eedbac

k, s

taff

att

itudes

, ove

rall

effici

ency

, ty

pe

of

additio

nal

ser

vice

s offer

ed,

com

par

ison w

ith c

om

pet

itor

serv

ices

2.2

D

escr

ibe

how

cust

om

er

serv

ice

can c

ontr

ibute

to

bes

t va

lue

in o

rgan

isat

ions

□

Bes

t va

lue:

putt

ing c

ust

om

er f

irst

, ben

efits

of

usi

ng b

ench

mar

king,

com

mitm

ent

to im

ple

men

t im

pro

vem

ents

2.3

Sta

te h

ow

cust

om

er s

ervi

ce

can p

rovi

de

a co

mpet

itiv

e ad

vanta

ge

for

com

mer

cial

org

anis

atio

ns

□

Com

pet

itiv

e ad

vanta

ge

in c

om

mer

cial

org

anis

atio

ns:

eff

ective

m

anag

emen

t, m

arke

t aw

aren

ess,

ongoin

g m

arke

t re

sear

ch incl

udin

g

focu

s gro

ups,

aim

s an

d o

bje

ctiv

es (

sale

s, p

rofita

bili

ty,

repea

t busi

nes

s,

mar

ket

posi

tion,

job s

ecurity

)

2

Under

stan

d t

he

valu

e of

good

cust

om

er s

ervi

ce

2.4

O

utlin

e th

e im

port

ance

of

continuous

impro

vem

ent

within

cust

om

er s

ervi

ce

□

Continuous

impro

vem

ent:

lea

rnin

g fro

m o

ther

s, w

eakn

esse

s id

entified

an

d a

ddre

ssed

, im

pro

vem

ents

im

ple

men

ted

□

Ris

ks o

f fa

iling t

o a

ddre

ss c

ust

om

er s

ervi

ce w

eakn

esse

s: incr

ease

d

com

pla

ints

, lo

ss o

f m

arke

t sh

are

and c

ust

om

ers,

fal

ling p

rofita

bili

ty,

implic

atio

ns

for

viab

ility

of

busi

nes

s, r

educe

d job s

ecurity

Pear

son B

TEC L

evel

3 C

ertifica

te in E

mplo

ymen

t Rel

ated

Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

how

cust

om

er

serv

ice

offer

s ar

e des

igned

to

mee

t cu

stom

er

expec

tations

□

Ser

vice

off

er:

exte

nt

and lim

it o

f th

e cu

stom

er s

ervi

ce,

iden

tify

ing a

nd

mee

ting c

ust

om

er e

xpec

tations

and r

equirem

ents

, ad

apting s

ervi

ce t

o

mee

t ch

angin

g c

ircu

mst

ance

s an

d c

ust

om

er g

roups

3.2

Id

entify

how

ser

vice

offer

s ar

e af

fect

ed b

y re

sourc

e lim

itat

ions

□

Res

ourc

e lim

itat

ions:

e.g

. nat

ure

of

the

org

anis

atio

n (

pre

mis

es,

loca

tion),

acc

ess

to p

hys

ical

res

ourc

es,

tran

sport

fac

ilities

and

tech

nolo

gic

al s

upport

, av

aila

bili

ty o

f su

pplie

s, s

taff

ava

ilabili

ty,

open

ing

tim

es

3.3

Id

entify

the

impac

t th

at

serv

ice

offer

s m

ay h

ave

on

diffe

rent

peo

ple

in t

he

serv

ice

chai

n

□

Peo

ple

in s

ervi

ce c

hai

n:

sale

s re

pre

senta

tive

s, s

upplie

rs,

cust

om

er

serv

ice,

dis

trib

uto

rs,

man

ufa

cture

rs,

afte

r sa

les

support

, m

anag

emen

t,

reta

ilers

, cu

stom

ers

□

Impac

t of

serv

ice

off

ers:

via

bili

ty o

f off

er,

rela

tionsh

ips

with e

xter

nal

org

anis

atio

ns,

sta

ff a

nd m

anag

emen

t re

quirem

ents

3

Know

about

cust

om

er s

ervi

ce

offer

s

3.4

O

utlin

e w

hy

org

anis

atio

ns

nee

d t

o b

alan

ce c

ust

om

er

satisf

action w

ith

org

anis

atio

nal

goal

s

□

Org

anis

atio

nal

goal

s: e

.g.

surv

ival

, ex

pan

sion,

contr

action,

reduce

d

cost

s, a

dditio

nal

sourc

es o

f re

venue,

im

pro

ved o

r re

duce

d s

ervi

ce lev

els

□

Impac

t on c

ust

om

er s

atis

fact

ion:

expec

tations,

sat

isfa

ctio

n lev

els

Pear

son B

TEC L

evel

3 C

ertifica

te in E

mplo

ymen

t Rel

ated

Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Jan

uar

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

4.1

Exp

lain

the

import

ance

of

follo

win

g o

rgan

isat

ional

pro

cedure

s in

the

del

iver

y of

cust

om

er s

ervi

ce

□

Org

anis

atio

nal

pro

cedure

s: f

orm

alis

ed

pro

cedure

s w

ith c

lear

sta

ges

, in

form

al c

ust

om

and p

ract

ice,

unen

dors

ed c

han

ges

to o

rgan

isat

ional

pro

cedure

s, p

lanned

chan

ges

4.2

Com

par

e th

e diffe

rent

appro

aches

to c

ust

om

er

serv

ice

acro

ss indust

ries

□

Char

acte

rist

ics

of

indust

ries

: purp

ose

, ow

ner

ship

, m

anag

emen

t, s

ecto

r,

scal

e, s

ize,

loca

tion (

loca

l, n

atio

nal

, glo

bal

)

□

Appro

aches

to c

ust

om

er s

ervi

ce:

aim

s an

d o

bje

ctiv

es,

com

munic

atio

n

met

hods

(fac

e to

fac

e, o

nlin

e, t

elep

hone,

let

ter)

, fo

rmal

ity

of

pro

cess

es

and p

roce

dure

s (d

edic

ated

tea

m o

r in

div

idual

, al

l st

aff)

4.3

D

escr

ibe

feat

ure

s of

serv

ices

or

pro

duct

s th

at c

an

influen

ce c

ust

om

er s

ervi

ce

del

iver

y

□

Feat

ure

s of

pro

duct

s or

serv

ices

: el

astici

ty o

f dem

and a

nd s

upply

, sa

les

met

hods,

consu

mer

(e.

g.

face

to f

ace,

onlin

e, m

ail ord

er),

busi

nes

s to

busi

nes

s, loca

tion,

pre

mis

es,

variet

y of

pro

duct

ran

ges

and

char

acte

rist

ics,

prici

ng a

nd s

pec

ial off

ers,

aft

er s

ales

ser

vice

4.4

Ju

stify

ethic

al a

nd v

alue

bas

ed a

ppro

aches

of

org

anis

atio

ns

to c

ust

om

er

serv

ice

□

Val

ue-

bas

ed a

nd e

thic

al a

ppro

aches

: putt

ing c

ust

om

ers

firs

t, lis

tenin

g t

o

what

cust

om

ers

valu

e, u

sing f

eedbac

k as

a b

asis

for

pla

nnin

g

impro

vem

ent,

im

pac

t of

org

anis

atio

n o

n loca

l re

siden

ts a

nd e

nvi

ronm

ent

4.5

Exp

lain

how

per

sonal

beh

avio

ur

affe

cts

the

succ

ess

of

any

chan

ges

to

cust

om

er s

ervi

ce d

eliv

ery

□

Per

sonal

beh

avio

ur:

exp

erie

nce

and k

now

ledge,

adap

tabili

ty,

effici

ency

an

d p

rom

ptn

ess,

att

itude

and a

ppro

achab

ility

, flex

ibili

ty

□

Impac

t of

chan

ges

on c

ust

om

er s

ervi

ce:

posi

tive

, neg

ativ

e, n

eutr

al

4.6

O

utlin

e le

gis

lation t

hat

im

pac

ts o

n c

ust

om

er s

ervi

ce □

Legis

lation:

key

requirem

ents

of

hea

lth a

nd s

afet

y at

work

, eq

ual

ity,

dat

a pro

tect

ion,

trad

e des

crip

tions,

unfa

ir c

ontr

act

term

s, s

ale

of

goods,

co

nsu

mer

pro

tect

ion,

consu

mer

cre

dit,

sale

and s

upply

of

goods

4

Under

stan

d f

acto

rs

affe

ctin

g t

he

serv

ice

offer

s of

org

anis

atio

ns

4.7

O

utlin

e ex

tern

al r

egula

tion

that

im

pac

ts o

n c

ust

om

er

serv

ice

□

Ext

ernal

reg

ula

tion:

e.g.

Inst

itute

of

Cust

om

er S

ervi

ce,

Unfa

ir T

erm

s in

Consu

mer

Contr

acts

, O

ffic

e of Fa

ir T

radin

g,

Ofg

em,

Ofw

at

Pear

son B

TEC L

evel

3 C

ertifica

te in E

mplo

ymen

t Rel

ated

Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Jan

uar

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

5.1

O

utlin

e ty

pes

of

org

anis

atio

nal

polic

ies

and

pro

cedure

s th

at n

eed t

o b

e ta

ken into

acc

ount

when

pro

posi

ng im

pro

vem

ents

in

cust

om

er s

ervi

ce

□

Polic

ies

and p

roce

dure

s: c

ust

om

er r

ights

, co

ntr

actu

al a

gre

emen

ts,

staf

f co

ntr

acts

and r

esponsi

bili

ties

, st

aff

dev

elopm

ent

and a

ppra

isal

sch

emes

, se

rvic

es,

e.g.

cust

om

er loy

alty

sch

emes

, fr

ee d

eliv

ery

5.2

Exp

lain

how

to

gai

n a

ppro

val

to c

han

ge

cust

om

er s

ervi

ce

pro

cedure

s

□

Chan

gin

g p

roce

dure

s: d

evel

opin

g a

busi

nes

s ca

se,

ben

efits

vers

us

cost

s,

asse

ssin

g p

osi

tive

and n

egat

ive

impac

t on s

ervi

ce p

rovi

sion

5.3

Id

entify

the

limitat

ions

of

the

role

s of

cust

om

er s

ervi

ce

pra

ctitio

ner

s

□

Lim

itat

ions

of

cust

om

er s

ervi

ce r

ole

s: s

pan

of

contr

ol, e

xten

t of

exper

ience

and k

now

ledge,

ava

ilabili

ty,

loca

tion,

copin

g w

ith v

aryi

ng

leve

ls o

f cu

stom

er d

eman

d

5.4

Id

entify

who n

eeds

to b

e in

volv

ed if

cust

om

er s

ervi

ce

pra

ctitio

ner

s ca

nnot

auth

orise

im

pro

vem

ents

al

one

□

Auth

orisi

ng im

pro

vem

ents

: m

anag

ers,

budget

hold

ers,

oth

er r

elev

ant

staf

f, s

upplie

rs,

dis

trib

uto

rs,

reta

ilers

5

Under

stan

d h

ow

org

anis

atio

nal

polic

ies

and

pro

cedure

s ca

n

impac

t on

cust

om

er s

ervi

ce

impro

vem

ents

5.5

Exp

lain

str

ateg

ies

that

can

be

use

d t

o invo

lve

colle

agues

or

serv

ice

par

tner

s in

the

imple

men

tation o

f im

pro

vem

ents

□

Str

ateg

ies

to invo

lve

oth

ers

in im

ple

men

ting im

pro

vem

ents

: ea

rly

consu

ltat

ion,

appro

priat

e in

form

atio

n,

regula

r co

mm

unic

atio

ns

and

updat

es,

real

istic

tim

esca

le f

or

imple

men

tation


32


Delivery

This unit should be delivered in the workplace in a way that develops knowledge and understanding of what customer service offers are. Learners will benefit from focusing on the overall requirements of each learning outcome, rather than focusing on each individual assessment criterion. Learners will develop knowledge and understanding of the value and effect of customer service offers on the effective delivery of customer service. They should also learn about the effect that procedures and regulations can have on the service offer.

Learners should be encouraged to engage with employers and other employees to gain knowledge and understanding of the customer service offer in their organisation.

Perspectives on effectiveness of the service offer gained through engaging with customers, employers and employees, rather than through a purely theoretical context are key. This should be made possible by learners working with other customer service deliverers, particularly line managers.

It is suggested that the learning outcomes are delivered in sequential order, from learning outcome 1 to learning outcome 5.

Learning outcome 1 requires learners to demonstrate knowledge of what makes good customer service, focusing on teamwork, dealing with different customer groups and effective communication. Learners should be able to draw on their experiences as customers as well any experience gained in a customer service role.

Learning outcome 2 requires learners to demonstrate understanding of the value of good customer service, including how customers form expectations, and how customer service contributes to best value in an organisation and to a commercial organisation gaining competitive advantage. Opportunities for continuous improvement in customer service need to be considered.

Learning outcome 3 expects learners to know how service offers meet customer expectations and the impact on different stakeholders in the service chain. They also need to consider the effect of resource limitations and the relationship between satisfied customers and organisational goals.

Learning outcome 4 requires understanding of factors affecting service offers, including organisational procedures, types of industry and products, and ethical and value-based approaches. Learners must also consider the impact of personal behaviour, legislation and external regulation on the service offer.

Learning outcome 5 requires learners to demonstrate understanding of how policies and procedures impact on improvements to customer service. Learners will need to consider the types of policies and procedures used in organisations and how to get approval for changes. They will need to identify limitations of customer service roles and suggest other stakeholders who need to be involved in authorising changes to customer service. Finally, learners will need to consider strategies to involve others in the implementation of improvements.

This unit could be delivered through distance learning. However, this will involve additional, and different, considerations, such as careful planning and other measures, to ensure learners can gain the required knowledge and understanding.


33

Assessment

Learners must meet all assessment criteria to pass the unit.

The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.

The most appropriate way to confirm coverage of all learning outcomes and assessment criteria is through centre-devised assessment materials and professional discussion. Opportunities exist for assessment to include: role play, report writing, a variety of different communication methods, for example posters, diagrams, letters, emails, phone calls, leaflets and presentations, as well as the potential for supporting witness statements to be provided.

The assessor must ensure that the learner has provided sufficient evidence to meet the requirements of each criterion but a holistic approach can be taken to each learning outcome and potentially for the unit as a whole.

Suggested resources

Textbooks

Evenson R – Customer Service Training 101: Quick and Easy Techniques That Get Great Results (Amacom; 2nd edition, 1 Oct 2010) ISBN-13: 978-0814416419

Leland K, Bailey K – Customer Service for Dummies (John Wiley & Sons; 3rd edition, 12 May 2006) ISBN-13: 978-0471768692

Websites

www.businesscasestudies.co.uk/#axzz2CrOKcXNE Times 100 Business Case Studies

www.customer-insight.co.uk/ Customer Insight magazine

www.instituteofcustomerservice.com/ Institute of Customer Service


34

Unit 3: Manage own Professional Development within an Organisation

Unit reference number: L/600/9586

QCF level: 3

Credit value: 4


Unit aim

The aim of this unit is for learners to demonstrate how they manage their professional development in an organisation. This will include the ability to assess own career goals, personal development and setting personal work objectives. Learners will need to produce a personal development plan and demonstrate how it is implemented and monitored.

Essential resources


Pear

son B

TEC L

evel

3 C

ertifica

te in E

mplo

ymen

t Rel

ated

Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

35

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

Id

entify

ow

n c

aree

r an

d

per

sonal

goal

s □

Pers

onal

goal

s ca

n b

e as

pirat

ions

that

the

lear

ner

has

and w

ants

to

achie

ve o

n a

per

sonal

lev

el,

e.g.

pas

sing d

rivi

ng t

est,

car

ryin

g o

ut

volu

nta

ry w

ork

, st

udyi

ng a

spec

ific

subje

ct o

f in

tere

st

□

Car

eer

goal

s: w

hat

job/p

osi

tion p

erso

n w

ants

/see

s th

emse

lves

in

now

/futu

re (

e.g.

short

-ter

m,

med

ium

-ter

m a

nd long-t

erm

ca

reer

/per

sonal

goal

s)

□

Use

a d

evel

opm

ent

pla

n a

nd lin

k ca

reer

and p

erso

nal

goal

s to

the

PDP

and c

urr

ent/

futu

re w

ork

, w

ork

life

bal

ance

, m

obili

ty (

read

ines

s to

move

)

1

Be

able

to a

sses

s ow

n c

aree

r goal

s an

d p

erso

nal

dev

elopm

ent

1.2

Ass

ess

how

ow

n c

aree

r goal

s af

fect

work

role

and

pro

fess

ional

dev

elopm

ent

□

How

car

eer

goal

s lin

k to

curr

ent

wor

k an

d k

now

ledge

nee

ded

for

job

role

: jo

b s

pec

ific

atio

ns

can b

e use

d a

s a

tool to

rec

ognis

e gap

s in

goal

an

d k

now

ledge

□

Know

ledge

and a

pplic

atio

n o

f TN

A (

trai

nin

g n

eeds

anal

ysis

) an

d h

ow

it

can lin

k in

to p

erso

nal

/car

eer

goal

s

2

Be

able

to s

et

per

sonal

work

obje

ctiv

es

2.1

Agre

e SM

ART (

Spec

ific

, M

easu

rable

, Ach

ieva

ble

, Rea

listic

and T

ime-

bound)

per

sonal

work

obje

ctiv

es in

line

with o

rgan

isat

ional

obje

ctiv

es

□

SM

ART o

bje

ctiv

es:

how

to s

et t

hem

, w

ho t

o s

et t

hem

with,

how

to

asse

ss t

hem

, how

they

hel

p t

o a

chie

ve w

ork

obje

ctiv

es,

how

they

fit into

te

am a

nd o

rgan

isat

ion o

bje

ctiv

es

□

Way

s of

mea

suring o

bje

ctiv

es:

team

mee

tings,

one-

to-o

ne

super

visi

on,

staf

f ap

pra

isal

s, d

evel

opm

ent

pla

ns

and w

ork

rev

iew

s, e

.g.

six-

month

ly

appra

isal

s

□

Tools

lea

rner

s ca

n u

se t

o s

how

how

they

hav

e SM

ART t

arget

s: P

erso

nal

D

evel

opm

ent

Plan

(PD

P),

to-d

o lis

ts,

work

cal

endar

s

Pear

son B

TEC L

evel

3 C

ertifica

te in E

mplo

ymen

t Rel

ated

Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

36

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Id

entify

gap

s bet

wee

n

obje

ctiv

es s

et,

ow

n c

urr

ent

know

ledge

and s

kills

□

Use

of

job d

escr

iptions,

job r

ole

s, a

ppra

isal

s to

iden

tify

gap

s w

ithin

cu

rren

t kn

ow

ledge

and s

kills

set

s

□

Show

ing h

ow

know

ledge

fits

into

curr

ent

work

obje

ctiv

es a

nd h

ow

any

gap

s ca

n b

e id

entified

. Is

the

gap

of kn

ow

ledge

critic

al t

o w

ork

role

or

futu

re w

ork

role

?

□

Consi

der

atio

n o

f le

arnin

g s

tyle

s, e

.g.

Kolb

’s lea

rnin

g c

ycle

, H

oney

and

Mum

ford

3

Be

able

to p

roduce

a

per

sonal

dev

elopm

ent

pla

n

3.2

Pr

oduce

a d

evel

opm

ent

pla

n □

Tra

nsf

er o

bje

ctiv

es into

dev

elopm

ent

pla

n

4.1

Pl

an a

ctiv

itie

s id

entified

in

ow

n d

evel

opm

ent

pla

n

□

Appro

priat

e w

ays

to u

nder

take

dev

elopm

ent

activi

ty:

exte

rnal

tr

ainin

g/l

earn

ing,

inte

rnal

tra

inin

g/l

earn

ing,

tim

esca

les,

res

ourc

es

nee

ded

incl

udin

g p

eople

and t

echnolo

gy,

support

ava

ilable

and c

ost

4

Be

able

to

imple

men

t an

d

monitor

ow

n

per

sonal

dev

elopm

ent

pla

n

4.2

Exp

lain

how

to m

onitor

and

revi

ew o

wn p

erso

nal

dev

elopm

ent

pla

n

□

Rec

ord

kee

pin

g o

f dev

elopm

ent

activi

ty u

nder

take

n a

nd w

hat

it

should

co

nta

in,

e.g.

dat

e an

d w

hat

the

outc

om

e w

as a

nd a

ny

ensu

ing f

urt

her

ac

tion

□

Rec

ord

ing o

f su

cces

s of

dev

elopm

ent

activi

ty,

e.g.

cert

ific

ate,

com

ple

ted

dev

elopm

ent

pla

n w

ith d

ates

all

fille

d in a

nd r

evie

ws

□

Appra

isal

can

show

pro

gre

ssio

n o

f per

form

ance

as

a re

sult o

f an

y dev

elopm

ent

activi

ty

□

Eva

luat

ion o

f dev

elopm

ent

activi

ty:

whic

h a

ctiv

ity

was

succ

essf

ul an

d

why,

how

ski

lls a

nd k

now

ledge

hav

e ben

efited

, how

this

has

im

pac

ted

on p

erfo

rman

ce a

nd job r

ole

□

Obta

inin

g f

eedbac

k fr

om

man

ager

s, c

olle

agues

, cu

stom

ers

and h

ow

it

fits

into

the

monitoring a

nd e

valu

atio

n p

roce

ss o

f dev

elopm

ent

pro

cess

□

How

eva

luat

ion f

eeds

into

the

self-d

evel

opm

ent

cycl

e


37


Delivery

A practical approach to this unit is recommended, as the learners need to demonstrate knowledge and competence through their performance and ability to assess career and personal goals, set work objectives, produce a personal development plan and implement and monitor the development plan.

All learning outcomes are performance based and this can be demonstrated through using various assessment tools such as discussions, observations, witness testimony and product evidence, for example a development plan.

Learning outcome 1 requires learners to demonstrate their competence and performance in being able to identify their own career and personal goals and show how their career goals affect their work role and professional development. Development plans and appraisal are primary sources of evidence for this learning outcome. Both of these pieces of evidence will be able to link the learner’s career and personal aspirations with their current and future work.

Learning outcome 2 requires learners to understand what SMART means and what SMART targets are. In turn, learners need to show how they apply SMART to their work objectives and how it fits in with organisational objectives.

Learning outcome 3 requires learners to show, through their development plan, how they identify gaps between objectives that have been set for them and their existing knowledge and skills set. Learners need to understand what should be in a development plan so that they can produce one for themselves.

Learning outcome 4 requires learners to show how to plan identified activities from their development plan. They need to take account of timescales, priorities, cost, and resource and support factors. Learners need to be able to show how they monitor and review their personal development plan and who else may be involved in it with them, for example managers, course tutors, colleagues etc. Learners also need to show how they identify whether the development undertaken enhances their work performance.

Assessment

Learners must meet all the learning outcomes and assessment criteria to achieve this unit.

Assessment can be in the form of discussions, observation, product evidence, learner reflective statements and witness testimonies.

It is advised that learners keep a log of evidence recorded against each assessment criterion.


38

Suggested resources

Websites

www.cipd.co.uk/hr-resources/ Career development, performance management, employee health and wellbeing, learning and development

www.jobs.ac.uk/careers-advice/ How to create a professional managing-your-career/ development plan 1575/how-to-create-a-professional- development-plan/

www.mindtools.com Identifying personal and career goals, meaning of SMART, personal development plans

www.peterhoney.com/content/ Peter Honey manuals on producing buyers-guide-how-to-produce-personal- development plans development-plans.html


39

Unit 4: Ensure Compliance with Legal, Ethical and Social Requirements

Unit reference number: H/600/9609

QCF level: 4

Credit value: 5


Unit aim

This unit helps learners to identify and correct failures in compliance with the legal, regulatory, ethical and social requirements relating to their own areas of responsibility.

Essential resources


Pear

son B

TEC L

evel

3 C

ertifica

te in E

mplo

ymen

t Rel

ated

Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

40

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

Be

able

to m

onitor

the

oper

atio

nal

co

mplia

nce

of

pro

cedure

s in

m

eeting leg

al,

regula

tory

, et

hic

al

and s

oci

al

requirem

ents

1.1

M

onitor

the

oper

atio

nal

co

mplia

nce

of

pro

cedure

s in

m

eeting leg

al,

regula

tory

, et

hic

al a

nd s

oci

al

requirem

ents

□

Aw

aren

ess

of

curr

ent

legal

req

uirem

ents

: em

plo

ymen

t re

lations,

hea

lth

and s

afet

y at

work

, eq

ual

ity,

dat

a pro

tect

ion a

nd o

ther

rel

evan

t le

gis

lation,

e.g.t

rade

des

crip

tions,

sal

e of

goods,

consu

mer

pro

tect

ion,

sale

and s

upply

of

goods,

unfa

ir c

ontr

act

term

s an

d c

onditio

ns,

fre

edom

of

info

rmat

ion

□

Aw

aren

ess

of

curr

ent

regula

tory

req

uirem

ents

: e.

g.

man

agem

ent

of

hea

lth a

nd s

afet

y at

work

, m

anual

han

dlin

g o

per

atio

ns,

hea

lth a

nd

safe

ty d

ispla

y sc

reen

, el

ectr

icity

at w

ork

, re

port

ing o

f in

juries

, use

of

work

equip

men

t, f

irst

aid

, re

leva

nt

EU

Direc

tive

s, r

equirem

ent

for

continuin

g p

rofe

ssio

nal

dev

elopm

ent

□

Eth

ical

req

uirem

ents

: co

de

of

busi

nes

s et

hic

s (p

urp

ose

and r

elev

ance

to

emplo

yees

, cu

stom

ers,

shar

ehold

ers,

supplie

rs,

loca

l an

d w

ider

co

mm

unity)

, so

cial

ly r

esponsi

ble

inve

stm

ent

(SRI)

, tr

ansp

aren

cy,

fairnes

s

□

Soci

al r

equirem

ents

: co

ntinuin

g p

roce

ss, org

anis

atio

n's

ow

n p

olic

ies

and

pro

cedure

s, s

upplie

rs a

nd d

istr

ibuto

rs p

olic

ies

and p

roce

dure

s,

impro

ving c

onditio

ns

(hea

lth,

safe

ty,

fundam

enta

l rights

) fo

r em

plo

yees

an

d s

take

hold

ers

(loca

l, r

egio

nal

, nat

ional

, glo

bal

), p

rote

ctin

g a

reas

of

oper

atio

n (

com

munitie

s, e

nvi

ronm

ent)

Pear

son B

TEC L

evel

3 C

ertifica

te in E

mplo

ymen

t Rel

ated

Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Jan

uar

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

□

Pre

par

e to

monitor

oper

atio

nal

com

plia

nce

: al

l guid

ance

, polic

y an

d

pro

cedure

docu

men

tation in p

lace

(pro

cess

bas

ed f

orm

at,

up t

o d

ate,

cu

rren

t, c

onsi

sten

t, r

elev

ant,

acc

essi

ble

to r

elev

ant

stak

ehold

ers,

im

ple

men

ted),

man

agem

ent

role

s an

d r

esponsi

bili

ties

def

ined

in

docu

men

tation,

rele

vant

staf

f aw

are

of

the

requirem

ents

and t

hei

r re

sponsi

bili

ties

, re

port

ing lin

es t

o n

amed

per

sonnel

, risk

mea

sure

s es

tablis

hed

, e.

g.

indiv

idual

s, t

eam

s, f

unct

ional

are

as,

org

anis

atio

n,

indiv

idual

pre

mis

es,

supplie

rs

□

Conduct

monitoring p

roce

dure

s fo

r oper

atio

nal

com

plia

nce

: im

ple

men

t ch

ecks

(re

gula

r pla

nned

rev

iew

s, r

andom

, re

sponse

to p

ote

ntial

or

actu

al f

ailu

re in c

om

plia

nce

), t

imes

cale

s, s

tandar

d t

empla

tes

for

reco

rdin

g o

utc

om

es

□

Com

ple

te m

onitoring p

roce

dure

s fo

r oper

atio

nal

com

plia

nce

: co

llate

dat

a an

d info

rmat

ion,

pote

ntial

or

actu

al r

isks

rai

sed w

ith r

elev

ant

man

ager

s,

report

pre

par

ed,

pla

ns

for

futu

re c

han

ges

to c

om

plia

nce

req

uirem

ents

co

nsi

der

ed,

e.g.

updat

es t

o g

uid

ance

, polic

y an

d p

roce

dure

docu

men

tation,

staf

f tr

ainin

g

Pear

son B

TEC L

evel

3 C

ertifica

te in E

mplo

ymen

t Rel

ated

Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Jan

uar

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

2.1

Id

entify

are

as o

f non-

com

plia

nce

with leg

al,

regula

tory

, et

hic

al a

nd s

oci

al

pro

cedure

s

□

Non-c

om

plia

nce

with leg

al,

regula

tory

, et

hic

al a

nd s

oci

al r

equirem

ents

re

lating t

o o

wn a

rea

of

resp

onsi

bili

ty:

spec

ific

are

as o

f non-c

om

plia

nce

id

entified

(le

gis

lation,

regula

tion,

ethic

al,

soci

al),

ris

k as

sess

ed,

actions

iden

tified

, tim

esca

le f

or

rect

ific

atio

n d

eter

min

ed

2.2

Exa

min

e re

asons

for

non-

com

plia

nce

with p

roce

dure

s □

Rea

sons

for

non-c

om

plia

nce

in o

wn a

rea

of

resp

onsi

bili

ty:

effici

ency

of

man

agem

ent,

span

of

contr

ol, s

ize

and s

cale

of

org

anis

atio

n,

awar

enes

s of

curr

ent

requirem

ents

, ap

pro

priat

enes

s of

org

anis

atio

n’s

guid

elin

es f

or

polic

ies

and p

roce

dure

s, c

om

munic

atio

n c

han

nel

s, intr

oduct

ion o

f co

st-

savi

ng m

easu

res,

sta

ff t

rain

ing,

staf

f num

ber

s an

d s

uper

visi

on (

full

tim

e, p

art

tim

e, c

ontr

act

work

ers)

, la

nguag

e sk

ills

of

staf

f (w

ritt

en,

ora

l)

2

Be

able

to iden

tify

an

d m

ake

reco

mm

endat

ions

on a

reas

of

non-

com

plia

nce

with

pro

cedure

s fo

r le

gal

, re

gula

tory

, et

hic

al a

nd s

oci

al

requirem

ents

re

lating t

o o

wn

area

of

resp

onsi

bili

ty

2.3

M

ake

reco

mm

endat

ions

for

corr

ections

to e

nsu

re

com

plia

nce

with p

roce

dure

s

□

Corr

ecting n

on-c

om

plia

nce

: re

port

ing iss

ues

(tim

ely,

acc

ura

te,

nam

ed

man

ager

s, e

xter

nal

bodie

s),

anal

ysis

of

reas

ons

for

non-c

om

plia

nce

, re

view

(polic

y an

d p

roce

dure

docu

men

tation,

guid

ance

info

rmat

ion,

org

anis

atio

nal

str

uct

ure

, co

mm

unic

atio

n c

han

nel

s, s

taff s

uper

visi

on

requirem

ents

, tr

ainin

g),

sum

mar

ise

findin

gs,

pote

ntial

pen

alties

id

entified

, dea

ling w

ith n

egat

ive

resp

onse

s, e

.g.

anger

, ag

gre

ssio

n,

stre

ss,

den

ial, b

lam

ing o

ther

s, d

ism

issi

ve

□

Rec

om

men

dat

ions

to r

esto

re c

om

plia

nce

: outc

om

e of

revi

ew,

required

ac

tions

expla

ined

, re

sponsi

bili

ties

est

ablis

hed

, dea

dlin

es a

gre

ed,

regula

r cy

cle

of

revi

ews

esta

blis

hed


43


Delivery

This unit should be delivered in a way that allows learners to demonstrate their ability to address non-compliance, while developing the knowledge and understanding of the legal, regulatory, ethical and social requirements required in their own area of practice and how they should be monitored. They should also know and understand the benefits of having appropriate policies, procedures in place for measuring compliance with the requirements, and ensuring that managers and staff are kept updated and fully aware of these requirements.

Learners should be encouraged to engage with employers and other employees to gain knowledge and understanding of the legal, regulatory, ethical and social requirements in their own area of responsibility. This will better enable them to identify when non-compliance with requirements has occurred and to make suitable recommendations for actions to restore compliance with all legal, regulatory, ethical and social requirements with a suitable timescale.

Learning outcome 1 requires learners to be able to monitor operational compliance to meet requirements in their own area of responsibility, these will need to be clearly defined for the tutor. Learners will need to develop knowledge and understanding to allow them to demonstrate awareness of key aspects of legislation for health and safety, equality and diversity, employment and data protection, as well all other legislation and regulation applicable to their area of responsibility. They will also need to consider the impact of ethical and social requirements. Learners will need to demonstrate how monitoring compliance can be carried out, including the arrangements for preparing, conducting and completing the monitoring activity.

Learning outcome 2 expects learners to be able to identify areas of non-compliance with procedures in their own area of responsibility and examine the underlying reasons, before making recommendations to correct the situation and establish compliance. Learners will consider the need to comply with relevant legislation, regulation, ethical and social requirements, the need to assess the risk of potential non-compliance, the impact of the nature of the organisation and appropriateness of guidelines, policies and procedures. They should also consider the roles of staff, together with the need for adequate supervision, the overarching responsibilities on management, availability of appropriate training and the need for updating. Finally learners will need to demonstrate they are able to carry out reviews, report the findings, establish suitable action plans and make recommendations to ensure full compliance.

This unit could be delivered through distance learning. However, this will involve additional, and different, considerations such as planning, and other measures to ensure learners can gain the required knowledge and understanding. Centres need to refer to Pearson’s Distance Learning Policy if this unit is delivered through distance learning.


44

Assessment

The centre will devise and mark the assessment for this unit.

Learners must meet all assessment criteria to pass the unit.

The most appropriate way to confirm coverage of all learning outcomes and assessment criteria in this unit is through centre-devised assessment materials, practical demonstration and professional discussion. Learners will need to demonstrate the ability to write reports, and create and update guidance documents, use templates and communicate effectively. A variety of other written and oral communication methods could be used in assessment, for example posters, diagrams, letters, leaflets, face-to-face meetings and presentations. Learners may find it helpful to use case studies and engage in role play. Supporting witness statements can be provided.

The assessor must ensure that the learner has provided sufficient evidence to meet the requirements of each criterion but a holistic approach to the unit can be taken.

Suggested resources

Journal

Westburn Publishers Ltd – Social Business

Websites

http://www.ibe.org.uk/ Institute of Business Ethics

http://unltd.org.uk/wp-content/uploads/ The Ethical Business Guide. How to 2012/11/The_Ethical_Business_Guide.pdf run your business the ethical way

http://www.ibe.org.uk/�

http://unltd.org.uk/wp-content/uploads/�


45

13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

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Other sources of information and publications available include:

Pearson Equality Policy

Edexcel Information Manual (updated annually)

Recognition of Prior Learning Policy

Quality Assurance Handbook (updated annually)

Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational Qualifications

Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units

Distance Assessment Policy (Pearson)

Distance Learning Policy (Pearson)

Publications on the quality assurance of Pearson BTEC qualifications are available on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources

http://www.edexcel.com/contactus�

http://www.edexcel.com/quals/BTEC/Pages/Contactus.aspx�

http://www.pearsonwbl.com/contactus�

http://www.pearsonschools.co.uk/contactus�

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

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

http://www.edexcel.com/resources�


46

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

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Pearson UK team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.

Your Pearson BTEC support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our Pearson BTEC support team to help you whenever – and however – you need:

Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert – at: www.edexcel.com/subjectadvisors

Ask Edexcel: submit your question online to our Ask Edexcel online service www.edexcel.com/ask and we will make sure your query is handled by a subject specialist.

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

http://www.btec.co.uk/training�

http://www.edexcel.com/subjectadvisors�

http://www.edexcel.com/ask�


47

Annexe A

Assessment strategy

1 Introduction

1.1 The Employment Related Services Assessment Strategy is designed to provide Pearson and approved centres with a robust and flexible approach to deliver assessment for Employment Related Services NVQs and competence-based qualifications. Where units are imported from NVQs and competence-based qualifications in Advice and Guidance, Learning and Development, Management and Customer Service the requirements of the associated assessment strategies for the units must be adhered to,

2 External quality control

2.1 Pearson will provide qualifications and quality assurance that support their delivery to all Employment Related Services NVQs and competence-based qualification assessment centres in line with regulatory requirements in England, Scotland, Wales and Northern Ireland.

2.2 Pearson will use independent assessment1 for NVQs and competence based qualifications.

3 Assessing performance

3.1 Assessment of all units at any level of Employment Related Services NVQs / SVQs and competence-based qualifications may be based on either learner performance at work or, only where this is strictly necessary, through simulation (See Section 4 below).

3.2 Units imported into the Employment Related Services NVQs and competence-based qualifications must be assessed in accordance with the imported assessment strategies.

4 Simulation of NVQ units

4.1 Simulation is only permitted with agreement from Pearson in exceptional circumstances where natural work evidence is unlikely to occur. It must be used sparingly and must only form a small part of the evidence for the qualification. It should not be used for any part of the Employment Related Services role that involves the direct supervision of others.

5 Occupational expertise to assess performance and verify assessments

5.1 Evidence of learners’ work achievements must be assessed, or verified at work by:

a. Assessors, or internal verifiers who have achieved the appropriate regulatory body approved qualifications for assessment or internal quality assurance; or are working towards achievement of, the appropriate regulatory body approved qualifications for assessment or internal quality assurance the achievement of which must be made within 18 months of staring their role;

1 Independent assessment is assessment of learners’ work that is carried out by assessors who do not have a vested interest in the

outcome


48

OR

b. A trainer, supervisor or manager, elected by an employer, who must either:

1. Have achieved the appropriate regulatory body approved unit qualifications for assessment or internal quality assurance, or be working towards achieving, appropriate regulatory body approved unit qualifications for assessment or internal quality assurance the achievement of which must be made within 18 months of staring their role;

Unqualified assessors and internal verifiers must have their decisions counter-signed by suitably qualified assessors and internal verifiers.

OR

2. Employer organisations may seek guidance and qualification approval from Pearson on the basis of the ‘Employer Direct’ model where they are able to demonstrate that the:

o Organisation has appropriate processes in place to facilitate assessment, moderation or verification functions;

o Trainer, supervisor or manager is able to map their assessment or internal verification skills and knowledge 100% to the National Occupational Standards upon which the qualifications above are based.

5.2 Assessors must be occupationally competent to make Employment Related Services assessment judgements about the level and scope of individual learner performance at work; and occupationally competent to make assessment judgements about the quality of assessment and the assessment process.

5.3 External Verifiers and Internal Verifiers must be occupationally competent to make Employment Related Services quality assurance judgements about the quality of assessment and the assessment process.

5.4 Pearson will supply information on the requirements for internal and external quality assurance activities to Employment Related Services assessment centres.

5.5 All assessors and verifiers to maintain current Employment Related Services competence to deliver these functions. It is recognised this can be achieved in many ways but these must be recorded in individual continual professional development (CPD) records that are maintained in Employment Related Services assessment centres.

.

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January 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


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