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Pearson BTEC Level 3 Certificate in Management Principles (QCF)
Specification
Pearson BTEC Specialist qualification First teaching August 2014
Pearson Education Limited is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers BTEC qualifications.
Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.
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 Shakti Tiwary
ISBN 978 1 446 91103 7
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
Apprenticeships 5
Relationship with previous qualifications 5
Progression opportunities 5
Industry Support and recognition 6
Relationship with National Occupational Standards 6
3 Qualification structure 7
Pearson BTEC Level 3 Certificate in Management Principles (QCF) 7
4 Assessment 8
5 Recognising prior learning and achievement 9
Recognition of Prior Learning 9
Credit transfer 9
6 Centre resource requirements 10
7 Centre recognition and approval centre recognition 11
Approvals agreement 11
8 Quality assurance of centres 12
9 Programme delivery 13
10 Access and recruitment 14
11 Access to qualifications for learners with disabilities or specific needs 15
12 Units 16
Unit title 16
Unit reference number 16
QCF level 16
Credit value 16
Guided learning hours 16
Unit aim 16
Essential resources 16
Learning outcomes 16
Assessment criteria 17
Unit amplification 17
Information for tutors 17
Unit 1: Objective Setting and Communicating to Support Teams 18
Unit 2: Managing Self Development 26
Unit 3: Responsibilities as a Manager 32
13 Further information and useful publications 41
14 Professional development and training 42
Annexe A 43
Mapping with National Occupational Standards 43
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – 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.
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
2
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
3
1 Introducing Pearson BTEC Specialist qualifications
For more than 25 years, Pearson BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. Pearson BTECs also provide progression routes to the next stage of education or to employment.
What are Pearson BTEC Specialist qualifications?
Pearson BTEC Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.
Some Pearson BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, i.e. Technical Certificates.
There are three sizes of Pearson BTEC Specialist qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.
The credit value of a unit is based on:
one credit for every 10 hours of learning time
learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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2 Qualification summary and key information
Qualification title Pearson BTEC Level 3 Certificate in Management Principles (QCF)
QCF Qualification Number (QN) 600/9664/0
Qualification framework Qualifications and Credit Framework (QCF)
Regulation start date 06/06/2014
Operational start date 01/08/2014
Approved age ranges 16-18
19+
Credit value 13
Assessment Pearson-devised assessment (onscreen multiple-choice testing).
Guided learning hours 60
Grading information The qualification and units are at pass grade.
Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 10 Access and recruitment).
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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QCF qualification number and qualification title
Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification title, unit titles and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com
Objective of the qualification
The Pearson BTEC Level 3 Certificate in Management Principles (QCF) is for learners who work in, or want to work in, a management role. It covers the responsibilities associated with being a manager, managing self-development and setting team objectives.
It gives learners the opportunity to:
develop general knowledge and understanding
develop the personal and interpersonal skills required to be an effective manager
learn about approaches to manage their own development and methods on setting effective team objectives
achieve a nationally-recognised Level 3 qualification
develop their own personal growth and engagement in learning.
Apprenticeships
Skills CFA approve the Pearson BTEC Level 3 Certificate in Management Principles (QCF) as a knowledge component for the Intermediate Apprenticeship in Management (England).
Relationship with previous qualifications
This qualification is a replacement for the EDI Level 3 Certificate in Management Principles (QCF).
Progression opportunities
Learners who have achieved the Pearson BTEC Level 3 Certificate in Management Principles (QCF) can progress to a Level 4 qualification in a related area of study, for example the Pearson BTEC Level 4 Diploma in Management and the competence-based Pearson BTEC Level 4 NVQ Diploma in Management.
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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Industry Support and recognition
This qualification is supported by Skills CFA, the Sector Skills Council for business skills.
Relationship with National Occupational Standards
This qualification relates to the National Occupational Standards in Management and Leadership. The mapping document in Annexe A shows the links between the units within this qualification and the National Occupational Standards.
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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3 Qualification structure
Pearson BTEC Level 3 Certificate in Management Principles (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 13
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
1 H/505/1252 Objective Setting and Communicating to Support Teams
3 4 15
2 K/505/1253 Managing Self Development 3 4 20
3 D/505/1251 Responsibilities as a Manager 3 5 25
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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4 Assessment
The table below gives a summary of the assessment methods used in the qualification.
Units Assessment method
All units Pearson-devised assessment: onscreen multiple-choice testing
Pearson-devised assessment (external assessment)
To pass an externally assessed unit, learners must pass an onscreen multiple-choice test. Pearson sets and marks the test. The test writer will use the Unit amplification section as a guide when writing questions for the external assessments.
Further information, including details of test duration and question types is available on the webpage for this qualification.
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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5 Recognising prior learning and achievement
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
Pearson encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
Further guidance is available in the policy document Recognition of Prior Learning Policy and Process, which is on our website: www.edexcel.com.
Credit transfer
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.
If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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6 Centre resource requirements
As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.
Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification.
Staff involved in the assessment process must have relevant expertise and occupational experience.
There must be systems in place to ensure continuing professional development for staff delivering the qualification.
Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.
Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, www.gov.uk/government/organisations/home-office
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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7 Centre recognition and approval centre recognition
Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.
Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.
Guidance on seeking approval to deliver Pearson BTEC qualifications is available at www.edexcel.com.
Approvals agreement
All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, Conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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8 Quality assurance of centres
Quality assurance is at the heart of vocational qualifications. The centre assesses Pearson BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.
For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below.
1 Delivery of the qualification as part of a BTEC apprenticeship (‘single click’ registration):
an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions
2 Delivery of the qualification outside the apprenticeship:
an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems
Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate annually a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.
For further details, go to the UK BTEC Quality Assurance Handbook on our website.
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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9 Programme delivery
Centres are free to offer the qualifications using any mode of delivery (for example full-time, part-time, evening only, distance learning) that meets their learners’ needs.
Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.
Those planning the programme should aim to enhance the vocational nature of the qualification by:
liaising with employers to make sure a course is relevant to learners’ specific needs
accessing and using non-confidential data and documents from learners’ workplaces
developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector
giving learners the opportunity to apply their learning in practical activities
including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment
making full use of the variety of experience of work and life that learners bring to the programme.
Where a unit is externally assessed, it is essential that learners have covered all of the Unit amplification before they are tested.
Centres must make sure that any legislation taught is up to date.
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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10 Access and recruitment
Pearson’s policy regarding access to our qualifications is that:
they should be available to everyone who is capable of reaching the required standards
they should be free from any barriers that restrict access and progression
there should be equal opportunities for all those wishing to access the qualifications.
Centres are required to recruit learners to Pearson BTEC Specialist qualifications with integrity.
Applicants will need relevant information and advice about the qualification to make sure it meets their needs.
Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.
For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.
Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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11 Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.
We are committed to making sure that:
learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.
Further information regarding Access Arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Special Consideration for General and Vocational qualifications. Further details on how to make adjustments for learners with protected characteristics are given in the Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.
The documents are on our website at www.edexcel.com/policies
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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12 Units
Units have the following sections.
Unit title
The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.
QCF level
All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.
Credit value
When a learner achieves a unit, they gain the specified number of credits.
Guided learning hours
Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.
Unit aim
This gives a summary of what the unit aims to do.
Essential resources
This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.
Learning outcomes
The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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Assessment criteria
Assessment criteria specify the standard required by the learner to achieve each learning outcome.
Unit amplification
This section clarifies what a learner needs to know to achieve a learning outcome.
Information for tutors
This section gives tutors information on delivery and assessment. It contains the following subsections.
Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.
Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.
Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
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Unit 1: Objective Setting and Communicating to Support Teams
Unit reference number: H/505/1252
QCF level: 3
Credit value: 4
Guided learning hours: 15
Unit aim
The aim of the unit is to give learners knowledge and understanding of how to set objectives and to communicate them to support teams.
Managers are responsible for the efficient running of teams. Teams will often experience conflict and may not always feel fully engaged, managers have to communicate with their teams in order to be able to resolve problems such as these and ensure that goals are met.
Essential resources
There are no special resources needed for this unit.
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
19
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
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t al
l th
e le
arnin
g o
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om
es f
or
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asse
ssm
ent
criter
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dar
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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
how
to c
reat
e a
com
pel
ling t
eam
vis
ion
A v
isio
n p
rovi
des
a t
eam
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set
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des
ired
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om
es.
How
to c
reat
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com
pel
ling t
eam
vis
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□
iden
tify
a t
eam
’s p
urp
ose
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andar
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Under
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munic
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am’s
purp
ose
an
d o
bje
ctiv
es t
o
team
mem
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s
1.2
Exp
lain
how
to a
pply
diffe
rent
met
hods
of
com
munic
atio
n w
ithin
a
team
Met
hods
of
com
munic
atio
n t
o m
eet
the
purp
ose
and n
eeds
of
the
team
:
□
verb
al (
conve
rsat
ion,
team
mee
tings,
brief
ings,
one-
to-o
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dis
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tele
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voic
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□
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port
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com
munic
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tify
the
purp
ose
of
com
munic
atio
n (
keep
ing t
eam
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, su
stai
n
effe
ctiv
e w
ork
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elat
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ips,
auditab
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ecord
of
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ref
eren
ce p
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□
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tify
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of
com
munic
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n (
form
al,
info
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re
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□
dec
ide
on c
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munic
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n m
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suited
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telli
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ility
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ail, p
reci
sion,
dis
trib
ution,
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ility
)
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
20
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.3
D
escr
ibe
how
to a
pply
diffe
rent
lead
ersh
ip s
tyle
s in
diffe
rent
situ
atio
ns
within
a
team
Lead
ersh
ip s
tyle
s in
diffe
rent
situ
atio
ns:
□
auto
crat
ic –
dec
isio
n m
akin
g is
the
sole
pre
rogat
ive
of
the
lead
er,
most
ef
fect
ive
wher
e quic
k dec
isio
ns
are
required
with c
lear
lin
es o
f co
mm
unic
atio
n
□
bure
aucr
atic
– d
ecis
ion m
akin
g is
led b
y polic
ies
and p
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dure
s, m
ost
ef
fect
ive
wher
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les
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re t
o b
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□
dem
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tici
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der
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skill
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ledge
and input
of
thei
r te
am m
ember
s bef
ore
mak
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n,
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tive
wher
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h c
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engag
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d m
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am m
ember
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re
quired
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ual
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r quan
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□
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re g
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nom
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ost
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he
lead
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des
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ce,
guid
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upport
□
tran
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nal
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der
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nhan
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om
munic
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igh v
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tention is
to t
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nct
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re t
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n p
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ly d
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ds
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ting t
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ple
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most
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ay t
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ove
ahea
d w
her
e pow
er is
achie
ved t
hro
ugh v
alues
, id
eals
and e
thic
s
□
Tas
k-orien
ted –
lea
der
cre
ates
and m
ainta
ins
stan
dar
ds
for
per
form
ance
, cr
eate
str
uct
ure
s to
pla
n,
org
anis
e an
d m
onitor
work
of
team
mem
ber
s m
ost
effec
tive
wher
e m
eeting d
eadlin
es is
priority
or
team
mem
ber
s w
ho d
o n
ot
man
age
thei
r tim
e w
ell
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
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
2.1
D
escr
ibe
how
to invo
lve
team
mem
ber
s w
hen
pla
nnin
g o
bje
ctiv
es
Invo
lvin
g t
eam
mem
ber
s w
hen
pla
nnin
g o
bje
ctiv
es:
□
invo
lvin
g a
ll te
am m
ember
s: b
rain
storm
ing,
blu
e sk
y th
inki
ng,
min
d
map
pin
g,
team
dis
cuss
ion,
crea
te q
ual
ity
circ
les,
SW
OT a
nal
ysis
□
invo
lvin
g indiv
idual
tea
m m
ember
s – o
ne-
to-o
ne
mee
tings,
info
rmal
co
nta
ct,
allo
cating a
spec
ific
are
a of
work
2.2
Exp
lain
how
to d
evel
op
pla
ns
to m
eet
obje
ctiv
es
Dev
elopin
g p
lans
to m
eet
obje
ctiv
es:
□
iden
tify
the
goal
s re
quired
to m
eet
obje
ctiv
es
□
crea
te a
n a
ctio
n p
lan/w
ork
sch
edule
for
each
goal
iden
tified
□
iden
tify
the
activi
ties
, re
sourc
es,
tim
elin
es a
nd t
rain
ing r
equired
to
achie
ve t
he
pla
n
□
monitor
pro
gre
ss o
f pla
ns
agai
nst
def
ined
sta
ges
and t
imel
ines
, usi
ng
pla
nnin
g t
ools
(ac
tivi
ty lis
ts,
Gan
tt c
har
ts,
spec
ific
mile
stones
)
2
Under
stan
d t
he
pro
cess
es o
f dev
elopin
g a
pla
n
to m
eet
obje
ctiv
es
with t
eam
m
ember
s
2.3
D
escr
ibe
how
to iden
tify
and
ove
rcom
e poss
ible
are
as o
f co
nflic
t
Iden
tify
ing a
nd o
verc
om
ing a
reas
of
conflic
t:
□
pote
ntial
conflic
ts –
dis
satisf
action w
ith w
ork
load
, per
ceiv
ed u
nfa
irnes
s,
poor
shar
ing o
f in
form
atio
n,
lack
of
appre
ciat
ion,
per
sonal
griev
ance
s;
mis
under
stan
din
g,
dis
agre
emen
ts,
work
slip
pag
e, e
xter
nal
pro
ble
ms
to
the
team
□
ove
rcom
ing c
onflic
ts –
inte
rven
tion (
reas
sign w
ork
, re
-neg
otiat
e tim
elin
es,
acce
ss a
dditio
nal
res
ourc
es;
issu
e w
arnin
g);
pre
vention (
open
an
d t
ransp
aren
t polic
y, e
ffec
tive
com
munic
atio
n,
pra
ise
succ
ess,
set
co
mm
on g
oal
s, r
estr
uct
ure
tea
m,
man
age
reso
urc
es);
fac
ilita
tion
(neg
otiat
e, s
ugges
t re
solu
tion,
agre
e an
d im
ple
men
t ac
tions)
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
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
2.4
Exp
lain
how
to c
reat
e an
d
mai
nta
in a
culture
whic
h
enco
ura
ges
innova
tion a
nd
crea
tivi
ty
Cre
atin
g a
nd m
ainta
inin
g a
culture
whic
h e
nco
ura
ges
innova
tion a
nd
crea
tivi
ty:
□
crea
ting a
culture
– u
nder
stan
d t
he
busi
nes
s (v
isio
n,
mis
sion,
goal
s,
ethos)
; under
stan
d t
he
team
; se
ttin
g s
tandar
ds
(beh
avio
ur,
per
form
ance
); c
om
munic
atin
g s
tandar
ds
□
mai
nta
in t
he
culture
– invo
lvin
g t
he
team
; dem
and a
ccounta
bili
ty;
model
beh
avio
ur
exem
plif
ying c
ulture
; open
nes
s; t
ransp
aren
cy;
pro
active
; ke
ep o
ther
s in
form
ed;
build
tea
m r
elat
ionsh
ips
□
innova
tion a
nd c
reat
ivity
– iden
tify
ing n
ew r
equirem
ents
; new
pro
duct
s;
new
ser
vice
s; n
ew p
roce
sses
; new
idea
s; n
ew t
echnolo
gie
s; r
ecep
tivi
ty
to n
ewnes
s
2.5
D
escr
ibe
how
to e
mpow
er
peo
ple
effec
tive
ly
Em
pow
erin
g p
eople
effec
tive
ly:
□
empow
erm
ent
– s
har
ing v
isio
n;
shar
ing v
alues
; va
luin
g p
eople
; giv
ing
feed
bac
k an
d r
ecognitio
n;
off
erin
g m
inim
al c
ritici
sm;
fost
erin
g
crea
tivi
ty;
stre
tchin
g p
eople
’s t
alen
ts;
man
agin
g a
spirat
ions;
pro
vidin
g
dev
elopm
ent
opport
unitie
s; p
rovi
din
g a
dvi
ce a
nd g
uid
ance
; m
eeting
team
, ta
sk a
nd indiv
idual
s’ n
eeds
2.6
Exp
lain
how
to s
elec
t an
d
succ
essf
ully
apply
diffe
rent
met
hods
for
enco
ura
gin
g,
motiva
ting a
nd s
upport
ing
peo
ple
and r
ecogniz
ing
achie
vem
ent
Enco
ura
ge,
motiva
te a
nd s
upport
peo
ple
, an
d r
ecognis
e ac
hie
vem
ent:
□
enco
ura
ge
– p
osi
tive
fee
dbac
k to
insp
ire
and r
aise
confiden
ce ,
shar
e kn
ow
ledge
and info
rmat
ion t
o b
road
en k
now
ledge
and u
nder
stan
din
g
and e
mpow
er p
eople
□
motiva
te –
public
pra
ise
and r
ecognitio
n t
o r
aise
sel
f-es
teem
; tr
ainin
g t
o
incr
ease
know
ledge,
under
stan
din
g o
r sk
ill;
team
aw
ay d
ays
to b
oost
m
ora
le;
cele
bra
te t
eam
succ
ess
to b
oost
tea
m s
pirit
□
support
– m
anag
e per
form
ance
to g
et t
he
bes
t out
of
peo
ple
; cl
ear
goal
s an
d lea
der
ship
pro
vidin
g d
irec
tion a
nd v
isio
n o
f w
hat
is
to b
e ac
hie
ved
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
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
2.7
Exp
lain
how
to iden
tify
opport
unitie
s, d
ifficu
ltie
s an
d c
hal
lenges
fac
ed b
y a
team
Iden
tify
opport
unitie
s, d
ifficu
ltie
s an
d c
hal
lenges
fac
ed b
y a
team
:
□
opport
unitie
s – im
pac
t of
inte
rnal
chan
ges
(si
mila
r w
ork
, ch
anges
to
work
, new
work
-role
opport
unitie
s);
impac
t of
exte
rnal
chan
ges
(c
om
pet
itor
beh
avio
ur,
dyn
amic
mar
ket
nee
ds,
tec
hnolo
gic
al c
han
ges
)
□
difficu
ltie
s – f
inan
cial
res
ourc
es;
hum
an r
esourc
es;
phys
ical
res
ourc
es
(IT,
capital
); inte
llect
ual
(sk
ills,
know
ledge,
exp
ertise
); s
oci
al d
ynam
ics
(tea
m,
man
ager
s, s
ubord
inat
es);
str
uct
ure
of
team
□
chal
lenges
– a
cquirin
g s
kills
; ch
anges
to o
rgan
isat
ional
str
uct
ure
; ad
apting t
o c
han
ges
(in
tern
al,
exte
rnal
)
2.8
Exp
lain
how
to p
rovi
de
advi
ce a
nd g
uid
ance
and
support
, to
tea
m m
ember
s
Provi
de
advi
ce,
guid
ance
and s
upport
to t
eam
mem
ber
s:
□
iden
tify
purp
ose
of
advi
ce,
guid
ance
and s
upport
(im
pro
vem
ents
to
indiv
idual
per
form
ance
, te
am p
erfo
rman
ce,
super
visi
on,
del
egat
ion)
agai
nst
tea
m a
nd indiv
idual
nee
ds
□
iden
tify
the
info
rmat
ion r
equirem
ents
(ap
pro
ved s
ourc
e of
info
rmat
ion,
web
site
s, c
om
pan
y han
dbooks
, tim
e sc
ale,
the
audie
nce
)
□
sele
ct c
om
munic
atio
n a
ppro
ach f
or
pro
vidin
g a
dvi
ce g
uid
ance
and
support
: te
am b
rief
ings;
one-
to-o
ne
mee
tings;
men
toring;
buddyi
ng;
coac
hin
g;
counse
lling;
pro
fess
ional
dev
elopm
ent;
per
sonal
dev
elopm
ent;
tra
inin
g;
ensu
ring m
anag
eria
l en
gag
emen
t w
ith t
he
team
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
24
Information for tutors
Delivery
The delivery of this unit should support the vocational nature of the qualification and give a balance of practical skill development and knowledge requirements. All the learning outcomes lend themselves to flexible delivery. Formal teaching sessions give input from the tutor to identify some of the theoretical material but learners can work individually and in a group researching and gathering information on setting objectives and communicating with teams. Research, case studies, business simulations and discussion all offer involving approaches to learning about setting objectives and communicating with teams. Using an organisation’s own managers or a guest speaker gives learners practical insight into setting objectives and communicating with teams.
It is assumed that learners have no previous knowledge of setting objectives and communicating with teams. Learners will be familiar with and will have used a variety of communication methods. The teaching in the unit should be designed to ensure that by having a better understanding of how to set objectives, knowing how to communicate with teams, and by developing suitable relevant skills, learners will be able to function more effectively as managers.
Assessment
This unit is assessed through onscreen multiple-choice testing. The test uses the individual assessment criteria and its associated Unit amplification.
Suggested resources
Textbooks
Boynton A and Fischer B – Virtuoso Teams (Financial Times/Prentice Hall, 2008) ISBN 9780273721833
Elearn – Leading Teams (Pergamon Flexible Learning, 2008) ISBN 9780080554815
Johnson C and Keddy J – Managing Conflict at Work: Understanding and Resolving Conflict for Productive Working Relationships (Kogan Page, 2010) ISBN 9780749459529
Kehoe D – Management in Action: Developing High Performance Teams (McGraw-Hill, 2008) ISBN 9780070137905
Leigh A and Maynard M – Leading Your Team (Nicholas Brealey Publishing, 2002) ISBN 9781857883046
Owen J – How to Lead, (Prentice Hall, 2009) ISBN 9780273721505
Journals and/or magazines
Management Today (Haymarket Business Publications)
People Management (Chartered Institute of Personnel and Development)
Professional Manager (Chartered Management Institute)
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
25
Websites
www.champsonline.org open learning material relating to communication and teams
www.labspace.open.ac.uk/mod/ Open University material on groups at work resource/view.php?id=451882
www.managementhelp.org/groups/ free management materials on team building team-building.htm
www.openlearn.open.ac.uk open learning material relating to communication and teams
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
26
Unit 2: Managing Self Development
Unit reference number: K/505/1253
QCF level: 3
Credit value: 4
Guided learning hours: 20
Unit aim
The aim of the unit is to give learners an understanding of how to manage self-development so that it contributes to their achievement of career and personal goals.
Learners will consider how to identify their development needs by understanding how to carry out a skills audit and how to evaluate the current and evolving requirements of their work role to inform self-development.
Learners will learn how to set SMART (specific, measurable, achievable, realistic and time-based) objectives and how to recognise that different types of learning style contribute to their learning and development. They will consider how to monitor and evaluate performance in achieving development targets and how to match them against the requirements of the work role.
Learners will gain an understanding of how to use different sources of feedback to review their performance and help them to modify their self-development plans.
Essential resources
There are no special resources needed for this unit.
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
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
D
escr
ibe
why
it is
import
ant
to r
evie
w v
alues
, ca
reer
and
goal
s in
rel
atio
n t
o indiv
idual
pro
fess
ional
dev
elopm
ent
Rev
iew
ing t
he
inte
rrel
atio
nsh
ip o
f va
lues
, ca
reer
and g
oal
s is
im
port
ant
to
indiv
idual
continuous
pro
fess
ional
dev
elopm
ent
(CPD
):
□
revi
ewin
g v
alues
allo
ws
for
holis
tic
gro
wth
that
support
s pro
fess
ional
dev
elopm
ent
(am
bitio
n;
dis
ciplin
e; e
ffec
tive
nes
s; e
ffic
iency
; pro
fess
ional
ism
; st
rate
gic
; te
amw
ork
; su
pport
; tim
elin
ess;
vis
ion)
□
revi
ewin
g c
aree
r pro
vides
direc
tion a
nd p
rogre
ssio
n (
pro
motion,
rem
uner
atio
n,
job s
atis
fact
ion,
nee
d f
or
pro
fess
ional
qual
ific
atio
ns,
w
ork
-life
bal
ance
)
□
revi
ewin
g g
oal
s m
easu
res
succ
ess
(ach
ieve
men
t, im
pac
t, s
etting f
urt
her
goal
s) f
or
indiv
idual
continuous
pro
fess
ional
dev
elopm
ent
1.2
D
escr
ibe
how
to iden
tify
the
requirem
ents
of
a w
ork
role
□
Id
entify
work
req
uirem
ents
fro
m t
he
job r
ole
and p
erso
n s
pec
ific
atio
n
(duties
, kn
ow
ledge
and u
nder
stan
din
g,
exper
ience
, sk
ills,
qual
itie
s an
d
qual
ific
atio
ns)
1.3
Exp
lain
how
the
requirem
ents
of
a w
ork
role
m
ay e
volv
e in
the
futu
re
□
Work
role
req
uirem
ents
may
evo
lve
due
to:
chan
ges
in t
he
org
anis
atio
n
stru
cture
or
busi
nes
s st
rate
gy;
par
tici
pat
ing in a
lea
rnin
g w
ork
culture
; flex
ibili
ty a
nd a
dap
tabili
ty in r
esponse
to c
han
ge;
acq
uirin
g n
ew s
kills
, kn
ow
ledge
and u
nder
stan
din
g
1
Under
stan
d t
he
nee
d t
o r
evie
w
valu
es,
care
er a
nd
goal
s in
rel
atio
n t
o
pro
fess
ional
dev
elopm
ent
1.4
D
escr
ibe
how
to iden
tify
gap
s bet
wee
n c
urr
ent
know
ledge
and s
kills
re
quired
for
achie
ving
obje
ctiv
es
□
Iden
tify
gap
s in
know
ledge
and s
kills
req
uired
for
achie
ving o
bje
ctiv
es
by
carr
ying o
ut:
a g
ap a
nal
ysis
of
curr
ent
know
ledge
and s
kills
agai
nst
th
e des
ired
know
ledge
and s
kills
req
uired
for
achie
ving o
bje
ctiv
es;
pee
r re
view
; fe
edbac
k fr
om
lin
e m
anag
er
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
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
1.5
Exp
lain
how
to s
et S
MART
obje
ctiv
es
Obje
ctiv
e se
ttin
g u
sing S
MART t
arget
s re
quires
the
obje
ctiv
es t
o b
e:
□
Spec
ific
– t
he
targ
et m
ust
say
exa
ctly
what
nee
ds
to b
e le
arned
or
done
□
Mea
sura
ble
- it m
ust
say
exa
ctly
how
this
can
be
mea
sure
d
□
Ach
ieva
ble
– t
he
targ
et m
ust
not
be
too h
ard o
r to
o lar
ge,
bet
ter
to
hav
e se
vera
l sm
all ta
rget
s le
adin
g t
o a
lar
ger
goal
□
Rea
listic
– it
must
be
poss
ible
to g
et a
cces
s to
any
trai
nin
g,
books
or
hel
p n
eeded
to m
eet
the
targ
et
□
Tim
ed –
ther
e sh
ould
be
a se
t tim
e lim
it f
or
achie
ving t
he
targ
et
1.6
Exp
lain
how
to iden
tify
pro
fess
ional
dev
elopm
ent
nee
ds
How
to iden
tify
pro
fess
ional
dev
elopm
ent
nee
ds:
□
carr
y out
a per
sonal
SW
OT a
nal
ysis
(st
rength
s, w
eakn
esse
s,
opport
unitie
s, t
hre
ats)
□
mea
sure
rel
evan
ce a
nd a
lignm
ent
agai
nst
work
and o
rgan
isat
ional
obje
ctiv
es
□
lear
nin
g n
eeds
anal
ysis
: org
anis
atio
n,
team
or
indiv
idual
lev
el
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
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
2.1
D
escr
ibe
how
to d
evel
op a
n
effe
ctiv
e se
lf-d
evel
opm
ent
pla
n
□
Set
goal
s/obje
ctiv
es
□
Iden
tify
are
as f
or
dev
elopm
ent/
gap
s ag
ainst
busi
nes
s obje
ctiv
es
□
Iden
tify
ste
ps
required
to a
chie
ve o
bje
ctiv
es
□
Mea
sure
and m
onitor
pro
gre
ssio
n
2.2
Id
entify
the
diffe
rent
types
of
lear
nin
g s
tyle
s an
d t
hei
r in
fluen
ces
on p
erfo
rman
ce
Typ
es o
f le
arnin
g s
tyle
(VARK):
□
visu
al –
lea
rn b
y w
atch
ing,
influen
ces
per
form
ance
wher
e vi
sual
par
tici
pat
ion is
required
□
aura
l – lea
rn b
y lis
tenin
g,
influen
ces
per
form
ance
wher
e in
stru
ctio
ns
are
giv
en
□
read
ing/w
riting –
lea
rn b
y re
adin
g,
influen
ces
per
form
ance
wher
e in
stru
ctio
ns
are
to b
e re
ad
□
kinae
sthet
ic –
lea
rn b
y doin
g,
influen
ces
per
form
ance
wher
e m
oto
r sk
ills
are
use
d
2
Under
stan
d h
ow
to
pla
n s
elf-
dev
elopm
ent
effe
ctiv
ely
2.3
D
escr
ibe
a ra
nge
of
dev
elopm
ent
activi
ties
and
thei
r co
ntr
ibution t
ow
ards
per
form
ance
Dev
elopm
ent
activi
ties
that
contr
ibute
tow
ards
impro
ving p
erfo
rman
ce a
re:
□
spec
ific
indust
ry a
nd p
rofe
ssio
nal
qual
ific
atio
ns
focu
sed o
n a
key
role
or
busi
nes
s se
ctor
□
trai
nin
g c
ours
es t
o a
cquire
new
or
dev
elop s
kill/
know
ledge
(pro
ject
m
anag
emen
t, t
ime
man
agem
ent,
neg
otiat
ion,
com
munic
atio
n)
□
exper
iential
to lea
rn b
y ex
per
ience
(on-t
he
job t
rain
ing,
job s
had
ow
ing,
job r
ota
tion)
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
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
3.1
Id
entify
how
to m
onitor
the
qual
ity
of
per
form
ance
and
pro
gre
ssio
n a
gai
nst
the
outc
om
es o
f a
self-
dev
elopm
ent
pla
n
Monitor
the
qual
ity,
per
form
ance
and p
rogre
ss o
f a
dev
elopm
ent
pla
n:
□
monitoring a
ctiv
itie
s – b
ench
mar
ks,
mile
stones
, re
view
poin
ts,
revi
ew
dat
es,
achie
vem
ents
, re
cord
s
□
mea
sure
per
form
ance
and p
rogre
ss b
y co
llect
ing d
ata
and f
eedbac
k –
man
ager
and/o
r a
critic
al f
rien
d,
pee
rs,
cust
om
ers,
appra
isal
, per
form
ance
rev
iew
, cr
itic
al r
efle
ctio
n,
monitoring p
rogre
ssio
n a
gai
nst
pla
ns
3.2
Id
entify
how
to e
valu
ate
per
form
ance
agai
nst
the
requirem
ents
of
a w
ork
role
Eva
luat
e per
form
ance
agai
nst
work
role
req
uirem
ents
:
□
revi
ew c
urr
ent
work
per
form
ance
agai
nst
work
obje
ctiv
es
□
reques
t fe
edbac
k on p
erfo
rman
ce f
rom
lin
e m
anag
er a
nd o
ther
s
□
carr
y out
a se
lf-e
valu
atio
n a
gai
nst
a p
erfo
rman
ce c
rite
ria
chec
klis
t
□
set
and a
gre
e re
vise
d p
lanned
obje
ctiv
es
3
Under
stan
d h
ow
to
monitor
and
eval
uat
e se
lf-
dev
elopm
ent
activi
ties
3.3
Exp
lain
how
fee
dbac
k on
per
form
ance
should
be
use
d
Perf
orm
ance
fee
dbac
k sh
ould
be
use
d t
o:
□
monitor
per
form
ance
(re
cord
and r
evie
w)
□
iden
tify
str
ength
s an
d w
eakn
esse
s
□
set
revi
sed/n
ew p
erfo
rman
ce t
arget
s/obje
ctiv
es
□
set
actions
for
the
nex
t re
view
dat
e
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
31
Information for tutors
Delivery
The unit should be delivered so that it supports the vocational nature of the qualification and gives a balance of practical skill development and knowledge requirements. Learners are expected to investigate the unit content, to question related theory and to compare and contrast theory with their professional knowledge and practice. For some learners this will mean building on existing knowledge and earlier studies, while for others it will mean drawing on practical experience and experience from the workplace.
The unit can be delivered through a range of business resource learning environments as well as through class-based, face-to-face teaching and e-learning. Standard tuition materials, texts and business simulations can be used. Other delivery techniques can also be used, for example practical work, role-play, tutorials, seminars, discussion groups where personal and professional practice are shared and discussed.
Assessment
This unit is assessed through onscreen multiple-choice testing. The test uses the individual assessment criteria and its associated Unit amplification.
Suggested resources
Textbooks
Blackwell J O – Engage: the Trainer’s Guide to Learning Styles (John Wiley & Sons, 2012) ISBN 978-1118029435
Cottrell S – Skills for Success: Personal Development and Employability (Palgrave Macmillan, 2010) ISBN 978-0230250185
Forde C, McMahon, McPhee A D and Patrick F – Professional Development, Reflection and Enquiry (Sage Publications Ltd, 2006) ISBN 978-1412919371
Journal
The Economist (The Economist Group) – often has articles on management and management development and has an extensive archive of up-to-date materials and examples
Websites
www.cipd.co.uk/cpd Chartered Institute of Personnel and Development
www.managementhelp.org A free management library with articles on personal and professional development
www.vark-learn.com/english/page A learning styles questionnaire
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
32
Unit 3: Responsibilities as a Manager
Unit reference number: D/505/1251
QCF level: 3
Credit value: 5
Guided learning hours: 25
Unit aim
The aim of the unit is to give learners knowledge and understanding of the responsibilities of a manager when leading a team.
Managers have to communicate with their teams and with each individual member of their teams to allocate the work to be carried out by the team and to be secure in the knowledge that the teams understand what is that they have to do. Targets have to be set and managers need to ensure that team members buy in to the achievement of these targets. Managers have to involve teams in the work that needs to be carried out. They also need to keep their team focused on the objectives to be achieved.
Mangers need to monitor the work of the team to ensure that is carried out to schedule and to the required standard.
Essential resources
There are no special resources needed for this unit.
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
33
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
how
to s
elec
t an
d
apply
diffe
rent
met
hods
of
com
munic
atio
n
How
to s
elec
t an
d a
pply
diffe
rent
met
hods
of
com
munic
atio
n:
□
com
munic
atio
n m
ethods
– v
erbal
(co
nve
rsat
ion,
team
mee
tings,
brief
ings,
one-
to-o
ne
dis
cuss
ion,
tele
phone,
voic
e m
ail, v
ideo
co
nfe
rence
); n
on-v
erbal
(re
port
s, m
emora
nda,
em
ail, let
ters
, re
port
s,
surv
eys,
ques
tionnai
res,
appra
isal
s, t
exting,
soci
al n
etw
ork
ing f
or
busi
nes
s purp
ose
s, w
eb-b
ased
tec
hniq
ues
);fo
rmal
met
hods;
info
rmal
m
ethods
□
applic
atio
n o
f co
mm
unic
atio
n m
ethods
purp
ose
of
com
munic
atio
n –
ke
ep p
eople
info
rmed
; su
stai
n e
ffec
tive
work
ing r
elat
ionsh
ips;
pro
vide
auditab
le r
ecord
(ac
tions,
dec
isio
ns)
; pro
vide
a re
fere
nce
poin
t fo
r ac
tions;
adva
nta
ges
of
com
munic
atio
n m
ethods
(spee
d,
imm
edia
cy,
accu
racy
, in
telli
gib
ility
, cl
arity,
det
ail, p
reci
sion,
dis
trib
ution,
auditab
ility
); n
eeds
of
audie
nce
1
Under
stan
d t
he
pro
cess
es o
f pla
nnin
g a
nd
allo
cating w
ork
1.2
D
escr
ibe
why
it is
import
ant
to c
onfirm
and c
larify
work
re
quirem
ents
Why
it is
import
ant
to c
onfirm
and c
larify
work
req
uirem
ents
:
□
work
req
uirem
ents
– w
ork
spec
ific
atio
n;
work
pro
cedure
s; w
ork
st
andar
ds;
work
pla
n
□
clar
ific
atio
n a
nd c
onfirm
atio
n –
chec
k under
stan
din
g (
spec
ialis
t la
nguag
e, a
bbre
viat
ions,
tec
hnic
al t
erm
s);
amplif
y re
quirem
ents
; re
spond t
o q
uer
ies;
ensu
re a
gre
emen
t bet
wee
n p
arties
; re
cord
ag
reem
ent;
ensu
re c
ust
om
ers’
(in
tern
al,
exte
rnal
) re
quirem
ents
are
m
et;
def
ine
work
sta
ndar
d;
def
ine
tim
esca
les;
def
ine
reso
urc
e re
quirem
ents
; def
ine
budget
s; iden
tify
pro
cedure
s fo
r dea
ling w
ith
pro
ble
ms
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
34
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.3
Exp
lain
why
it is
import
ant
to invo
lve
the
team
, w
hen
pla
nnin
g w
ork
act
ivitie
s
Why
it is
import
ant
to invo
lve
the
team
when
pla
nnin
g w
ork
act
ivitie
s:
□
invo
lvin
g a
tea
m in p
lannin
g:
purp
ose
of
activi
ties
; cl
arifyi
ng a
ctiv
itie
s;
shar
ed c
om
mitm
ent
to o
bje
ctiv
es;
coord
inat
ion o
f ac
tivi
ties
; sh
arin
g
idea
s; m
utu
al s
upport
; m
eeting indiv
idual
obje
ctiv
es;
mee
ting t
eam
obje
ctiv
es;
ensu
ring t
eam
obje
ctiv
es a
lign w
ith a
nd s
upport
org
anis
atio
nal
goal
s; iden
tify
ing r
ange
of
skill
s an
d e
xper
tise
in t
eam
s;
awar
enes
s of
the
activi
ties
of
oth
ers
in t
he
team
; id
entify
ing h
ow
to d
eal
with a
ny
oper
atio
nal
difficu
ltie
s; s
har
ed s
ourc
es o
f in
form
atio
n;
shar
ed
under
stan
din
g o
f busi
nes
s ac
tivi
ties
and p
roce
sses
; sh
ared
dec
isio
n
mak
ing;
consi
sten
cy in w
ork
ing p
ract
ices
; co
nsi
sten
t m
essa
ges
co
mm
unic
ated
to c
ust
om
ers
(inte
rnal
, ex
tern
al);
consi
sten
t m
essa
ges
co
mm
unic
ated
to s
take
hold
ers;
pos
itiv
e orien
tation t
o c
han
ge
1.4
D
escr
ibe
how
to p
repar
e a
work
pla
n w
hic
h t
akes
into
ac
count,
priorities
, cr
itic
al
activi
ties
and a
vaila
ble
re
sourc
es
How
to p
repar
e a
work
pla
n,
prioritise
and t
ake
into
acc
ount
critic
al
activi
ties
and a
vaila
ble
res
ourc
es:
□
work
pla
n –
aim
s; o
bje
ctiv
es (
spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic,
tim
e co
nst
rain
ed [
SM
ART])
□
Alig
n p
lan t
o b
usi
nes
s obje
ctiv
es;
criter
ia f
or
succ
ess;
res
ourc
es
(fin
anci
al,
hum
an,
phys
ical
, te
chnic
al,
info
rmat
ion);
tim
esca
les;
m
ilest
ones
; re
view
; co
mple
tion d
ates
; fo
rmat
of
the
pla
n;
critic
al p
aths;
su
bsi
dia
ry p
aths;
agre
eing p
lans
with m
anag
ers;
iden
tify
ing s
lippag
e;
modifyi
ng p
lans;
re-
form
ula
ting o
bje
ctiv
es;
signin
g o
ff o
n c
om
ple
tion o
f pla
ns
1.5
Exp
lain
why
it is
import
ant
to a
lloca
te w
ork
on a
fai
r bas
is
Why
it is
import
ant
to a
lloca
te w
ork
on a
fai
r bas
is:
□
allo
cation –
apport
ionm
ent
of
work
; vo
lum
e; d
ifficu
lty;
mat
ch w
ork
to
indiv
idual
s’ s
kill
sets
and c
apab
ilities
; se
t st
retc
hin
g t
asks
□
fairnes
s – invo
lvin
g a
ll m
ember
s of
the
team
; ro
tation o
f w
ork
; en
suring
equity;
avo
idin
g f
avouritism
; av
oid
ing s
idel
inin
g t
eam
mem
ber
s; u
sing
indiv
idual
s ca
pac
itie
s (s
kills
, kn
ow
ledge
and u
nder
stan
din
g);
cla
rity
in
dec
isio
n m
akin
g;
open
nes
s
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
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
Un
it a
mp
lifi
cati
on
1.6
D
escr
ibe
how
to n
otify
tea
m
mem
ber
s w
hen
work
is
allo
cate
d t
o t
hem
How
to n
otify
tea
m m
ember
s w
hen
work
is
allo
cate
d t
o t
hem
:
□
notify
ing a
tea
m –
ver
bal
inst
ruct
ion;
writt
en inst
ruct
ion (
work
sp
ecific
atio
n,
work
pro
cedure
s, w
ork
sta
ndar
ds,
work
pla
n);
brief
ing t
he
team
; brief
ing indiv
idual
s
1.7
Exp
lain
how
to a
gre
e th
e re
quired
sta
ndar
d o
f w
ork
by
the
team
How
to a
gre
e w
ork
sta
ndar
ds:
□
agre
eing w
ork
sta
ndar
ds
– w
ork
spec
ific
atio
n;
work
pro
cedure
s; w
ork
pla
ns;
inst
ruct
ing t
he
team
; cl
arifyi
ng r
equirem
ents
; id
entify
ing
pote
ntial
pro
ble
ms;
res
olv
ing d
ifficu
ltie
s; r
espondin
g t
o q
uer
ies;
obta
inin
g c
onfirm
atio
n o
f ag
reem
ent
(ver
bal
ly,
in w
riting)
2.1
D
escr
ibe
met
hods
that
could
be
use
d t
o m
onitor
the
pro
gre
ss a
nd q
ual
ity
of
work
How
to m
onitor
the
pro
gre
ss a
nd q
ual
ity
of
work
:
□
qual
ity
of
work
– insp
ect
work
; te
st o
utp
ut;
qual
ity
contr
ol;
rep
ort
pro
ble
ms;
iden
tify
rea
sons
for
pro
ble
ms;
rep
ort
qual
ity
issu
es;
iden
tify
so
lutions
to q
ual
ity
issu
es
□
monitor
pro
gre
ss –
rev
iew
work
(re
gula
rly,
irr
egula
rly)
; ac
hie
vem
ent
agai
nst
mile
stones
and t
arget
s; r
epor
t pro
gre
ss;
iden
tify
solu
tions
to
pro
gre
ss p
roble
ms;
chec
k lis
t an
d v
isual
insp
ections
2
Under
stan
d t
he
pro
cess
es o
f m
onitoring t
he
pro
gre
ss a
nd
qual
ity
of
work
2.2
Exp
lain
how
to p
rovi
de
effe
ctiv
e an
d c
onst
ruct
ive
feed
bac
k on t
he
qual
ity
of
work
How
to p
rovi
de
effe
ctiv
e an
d c
onst
ruct
ive
feed
bac
k on t
he
qual
ity
of
work
:
□
feed
bac
k – f
eedbac
k sa
ndw
ich (
posi
tive
, neg
ativ
e, p
osi
tive
); c
onte
nt
(topic
, sp
ecific
iss
ues
, ev
iden
ce);
man
ner
(per
son t
o p
erso
n,
direc
tnes
s,
clar
ity,
avo
idin
g m
ixed
mes
sages
, av
oid
inte
rpre
tation,
since
rity
, ap
pre
ciat
ion,
conce
rn);
tim
ing;
freq
uen
cy
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
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
Exp
lain
the
poss
ible
cau
ses
of
conflic
t w
ithin
a t
eam
Po
ssib
le c
ause
s of
conflic
t w
ithin
a t
eam
:
□
cause
s of
conflic
t – d
issa
tisf
action w
ith w
ork
load
; per
ceiv
ed u
n-
fairnes
s’s;
poor
shar
ing o
f in
form
atio
n ;
lac
k of
appre
ciat
ion;
per
sonal
griev
ance
s; m
isunder
stan
din
gs;
dis
agre
emen
ts;
work
slip
pag
e; e
xter
nal
pro
ble
ms
to t
he
team
, m
iss-
com
munic
atio
n
3
Under
stan
d h
ow
to
han
dle
conflic
t w
ithin
a t
eam
3.2
Exp
lain
how
the
poss
ible
ca
use
s of
team
conflic
t ca
n
be
man
aged
effec
tive
ly
How
to m
anag
e poss
ible
cau
ses
of
conflic
t:
□
man
agin
g c
onflic
t – m
onitoring c
onflic
t; iden
tify
ing p
roble
ms;
iden
tify
ca
use
s of
pro
ble
ms;
know
ing w
hen
non
-inte
rven
tion o
r in
terv
ention is
required
; fa
cilit
atin
g;
imposi
ng;
neg
otiat
ing;
pre
vention;
reso
lution;
open
com
munic
atio
ns;
pro
fess
ional
beh
avio
ur;
cal
mnes
s; r
apport
; eq
ual
ity;
de-
per
sonal
isin
g iss
ues
; ag
reei
ng a
ctio
n;
imple
men
ting a
ctio
n;
limits
of
man
agem
ent
role
in d
ealin
g w
ith c
onflic
t; r
efer
ral to
lin
e m
anag
er
4.1
Exp
lain
the
diffe
rence
bet
wee
n lea
der
ship
and
man
agem
ent
The
diffe
rence
bet
wee
n lea
der
ship
and m
anag
emen
t:
□
lead
ersh
ip –
bas
ed o
n p
erso
nal
qual
itie
s; c
ulture
; cr
eating c
om
mitm
ent;
m
otiva
ting;
insp
irin
g;
gen
erat
ing c
han
ge
□
man
agem
ent
– b
ased
on p
osi
tion;
pla
nnin
g;
budget
ing;
org
anis
ing;
contr
olli
ng;
pro
ble
m s
olv
ing;
pro
duci
ng r
esults
4
Under
stan
d h
ow
to
man
age
team
per
form
ance
4.2
D
escr
ibe
met
hods
for
dea
ling w
ith p
oor
per
form
ance
of
team
m
ember
s
Met
hods
for
dea
ling w
ith p
oor
per
form
ance
of
team
mem
ber
s:
□
poor
per
form
ance
– iden
tify
ing p
oor
per
form
ance
(w
hole
tea
m;
sub-
gro
up;
team
mem
ber
s le
ader
); f
ailu
re t
o m
eet
work
req
uirem
ents
; dis
ruptive
beh
avio
ur;
evi
den
ce o
f poor
per
form
ance
(m
onitoring,
obse
rvat
ion,
report
s, f
eedbac
k fr
om
cust
om
ers
[inte
rnal
, ex
tern
al])
; re
asons
for
poor
per
form
ance
□
dea
ling w
ith p
oor
per
form
ance
; en
han
ce a
bili
ty t
o d
o w
ork
(re
sourc
es,
trai
nin
g,
revi
se t
he
work
allo
cate
d,
re-a
ssig
n,
rele
ase)
; im
pro
ve
motiva
tion (
set
per
form
ance
goal
s, p
rovi
de
per
form
ance
ass
ista
nce
[m
onitoring,
support
, tr
ainin
g,
reso
urc
es])
; fe
edbac
k
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
37
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.3
D
escr
ibe
poss
ible
cau
ses
of
team
mem
ber
s not
mee
ting
agre
ed o
bje
ctiv
es
Poss
ible
cau
ses
of
team
mem
ber
s not
mee
ting a
gre
ed o
bje
ctiv
es:
□
faili
ng t
o m
eet
obje
ctiv
es –
obje
ctiv
es n
ot
under
stood;
obje
ctiv
es n
ot
ow
ned
; ta
sk d
ifficu
lty;
low
aptitu
de;
insu
ffic
ient
skill
; in
adeq
uat
e re
sourc
es;
inad
equat
e tim
e al
loca
tion;
poor
tim
e m
anag
emen
t;
inef
fect
ive
team
mee
tings;
lac
k of
role
cla
rity
; la
ck o
f su
per
visi
on;
poor
motiva
tion;
team
frict
ion;
faulty
anal
ysis
of
work
req
uirem
ents
4.4
D
escr
ibe
diffe
rent
way
s of
impro
ving t
eam
per
form
ance
Met
hods
of
impro
ving t
eam
per
form
ance
:
□
impro
ved c
om
munic
atio
n;
motiva
tion;
empow
erm
ent
4.5
Exp
lain
how
to im
ple
men
t id
entified
im
pro
vem
ents
in
team
per
form
ance
How
to im
ple
men
t id
entified
im
pro
vem
ents
in t
eam
per
form
ance
:
□
pla
nnin
g p
erfo
rman
ce im
pro
vem
ents
; goal
set
ting;
monitoring c
han
ged
per
form
ance
; re
view
ing c
han
ged
per
form
ance
; ev
aluat
ing c
han
ged
per
form
ance
; sh
arin
g info
rmat
ion;
bei
ng r
ealis
tic;
tal
king s
ituat
ions
thro
ugh;
explo
ring n
ew idea
s; a
gre
eing a
lter
nat
ive
cours
es o
f ac
tion;
acquirin
g a
dditio
nal
res
ourc
es
4.6
D
escr
ibe
the
diffe
rent
met
hods
for
enco
ura
gin
g,
motiva
ting a
nd s
upport
ing
team
mem
ber
s to
com
ple
te
allo
cate
d w
ork
Met
hods
of
enco
ura
gin
g,
motiva
ting a
nd s
upport
ing t
eam
mem
ber
s to
co
mple
te a
lloca
ted w
ork
:
□
support
– p
urp
ose
s (i
mpro
ve indiv
idual
per
form
ance
, im
pro
ve t
eam
per
form
ance
, m
eet
set
targ
ets
and o
bje
ctiv
es);
advi
ce;
guid
ance
; su
pport
; id
entify
ing t
eam
nee
ds;
iden
tify
ing indiv
idual
nee
ds
□
pro
vidin
g a
dvi
ce g
uid
ance
and s
uppor
t – m
atch
ing m
ethods
of
support
to
work
iss
ues
; m
atch
ing m
ethods
of
support
to indiv
idual
s; t
eam
brief
ings;
one-
to-o
ne
mee
tings;
men
toring;
buddyi
ng;
coac
hin
g;
counse
lling;
pro
fess
ional
dev
elopm
ent;
per
sonal
dev
elopm
ent;
tra
inin
g;
ensu
ring e
ngag
emen
t w
ith t
he
team
; m
odel
ling b
ehav
iour;
role
model
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
38
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.7
D
escr
ibe
how
to r
ecord
the
ongoin
g p
erfo
rman
ce o
f te
am m
ember
s
How
to r
ecord
ongoin
g p
erfo
rman
ce o
f te
am m
ember
s:
□
reco
rdin
g p
erfo
rman
ce –
per
form
ance
crite
ria;
key
per
form
ance
in
dic
ators
; so
urc
es o
f in
form
atio
n (
inte
rnal
, ex
tern
al);
rec
ord
ing
mec
han
ism
s (e
.g.
job s
hee
ts,
chec
klis
ts,
tim
eshee
ts,
work
sig
n o
ff,
cust
om
er f
eedbac
k, c
olle
ague
feed
bac
k, s
uper
viso
ry r
eport
s, insp
ection
report
s, e
rror
report
s, w
asta
ge
rate
s; w
aiting t
imes
; th
roughput
rate
s;
com
plia
nce
rep
ort
s budget
var
iations;
evi
den
ce);
mat
ch d
ata
to c
rite
ria
and indic
ators
4.8
Exp
lain
how
an indiv
idual
per
form
ance
rec
ord
can
be
use
d in a
n a
ppra
isal
How
an indiv
idual
per
form
ance
rec
ord
can
be
use
d in a
n a
ppra
isal
:
□
appra
isal
crite
ria;
sel
ect
per
form
ance
evi
den
ce;
alig
nin
g p
erfo
rman
ce
evid
ence
to a
ppra
isal
crite
ria;
mak
e ju
dgem
ents
; fe
edbac
k an
d r
eport
on p
erfo
rman
ce;
agre
e fu
ture
per
form
ance
tar
get
s; r
ewar
d p
osi
tive
per
form
ance
; su
pport
poor
per
form
ance
; ap
ply
san
ctio
ns;
iden
tify
tr
ainin
g r
equirem
ents
, id
entify
job p
rogre
ssio
n r
oute
s
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
39
Information for tutors
Delivery
The unit should be delivered so that it supports the vocational nature of the qualification and gives a balance of practical skill development and knowledge requirements. All the learning outcomes can be delivered flexibly. Formal teaching sessions should have input from the tutor to identify some of the theoretical material but learners can work individually and in a group researching and gathering information on the responsibilities of a manager. Research, case studies, business simulations and discussion all offer involving approaches to learning about the responsibilities of managers. Using an organisation’s own managers or a guest speaker provides a practical insight into the responsibilities of a manager. Up-to-date materials are available on the web and material is available from many sources on a range of topics about the responsibilities of a managers.
It is assumed that learners do not have previous knowledge of the responsibilities of managers but they are likely to have managed others or have been managed by others in the jobs and roles they have carried out. The teaching in the unit should be designed to ensure that by having a better understanding of the responsibilities of managers and by developing suitable relevant skills, learners will be able to function more effectively as managers.
Assessment
This unit is assessed through onscreen multiple choice testing. The test uses the individual assessment criteria and its associated unit amplification.
Suggested resources
Textbooks
Elearn – Positive Working Relationships (Pergamon Flexible Learning, 2005) ISBN 9780750666787
Elearn – Leading Teams (Pergamon Flexible Learning, 2008) ISBN 9780080554815
Johnson C and Keddy J – Managing Conflict at Work: Understanding and Resolving Conflict for Productive Working Relationships (Kogan Page, 2010) ISBN 9780749459529
Leigh A and Maynard M – Leading Your Team (Nicholas Brealey Publishing, 2002) ISBN 9781857883046
Leigh A and Maynard M – Perfect Leader (Random House Business, 2003) ISBN 9781844131471
Owen J – How to Lead, (Prentice Hall, 2009) ISBN 9780273721505
Journals and/or magazines
Management Today (Haymarket Business Publications)
People Management (Chartered Institute of Personnel and Development)
Professional Manager (Chartered Management Institute)
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
40
Websites
www.champsonline.org open learning material relating to communication and teams
www.cipd.co.uk The Chartered Institute of Personnel and Development
www.humanresources.about.com/od/ series of useful articles on human resource managementandleadership/u/ a management, including articles on team manage_ people.htm working
www.openlearn.open.ac.uk open learning material relating to communication and teams
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
41
13 Further information and useful publications
To get in touch with us visit our ‘Contact us’ pages:
Pearson Edexcel: www.edexcel.com/contactus
Pearson BTEC: www.btec.co.uk/contactus
Pearson Work Based Learning: www.pearsonwbl.com/contactus
Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus
Other sources of information and publications available include:
Pearson Equality Policy
Edexcel Information Manual (updated annually)
Supplementary Guidance for Reasonable Adjustment and Special Considerations in Vocational Internally Assessed Units
Access Arrangements, Reasonable Adjustments and Special Consideration in General and Vocational qualifications
Recognition of Prior Learning Policy and Process
Quality Assurance Handbook (updated annually)
BTEC Centre Guide to Assessment
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
Pearson BTEC Level 3 Certificate in Management Principles (QCF) – Specification – Issue 1 – January 2014 © Pearson Education Limited 2014
42
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 Edexcel 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.
Pear
son B
TEC L
evel
3 C
ertifica
te in M
anag
emen
t Pr
inci
ple
s (Q
CF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
43
An
nexe A
Map
pin
g w
ith
Nati
on
al O
ccu
pati
on
al S
tan
dard
s
The
grid b
elow
map
s th
e kn
ow
ledge
cove
red in t
he
Pea
rson B
TEC L
evel
3 S
pec
ialis
t qual
ific
atio
ns
in M
anag
emen
t Princi
ple
s ag
ainst
the
under
pin
nin
g k
now
ledge
of
the
Nat
ional
Occ
upat
ional
Sta
ndar
ds
in M
anag
emen
t an
d L
eader
ship
. Cen
tres
can
use
this
map
pin
g w
hen
pla
nnin
g h
olis
tic
del
iver
y an
d a
sses
smen
t ac
tivi
ties
.
KEY
#
indic
ates
par
tial
cove
rage
of
know
ledge
in t
he
NO
S u
nit
A b
lank
spac
e in
dic
ates
no c
ove
rage
of
the
know
ledge
Pears
on
BTEC
Sp
eci
ali
st u
nit
s
NO
S
Unit 1 H/505/1252
Unit 2 K/505/1253
Unit 3 D/505/1251
CFA
M&
LDB2
Allo
cate
work
to t
eam
mem
ber
s #
#
CFA
BAA627
Man
age
and b
e ac
counta
ble
for
ow
n p
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