This may be formalised in some organisations in Key Performance Indicators (KPIs). In this criterion the learner is required to explain how two or more relevant techniques are used to monitor individuals’ performance. 2.6 Report on team performance in line with organisational requirements Part of a team leader’s role is to keep records and provide the management information required to maintain overall control of the business, and this will include reporting on team performance. There will usually be requirements that the information is presented is, for example, valid, reliable, timely, fit-for-purpose, accessible, cost-effective and presented in an appropriate format that is understandable by the user. In this criterion the learner is required to provide evidence that he or she has reported correctly on team performance in line with organisational requirements. 3 Be able to deal with problems within a team 3.1 Assess actual and potential problems and their consequences ‘Actual and potential problems’ is taken here to mean the resolution of problems relating to working relationships with colleagues. To assess a problem is to examine all aspects of the problem in detail and make a judgement, based on the information available at the time, as to the consequences of that problem if it is not resolved.
AC 1.3 Describe ways in leaders can motivate their teams Herzberg’s Motivation-Hygiene Theory and Maslow’s Hierarchy of Needs are two important theories of motivation that describe how individuals can be motivated at work. You are required to describe two or more ways in which motivation theory can be used to motivate your teams. Answer: Pass or Referral AC 1.4 Explain the benefits of effective leadership for organisations Leaders will have responsibility for a variety of tasks, such as planning work, organising resources, making improvements and controlling work activities, and maintaining morale and motivation. You are required to explain how doing two or more of these tasks effectively as a leader will benefit the organisation. (You may wish to provide examples to illustrate your answer.) Answer: Pass or Referral Section comments (optional): Verification comments (optional): Learning Outcome / Section 2: Understand team dynamics Assessment Criteria (AC) Assessment Guidance Assessor feedback on AC [comments not necessary in box] AC 2.1 Explain the purpose of different types of teams Organisations may use different types of teams, depending on the situation and the nature of the task. Some teams may be permanent, others may be temporary, and the type of team will affect the organisation of the team and how it communicates with other teams in the organisation. Examples include: Functional teams Self-managed teams Virtual teams Task Forces Project teams
AC 2.1 Describe the internal and external influences on a business Businesses do not operate and in isolation; they are affected by changes that happen inside the organisation itself (internal factors) and changes that happen outside the organisation (external factors). Internal factors include: Management Organisational culture Products and processes Resources Location External factors may be: Political Economic Social Technological Legal Environmental You are required to describe the key features of two or more internal factors and two or more external factors. Answer: Pass or Referral AC 2.2 Explain the structure and use of a strength, weakness, opportunity and threat (SWOT) analysis You are required to: Explain what is meant by ‘strength’, ‘weakness’, ‘opportunity’ and ‘threat’ in a SWOT analysis Explain how a business would use a SWOT analysis Answer: Pass or Referral
Availability and cost of finance Availability of labour with appropriate skills Quality of management You are required to explain how a business plan is affected by two different types of constraint. Answer: Pass or Referral AC 3.6 Define a range of financial terminology The most commonly used financial terms in the UK include: Assets Liabilities Depreciation Fixed cost Variable cost Gross profit Net profit You are required to provide clear and correct definitions of five or more financial terms. Answer: Pass or Referral AC 3.7 Explain the purposes of a range of financial reports A financial report is a formal record of the financial activities of a business that is presented in a specified format. The three most important are: Balance or statement of financial position Income statement, or profit and loss account
AC 4.2 Explain the uses of management information and reports Management information and reports comprise collected data and information that measure performance across a business in order to manage more effectively and efficiently and to identify areas for improvement. You are required to explain, with an appropriate example, how management information and reports can be used. Answer: Pass or Referral AC 4.3 Explain how personal and team performance data is used to inform management reports You are required to explain, using an appropriate example, how personal and team performance data is used as part of management reporting. Answer: Pass or Referral AC 4.4 Describe a manager’s responsibility for reporting to internal stakeholders Internal stakeholders are individuals and groups who are part of an organisation, such as members of the managers, employees and trade unions, who benefit directly from the organisation’s success. You are required to describe a manager’s responsibility for reporting to two or more internal stakeholders. Answer: Pass or Referral Section comments (optional): Verification comments (optional): Learning Outcome / Section 5: Understand the principles of management responsibilities and accountabilities within an organisation Assessment Criteria (AC) Assessment Guidance Assessor feedback on AC [comments not necessary in every box]
AC 5.1 Explain the principle of accountability in an organisation You are required to provide a clear and correct explanation of what is meant by ‘accountability’ in an organisation. (You may wish to use an example to illustrate your answer.) Answer: Pass or Referral AC 5.2 Explain the difference between ‘authority’ and ‘responsibility’ You are required to provide a clear and correct explanation of the difference between ‘authority’ and ‘responsibility’. (You may wish to use an example to illustrate your answer.) Answer: Pass or Referral AC 5.3 Explain the meaning of delegated levels of authority and responsibility ‘Level of authority’ refers to the different hierarchical management levels in an organisation and the duties and responsibilities assigned to each of those levels. Delegation empowers a subordinate at a lower level to make decisions. You are required to explain the meaning of delegated levels of authority and responsibility. Answer: Pass or Referral Section comments (optional): Verification comments (optional): Assessor’s Decision Quality Assurance Use Outcome (delete as applicable): PASS / REFERRAL Signature of Assessor: Date: Outcome (delete as applicable): PASS / REFERRAL Signature of QA: Date of QA
M&L 2 Develop working relationships with colleagues Learning Outcome Assessment Criteria Guidelines and range The candidate provides evidence that they understand: 1. Understand the principles of effective team working 1.1 Outline the benefits of effective team working Benefits of effective team working include: Greater flexibility within the team High morale Increased efficiency Mutual support Better ideas from the team etc. In this criterion the learner is required to provide an outline of the main features of two or more benefits of effective team working; it is not acceptable to merely list benefits. 1.2 Describe how to give feedback constructively Feedback enables individuals and groups to be aware of what they do and how they do it. Constructive feedback helps individuals learn, grow and develop by offering opportunities to explore options and alternative behaviours, and should: on issues, not personalities Look for solutions, not blame In this criterion the learner is required to describe the principal features of how to give feedback constructively. 1.3 Explain conflict management techniques that may be used to resolve team conflicts Conflict may be defined as the internal or external discord that occurs as a result of differences in ideas, values or beliefs of two or more people. Conflict management is important in order to: Maintain morale Maintain performance standards Minimise absenteeism Promote a safe working environment Maintain cohesion etc. Conflict management techniques that may be used to resolve team conflicts include: Win-Win (collaborating)
M&L7: Principles of equality and diversity in the workplace Centre Number : Centre Name : Learner Registration No : Learner Name: Learning Outcome / Section 1: Understand the implications of equality legislation Assessment Criteria (AC) Assessment Guidance Assessor feedback on AC [comments not necessary in every box] AC 1.1 Define the concept ‘equality and diversity’ You are required to state precisely the meaning of both quality and diversity ensuring the difference between the two is made clear Answer: Pass or Referral AC 1.2 Describe the legal requirements for equality of opportunity The Equality Act 2010 legally protects people from discrimination and achieve equal opportunities in the workplace and in wider society It replaced previous anti-discrimination laws with a single Act, making the law easier to understand and strengthening protection in some situations It sets out the different ways in which it’s unlawful to treat someone. You are required to describe the legal requirements for equality of opportunity as set out in the Equality Act 2010 Answer: Pass or Referral AC 1.3 Describe the role and powers of organisations responsible for equality The Equality and Rights Commission (EHRC) has ‘a statutory remit to promote and monitor human rights; and to protect, enforce and promote equality across the nine "protected" grounds - age, disability, gender, race, religion and belief, pregnancy and maternity, marriage and civil partnership, sexual orientation and gender reassignment’ The Commission has responsibility for the promotion and enforcement of equality and non-discrimination laws in England, Scotland and Wales
Unlawful Act Notices Agreements Public Sector Duty Assessments Compliance notices Pass or Referral Section comments (optional): Verification comments (optional): Learning Outcome / Section 2: Understand organisational standards and expectations for equality and diversity and context in the workplace Assessment Criteria (AC) Assessment Guidance Assessor feedback on AC [comments not necessary in every box] AC 2.1 Explain how organisational policies on equality and diversity translate into day to day activity in the workplace Organisations should demonstrate good practice by having a written statement on equality and diversity, and this may be called a ‘policy’, a ‘strategy’, or something similar The policy is a statement of intent to decision making, and how this intent is carried out in practice, in day-to-day operations, will be stated in relevant organisational procedures You are required to explain how equality and diversity is essential to two or more organisational procedures.
You are required to describe the poor practices of one organisation and one industry in order to explain why those poor practices have become issues of public concern that affect the organisation and the industry. Answer: AC 1.6 Describe the types, roles and responsibilities of representative bodies and their relevance to their own role There are a number of representative bodies relevant to employee rights and responsibilities, including: unions Government bodies Committees Employer/Employee forums Professional Associations etc. You are required to describe the roles and responsibilities of three different types of representative bodies. You are then required to describe how each of the three different types of representative bodies is relevant to own role. Answer: Pass or Referral Section comments (optional): Verification comments (optional): Learning Outcome / Section 2 Understand employers’ expectations and employees’ rights and obligations Assessment Criteria (AC) Assessment Guidance Assessor feedback on AC [comments not necessary in box]
CS 7 - Deliver customer service Learning Outcome Assessment Criteria Guidelines and range The candidate provides evidence that they understand: 1. Understand customer service delivery Explain the relationship between customers’ and expectations and customer satisfaction Needs What the customer must have/requires. Expectations What the customer thinks they should experience or get. Satisfaction When an organisation meets or surpasses a customer’s expectations. Features and benefits Feature – what a product or service does. Benefit – how the features meet the customer needs. Balancing promises Deciding when the promises can be met by the organisation and when it is not viable for the organisation to do what the customer either financially or practically. Describe the features and benefits of an organisation’s products and/or services Explain the importance of treating customers as individuals Explain the importance balancing promises made to customers with the of an organization Explain when and to whom to escalate problems Describe methods of measuring their own effectiveness in the delivery of customer service Evidence may be supplied by Professional discussion, questioning, reflective account, marketing materials 2. Understand the relationship between customer service and a brand Explain the importance of to an organization Brand A is the way in which an organisation’s products, services are identified. Service offer A service is what the organisation says it will offer its customers and is therefore what the customer comes to expect. A service offer covers e.g. the refund policy, its delivery times and the service it will offer. Brand promise Branding is the way a product or service is recognised and is the promise made by the organisation to its customer. When a customer sees a particular they trust it assists them when making buying decisions as they know what to expect. If they don’t recognise the brand they will have no clear expectations of the product or service and will almost be taking a risk on any purchase or usage. 2.2 Explain how a brand affects an organisation’s customer service 2.3 Explain the importance of using customer service language that supports a brand promise 2.4 Identify their own role in ensuring that a brand promise is delivered
Pass or Referral AC 2.2 Explain the relationship between customer satisfaction and organisational performance Within any customer focused organisation there are customer satisfaction measures that need to be met and improved for the business to continue to trade effectively. To enable the service provided to be consistent there are policies, procedures and behavioural standards that are aimed at providing consistent service targeted at organisational performance. You are required to: Explain how the customers satisfaction is measured in your organisation Explain how organisations use this data to provide consistent and improved services to retain and expand their customer base. Answer: Pass or Referral
3.3 Adhere to organisational policies and procedures, and and ethical requirements when supporting equality, diversity and inclusion in the workplace ‘Adhere’ is a word used to describe the following of policies and procedures, not only to the actual wording as a matter of compliance, but also in the ‘spirit’ of the information, so that it is embedded in thoughts, words and actions of employees. These actions can be observed by all employees, third party suppliers, partnerships and customers. These behaviours are sometimes described as the ‘hearts and minds’ of the organisation. Legal requirements are enforceable by law and are to be considered as mandatory. Ethical requirements relate to moral judgments and are usually documented as part of the company values statements in larger organisations. In this criterion the learner is required to: Select two policies and related procedures relevant to supporting equality, diversity and inclusion in the workplace Briefly describe the key purpose of each policy Identify how each policy has been followed and adhered to using a separate work place situation for each Identify how and ethical requirements have been adhered to in the work place situations
Recap to ensure common understanding of what has been covered and what needs to be done next In this criterion the learner is required to provide evidence that he or she has facilitated meetings so that everyone is involved and the optimum possible consensus is achieved 2.3 Manage the agenda within the timescale of the meeting It can be helpful to add an indication of time available on the agenda items listed with the most import items to be discussed at the start of the meeting. It could also be assumed that any reports circulated beforehand do not need to be read out and should be very briefly summarised. Start and end on time and expect apologies for unavoidable lateness from latecomers. Gain consensus that everyone arrives at the beginning of each meeting distractions of non- agenda items ask people to be brief and focus on the key messages. Note actions that require further discussion on time and end on time (meetings timed to end at lunchtime or at the end of the day are less likely to run over time!) In this criterion the learner is required to provide evidence that he or she has: Managed a meeting with at least four people in attendance, including the chairperson, with a defined start and end time, ensuring that all agenda items have been covered including planned action points and named responsibilities. 2.4 Summarise the agreed actions, allocated responsibilities, timescales and any future arrangements It is helpful to summarise the key outcomes from discussion topics in order that each member understands what has been agreed, who is responsible and the resources/ timescales. More specifically what process will need to be instigated or individual tasks undertaken, together with a clear appreciation of the actual evidence required that the work has been commenced or completed (depending on the nature of the task). Named responsibilities are important in order to gain ownership of outcomes. In this criterion the learner is required to provide evidence that he or she has accurately summarised the agreed actions, allocated responsibilities, timescales and any future responsibilities at the end of a meeting 3. Be able to deal with post-meeting matters 3.1 Take action to ensure that accurate records of a meeting are It is seen as good practice to produce and circulate meeting notes/or minutes as soon as possible after the meeting to enable the attendees to have as much time as possible to undertake the agreed actions. These should be brief, accurate
1.6 Monitor performance, products and/or services and developments in areas that may benefit from innovation Monitoring performance, products and services depends on collecting, collating and interpreting the results of data and information in order to be able to agree on the standards required. Following on, once standards have been agreed, subsequent data collected can then be judged to be above, on or below the required standard (sometimes called the benchmark) and adjustments can be made to increase outputs or improve levels of service and/or quality of products. In this criterion the learner is required to provide evidence that he or she has monitored performance, products and/or services and developments in areas that may benefit from innovation 1.7 Analyse valid information to identify opportunities for innovation and improvement When information is collected and used for performance monitoring, there needs to be confidence in the fact that it is taken from trusted sources, is reliable in terms of method of collection, is recently obtained and is relevant to the product or service. The term ‘valid’ is taken to mean factual or based on truth; this might also mean legally and ethically sound. In this criterion the learner is required to provide evidence that he or she has analysed valid information to identify two or more opportunities for innovation and improvement 2. Be able to generate and test ideas for innovation and improvement 2.1 Generate ideas for innovation or improvement that meet the agreed criteria Depending on the size, type and culture of the organisation, can be generated informally, such as in a team meeting with open discussion, a brainstorming exercise, usually as part of time out of the working day or more formally using more structured ‘tools and techniques’. Examples include Kaizen and force field analysis. In this criterion the learner is required to provide evidence that he or he has : Identified the criteria (i.e. the brief) used for the selection of potential ideas for innovation or improvement Generated two separate ideas demonstrating innovation or improvement on products, processes or service delivery that meet the agreed criteria 2.2 Test selected ideas that meet viability criteria Testing for ‘viability’ means looking at the existing business or proposed ideas to determine whether there is a ‘fit’ with the organisation in terms of the nature and type of the business. How would the innovation or improvement affect the customer, perhaps by adding value to the service or product? In this criterion the learner is required to provide evidence that he or he has : Tested two selected ideas and gathered information that would support the claim that the ideas were viable options
M&L 21 Collaborate with other departments Learning Outcome Assessment Criteria Guidelines and range The candidate provides evidence that they understand: 1. Understand how to collaborate with departments 1.1 Explain the need for collaborating with departments Collaboration generally refers to individuals or organisations working together to address problems and deliver outcomes that are not easily or effectively achieved by working alone. It is important to understand what collaboration is and when it is best used. In this criterion the learner is required to explain the need for collaboration with at least two other departments 1.2 Explain the nature of the interaction between their own team and other departments It is important to understand how the team that the learner is working in interacts with other departments, either within or outside of their organisation. The ways in which they act with each other will have an impact on the success of any current or future collaboration. In this criterion the learner is required to explain the nature of the interaction that they have within own team and at least two other departments 1.3 Explain the features of effective collaboration In order for collaboration between departments to work effectively, a number of features must be in place, these include: Mutual respect and trust between all parties Compatible mission and values Open and frequent communication Clear decision making processes Clearly defined roles Negotiated shared goals Appropriate resource allocation In this criterion the learner is required to explain two or more features of effective collaboration 1.4 Explain the potential implications of ineffective collaboration with departments If collaboration is ineffective, departments can fail to achieve their objectives or work effectively. Examples include: Important information not being shared in a timely manner Resources not being shared, or shared inappropriately Tensions between departments and individuals Unequal involvement of members leading to resentment