stephenson college, coalville

BTEC Higher Nationals

Guidance and units

Edexcel Level 4BTEC Higher Nationals in Vehicle OperationsManagementJune 2004

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Authorised by Jim DobsonPrepared by Nadarajah Sivakumaran

Publications Code B015533

All the material in this publication is copyright© London Qualifications Limited 2004

EDEXCEL LEVEL 4 BTEC HIGHER NATIONALSIN VEHICLE OPERATIONS MANAGEMENT

BTEC Higher National Certificate in Vehicle OperationsManagement

BTEC Higher National Diploma in Vehicle OperationsManagement

Contents

Qualification titles covered by this specification 1

Edexcel qualifications in the National QualificationsFramework 2

Introduction 3

Structure of the qualification 3BTEC Higher National Certificate 3

BTEC Higher National Diploma 3

Key features 7Professional body recognition 8

National Occupational Standards 8

Qualification Requirement 8

Higher-level skills 8

BTEC Higher National Certificate 9

BTEC Higher National Diploma 9

Teaching, learning and assessment 10Unit format 10

Learning and assessment 11

Grading Higher National units 12

Grade descriptors 13

Accreditation of Prior Learning (APL) 15

Quality assurance of BTEC Higher Nationals 15Centre and programme approval 15

Monitoring centres’ internal quality systems 16

Independent assessment: the role of the external examiner 16

Programme design and delivery 17Mode of delivery 17

Resources 18

Delivery approach 18

Meeting local needs 19

Locally-devised specialist units 19

Limitations on variations from standard specifications 19

Access and recruitment 19Restrictions on learner entry 20

Learners with particular requirements 20

The wider curriculum 21Ethical, social and cultural issues feature in: 21

Environmental issues feature in: 21

European developments feature in: 21

Health and safety issues feature in: 21

Equal opportunities issues feature in: 21

Useful publications 22Professional body contact details 22

How to obtain National Occupational Standards 23

Professional development and training 23

Further information 23

Core units 24Unit 1: Managing People 26

Unit 2: Managing Resources 32

Unit 3: Finance for Vehicle Operations 36

Unit 4: Project 40

Unit 5: Business Planning 46

Unit 6: Business Law for Vehicle Operations 50

Unit 7: Customer Services in Vehicle Operations 54

Specialist units 60Unit 8: Computer Applications in Vehicle Operations 62

Unit 9: Managing Quality in Vehicle Operations 68

Unit 10: Business Strategy for Vehicle Operations 74

Unit 11: Business Organisation and Communication 79

Unit 12: Management Processes 85

Unit 13: Marketing Vehicle Operations 89

Unit 14: Small Business Management 95

Unit 15: Training and Development 102

Unit 16: Quantitative Techniques for Vehicle Operations 108

Unit 17: Transport Legislation 114

Unit 18: Fleet Transport Operations 118

Unit 19: Plan and Co-ordinate Vehicle Maintenance 124

Unit 20: Insurance Principles 128

Unit 21: Vehicle Parts Management 132

Unit 22: Employment Practices 138

Unit 23: Vehicle Fault Diagnosis 144

Unit 24: Vehicle Electronics 148

Unit 25: Advanced Vehicle Technology 152

Unit 26: Vehicle Damage Assessment 158

Unit 27: Accident Reconstruction 164

Unit 28: Analytical Methods for Engineers 170

Unit 29: Engineering Science 178

Unit 30: Mechanical Principles 184

Unit 31: Vehicle Engineering Principles 190

Annex A 197Qualification codes 197

QCA codes 197

Edexcel codes 197

QCA and Edexcel codes 197

Annex B 199Engineering Council (UK) — Extract from New Standards for Registration 199

Annex C 203Society of Operations Engineers — criteria for membership and registration 203

Annex D 205Qualification Requirement 205

B015533 – Guidance and units – Edexcel Level 4 BTEC Higher Nationals in Vehicle Operations Management– Issue 1 – June 2004

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Qualification titles covered by this specification

Edexcel Level 4 BTEC Higher National Certificate in Vehicle Operations Management

Edexcel Level 4 BTEC Higher National Diploma in Vehicle Operations Management

These qualifications have been accredited to the National Qualifications Framework (NQF).The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A.

These qualification titles are as they will appear on the learner’s certificate. Learners need to bemade aware of this when they are recruited by the centre and registered with Edexcel.Providing this happens, centres are able to describe the programme of study leading to theaward of the qualification in different ways to suit the medium and the target audience.


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Edexcel qualifications in the National Qualifications Framework

NQF levelBTEC Professional Award, Certificate,Diploma

Key skills level 5 NVQ level 5

BTEC Higher National DiplomaBTEC Higher National Certificate

BTEC Professional Award, Certificate,Diploma

Key skills level 4 NVQ level 4

BTEC National DiplomaBTEC National CertificateBTEC National Award

BTEC Diploma in Foundation Studies (Artand Design)

BTEC Award, Certificate, Diploma

Key skills level 3 GCE A LevelGCE AS LevelVCEAEA

NVQ level 3

BTEC First Diploma


Level 2 Certificate inAdult NumeracyLevel 2 Certificate inAdult Literacy

Key skills level 2 GCSE (A*–C)GCSE (Double Awards) (A* A*–CC)GCSE (Short Courses) (A*–C)Intermediate GNVQ

NVQ level 2

BTEC Introductory CertificateBTEC Introductory Diploma


Level 1 Certificate inAdult NumeracyLevel 1 Certificatein Adult Literacy

Key skills level 1GCSE (D–G)GCSE (Double Awards) (DD–GG)GCSE (Short Courses) (D–G)Foundation GNVQ

NVQ level 1

Entry Level Certificate in Skills for WorkingLife

Entry Level Certificate in Personal Skills

Entry Level Certificate inAdult NumeracyEntry Level Certificate inAdult Literacy

Entry Level Certificates


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Introduction

This document contains the units and associated guidance for the National QualificationsFramework (NQF) Edexcel Level 4 BTEC Higher Nationals in Vehicle OperationsManagement. Each unit sets out the required outcomes and content and includes adviceregarding appropriate delivery and assessment strategies. The guidance contains further detailsof the teaching, learning, assessment and quality assurance of these qualifications. It includesadvice about Edexcel’s policy regarding access to its qualifications, the design of programmesof study and delivery modes.

Structure of the qualification

BTEC Higher National Certificate

The BTEC Higher National Certificate in Vehicle Operations Management is a 10-unitqualification of which five are core units.

The BTEC Higher National Certificate programme must contain a minimum of five unitsdesignated at H2 level.

BTEC Higher National Diploma

The BTEC Higher National Diploma in Vehicle Operations Management is a 16-unitqualification of which six are core units.

The BTEC Higher National Diploma programme must contain a minimum of eight unitsdesignated at H2 level.


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Structure of Edexcel Level 4 BTEC Higher National Certificate in VehicleOperations Management

Unit No Core units — all four units must be taken Unit levelH1 or H2

1 Managing People H2

2 Managing Resources H1

3 Finance for Vehicle Operations H2

4 Project H2

Specialist units — choose six units5 Business Planning H1

6 Business Law for Vehicle Operations H1

7 Customer Services in Vehicle Operations H1

8 Computer Applications in Vehicle Operations H1

9 Managing Quality in Vehicle Operations H2

10 Business Strategy for Vehicle Operations H2

11 Business Organisation and Communication H1

12 Management Processes H2

13 Marketing Vehicle Operations H1

14 Small Business Management H1

15 Training and Development H1

16 Quantitative Techniques for Vehicle Operations H1

17 Transport Legislation H2

18 Fleet Transport Operations H2

19 Plan and Co-ordinate Vehicle Maintenance H2

20 Insurance Principles H1

21 Vehicle Parts Management H2

22 Employment Practices H2

23 Vehicle Fault Diagnosis H1

24 Vehicle Electronics H1

25 Advanced Vehicle Technology H2

26 Vehicle Damage Assessment H2

27 Accident Reconstruction H1

28 Analytical Methods for Engineers H1

29 Engineering Science H1

30 Mechanical Principles H2

31 Vehicle Engineering Principles H1

The BTEC Higher National Certificate programme must contain a minimum of five unitsdesignated at H2 level.


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Structure of Edexcel Level 4 BTEC Higher National Diploma in Vehicle OperationsManagement

Unit No Core units — all seven units must be taken Unit levelH1 or H2

1 Managing People H2

2 Managing Resources H1

3 Finance for Vehicle Operations H2

4 Project H2

5 Business Planning H1

6 Business Law for Vehicle Operations H1

7 Customer Services in Vehicle Operations H1

Specialist units — choose nine units8 Computer Applications in Vehicle Operations H1

9 Managing Quality in Vehicle Operations H2

10 Business Strategy for Vehicle Operations H2

11 Business Organisation and Communication H1

12 Management Processes H2

13 Marketing Vehicle Operations H1

14 Small Business Management H1

15 Training and Development H1

16 Quantitative Techniques for Vehicle Operations H1

17 Transport Legislation H2

18 Fleet Transport Operations H2

19 Plan and Co-ordinate Vehicle Maintenance H2

20 Insurance Principles H1

21 Vehicle Parts Management H2

22 Employment Practices H2

23 Vehicle Fault Diagnosis H1

24 Vehicle Electronics H1

25 Advanced Vehicle Technology H2

26 Vehicle Damage Assessment H2

27 Accident Reconstruction H1

28 Analytical Methods for Engineers H1

29 Engineering Science H1

30 Mechanical Principles H2

31 Vehicle Engineering Principles H1

The BTEC Higher National Diploma programme must contain a minimum of eight unitsdesignated at H2 level.


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Key features

BTEC Higher Nationals are designed to provide a specialist vocational programme, linked toprofessional body requirements and National Occupational Standards where appropriate, with astrong work related emphasis. The qualifications provide a thorough grounding in the keyconcepts and practical skills required in their sector and their national recognition by employersallows progression direct into employment. BTEC Higher Nationals offer a strong emphasis onpractical skills development alongside the development of requisite knowledge andunderstanding in their sector. Learners are attracted to this strong vocational programme ofstudy that meets their individual progression needs whether this is into employment or tofurther study on degree or professional courses.

A key progression path for BTEC Higher National Certificate and Diploma learners is to theprofessional qualifications offered by the Society of Operations Engineers and the Institute ofMotor Industry. The BTEC Higher National Certificate and Diploma also offers a progressionroute to the second or third year of a degree or honours degree programme, depending on thematch of the BTEC Higher National units to the degree programme in question.

BTEC Higher Nationals in Vehicle Operations Management have been developed to focus on:

• the education and training of vehicle operations managers/technicians who are employed ata professional level in a variety of types of management/technical work, such as workshopcontrollers, after sales managers, sales manager, fleet engineer, transport manager orvehicle inspector

• providing opportunities for vehicle operations managers/technicians to achieve a nationallyrecognised, level four, vocationally specific qualification

• providing opportunities for learners to gain a nationally recognised vocationally specificqualification to enter employment as a vehicle operations manager/engineer/technician, orprogress to higher education qualifications such as a full or part-time degree in vehiclemanagement/automotive engineering or related area

• providing opportunities for learners to focus on the development of the higher level skills ina technological and management context

• providing opportunities for learners to develop a range of skills and techniques andattributes essential for successful performance in working life.

This qualification meets the needs of the above rationale by:

• developing a range of skills, techniques, personal qualities and attributes essential forsuccessful performance in working life and thereby enabling learners to make an immediatecontribution to employment at the appropriate professional level

• preparing learners for a range of technical and management careers in vehicle operationsand maintenance sector

• equipping individuals with knowledge, understanding and skills for success in employmentin the light, heavy and passenger transport industries

• providing specialist studies relevant to vocations and professions in which learners areworking or intend to seek employment in vehicle operations and its related industries

• enabling progression to or counting towards an undergraduate degree or furtherprofessional qualification in vehicle operations management/automotive engineering orrelated area.


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Professional body recognition

The BTEC Higher Nationals in Vehicle Operations Management have been developed withcareer progression and recognition by professional bodies in mind. Thus this development hasbeen informed by discussions/relevant publications from the Engineering Council UK (ECUK),Society of Operations Engineers (SOE), Institute of Motor Industry (IMI) and the Institute ofAutomotive Engineer Assessors (IAEA).

Further details of professional body recognition and exemptions will be available on theEdexcel website.

National Occupational Standards

BTEC Higher Nationals in Vehicle Operations Management to provide some of theunderpinning knowledge, understanding and skills for the Level 4 NVQ in management,administration and engineering. BTEC Higher Nationals do not purport to deliver occupationalcompetence in the sector, which should be demonstrated in a work context. However, thequalifications provide some underpinning knowledge for the National Occupational Standards,as well as developing practical skills in preparation for work and possible achievement ofNVQs in due course.

Qualification Requirement

Edexcel has published Qualification Requirements as a part of the revision of the BTEC HigherNationals. These set out the aims and rationale and provide the framework of curriculumcontent of the qualification. They also identify the higher level skills associated with thequalifications and any recognition by the relevant professional body. The Qualificationrequirement for BTEC Higher Nationals in Vehicle Operations Management is included in thisspecification in Annex D.

The Edexcel specifications are developed from these Qualification Requirements and licensedcentres similarly comply with these Qualification Requirements when developing BTEC HigherNational under these standard titles.

These Qualification Requirements provide consistent standards within the same vocational areaand identify clearly the skills and knowledge that can be expected of any holder of an identicalBTEC Higher National. This will allow higher education institutions, employers, andprofessional bodies to confidently provide progression opportunities to successful learners.

Higher-level skills

Learners studying for BTEC Higher Nationals in Vehicle Operations Management will beexpected to develop the following skills during the programme of study:

• analyse, synthesise and summarise information critically

• read and use appropriate information with a full and critical understanding

• think independently, solve problems and devise innovative solutions

• take responsibility for their own learning and recognise their own learning style

• apply subject knowledge and understanding to address familiar and unfamiliar problems

• design, plan, conduct and report on investigations

• use their knowledge, understanding and skills to evaluate and formulate evidence-basedarguments critically and identify solutions to clearly defined problems of a general routinenature


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• communicate the results of their study and other work accurately and reliably using a rangeof specialist techniques

• identify and address their own major learning needs within defined contexts and toundertake guided further learning in new areas

• apply their subject-related and transferable skills in contexts where the scope of the taskand the criteria for decisions are generally well defined but where some personalresponsibility and initiative is required.

BTEC Higher National Certificate

The 10-unit BTEC Higher National Certificate in Vehicle Operations Management provides aspecialist work-related programme of study that covers the key knowledge, understanding andpractical skills required in the vehicle operations sector and also offers particular specialistemphasis through the choice of specialist units.

BTEC Higher National Certificates provide a nationally recognised qualification offeringcareer progression and professional development for those already in employment andopportunities to progress into higher education. The qualifications are mode free but they areprimarily undertaken by part-time learners studying over two years. In some sectors there areopportunities for those wishing to complete an intensive programme of study in a shorter periodof time.

This specification provides centres with a framework to develop engaging programmes forhigher-education learners who are clear about the area of employment that they wish to enter.

Access to suitable vehicle operations work situations may allow learners to achieve an NVQqualification in Engineering or individual Engineering NVQ units.

BTEC Higher National Diploma

BTEC Higher National Diplomas provide greater depth and specialisation than BTEC HigherNational Certificates. Higher National Diplomas are mode free but are followed predominatelyby full-time learners. They allow progression into or within employment in the vehicleoperations sector, either directly on achieving the award or following further study to degreelevel.

The BTEC Higher National Diploma in Vehicle Operations Management providesopportunities for learners to apply their knowledge and practical skills in the workplace. Full-time learners have the opportunity to do this through formal work placements or their part-timeemployment experience.

The qualification prepares learners for employment in the engineering sector and will besuitable for 18 plus year olds who have already decided that they wish to enter this area ofwork. Some adult learners may wish to make the commitment required by this qualification inorder to enter a specialist area of employment in the vehicle operations sector or progress intohigher education. Other learners may want to extend the specialism that they followed on theBTEC Higher National Certificate programme. Progression from this qualification may well beinto or within employment in the vehicle operations sector.


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Teaching, learning and assessment

Learners must pass all 10 units on their programme of learning to be awarded a BTEC HigherNational Certificate and all 16 units to be awarded a BTEC Higher National Diploma.

The assessment of BTEC Higher National qualifications is criterion-referenced and centres arerequired to assess the learners’ evidence against published learning outcomes and assessmentcriteria. All units will be individually graded as ‘pass’, ‘merit’ or ‘distinction’. To achieve apass grade for the unit learners must meet the assessment criteria set out in the specifications.This gives transparency to the assessment process and provides for the establishment ofnational standards for each qualification.

The units in BTEC Higher National qualifications all have a standard format which is designedto provide clear guidance on the requirements of the qualification for learners, assessors andthose responsible for monitoring national standards.

Unit format

Each unit is set out in the following way.

Unit title, learning hours and levelThe unit title is accredited by QCA and this form of words will appear on the learner’sNotification of Performance. In BTEC Higher National qualifications each unit consists of60 guided learning hours.Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectualdemand, complexity and depth of study, and learner autonomy.At H1 level the emphasis is on the application of knowledge, skills and understanding, use ofconventions in the field of study, use of analytical skills and selection and organisation ofinformation.

At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,theories and practices, greater specialisation in the field of study, and an increasingindependence in systematic enquiry and analysis.

Description of unit

A brief description of the overall purpose of the unit is given, together with the key areas ofstudy associated with the unit.

Summary of learning outcomes

The outcomes of the unit identify what each learner must do in order to pass it. Learners mustachieve all the outcomes in order to pass the unit.

Content

This section picks up highlighted words from the outcomes and amplifies the content coveragerequired when addressing the outcomes. The content section will often provide lists of topics.Please note all aspects of the listed topics should be covered, except those that begin with ‘eg’,where items listed are merely indicative.

Outcomes and assessment criteria

Each unit contains statements of the evidence that each learner should produce in order toreceive a pass.


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Guidance

This section is not prescriptive but provides additional guidance and amplification related to theunit to support teachers/deliverers and assessors. Its subsections are given below. Only thosesubsections which apply to the unit will appear.

• Delivery — offers guidance about possible approaches to delivery. The guidance is basedon the more usual delivery modes and is not intended to rule out alternative approaches.

• Assessment — provides advice about the nature and type of evidence that learners are likelyto need to produce. This subsection should be read in conjunction with the assessmentcriteria and the generic grade descriptors.

• Links — sets out the links between units. Provides opportunities for integration of learning,delivery and assessment. Any links to the National Occupational Standards will behighlighted here.

• Resources — identifies the specialist resources likely to be needed to allow learners togenerate the evidence required by each unit. The centre will be asked to ensure that thisresource requirement is in place when it seeks approval from Edexcel to offer thequalification.

• Support materials — identifies, where appropriate, textbooks, videos, magazines, journals,publications and websites that may support the delivery of the unit.

Learning and assessment

The purpose of assessment is to ensure that effective learning of the content of each unit hastaken place. Evidence of this learning, or the application of the learning etc, is required for eachunit. The assessment of the evidence relates directly to the assessment criteria for each unit,supported by the generic grade descriptors.

The process of assessment can aid effective learning by seeking and interpreting evidence todecide the stage that learners have reached in their learning, what further learning needs to takeplace and how best to do this. Therefore, the process of assessment should be part of theeffective planning of teaching and learning by providing opportunities for both the learner andassessor to obtain information about progress towards learning goals. The assessor and learnermust be actively engaged in promoting a common understanding of the assessment criteria andthe grade descriptors (what it is they are trying to achieve and how well they achieve it) forfurther learning to take place. Therefore, learners need constructive feedback and guidanceabout how to improve, capitalising on strengths, with clear and constructive comments aboutweaknesses and how these might be addressed.

Assessment instruments are constructed by centres. Assessment instruments should collectivelyensure coverage of all assessment criteria within each unit and should provide opportunities forthe evidencing of all the grade descriptors. It is advised that assessment criteria andcontextualised grade descriptors are clearly indicated on each assessment instrument to providea focus for learners (for transparency and to ensure that feedback is specific to the criteria) andto assist with internal standardisation processes. Tasks/activities should enable learners toproduce evidence that relates directly to the assessment criteria and grade descriptors.

When centres are designing assessment instruments, they need to ensure that the instrumentsare valid, reliable and fit for purpose, building on the application of the assessment criteria.Centres are encouraged to place emphasis on practical application of the assessment criteria,providing a realistic scenario for learners to adopt, making maximum use of work-relatedpractical experience and reflecting typical practice in the sector concerned. The creation ofassessment instruments that are fit for purpose is vital to achievement and their importancecannot be over-emphasised.


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Grading Higher National units

The assessment of BTEC Higher National qualifications will be at unit level and there will beno overall grade for either the Certificate or the Diploma. This means that learners are able toaccess the qualification through a unitised approach.

Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievementof all outcomes against the specified assessment criteria. Merit and distinction grades areawarded for higher-level achievement.

The generic merit and distinction grade descriptors listed on pages 13–14 are for grading thetotal evidence produced for each unit and describe the learner’s performance over and abovethat for a pass grade.

The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequentialor holistic mode, to reflect the nature of the sector concerned.

Each of the generic merit and distinction grade descriptors can be amplified by use ofindicative characteristics. These give a guide to the expected learner performance, andsupport the generic grade descriptors. The indicative characteristics should reflect the nature ofa unit and the context of the sector programme.

The indicative characteristics shown in the table for each of the generic grade descriptors arenot exhaustive. Consequently, centres should select from the list or may construct otherappropriate indicative characteristics for their sector programme which may be drawn from theappropriate higher-level skills. It is important to note that each assessment activity does notneed to incorporate all the merit and/or distinction grade descriptors.

Contextualising the generic grade descriptors

The generic merit and distinction grade descriptors need to be viewed as a qualitative extensionof the assessment criteria for pass within each individual unit. The relevant generic gradedescriptors must be identified and specified within an assignment and the relevant indicativecharacteristics should be used to place the required evidence in context.


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Grade descriptors

Pass grade

A pass grade is achieved by meeting all the requirements defined in the assessment criteria forpass for each unit.

Merit grade

Merit descriptors Indicative characteristics

In order to achieve a meritthe learner must:

The learner’s evidence shows:

• identify and applystrategies to findappropriate solutions

• effective judgements have been made

• complex problems with more than one variable have beenexplored

• an effective approach to study and research has been applied

• select/design and applyappropriate methods/techniques

• relevant theories and techniques have been applied

• a range of methods and techniques have been applied

• a range of sources of information has been used

• the selection of methods and techniques/sources has beenjustified

• the design of methods/techniques has been justified

• complex information/data has been synthesised andprocessed

• appropriate learning methods/techniques have been applied

• present andcommunicateappropriate findings

• the appropriate structure and approach has been used

• coherent, logical development of principles/concepts for theintended audience

• a range of methods of presentation have been used andtechnical language has been accurately used

• communication has taken place in familiar and unfamiliarcontexts

• the communication is appropriate for familiar andunfamiliar audiences and appropriate media have been used


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Distinction grade

Distinction descriptors Indicative characteristics

In order to achieve adistinction the learner must:

The learner’s evidence shows:

• use critical reflection toevaluate own work andjustify valid conclusions

• conclusions have been arrived at through synthesis of ideasand have been justified

• the validity of results has been evaluated using definedcriteria

• self-criticism of approach has taken place

• realistic improvements have been proposed against definedcharacteristics for success

• take responsibility formanaging and organisingactivities

• autonomy/independence has been demonstrated

• substantial activities, projects or investigations have beenplanned, managed and organised

• activities have been managed

• the unforeseen has been accommodated

• the importance of interdependence has been recognised andachieved

• demonstrateconvergent/lateral/creative thinking

• ideas have been generated and decisions taken

• self-evaluation has taken place

• convergent and lateral thinking have been applied

• problems have been solved

• innovation and creative thought have been applied

• receptiveness to new ideas is evident

• effective thinking has taken place in unfamiliar contexts


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Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners’ previous achievements and experiencethrough the Accreditation of Prior Learning. Learners may have evidence that has beengenerated during previous study, in their previous or current employment or whilst undertakingvoluntary work that relates to one or more of the units in the qualification. Assessors shouldassess this evidence against the Higher National standards in the specifications in the normalway. As with all evidence, assessors should be satisfied about the authenticity and currency ofthe material when considering whether or not the outcomes of the unit have been met.

Full guidance about Edexcel’s policy on APL is provided on our website(www.edexcel.org.uk).

Quality assurance of BTEC Higher Nationals

The quality assurance system for BTEC Higher National qualifications, as higher-levelvocational qualifications at Level 4 on the NQF, will comprise three main components.

• approval process — a control measure to confirm that individual centres (and programmeteams) are appropriately resourced and competent to deliver a BTEC Level 4 programme ofstudy.

• monitoring of centres — a method of monitoring centres’ internal quality systems toensure ongoing fulfilment of initial requirements and, where appropriate, enhancement ofthose requirements to accommodate new qualifications.

• independent assessment — a measure that provides independence within the assessmentprocess, so that the certificated outcomes for each learner are not reliant on determinationsby individuals or groups with a vested interest in the outcome. This measure should beconsistent and reliable over time, and should not create unnecessary barriers.

Centre and programme approval

Approval to offer BTEC Higher National qualifications will vary depending on the status of thecentre. Centres that have a recent history of delivering BTEC Higher National qualificationsand have an acceptable quality profile in relation to their delivery will be able to gain approvalthrough an accelerated process. Centres that are new to the delivery of BTEC Higher Nationalqualifications will be required to submit evidence to demonstrate that they:

• have the human and physical resources required for effective delivery and assessment

• understand the implications for independent assessment and agree to abide by these

• have a robust internal assessment system supported by ‘fit for purpose’ assessmentdocumentation

• have a system to internally verify assessment decisions to ensure standardised assessmentdecisions are made across all assessors and sites.

Such applications have to be supported by the head of the centre (principal, chief executive,etc).

We communicate all approvals in writing to the head of centre in the form of a qualificationapproval letter. The approval letter will also contain a programme definition for eachqualification approved. The programme definition clearly states to the centre all units thatcomprise the qualification for which the centre is approved.


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Monitoring centres’ internal quality systems

Centres will be expected to demonstrate ongoing fulfilment of approval criteria across allprogramme areas. This should include the consistent application of policies affecting learnerregistrations and appeals, together with the effectiveness of internal examination andstandardisation processes.

Centres may opt for a review of their provision under the quality verifier/quality reviewerarrangements, which already apply to all further education centres. Alternatively, centres maypresent evidence of their operation within a recognised code of practice, such as that of theQuality Assurance Agency for Higher Education. Edexcel reserves the right to confirmindependently that these arrangements are operating to our satisfaction.

Independent assessment: the role of the external examiner

Supporting consistency and appropriateness of centre assessor decisions

For all BTEC Higher Nationals accredited at Level 4 on the NQF, Edexcel will appointappropriately qualified subject-specific external examiners to the programme in each centre.Edexcel will define the selection, appointment and training process, together with the roles andresponsibilities of the external examiners and will communicate the details to centres in acentre handbook.

The function of the external examiner will be to review and evaluate objectively the assessmentprocess and standards of learner attainment by independently reviewing, in the first year of theprogramme, a sample of learner work (including the centre-designed assignments on which thesamples are based) selected by the external examiner, from across the programme.

When they visit centres, external examiners must be afforded reasonable access to the assessedparts of the programme, including evidence of learner performance on placement. They arerequired to:

• verify that standards are appropriate for the qualification and its elements

• assist institutions in the comparison of academic standards across similar awards nationally.

Should any disparity occur between the judgement of centre assessors and that of the externalexaminer, this will be reported to the centre and to Edexcel by the external examiner. Thecentre will be required to agree appropriate corrective action as a result of this report.

Independence in confirmation of certificated outcomes

In the final year of the programme, the external examiner will revisit the centre in order toindependently assess learner work and to evaluate centre assessor decisions on final outcomes.This process of evaluation may focus upon work in units, selected by the external examiner,that present the most appropriate evidence for this exercise. The work of all learners not alreadysampled in the first year of the programme will be reviewed.

Resolution of assessments will normally be handled at the centre’s final programme reviewboard. The external examiner will be expected to endorse the outcomes of assessment beforecertification can be authorised. Should the external examiner be unable to provide suchendorsement, certification will be withheld until appropriate corrective action has taken place.(The senior subject examiner may become involved in such instances).

The external examiner will be required to prepare a written report after each visit. The reportwill include comments from the external examiner on:

• academic standards and programme specification

• academic standards and learner performance

• academic standards and assessment


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• the assessment process

• assessment meetings

• physical resources

• comments of learners

• meetings with staff

• external examiner practice

• issues arising from previous reports

• details of sampling

• general points, areas of good practice and major issues

• action points.

The external examiner report provides the mechanism by which the external examinerindependently verifies learner ability, endorses the validity of the assessment process andreleases certification for a cohort.

The report is a confidential document between Edexcel, the appointed external examiner, andthe centre to use for internal/external quality assurance processes. It provides the centre withfeedback on the external examining process and on the judgements that determine the externalexaminer’s decisions on endorsement, or otherwise, of learner outcomes.

Programme design and delivery

The qualifications consist of core units (which are mandatory) and specialist units. Thesespecialist units will be mostly optional and are designed to provide a specific focus to thequalification. Required combinations of specialist units are clearly set out in relation to eachqualification in the defined qualification structures provided in this document.

In BTEC Higher National qualifications each unit consists of 60 guided learning hours. Thedefinition of guided learning hours is ‘a notional measure of the substance of a qualification’. Itincludes an estimate of time that might be allocated to direct teaching, instruction andassessment, together with other structured learning time such as directed assignments orsupported individual study. It excludes learner-initiated private study. Centres are advised toconsider this definition when planning the programme of study associated with thisspecification.

Mode of delivery

Edexcel does not define the mode of study for BTEC Higher National qualifications. Centresare free to offer the qualifications using any mode of delivery that meets the needs of theirlearners. This may be through traditional classroom teaching, open learning, distance learningor a combination of these. Whatever mode of delivery is used, centres must ensure that learnershave appropriate access to the resources identified in the specifications and to the subjectspecialists delivering the units. This is particularly important for learners studying for thequalification through open or distance learning.

Full guidance on Edexcel’s policies on ‘distance assessment’ and ‘electronic assessment’ areprovided on our website.


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Learners studying for the qualification on a part-time basis bring with them a wealth ofexperience that should be utilised to maximum effect by tutors and assessors. Assessmentinstruments based on learners’ work environments should be encouraged. Those planning theprogramme should aim to enhance the vocational nature of the BTEC Higher Nationalqualification by:

• liaising with employers to ensure that the course is relevant to the specific needs of thelearners

• accessing and using non-confidential data and documents from learners’ workplaces

• including sponsoring employers in the delivery of the programme and, where appropriate,in the assessment

• linking with company-based/workplace training programmes

• making full use of the variety of experiences of work and life that learners bring to theprogramme.

Resources

BTEC Higher National qualifications are designed to prepare learners for employment inspecific sectors. Physical resources need to support the delivery of the programme and theproper assessment of the outcomes and, therefore, should normally be of industry standard.Staff delivering programmes and conducting the assessments should be fully familiar withcurrent practice and standards in the sector concerned. Centres will need to meet any specialistresource requirements when they seek approval from Edexcel.

Please refer to the resource section in individual units for specialist resource requirements.

• appropriate vehicle laboratory facilities with technical support

• appropriate workshop facilities

• laboratory and workshop equipment and materials

• laboratory/workshop ICT resources, including access to the Internet and data-loggingfacilities

• visits to relevant industry/service laboratories and appropriate plant facilities

• visits to health and safety training facilities

• visits to appropriate conferences and exhibitions

• visiting speakers from specialist professional bodies, vehicle operations and serviceindustries

• work experience or work shadowing.

Delivery approach

It is important that centres develop an approach to teaching and learning that supports thespecialist vocational nature of the BTEC Higher National qualifications. The specificationscontain a balance of practical skill development and knowledge requirements, some of whichcan be theoretical in nature. Tutors and assessors need to ensure that appropriate links are madebetween theory and practice and that the knowledge base is applied to the sector. This willrequire the development of relevant and up-to-date teaching materials that allow learners toapply their learning to actual events and activity within the sector. Maximum use should bemade of the learner’s experience.


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Meeting local needs

Centres should note the qualifications set out in these specifications have been developed inconsultation with centres, employers, engineering council UK and relevant licensed memberinstitutions, together with support from the Sector Skills Council or NTO for the engineeringsector. The units are designed to meet the skill needs of the sector and the specialist units allowcoverage of the full range of employment. Centres should make maximum use of the choiceavailable to them within the specialist units in these specifications to meet the needs of theirlearners, as well as the local skills and training needs identified by organisations such as theRegional Development Agency and the Local Learning and Skills Council.

Centres may not always be able to meet local needs using the units in this specification. In thissituation, centres may seek approval from Edexcel to make use of units from other standardNQF BTEC Higher National specifications. Centres will need to justify the need for importingunits from other specifications and Edexcel will ensure that the vocational focus of thequalification has not been diluted.

Locally-devised specialist units

There may be exceptional circumstances where even the flexibility of importing units fromother specifications does not meet a particular local need. In this case, centres can seekpermission from Edexcel to develop a unit with us to meet this need. The cases where this willbe allowable will be very limited. Edexcel will ensure that the integrity of the qualification isnot reduced and that there is a minimum of overlap and duplication of content of existing units.Centres will need strong evidence of the local need and the reasons why the existing standardunits are inappropriate. Edexcel will need to validate these units.

Limitations on variations from standard specifications

The flexibility to import standard units from other BTEC Higher National specifications and/orto develop unique locally-devised specialist units is limited to a maximum of four units in aBTEC Higher National Diploma qualification and a maximum of two units only in anyBTEC Higher National Certificate qualification. The use of these units cannot be at theexpense of the core units in any qualification.

Access and recruitment

Edexcel’s policy regarding access to its qualifications is that:

• the qualifications should be available to everyone who is capable of reaching the requiredstandards

• the qualifications should be free from any barriers that restrict access and progression

• there should be equal opportunities for all wishing to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will includeensuring that applicants have appropriate information and advice about the qualifications andthat the qualification will meet their needs. Centres should take appropriate steps to assess eachapplicant’s potential and make a professional judgement about their ability to successfullycomplete the programme of study and achieve the qualification. This assessment will need totake account of the support available to the learner within the centre during their programme ofstudy and any specific support that might be necessary to allow the learner to access theassessment for the qualification. Centres should also show regard for Edexcel’s policy onlearners with particular requirements.


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Centres will need to review the profile of qualifications and/or experience held by applicants,considering whether this profile shows an ability to progress to a Level 4 qualification. Forlearners who have recently been in education, the entry profile is likely to include one of thefollowing:

• a BTEC National Certificate or Diploma in Electrical/Electronic Engineering, orManufacturing Engineering

• an Advanced GNVQ/AVCE in an appropriate vocational area (eg in Engineering)

• a GCE Advanced level profile which demonstrates strong performance in a relevant subjector an adequate performance in more than one GCE subject. This profile is likely to besupported by GCSE grades at A* to C

• other related Level 3 qualifications

• an Access to Higher Education Certificate awarded by an approved further educationinstitution

• related work experience.

Mature learners may present a more varied profile of achievement that is likely to includeextensive work experience (paid and/or unpaid) and/or achievement of a range of professionalqualifications in their work sector.

Restrictions on learner entry

The majority of BTEC Higher National qualifications are accredited on the NQF for learnersaged 16 years and over. Learners aged 15 and under cannot be registered for a BTEC HigherNational qualification.

Learners with particular requirements

Edexcel recognises that some learners, when studying vocationally-related qualifications, willhave coped with the learning demands of a course but may find the standard arrangements forthe assessment of their attainment presents an unfair barrier. This would apply to learners withknown and long-standing learning problems and to learners who are affected at, or near to, thetime of a time-constrained assessment.

Edexcel will seek to approve alternative arrangements that:

• meet the needs of learners with particular requirements

• do not confer advantage over other learners

• are commensurate with the proper outcomes from the qualification.

Details of the allowable arrangements for such learners are given in Assessment of VocationallyRelated Qualification: Regulations and Guidance relating to Learners with SpecialRequirements (Edexcel, 2002).


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The wider curriculum

The study of the BTEC Higher Nationals in Vehicle Operations Management providesopportunities for learners to develop an understanding of spiritual, moral, ethical, social andcultural issues and an awareness of environmental issues, health and safety considerations, andEuropean developments. These wider curriculum opportunities are indicated in the units asappropriate. Mapping of wider curriculum opportunities issues is provided in Annex C.

Ethical, social and cultural issues feature in:

Unit 1: Managing People, Unit 2: Managing Resources, Unit 4: Project, Unit 5: BusinessPlanning, Unit 6: Business Law for Vehicle Operations, Unit 7: Customer Services in VehicleOperations, Unit 9: Managing Quality in Vehicle Operations, Unit 10: Business Strategy forVehicle Operations, Unit 12: Management Processes, Unit 13: Marketing Vehicle operations,Unit 15: Training and Development, Unit 19: Plan and Co-ordinate Vehicle Maintenance,Unit 20: Insurance Principles and Unit 22: Employment Practices.

Environmental issues feature in:

Unit 4: Project, Unit 5: Business Planning, Unit 10: Business Strategy for Vehicle Operations,Unit 17: Transport Legislation, Unit 18: Fleet Transport Operations, Unit 19: Plan and Co-ordinate Vehicle Maintenance and Unit 26: Vehicle Damage Assessment.

European developments feature in:

Unit 4: Project, Unit 5: Business Planning, Unit 6: Business Law for Vehicle Operations,Unit 7: Customer Services in Vehicle Operations, Unit 9: Managing Quality in VehicleOperations, Unit 10: Business Strategy for Vehicle Operations, Unit 13: Marketing VehicleOperations, Unit 17: Transport Legislation, Unit 18: Fleet Transport Operations, Unit 19:Plan and Co-ordinate Vehicle Maintenance, Unit 20: Insurance Principles and Unit 22:Employment Practices.

Health and safety issues feature in:

Unit 2: Managing Resources, Unit 4: Project, Unit 6: Business Law for Vehicle Operations,Unit 17: Transport Legislation, Unit 18: Fleet Transport Operations, Unit 19: Plan and Co-ordinate Vehicle Maintenance, Unit 20: Insurance Principles, Unit 21: Vehicle PartsManagement, Unit 22: Employment Practices, Unit 25: Advanced Vehicle Technology, Unit 27:Accident Reconstruction, Unit 29: Engineering Science, Unit 30: Mechanical Principles.

Equal opportunities issues feature in:

Unit 1: Managing People, Unit 4: Project, Unit 5: Business Planning, Unit 6: Business Law forVehicle Operations, Unit 12: Management Processes, Unit 13: Marketing Vehicle Operations,Unit 15: Training and Development and Unit 22: Employment Practices.


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Useful publications

Further copies of this document and related publications can be obtained from:

Edexcel PublicationsAdamswayMansfieldNottinghamshire NG18 4FN

Telephone: 01623 467 467Fax: 01623 450 481Email: [email protected]

Related publications include:

• the current Edexcel publications catalogue and update catalogue

• Edexcel publications concerning the quality assurance system and the internal and externalverification of vocationally-related programmes may be found on the Edexcel website andin the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Pleasecheck the cost when you order.

Professional body contact details

Engineering Council (UK)10 Maltravers StreetLondonWC2R 3ER

Telephone: 020 7240 7891Fax: 020 7240 7517Email: [email protected]: www.engc.org.uk

Society of Operations Engineers22 Greencoat PlaceLondonSW1P 1PR

Telephone: 020 7630 1111Fax: 020 7630 6677Email: [email protected]: www.soe.org.uk

The Institute of The Motor IndustryFanshawsBrickendonHertford SG13 8PQ

Telephone: 01992 511521Fax: 01992 511548Website: www.motor.org.uk


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How to obtain National Occupational Standards

The Engineering Occupational Standards for Higher Levels can be obtained from:The Occupational Standards Council for EngineeringBroadway HouseTothill StreetLondon SW1H 9NQTelephone: 020 7233 0935Fax: 020 7233 0940Website: www.osceng.co.uk

Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications.This support is available through a choice of training options offered in our published trainingdirectory 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 student-centred learning and teaching approaches

• building key skills into your programme

• building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on the Edexcel website(www.edexcel.org.uk). You can request customised training through the website or bycontacting one of our advisers in the Professional Development and Training Team ontelephone number 020 7758 5620 to discuss your training needs.

The training we provide:

• is active — ideas are developed and applied

• is designed to be supportive and thought provoking

• builds on best practice.

Our training will also underpin many areas of the Higher Education Staff Development Agency(HESDA)/FENTO standards for teachers and lecturers working towards them.

Further information

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk.


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Core

units


25


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Unit 1: Managing People

Learning hours: 60

NQF level 4: BTEC Higher National — H2

Description of unit

This unit provides a thorough foundation in the essential aspects of managing people employedby the motor industry service sector. It is intended to develop the learner’s understanding andability to deal effectively with the processes that relate to human resource management. Theunit embraces all aspects of people management; personnel issues such as recruitment andselection, grievance and disciplinary processes, employment documentation, measuringperformance and team management. Learners will also develop their awareness of aspectsrelating to individual performance. This includes the motivation of teams and individuals tomaximise their contribution to the quality of service and resulting improvements in theperformance of the business in the marketplace.


To achieve this unit a learner must:

1 Investigate employment practices

2 Evaluate the performance of individuals

3 Investigate the roles and behaviour of teams

4 Evaluate the performance of a team.


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Content

1 Employment practices

Recruitment and selection: work force planning; internal and external appointments (egadvertising vacancies, use of recruitment and temporary placement agencies);documentation (eg application forms, curriculum vitae, short and long listing, selectioncriteria, person specifications); selection processes (eg psychometric testing, skills testing,interviewing processes and techniques); evaluating applicants; appointment procedures andinduction procedures

Legal requirements: employment contracts; equal opportunities; discrimination

Job descriptions: job analysis and roles (eg duties, responsibilities, limits of authority, linemanagement); layout and format of job specification; conditions of employment (eg pay,bonus and incentives, etc)

Employment documentation: formal written contracts; policy and procedures (eg employeehandbook, grievance procedures, disciplinary procedures)

2 Performance of individuals

Factors affecting performance: motivational aspects (eg personal satisfaction, Maslow’shierarchy of needs, job satisfaction, status, recognition); personal skills; workingconditions; pay; career development; personal relationships

Performance review: methods of review (eg by supervisor or manager, peers, team,subordinates and self appraisal); feedback of results; resolution of conflicts; use as amotivator for the achievement of performance targets

Staff appraisals: appraisal systems (eg, one to one, 360º, appraisal training, appraisaldocumentation and preparation); managing the appraisal process (eg appraisal techniques,questioning, dealing with contentious issues, working relationships, staff training, recordinginformation)

Performance targets: determining and agreeing individual targets (eg quantitative andqualitative aspects, use of SMART for setting performance targets); reviewing achievementand feedback

3 Roles and behaviour of teams

Types of team: eg management teams, working groups, consultative teams, problem solvingteams, focus groups, task groups, project groups

Team operation: purpose of team working (eg team values, team dynamics, team ethics,behaviour in teams, Belbin’s team roles); managing team meetings (eg formalities anddocumentation of meetings, setting and agreeing targets and deadlines); methods ofcommunication

Team responsibilities: to superiors, subordinates, the business and team members; externalfactors (eg external steering groups, performance targets, communicating results tointerested parties); confidentiality and meeting deadlines


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4 Performance of a team

Determining targets: establishing team role; purpose; authority and targets (eg managementset targets, creating team objectives, identifying limits of authority, clarifying desiredoutcomes)

Team management: deciding tasks; identifying resources; organising roles and tasks (egplanning work, co-ordinating team activities); deciding milestones; controlling progress

Evaluating performance: measurement of outcomes (eg team’s self-appraisal, managementevaluation, staff evaluation, customer evaluation); identification of performance data;quantitative and qualitative aspects.


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Outcomes Assessment criteria for pass

To achieve each outcome a learner must demonstratethe ability to:

1 Investigate employmentpractices

• identify and describe recruitment and selectionprocesses and procedures in an organisation

• explain the legal requirements that relate torecruitment and selection

• describe the factors affecting job descriptions

• evaluate employment documentation and identifytheir benefits to the employer and the employee

2 Evaluate the performance ofindividuals

• identify and describe the factors affecting theperformance of people at work

• explain the methods used for conductingperformance review

• analyse the procedures, processes anddocumentation of a staff appraisal system

• describe how individual performance targets are set

3 Investigate the roles andbehaviour of teams

• describe the type and function of teams found in agiven vehicle operation

• identify and describe team operating procedures andevaluate methods of communication

• identify and explain team responsibilities

4 Evaluate the performance ofa team

• identify and determine the targets for a teams

• describe the factors affecting team management

• evaluate the performance of a team


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Guidance

Delivery

Learners are generally expected to work individually but may also work as teams to covercertain aspects. However, assessment evidence must be at an individual level and must not becollective evidence for the group.

Assessment

Evidence of outcomes may be generated through the use of assignments, group or individualexercises, projects, or completed tests/examinations. Ideally, learners should be employed orhave access to a work placement in a vehicle operations related occupation. They will needsome experience of working as part of team within vehicle operations to fully benefit from theunit. It is recommended that assignments, exercises or projects should be based on real-lifesituations in vehicle operations to relate the unit content to employment situations.

Links

This unit has links with Unit 2: Managing Resources, Unit 15: Training and Development andUnit 22: Employment Practices. If evidence relates to more than one unit, care must be taken toensure that it is tracked to make it clear which unit the evidence relates to.

Resources

There are no special requirements for this unit, however learners should have access toappropriate learning resources including a range of textbooks relating to human resourcemanagement.

Additionally, suitable guest speakers might be invited to provide an overview and an industrialperspective on relevant aspects of the unit. For example, personnel management and teambuilding in a range of vehicle operations.

Support materials

Textbooks

Armstrong, M — Handbook of Human Resource Management Practice (Kogan, 2001)ISBN: 0749433930

Hunt, J — Managing People at Work (McGraw Hill, 1992) ISBN: 007707677X

Maund, L — Introduction to Human Resource Management (Palgrave Macmillan, 2001)ISBN: 0333912438

Torrington, D and Hall, L — Human Resource Management (Prentice-Hall Europe, 1998)ISBN: 0130807397


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Unit 2: Managing Resources

Learning hours: 60


Description of unit

The aim of this unit is to provide learners with an understanding of the various aspects involvedin the efficient management of resources in vehicle operations. It covers the processes involvedin the identification and use of resources through careful selection, specification ofrequirements and planning. The unit also considers how to assess the effective use of resourcesthrough the measures of key performance indicators, utilisation factors and cost effectiveness.This is balanced against the need to evaluate the impact of health and safety legislation on theuse of these resources.



1 Examine and describe the resources required to support a vehicle operation

2 Evaluate the efficient use of resources

3 Examine and appraise the methods for acquiring physical resources

4 Describe the impact of health and safety legislation on a vehicle operation.


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Content

1 Resources

Resources: physical resources; such as premises (eg workshops, parts departments, sales,administration, storage, etc); equipment (eg plant and machinery, tools, vehicles, etc);human resource (eg employers, employees, contractors)

Critical factors: financial constraints (eg demand, competition, performance and efficiency,economic life, obsolescence, projected revenue and costs); company policy (eg image,company and departmental objectives); developing technology; legal and health and safetyrequirements

Selection of resources: selection processes (eg consultation and communication withmanagers and staff, discussion and justification of decisions and recommendations); use ofcost benefit analysis and capital investment appraisal techniques (eg payback, net presentvalue and discounted cash flow (DCF), previous record of use); presentation of findings

2 Efficient use of resources

Key performance indicators (KPIs): common KPIs for vehicle operations (eg vehicle salesdepartment — demo conversion rate, sales/staff ratio, average profit per sale; servicedepartment — percentage labour efficiency, hours sold per technician, direct/indirect staffratio; parts department — percentage competitive parts sales, stock turn, sales/staff ratio,first time pick, etc)

Utilisation factors: premises, equipment and human resources (eg workshop loading, hoursavailable; allowance for sickness, training and holidays, overtime, time required tocomplete work; hours in use and hours available for equipment, etc); factors specific tovehicles (eg type of load, type of vehicle, distance, routes, speed, drivers’ hours)

Cost effectiveness: eg revenue per hour or per employee, total revenue, costs and directprofit, return on capital employed (ROCE), breakeven point; factors specific to vehicles,downtime, running and standing costs, costs per kilometre, revenue per mile

3 Acquiring physical resources

Methods of finance: cash purchase; bank loan; hire purchase or credit; mortgage

Alternative methods: rental with/without maintenance; lease and return; lease with/withoutmaintenance; lease with option to purchase

4 Health and safety legislation

Legislation and regulations: the requirements of the Health and Safety at Work Act,COSHH and Workplace (Health, Safety & Welfare) Regulations

Reporting accidents: the requirements of RIDDOR (Reporting of Injuries, Diseases andDangerous Occurrences Regulations 1995)

Risk assessment: definition of hazards and risks; risk assessment procedures; recording andcontrolling risk


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1 Examine and describe theresources required to supporta vehicle operation

• identify and describe the different resources used ina vehicle operation

• explain the critical factors which affect the selectionof resources

• produce recommendations for the selection ofresources in a vehicle operation

2 Evaluate the efficient use ofresources

• explain and apply key performance indicators tomeasure the efficient use of resources in a vehicleoperation

• assess the utilisation and cost effectiveness ofresources in a vehicle operation

• recommend changes to improve the use of resourcesin a vehicle operation

3 Examine and appraise themethods for acquiringphysical resources

• explain methods of financing the acquisition ofphysical resources

• describe alternative methods of acquiring the use ofphysical resources in a vehicle operation

• compare methods of acquiring physical resourcesfor a specified purpose

4 Describe the impact of healthand safety legislation on avehicle operation

• identify and describe the legislation and regulationsthat impact upon the management of the vehicleoperation

• describe the requirements and mechanisms forrecording and reporting accidents at work

• carry out a risk assessment in a vehicle operationand make recommendations


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Guidance

Delivery

This unit is intended to give learners an introduction to the principles of managing resources invehicle operations (eg service, parts or sales). Learners are expected to work individually or inteams if appropriate. They should be encouraged to devise solutions to problems involving therange of different types of resources including premises, equipment, vehicles and humanresource. The situations must reflect motor industry practice.

Assessment

Evidence may be in the form of assignments or projects, solutions to group or individualexercises, completed tests or examinations. Whenever group work is undertaken, theassessment evidence must be at an individual level — group or collective evidence would notbe valid. Evidence could be accumulated in a portfolio containing a mix of assessment materialand wherever possible the tasks should reflect the particular specialist sector of the learner (eglight vehicle, heavy vehicle, vehicle body repair, motorcycle, vehicle parts distribution, vehicleselling, etc). This will help the learner to relate the unit content to their work.

Links

This unit has links with Unit 3: Finance for Vehicle Operations, Unit 5: Business Planning andUnit 14: Small Business Management and ideally should be studied in parallel with some or allof these units. Where evidence relates to other unit outcomes care must be taken to ensure thatit is tracked to each of the units to which it applies.

Resources

Centres should establish a library of sector-specific material to support the unit content. Thisshould include material to support the various specialist areas of the learners such as servicerepair (Light Vehicle, Heavy Vehicle, motorcycle), body repair, vehicle parts, fleet, etc.

Support materials

Textbooks

Dyson, J — Accounting for Non-Accounting Students (Prentice Hall, 2000) ISBN: 0273646834

Health and Safety Executive — Health & Safety in Motor Vehicle Repair (HSE, 1991)ISBN: 0118856715

Johnson, B — Managing Operations (JA Majors, 1997) ISBN: 0750638095


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Unit 3: Finance for Vehicle Operations

Learning hours: 60


Description of unit

This unit develops learners’ knowledge and understanding of the financial aspects affectingsupervisors and managers in the service sector of the motor industry. It is a broad-based unitcovering the main requirements of business financial and management accounting. Theapproach should be ‘accounting for non-accountants’ and to develop knowledge andunderstanding of accounting as it applies to the role of the supervisor or manager in vehicleoperations. The intention is to provide a broad introduction into the main aspects which arecrucial to the management of vehicle operations in the servicing repair sector.



1 Investigate company accounts

2 Analyse financial and business performance

3 Investigate budgets and budgeting

4 Investigate cost accounting.


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Content

1 Company accounts

Company accounts: ledger accounts (eg sales and purchase ledger, recording transactions,general ledger, double entry principle); trial balance; trading account; profit and lossaccount; balance sheet

Financial terms: revenue; sales; turnover; overheads; expenses; gross profit; net profit;retained profit; fixed assets; current assets; net assets; tangible assets; intangible assets;long term liabilities; current liabilities; prepayments; accruals; working capital; total capitalemployed; capital (eg ordinary and preference shares, retained profits, reserves, debentureloans); depreciation; reserves; corporation tax

Depreciation: straight line; reducing balance

2 Financial and business performance

Financial and business performance: liquidity; profitability; use of assets; historicinformation; trends; impact of management decisions on performance (eg expansion,purchase of assets, sources of additional capital, salary increases, expenses, overheads,overdraft); effect of current economic situation (eg interest rates)

Financial ratios: profitability (eg return on capital employed ROCE, % gross profit, % netprofit, retained profit); taxation; liquidity (eg current ratio, acid test ratio, working capital,debtors ratio, accruals, cash availability to meet demands); use of assets (eg creditors ratio,stock turn ratio); benchmarks and norms; comparison with other companies

3 Budgets and budgeting

Budgetary process: effect of business plans on budgets (eg strategic and corporate plans;operational plans, departmental objectives); forecast final accounts (eg trading and profitand loss accounts, balance sheets); departmental budgets

Budgets: sales; revenue; staffing; resources; costs; cash; budgetary control

4 Cost accounting

Cost accounting concepts: profit centres; cost centres; prime cost (eg direct labour, directmaterials, direct expenses); indirect expenses; overheads

Costing processes: apportionment of overheads; absorption costing; marginal costing; jobcosting; break-even analysis (eg breakeven charts, break-even point); calculation ofcharges; labour rates; charge-out rate; vehicle costing (eg standing and running costs, dailycharges)


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1 Investigate companyaccounts

• describe the operation of ledger accounts and thecreation of a trial balance

• explain the meaning of financial terms used incompany accounts

• interpret and understand the company accounts of amotor vehicle service company

• determine the depreciation of fixed assets

2 Analyse financial andbusiness performance

• measure and evaluate the financial performance of amotor vehicle service company

• investigate areas of poor comparison with othercompanies and suggest future corrective action

• explain financial ratios used to analyse financial andbusiness performance

3 Investigate budgets andbudgeting

• explain the budgetary process

• devise example budgets for typical situations invehicle operations

• explain the process of budgetary control

4 Investigate cost accounting • explain costing accounting concepts

• apply appropriate costing processes to typicalsituations in vehicle operations


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Guidance

Delivery

This unit is intended to give learners an appreciation of the main aspects of accounting from theperspective of the non-accountant. The delivery should provide learners with an insight into keyissues affecting managers and supervisors involved in the service sector. It will enable them tointerpret information and develop techniques for effective management of resources. Learnersare expected to work individually throughout the unit and devise solutions to a range of motorindustry related tasks. The emphasis of the unit is on ensuring that learners gain a thoroughunderstanding of the financial aspects of business as they affect the supervisor or manager.

This unit has links with a number of other units in the programme. Where evidence relates toother unit outcomes care must be taken that it is tracked to each of the units to which it applies.

Assessment

Evidence may be in the form of individual and group exercise, assignments and projectssupplemented by the results of tests and examinations. Case studies and assignments may alsobe used and should represent typical motor industry situations. It is recommended that, whereappropriate, some evidence of outcomes be in the form of printouts from spreadsheet solutionsto set problems.

Links

This unit has links with Unit 2: Managing Resources, Unit 5: Business Planning, Unit 11:Business Organisation and Communication, Unit 14: Small Business Management and Unit 21:Vehicle Parts Management.

Resources

Computer software packages, including spreadsheets, should be used whenever possible toachieve solutions to problems. Ideally, centres should establish a library of sector-specificmaterial, which supports the application of different financial techniques. This should includefinancial information relating to the various specialist areas within the service sector of themotor industry.

Support materials

Textbooks

Dyson, J R — Accounting for Non-Accounting Students (FT Prentice Hall, 2000)ISBN: 0273646834


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Unit 4: Project

Learning hours: 60


Description of unit

This unit develops learners’ ability to use the knowledge and skills they develop at work and/oron the Vehicle Operations Management programme to complete a realistic work project.

The unit aims to integrate the skills and knowledge developed in other units of the coursewithin a major piece of work that reflects the type of performance expected of a technician,supervisor or manager in the motor industry.



1 Select a project and agree specifications and procedures

2 Implement the project within agreed procedures and to specification

3 Evaluate the project

4 Present project outcome.


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Content

1 Select a project

Process of project selection: formulate project plans; appraise the feasibility of the projects(eg comparison and decision-making methods and techniques for generating solutions fromthe selection of alternatives, brainstorming, mind mapping, etc) and carry out an initialcritical analysis of the outline specification; select chosen project option and agree rolesand allocate responsibilities (individually with tutor/supervisor and within project group ifappropriate); initiate a project log book/diary; estimate costs and resource implications;identify goals and limitations

Project specifications: identify and record the technical and management requirementsrelevant to the appropriate level of study and chosen project type (eg service, repair,operation, testing, performance, diagnosis, environmental issues, legislation; financial,operational, legal, market related, customers, staff, physical resources, efficiency,developing technology)

Procedures: planning and monitoring methods; methods of working; lines ofcommunication; structure of groups and collaborative working (eg learner groups or rolesand responsibilities within a work-based project), targets and aims

2 Implement the project

Implement: proper use of resources (eg premises, equipment, human resource etc); workwithin agreed time scale; use of appropriate techniques for generating solutions;maintaining and adapting project plan where appropriate; maintaining all records ofdevelopment/progress

Record: maintain log book/diary entries; prepare and collate developmental work (eg notes,sketches, drawings, meeting notes, research results, etc)

3 Evaluate

Evaluation techniques: appraisal of the feasibility/effectiveness of the project solution anda critical analysis against the project specification and planned procedures; use of graphs;statistics; Gantt charts; sequencing; scheduling, critical path methods, networking;application of Project Evaluation and Review Techniques (PERT); using computersoftware packages where appropriate

4 Present project outcome

Record of procedures and results: log book/diary record of all events; record ofdevelopmental work (eg sketches, charts, graphs, drawings and associated notes); workingrecords of planning and monitoring procedures; relevant data and results

Present: formal project report (eg written and/or oral presentation); use of appropriatemedia and methods (eg WP, CAD, DTP, PowerPoint, spreadsheets/databases, etc);presentation to known audiences (peer groups, tutors) and unknown audience (actual orsimulated, customer or client)


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1 Select a project and agreespecifications and procedures

• establish and record possible project specifications

• identify the factors that contribute to the process ofproject selection

• identify and agree a project for a vehicle operationsapplication

• prepare project specification and procedures

2 Implement the projectwithin agreed procedures andto specification

• implement the chosen option to meet the agreedspecification

• record and collate relevant data

3 Evaluate the project • describe and use appropriate project evaluationtechniques

• interpret and justify the results in terms of theoriginal project specification

4 Present project outcome • produce a record of all procedures and results

• present the details of the project in a suitableformat, using appropriate media


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Guidance

Delivery

This unit is designed to bring small groups of learners together into a multi-disciplinary team,so that they can co-ordinate their individual skills and abilities. This allows them to develop theability to work individually; and with others, within a defined timescale and given constraints,to produce an acceptable and viable solution to an agreed brief. Learners may work individuallyor in small groups of three or four.

If the project is to be carried out as part of a team, it will be necessary to make sure that eachmember of the team has clear responsibilities and to ensure that everyone makes a contributionto the end result. It is important to be clear about who is responsible and accountable for eachaspect of the work.

Once the initial brief for the project has been clarified, the tutor’s role is of a counselling ratherthan a directing nature. Groups might tackle different projects or several groups might elect todo similar projects. Part of the unit should be devoted to the presentation of findings, both atintermediate and final stages, so that all groups gain an insight into the thinking of others. Afterthe final presentations, it could be useful to have feedback and/or debriefing to enable learnersto benefit from comments on good and bad practice. Involving employers in all the stages of theproject and at least in the presentation or plenary sessions, or both, is recommended.

Assessment

Evidence of outcomes may be in the form of a written or computer-based report supported by afully documented log book/diary and, where appropriate, an oral presentation.

Links

The project unit is intended to integrate the skills and knowledge developed in many of theother units within the programme. Hence, the opportunity to apply the appropriate level ofskills and knowledge defined by these BTEC Higher National units should be an importantconsideration in the selection of the project topic.

Resources

Learners should have access to a wide variety of physical resources, depending on the specificproject. Many of these are listed with the individual units associated and integrated with thisone. Other data sources and reprographic facilities should also be readily accessible. Centresshould try to work closely with industrial organisations in order to bring realism and relevanceto the project.

Support materials

Due to the nature of the unit, learners should refer to the reading lists of other units in theprogramme which relate to the specific aspect they are investigating. However, the followingreferences may be of general use.


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Textbooks

Lock, D — Project Management 7th Edition (Gower Publishing, 2000) ISBN: 056608225X

Smith, N J — Engineering Project Management 2nd Edition (Blackwell Scientific, 2002)ISBN: 0632057378


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Unit 5: Business Planning

Learning hours: 60


Description of unit

This aim of this unit is to provide learners with an understanding of the various aspectsinvolved in planning and the related processes involved in decision making and implementationof plans. It examines the critical aspects of strategic and corporate planning and also includesplanning of physical and human resources. The unit aims to develop a broad view of planningand should be delivered in the context appropriate to a middle manager in a vehicle operationsbusiness within the motor industry business.



1 Examine strategic planning

2 Evaluate the decision making process

3 Explore the planning of resources

4 Evaluate the delivery of business plans.


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Content

1 Strategic planning

Purpose and scope: provides direction and focus; progress towards achieving the vision andmission; coherence of a business’ activities; scope includes the company vision and valuestatements, mission statements, strategic aims and objectives, 3/5 year corporate andstrategic plans, identifying critical success factors

Key elements: the planning process (eg consultation at all levels, analysis of pastperformance, progress towards vision; annual planning cycle, SWOT analysis, self-assessment); internal factors (eg quality improvements, training and development, serviceimprovements, factors related to premises); external factors (eg market analysis, customersrequirements, competition, economic aspects, new technology); setting business andperformance objectives; use of the SMART principle; criteria for setting objectives

2 Decision making

Decision making process: the process at strategic, functional and operational levels; routineand one-off decisions; the Managing Tasks and Solving Problems sequence; conflict ofpolicy, values and political/personal issues; roles of decision makers; comparison ofautocratic and democratic styles; top-down and bottom-up processes; involving employees;management and supervision; effect on team building and morale; provide direction for thebusiness; cultural and/or change issues

3 Planning of resources

Physical resources: premises eg workshops, equipment and machinery, vehicles; economicfactors; efficiency; utilisation; ways of increasing utilisation eg types of shift working, costeffectiveness, methods used to control loading

Human resources: manpower planning eg requirement to meet future needs, expansion andgrowth, allowances for training, sickness, holidays, planning for succession, retirement,resignations; calculation of hours available/hours required; use of overtime

Finance and budgets: capital requirements; capital expenditure budget; methods ofincreasing capital (eg share issue, loans); cash flow budget; revenue budget; operationalbudgets

4 Delivery of business plans

Organisational structures: structures such as hierarchical, flat, matrix; functionalresponsibilities; role of the manager and supervisor; quality and financial control

Dissemination and delegation: setting departmental objectives; personal objectives ofmanagers and employees; management by objectives (MBO); milestones; need tocommunicate the plan to the organisation (eg selling the vision, gaining commitment andsupport of managers and employees, showing leadership and direction, demonstrating theimportance of the plan, explaining key objectives)

Techniques: the use of charts, spreadsheets and databases in control procedures related tothe motor industry.


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1 Examine strategic planning • explain purpose and scope of strategic planning

• describe the key elements involved in developingstrategic plans

• describe the annual planning cycle and the processof deciding business and performance objectives

• prepare sample objectives for business goalsapplicable to a typical vehicle operations business

2 Evaluate the decision makingprocess

• explain and compare decision making processes

• identify and evaluate factors which affect decisionmaking within a motor industry organisation

3 Explore the planning ofresources

• explain planning the use of physical resources invehicle operations

• explain the purpose and processes used to planhuman resources

• describe the relationship and interdependence ofplanning resources on finance and budgets

4 Evaluate the delivery ofbusiness plans

• describe different organisational structures in themotor industry

• explain the processes used for dissemination anddelegation of the plan

• explain techniques used to control the delivery ofbusiness plans


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Guidance

Delivery

This unit is intended to give learners an introduction to the principles of business planning invehicle operations (eg vehicle dealerships, garages, repairers, fleet operators). Learners areexpected to work individually or in teams if appropriate and they should be encouraged todevise solutions to problems involving applications to the motor industry. Learning andteaching strategies may include visits to companies, multimedia, traditional classroom methods,individual assignment work, working in small groups, case studies and industry-based research.

Assessment

Evidence may be in the form of written assignments, exercises and projects supplemented bythe results of tests and examinations if necessary. Case studies and assignments may be usedand should be prepared to reflect typical motor industry situations.

Links

Evidence may be in the form of written assignments, exercises and projects supplemented bythe results of tests and examinations if necessary. Case studies and assignments may be usedand should be prepared to reflect typical motor industry situations.

Resources

There are no special requirements for this unit, however learners should have access toappropriate learning resources including a range of textbooks relating to planning and strategicmanagement.

Support materials

Textbook

Shier, A — Motor Trade Administration and Organisation (IMI, 1996) ISBN: 1871880033

Journals

Motor Industry Management

Institute of Motor Industry (Monthly)

Transport Engineer (Monthly)


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Unit 6: Business Law for Vehicle Operations

Learning hours: 60


Description of unit

This unit aims to give the learner a sound knowledge and understanding of the legislationrelated to business transactions and in particular in a vehicle operations settings. It includes anunderstanding of the sources of law, legal systems and the concepts involved with contract, tortand consumer law.



1 Describe the legal system and court structure

2 Analyse, interpret and apply the law of contracts

3 Analyse, interpret and apply law relating to the consumer

4 Describe and interpret the law of torts as applied in vehicle operations.


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Content

1 Legal system and court structure

Legal system: nature of law; history of common law and equity; Treaty of Rome;differences between civil and criminal law

Sources of law: custom; legislation; case law; European Union (EU) regulation anddirectives

Court structures: Magistrates and Juvenile Courts; Crown Courts; County Court; HighCourt; Court of Appeal; House of Lords; European Courts; Small Claims Court and specialcourts (eg industrial tribunals)

2 Law of contracts

Nature of a contract: concept and the definition of a contract, oral, written or inferred

Elements of a contract: offer; acceptance; consideration; intention to be legally bound;capacity to make a contract

Terms of a contract: express and implied; representations; warranties and conditions;exemptions; privity of contract; remedies for breach of contract

Invalidating factors: void; voidable; illegal (to include sale of business, restraint of trade,solus agreements etc); restrictive trade practices and vitiating factors

Contract situations: eg sale of goods, supply of services

3 Law relating to the consumer

Consumer protection: Consumer Protection Act; product liability; consumer safety;misleading price indications; HPI Equifax

Consumer credit: Consumer Credit Act; credit agreements; hire purchase contracts; creditsale agreements

Trade descriptions act: trade descriptions in relation to goods, services, accommodation orfacilities

Fair trading: role of the Office of Fair Trading (OFT); codes of practice

4 Law of torts

Background: origins and definition of the Law of Torts

Types: eg trespass; nuisance; assault and battery; premises; rights of way/custom andpractice; liability; negligence; duty of care; defamation; libel and slander; deceit and fraud

Capacity, defences and remedies: age at which action can be taken; general defences (eginevitable accident, assumption of risk, self-defence and statutory authority, damagesinjunctions, other remedies)

Tortuous situation: law of tort using case studies or hypothetical examples


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1 Describe the legal systemand court structure

• produce a report outlining the legal system andcontaining a description of sources of law

• compare civil and criminal law

• describe different court structures, including thehierarchy and the purpose of the courts in each case

2 Analyse, interpret and applythe law of contracts

• compare and contrast an oral, written and inferredcontract

• describe three elements of a contract

• explain three contract terms

• report on factors that make a contract invalid

• prepare a report to interpret the law of contracts fora vehicle operations contract

3 Analyse, interpret and applythe law relating to theconsumer

• analyse, interpret and apply consumer protectionlegislation and consumer credit legislation inrelation to a business transaction in the motor trade

• analyse a given trade description and produce areport based on the interpretation and application ofthe law relating to trade descriptions

• explain the role and purpose of the Office of FairTrading and the benefits and limitations of codes ofpractice

4 Describe and interpret the lawof torts as applied in vehicleoperations

• explain the background to the law of torts andexplain four different types of torts

• analyse capacity, defences and remedies in atortuous situation

• interpret and apply the law of tort in a vehicleoperations tortuous situation


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Guidance

Delivery

This unit is intended to give the learner an understanding of the legislation related to businessoperations and to improve the learner’s ability to access information sources relating tobusiness legislation.

It may be beneficial to complete this unit through case studies (either real or fictitious), byassignments and projects, or by practical tasks.

Assessment

Assessment evidence of outcomes may be produced through the use of assignments,syndicate/group work, projects or completed tests/examinations. Whenever possible, learnersshould devise solutions to case study situations based on real life and set in a vehicle operationsenvironment. Assignments or projects could also be work-based to relate the unit content totheir occupational experience whenever possible. Care must be taken when group work is to beused to ensure that assessment evidence is generated at an individual level, as collectiveevidence would not be acceptable.

Links

This unit has links with Unit 22: Employment Practices. If evidence relates to more than oneunit care must be taken to ensure it is tracked so it is clear to which unit the evidence relates.

Resources

There are no special requirements for this unit, however learners should have access to learningmaterial and case studies relating to business law.

Suitable guest speakers might be invited to provide an overview of relevant aspects of the unit,when and as appropriate.

Support materials

Textbooks

Keenan, D and Riches, S — Business Law (Longman, 2001) ISBN: 0582438152

Lewis, D and Sargeant, M — Essentials of Employment Law (CIPD, 2002) ISBN: 0852929390


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Unit 7: Customer Services in VehicleOperations

Learning hours: 60


Description of unit

This unit introduces learners to the principles and objectives of customer service and itsmanagement within vehicle operations. The unit develops an understanding of the nature of acustomer service culture and quality service and helps learners appreciate how informationgathered from customers can improve the delivery of customer services.



1 Analyse a customer service policy within vehicle operations

2 Explain the purpose of promoting a customer focused culture

3 Investigate customer requirements and satisfaction levels

4 Provide customer service for vehicle operations.


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Content

1 Customer service policy

Policies: structure; use; focus; identification; prioritisation and confirmation of customerrequirements and expectations; improvement of customer perceptions and satisfaction;monitoring customer service and satisfaction; influences affecting implementation;effective communication

Quality of service: methods (eg International Standards Organisation (ISO), Investors inPeople (IiP), Total Quality Management (TQM)); customer expectations; service levelagreements; standardised procedures; codes of practice; staffing levels; staff competency;flexibility; reliability and responsiveness

Evaluation: purpose; sources of information (eg customers, colleagues, staff, management);types of written and oral feedback (including accuracy, relevance, reliability, validity);methods of data collection; improvements; staff training and development

2 Customer focused culture

Communication: verbal; non-verbal (body language); written; types of response; use; effect

Types of customer: external (eg retail, trade, garage, repairers, fleet); internal (eg warranty,sales)

Role of the customer: customer service culture; identifying and analysing customerrequirements and expectations; influences of service provision on customer perceptions

3 Customer requirements and satisfaction levels

Requirements: sources of information eg customers, staff, management, organisationrecords, past information

Primary research: sampling; qualitative; quantitative; interview (individual, group);survey; observation; contact methods (mail, telephone, personal)

Secondary research: internal eg sales records, financial information, client and customerdatabases; external eg government publications, trade journals, periodicals, professionalassociations, national organisations, commercial data, vehicle manufacturers

Satisfaction levels: planning; strategy; assessment of options using researched information;staffing levels

4 Customer service

Customer needs: urgent; non-urgent; special requirements; quality of service; price;products and facilities; value for money; cleanliness of vehicle; service level agreements;soft issues (eg car parking arrangements, customer waiting areas)

Benefits of improved service: improved customer satisfaction; repeat business; improvedreputation; increased profit


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1 Analyse a customer servicepolicy within vehicleoperations

• discuss the reasons for using customer servicepolicies

• summarise methods of assessing the quality ofcustomer service provision for a given situation

• explain the purpose of evaluating the performanceof customer service and how this can assist futuretraining and development

2 Explain the purpose ofpromoting a customerfocused culture

• describe different communication types and howthese are identified and used to best effect

• explain the central role of the customer for a givenvehicle operation and describe the types ofcustomers who use it

3 Investigate customerrequirements andsatisfaction levels

• investigate a range of sources which provideinformation concerning customer requirements andsatisfaction levels

• undertake research to investigate customerrequirements and satisfaction levels

• explain the role of research in the planning processfor vehicle operations

4 Provide customer service forvehicle operations

• describe the differing and specific needs ofcustomers who use vehicle operations

• provide customer service in a given vehicleoperations situation

• explain the benefits of improved customer service toa given vehicle operation


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Guidance

Delivery

A practical approach is recommended and the use of real case studies will add vocationalrelevance and currency to the delivery.

The development of learner knowledge related to the importance of the customer servicefunction will benefit those who will not be directly involved in this aspect of their organisation.An investigation of a range of customer types, with particular reference to the concept ofinternal and external customers will provide learners with a greater appreciation of a customer-focused culture.

Assessment

Evidence of outcomes could be in the form of exercises, assignments, presentations, casestudies, projects and tests set within the context of a vehicle operations environment.

Organisations that have achieved external quality standards such as ISO 9000 and Investors inPeople will provide ideal case-study examples, particularly in the investigation of the processleading to specified customer service criteria. Much of the evidence may be accumulated bylearners building a portfolio through employment experience.

Links

This unit may be linked to other units such as Unit 9: Managing Quality in Vehicle Operationsand Unit 13: Marketing Vehicle Operations.

The unit enables learners who already have knowledge of customer service to apply theirknowledge to operational and strategic management issues and decision making within vehicleoperations environment.

Resources

Case studies and real resources should be used in the delivery of this unit. The use of realexamples emphasises the relevance of the unit and shows how organisations have developedtheir customer care policies. Learners should also have access to a range of textbooks and trademagazines to enable them to identify current and future developments.

Support materials

Textbooks

Cole, G — Management Theory and Practice (Continuum International, 2000)ISBN: 0826453910

Dawson, S — Analysing Organisations (Palgrave Macmillan, 1996) ISBN: 0333660951

Hayes, J and Dredge, F — Managing Customer Service (Gower Publishing, 1998)ISBN: 0566080052


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Videos

An Inside Job

Demanding Customers

How to Lose Customers without Really Trying

Telephone Behaviour

Further details and a catalogue are available from:

Video Arts Ltd6–7 St Cross StreetLondonEC1N 8UA

Telephone: 020 7400 4800Fax: 020 7400 4900Website: www.videoarts.co.uk

Magazines and journals

Motor Industry Management (IMI)

Websites

The following websites are useful in providing information and case study materials:

www.bized.ac.uk a business and economics service for learners, teachers and lecturers

www.dtlr.gov.uk Department of Transport, Local Government and The Regions

www.dfes.gov.uk Department for Education and Skills

www.instcustserv.com Institute of Customer Service.


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60

Specialist

units


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Unit 8: Computer Applications in VehicleOperations

Learning hours: 60


Description of unit

The aim of this unit is to use computers as an aid for solving problems in the motor industry. Itis a broad-based unit suitable for technical and/or management roles in any of the specialistsectors of the industry, including, service repair (light vehicle, heavy vehicle, and motorcycle),body repair and refinishing, vehicle sales, parts distribution, fleet operations.



1 Select computer applications relevant to the motor industry

2 Investigate solutions with the aid of computers

3 Present and report findings using computers.


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Content

1 Computer applications

Learners should select and investigate three applications which relate to their experienceand interest

Electrical and electronic system faults: eg charging system, starting system, driverinformation and instrumentation systems, in-vehicle entertainment systems, in-vehiclecommunication systems, in-vehicle comfort controls (ventilation, temperature, airconditioning), vehicle security systems

Engine systems faults: eg electronic ignition, electronic fuel injection, electronic control ofdiesel injection, engine management systems, emission control, speed limiters, on-boarddiagnostics

Vehicle systems faults: eg electronic control of gear selection, electronic traction control,ABS braking, electronic suspension control

Financial performance: eg profitability, return on capital, liquidity, turnover, budgettargets, costs

Route planning and costing: eg understand the complexities involved in multi-routeplanning and scheduling of road transport, appreciate the differences between planning forpassenger and freight transport, investigate how computer technology can aid vehiclecontrol and security through tracking, calculation of vehicular associated costings

Utilisation of resources: eg premises, workshops, equipment, vehicles, manpower

Delivery of a plan: eg measuring performance of individuals and teams, achievement oftargets, quality indicators, managing the plan, reviewing achievement and performance,market profile, market mix.

Managing information: eg company accounts, departmental budget, weekly/monthlystatistics, bank statements, purchase and sales figures, creditors and debtors lists, expenses,utilisation data, workshop loading and efficiency, number of operatives, hours sold,downtime, productivity, performance data sales figures, quality audit reports, consultationwith teams and individuals, business plan, department objectives, individual objectives,action plans, manufacturer’s data, test plans, equipment manual, customer, driver, vehiclesymptoms, vehicle history

2 Computers

Hardware: eg stand-alone PC, laptops, networked computers, dedicated diagnosticequipment, engine analyser, on-board computer, ECU, microprocessor

Software: eg word-processor, spreadsheets, presentation package, financial package,graphical package, databases, dedicated fault finding software, equipment based software,diagnostic test plans


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3 Report findings

Written: eg worksheet, customer report, vehicle assessment report, technical report,business report, financial report, marketing report, sales report, analysis

Statistical: eg data from spreadsheets and databases, tables, test data, printout fromequipment

Graphical: eg bar charts, pie charts, graphs, line diagrams, tables


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1 Select computerapplications relevant to themotor industry

• select suitable applications

• record a prioritised list of requirements for eachapplication

• identify the steps required to find a solution usingcomputers

2 Investigate solutions with theaid of computers

• conduct three investigations using relevantcomputer hardware and software

• use relevant software programmes to gather datafrom each investigation

• analyse data and identify a solution for each

3 Present and report findingsusing computers

• compile data from an investigation and produce typewritten reports to identify solutions

• produce statistical and/or graphical data to support areport

• present and report findings, recommendations andsolutions


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Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated with other units asappropriate. If it is integrated with other units, care must be taken to track evidence ofoutcomes. Wherever possible, a practical approach should be adopted, especially in relation tosolving technical problems. It is important that learners are faced with problems that stretchtheir knowledge and understanding of the aspect they are investigating. This should preferablyinvolve knowledge from other units and build on the skills they have acquired from work.

Assessment

Evidence of outcomes may be in the form of assignments, projects, completedexaminations/assessments or solutions to applied problems. Wherever possible the evidenceshould be obtained by integration with other units. Where learners are involved in technicalaspects the evidence should be derived through practical investigation of problems fromdifferent areas of the vehicle using computerised diagnostic equipment. Learners involved inmanagement aspects may derive evidence from other units such as Unit 3: Finance for VehicleOperations and Unit 10: Business Strategy for Vehicle Operations etc providing it is producedwith the aid of hardware with suitable software. Much evidence will come from practical workwhich may need the process evidence recording.

Links

This unit can be linked with any of the related technology or management units from thisprogramme where appropriate.

Resources

If learners are involved with technical problems they will need access to modern vehicles withmodern technical systems and the appropriate test and diagnostic equipment. Computeriseddiagnostic equipment should be commercial, for example the Sun SCA, MCA or similar. Arange of technical information will be required relating to the vehicle, systems and theequipment. Appropriate computer hardware and software packages must be used to investigateproblems, identify solutions and produce reports.

Support materials

Due to the nature of the unit there is no specified reading list. Learners should refer to thereading lists of other units in the programme which relate to the specific aspect they areinvestigating. It is also recommended that learners read the relevant operational manuals forspecialised equipment in order to become familiar with their use and operation.


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68

Unit 9: Managing Quality in VehicleOperations

Learning hours: 60

NQF level 4: BTEC Higher Nationals — H2

Description of unit

The motor industry has become increasingly competitive, with each company or organisationseeking ways of maintaining or increasing its competitive advantage. Vehicle manufacturers inthe service repair sector and insurance companies in the body repair sector have demandedhigher standards from franchised dealers and approved repairers. One of the accepted strategiesfor improving standards is to pursue a policy of quality management and assurance. This unitraises learners’ awareness of various quality systems and their function and value when appliedas a management tool. It introduces learners to the role of the manager in quality managementsystems.



1 Define quality and explain its application to vehicle operations

2 Evaluate quality systems

3 Apply the tools and techniques for quality improvement

4 Describe the impact and effects of embedding a quality system into a businessorganisation.


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Content

1 Quality

Quality control, assurance and management: definitions; attributes of quality; meeting theneeds of customers; development of quality theory and the influence of quality management‘gurus’; quality control (QC); quality assurance (QA); Total Quality Management (TQM);the evolution of quality from quality control and quality assurance to TQM and onwards

Quality attributes: applications to motor industry (eg quality of after sales service, qualityof repairs, customer care and follow-up)

2 Quality systems

Quality systems: Total Quality Management (TQM); ISO 9000 series; Investors in People;promoting business excellence model (PROBE); long and short term financialconsiderations of quality systems; auditing systems (eg policy, performance, procedures,suppliers, documentation)

Implementation: role of the manager; preparation and training of staff

Benefits: competitive and trading advantages of external accreditation; improved levels ofservice and performance; increased customer satisfaction leading to increased sales;customer retention; improved market share

Barriers: lack of commitment; lack of knowledge; fear of change or failure; fear ofbureaucracy; increased costs; lack of time; audit results

3 Tools and techniques

Tools and techniques: key performance parameters (eg customer complaints, vehiclerectification returns); benchmarking, affinity diagrams; brainstorming; satisfaction surveysand satisfaction statistics; quality health checks; comparison against competitors and otherfranchise dealers; assessing the need for specific quality applications within the motorindustry service sector; monitoring and recording quality improvements

Monitoring and recording: use of charts and diagrams (eg flow charts, Gantt charts, scattergraphs, strengths/weaknesses/opportunities and threat (SWOT) analysis)

4 Embedding a quality systems

Effect on an organisation: working with Specific Performance Objectives (SPO); approachand problems of implementation; evaluating quality systems

Applications and benefits: customer supply chains and relationships; use and purpose ofquality circles (eg composition, purpose, training needs); benefits (eg employeeinvolvement, bottom-up approach, improved morale) delegation of responsibilities andindividual empowerment

Empowerment: delegated authority (eg lines and limits of responsibility, financial controland budgets, lines of communication and management approaches such as coaching,mentoring, etc); development opportunities (eg team building, brainstorming, qualitycircles)


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1 Define quality and explain itsapplication to vehicleoperations

• describe the approach of quality control and qualityassurance

• research and describe the evolution anddevelopment of quality assurance and management

• explain the quality attributes appropriate to theservice sector of the motor industry

2 Evaluate quality systems • describe the approach of different quality systems

• devise sample quality assurance standards fortypical motor industry situations

• evaluate an accredited quality system and describethe implementation strategy, potential benefits andpossible barriers to success

3 Apply the tools andtechniques for qualityimprovement

• describe the tools and techniques used for qualityimprovement

• devise benchmarks for a typical motor industryapplication

• identify and describe the methodology formonitoring and recording quality improvements in atypical motor industry application

4 Describe the impact andeffects of embedding aquality system into abusiness organisation

• describe the effects on an organisation ofembedding quality management into a businessoperation

• explain the SPO approach to quality and identifyand describe potential problems

• explain the applications and benefits ofempowerment

• examine the composition and operation of a qualitycircle in a typical vehicle operation


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Guidance

Delivery

Delivery of this unit should focus on a practical approach to the service repair sector of themotor industry. Learners should consider quality management issues within typical motorindustry organisations and examine the application of quality systems to different aspects egsales, after sales, service repair and parts supply. This unit gives learners the opportunity toconsider various quality management systems from both an internal (member of staff) andexternal (customer) perspective.

Learners should be encouraged to understand the application of quality in the differentspecialist areas and how they each contribute towards meeting customers needs. The use ofexternal guest speakers/lecturers with knowledge of current issues affecting qualitymanagement in the motor industry will enhance the delivery of the unit.

Assessment

Evidence of the outcomes will be in the form of individual and/or group assignments, projectsand tests, which ideally require the learner to deal with ‘real’ problems encountered withinquality management. These will include devising quality systems, measuring quality and qualityassurance. Where group work is undertaken the evidence used for assessment must be at anindividual level, group evidence will not be acceptable. Learners should also be encouraged toresearch evidence in their place of work or through industry visits where possible.

Case studies could be used to assess learners’ understanding of the techniques whichorganisations can employ to improve quality. Presentations and role plays can conveyunderstanding of the different definitions and importance of quality.

Links

This unit links to many other units within the programme, particularly Unit 1: ManagingPeople, Unit 2: Managing Resources, Unit 5: Business Planning, Unit 10: Business Strategyfor Vehicle Operations and Unit 14: Small Business Management. Centres should consider howto best make use of these links when planning their programmes of learning and assessment.

Resources

There are no special resource requirements for this unit. However learners should have accessto learning material and case studies relating to quality management.

Support materials

Textbooks

Campbell, Stonehouse and Houston — Business Strategy (J A Majors, 2002)ISBN: 0750655690

Hannagan, Tim — Management Concepts and Practices (FT Prentice Hall, 2001)ISBN: 0273651897


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Websites

The following websites are useful in providing information and case-study materials:

www.benchmarkingnetwork.com

www.benchnet.com

www.iip.co.uk

www.iso9000.org

www.quality-foundation.co.uk

www.qualitytoday.com


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74

Unit 10: Business Strategy for VehicleOperations

Learning hours: 60


Description of unit

The aim of the unit is to develop the learners’ ability to understand and appreciate the strategyplanning process and its implementation in vehicle operations. This will involve aninvestigation of the impact of the external operating environment and the need to adoptorganisational strategies that will ensure effective business performance.



1 Examine and describe the process of strategic planning in a vehicle operation

2 Analyse approaches to strategy formulation

3 Examine and describe approaches to strategy implementation in vehicle operations.


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Content

1 Strategic planning

Strategic contexts and terminology: role of strategy (eg setting of missions/visions/strategicintent, objectives, goals); identification of core competencies; strategic architecture;strategic control

Evaluation of the strategy framework: reasons why and ways in which corporate planningand strategies are devised (eg the creation of strategic visions, organisational missionstatements, corporate planning and corporate objectives and the relationship withoperational planning, objectives and target setting)

Planning process: approaches to planning and formulation of strategy and objectives (eg insmall, medium and large organisations); the formal approach to planning compared to thead hoc approach

Differing approaches to strategy: eg classical/rational, incremental and emergentapproaches to strategy and the benefits and limitations of each

2 Strategy formulation

Environment audit: eg political, economic, socio-cultural, technological, legal andeconomic analysis (PESTLE), Porter’s 5 force analysis, the threat of new entrants, thepower of the buyer, the threat of substitutes, competitive rivalry, competition andcollaboration

Internal audit: eg benchmarking, the use of McKinsey’s 7S framework, SWOT, purpose,scope of activities and markets, product positions, organisational efficiency, distributionmethods, operations, finance, policy and procedures

Current market position: eg competitor analysis, Boston Matrix

Strategic direction: eg the Ansoff matrix, growth, stability, profitability, efficiency, marketleadership, survival, mergers and acquisitions, expansion into the global market place

3 Strategy implementation

Strategic implementation: realisation of strategic plans to operational reality (egcommunication — selling the concepts, project teams, identification of team and individualresponsibilities)

Resource allocation: finance; human and physical resources; materials; time

Review and evaluation: evaluation of the benchmarked outcomes in a given time period ofcorporate, operational and individual targets


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1 Examine and describe theprocess of strategic planningin a vehicle operation

• describe the strategic contexts and terminology ofplanning in a vehicle operation setting

• identify and evaluate the strategy framework in avehicle operation

• explain the role and setting of objectives in theplanning process

• compare the differing approaches to strategy invehicle operation settings

2 Analyse approaches tostrategy formulation

• conduct an environmental and internal audit of avehicle operation

• identify and describe the current market for thevehicle operation

• develop an organisational strategy based on theaudit

3 Examine and describeapproaches to strategyimplementation in vehicleoperations

• compare the roles and responsibilities for strategyimplementation in two different organisations

• identify and evaluate resource requirements toimplement a new strategy for a vehicle operation

• propose targets and time scales for the review andevaluation of achievement in a given organisation tomonitor a given strategy


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Guidance

Delivery

Wherever possible a link should be made between the academic underpinning knowledge andits practical application. The evaluation of current external environmental issues should bedeveloped as a means of strategy formulation on an identified or given organisation. This couldbe achieved via a tutor-developed case study or an evaluation of a local organisation. Trackingstudies via newspapers should also be considered to monitor the external environment andstrategic moves of organisations, such as mergers and fragmentation. Outside speakers andvisits to organisations could be used where appropriate to give practical examples of howorganisations are monitoring the external environment and producing strategies to ensurebusiness success.

Assessment

Evidence of outcomes may be in the form of written or oral assignments or tests. Theassignments may be based on real issues or case studies. Learning and assessment can be acrossunits, at unit level or at outcome level. Evidence could be at outcome level althoughopportunities exist for covering more than one outcome in an assignment.

Links

This unit can be linked with Unit 5: Business Planning and Unit 9: Managing Quality inVehicle Operations.

Resources

Texts should be supported by use of broadsheet newspapers and management journals. Casestudies, videos and documented examples of current practice should illustrate the nature of thisunit. The Times 100 Companies could be used to evaluate differing strategy developments ofblue-chip organisations.

Support materials

Textbooks

Campbell, D and Houston, B — Business Strategy (J A Majors, 2002) ISBN: 0750655690

Johnson and Scholes — Exploring Corporate Strategy (Prentice Hall, 2002)ISBN: 0877787085

Websites

www.acas.org.uk Advisory, Conciliation and Arbitration Service

www.dti.gov.uk Department of Trade and Industry

www.employmentappeals.gov.uk Employment Appeals Tribunal

www.europa.eu.int European Union

www.hmso.gov.uk Her Majesty’s Stationary Office

www.parliament.uk UK Parliament


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79

Unit 11: Business Organisation andCommunication

Learning hours: 60


Description of unit

This unit deals with the different types of business organisation, business transactions andmethods of payment. It also covers the main aspects relating to the facilitation and conduct ofmeetings. The aim of the unit is to provide learners with an understanding of the structure androle of different business organisations, together with the administration, commercial andcommunication aspects that are common to all of them.



1 Recognise and describe types of business organisation and structure

2 Identify and describe commercial transactions and payment services in vehicleoperations

3 Analyse business communication systems

4 Apply and evaluate methods of communication of information in a vehicle operation.


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Content

1 Business organisation and structure

Business organisation: type of business (eg sole trader, partnership, private limitedcompany, public limited company (plc)); starting a business (eg selection of companyname, formation of company, articles of association, memorandum of association,certificate of trading); benefits (eg ownership, confidentiality, decision-making,independence, distribution of profit, raising capital)

Shares and debentures: preference shares; ordinary shares; debenture loan; distribution ofprofit; dividends; priority of dividend payments

Capital: loans; mortgages; share capital; hire purchase; leasing; overdraft; trade credit

Capital gearing: ratio of fixed interest capital to ordinary share capital; effects of lowgearing; effects of high gearing

2 Commercial transactions and payment services

Commercial transactions: eg wholesale, retail, cash, credit

Business documents: estimate; quotation; order; trade note; invoice; advice note; creditnote; statement; petty cash voucher

VAT: inputs; outputs; calculation of vat payment; vat rates; zero rated; exempt; recordkeeping

Debt monitoring: credit period; monitoring payments; written reminders; invoking a stop onan account; legal action; small claims

Types of bank account: current; deposit; business reserve; loan

Methods of payment: credit transfer (BACS); giro; standing order; cheque; chequeguarantee card; direct debit; debit card; credit card; switch card; legal tender

3 Business communication systems

Effective communication: eg clarity, brevity, grammar, emphasis, language, timing andpresentation

Internal communication: forms of communication (eg oral, informal, formal, written,memorandum, letters, reports etc); types of meetings (eg information giving and receiving,consultative, review, decision making)

External communication: forms of communication (eg face to face, informal and formal,negotiations, letters, telephone, video conferencing etc)

Computerised communication: email; internet; intranet


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4 Communication of information

Communication techniques: group methods (eg presentations, meetings, networking,announcement systems, grapevine); written forms (eg reports, memos, letters, noticeboards, bulletins, newsletter); graphical methods (eg graphs, tables, spreadsheets,databases); electronic methods (eg telephone, email, internet, video conferencing, webcam)

Facilitating meetings: planning (eg identify purpose, decide participants, venue, timing);management and preparation (eg request contributions and reports, decide and publishagenda); communication of meeting outcomes (eg minutes, preparation of policy practice,etc)

Chair and participate in meetings: prepare for meeting (eg consult interested parties,contributions are clear and relevant, understand views of others, agree objectives); manageand/or participate effectively (eg allocate time to topics, discourage digressions andunhelpful comments, involve participants, present and summarise information, objectivesand decisions are reached in allocated time); results are communicated/disseminated,minutes published/circulated, etc


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1 Recognise and describe typesof business organisation andstructure

• describe and compare the structures and status ofdifferent business organisations

• explain types of share and debentures loans

• describe and compare sources of long, medium andshort-term capital

• explain capital gearing

2 Identify and describecommercial transactionsand payment services invehicle operations

• describe types of commercial transaction andfunction of business documents

• describe the VAT process and procedures

• describe types of bank account for business,methods of payment and debt monitoring

• explain the process of obtaining loans andoverdrafts

3 Analyse businesscommunication systems

• explain principles of effective communication invehicle operations

• describe critical aspects of internal and externalcommunication

• describe computerised communication methods

• carry out an appraisal of a business communicationsystem in a vehicle operation

4 Apply and evaluate methodsof communication ofinformation in a vehicleoperation

• describe and apply different communicationtechniques in vehicle operation settings

• explain the processes for facilitating meetings

• take part in and evaluate the outcomes and processesfor chairing and participating in vehicle operationmeetings


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Guidance

Delivery

Learning and teaching strategies may include visits to companies, multimedia, traditionalclassroom methods, individual assignment work, working in small groups, case studies andindustry-based research.Learners are generally expected to work individually but may also work as teams to covercertain aspects. However, assessment evidence must be at an individual level and must not becollective evidence for the group.

Assessment

Evidence of outcomes may be generated from assignments, group or individual exercises,projects, or completed tests/examinations. Ideally, learners should be employed or have accessto a work placement in a vehicle operations environment. They will need some experience ofworking as part of team within vehicle operations to fully benefit from the unit. It isrecommended that assignments, exercises or projects should be based on real-life situations invehicle operations to relate the unit content to employment situations.

Links

This unit has links with Unit 1: Managing People, Unit 8: Computer Applications in VehicleOperations and Unit 12: Management Processes. If evidence relates to more than one unit, caremust be taken to ensure that it is tracked to make it clear which unit the evidence relates to.

Resources

There are no special requirements for this unit, however learners should have access toappropriate learning resources including a range of textbooks relating to communication andmanagement of meetings.

Support materials

Textbooks

Barker, A — How to Manage Meetings (Kogan Page, 2002) ISBN: 0749438061

Dyson, J — Accounting for Non-Accounting Students (Prentice Hall, 2000) ISBN: 0273646834

Lester, G — Business Information Systems (Pitman, 1992) ISBN: 0273038060

Wilson, D — Managing Information (Butterworth-Heinemann, 2002) ISBN: 0750656212


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Unit 12: Management Processes

Learning hours: 60


Description of unit

This unit is designed to develop the learner’s knowledge and understanding of the principles ofmanagement. The unit aims to provide a broad based understanding of management includingthe aspects that relate to management theory, styles of management, roles, motivation,delegation and organisation. The delivery should be appropriate to a middle manager in avehicle operations business within the service and repair sector of the motor industry business.



1 Identify and describe the principles of management and leadership

2 Explore and evaluate the roles and skills of managers in vehicle operations

3 Examine and describe motivation methods

4 Conduct a personal skills audit and prepare a personal development plan.


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Content

1 Management and leadership

Management and leadership: management and leadership principles (eg traditional,modern, current trends, changing roles, developments); definitions of management (egDrucker); levels of management

Management tasks: planning (eg controlling, organising, co-ordinating etc);communication; motivation and leadership (eg managing change, visioning, empowerment)

Management styles: eg bureaucratic, autocratic, consultative, laissez faire, meritocratic,theorists (eg Belbin)

2 Roles and skills of managers

Roles: managing people and teams; planning, organising, controlling and co-ordinatingwork; delegation; creating and maintaining morale; leadership and direction

Skills: interpersonal skills; generating good working relationships; leadership; planningwork; self-organisation; time management; communicating; interviewing; management ofteams and team meetings

3 Motivation methods

Factors that motivate employees: job related aspects (eg job specification, job satisfaction,allocation of work, involvement, status, recognition by manager); remuneration aspects (egsalary, benefits and rewards, terms and conditions, prospects); other (eg personalchallenges, variety of work, etc)

Attitudes and behaviour: eg Maslow’s theory of motivation; attitudes and values of self andothers (eg Jung’s Personality Typology); organisational culture; peer groups; effects ofmanagement style; perceptions of others; personality; values

4 Skills audit

Skills audit: personal skills; leadership; communication; IT; finance; managing people andteams; managing meetings; interviewing; dealing with conflict and discipline; organising;controlling and co-ordinating

Development: strengths and weaknesses; current performance; targets; aims and ambitions;training needs; education and training courses; in-house training; on the job training; jobshare; job shadowing; personal development; CPD


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1 Identify and describe theprinciples of managementand leadership

• explain the principles of management and leadership

• describe and compare the management tasks invehicle operations

• identify and explain different management styles ina vehicle operation setting

2 Explore and evaluate theroles and skills of managersin vehicle operations

• examine and describe the roles of managers in avehicle operations business

• identify the skills required by managers in differentvehicle operation settings

• consider and evaluate the impact management skillshave on the performance of the business

3 Examine and describemotivation methods

• describe the factors that motivate employees at work

• investigate and describe how attitudes andbehaviour affect the motivation of individuals andteams

4 Conduct a personal skillsaudit and prepare a personaldevelopment plan

• carry out a personal skills audit of existingmanagement skills

• describe the methods that are used in thedevelopment of managers

• produce a personal development plan to addressweaknesses and skills deficiencies


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Guidance

Delivery

This unit is intended to give learners an introduction to the principles of business managementin vehicle operations (eg vehicle dealerships, garages, repairers, fleet operators). Learners areexpected to work individually or in teams if appropriate and they should be encouraged todevise solutions to problems involving applications to the motor industry. Learning andteaching strategies may include visits to companies, multimedia, traditional classroom methods,individual assignment work, working in small groups, case studies and industry-based research.

Assessment

Evidence may be in the form of written assignments, exercises and projects, supplemented bythe results of tests and examinations if necessary. Case studies and assignments may be usedand should be prepared to reflect typical motor industry situations. Where group work is usedcare must be taken to ensure that assessment evidence is at an individual level, as groupevidence is not acceptable.

Links

This unit has links with a number of other units in the programme including Unit 1: ManagingPeople, Unit 2: Managing Resources, Unit 5: Business Planning and Unit 10: BusinessStrategy for Vehicle Operations. If evidence relates to more than one unit, care must be taken toensure it is tracked to make it clear which unit it relates to.

Resources

There are no special requirements for this unit, however learners should have access toappropriate learning resources including a range of textbooks relating to management.

Support materials

Textbooks

Dixon, R — The Management Task (Butterworth Heinemann, 1997) ISBN: 0750633905


Journals

Institute of Motor Industry (Monthly)

Motor Industry Management

Other publications

Sewell International — Monthly Guides to the Motor Industry Including Motor TradeExecutive and Dealer Updates


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Unit 13: Marketing Vehicle Operations

Learning hours: 60


Description of unit

The aim of this unit is to investigate a number of marketing principles and apply them in motorindustry situations. It is a broad-based unit providing a general overview of marketing.



1 Describe the application of marketing in a vehicle operations environment

2 Prepare a marketing plan for a vehicle operation

3 Identify and describe applications of the marketing mix

4 Apply the marketing mix to different markets in vehicle operations.


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Content

1 Marketing

Alternative definitions: including those of the CIM and the AMA; satisfying customerneeds and wants; exchange relationships; marginal utility; changing emphasis of marketing

Marketing concept: evolution of the orientation of organisations from production tomarketing; societal issues; customer and competitor orientation; marketing principles;customers buy benefits not products

Benefits and costs: benefits (eg providing customer satisfaction, desired quality andcustomer care, relationships marketing); costs (eg penalties of too narrow a marketingfocus)

Marketing objectives: market position; financial (eg sales targets, profit margins, cashflow); image; relevant factors (eg products and services, competitor activity, nationaleconomic activity and performance, available resources, fashion, changes in technology)

Marketing process: marketing audit; environmental analysis; SWOT analysis; settingobjectives; constraints; options; plans (eg target markets and marketing mix)

2 Marketing plan

Marketing information: eg business contacts, market research, trade journals, tradeorganisations, professional bodies, marketing specialists, local and national government,local business advice services, customers, suppliers, vehicle manufacturer, own staff,competitors, internal records

Composition: assessment of market; customer requirements; marketing objectives andforecasts; costs; marketing mix; product; price; promotion; personnel; distributionchannels; information systems; action plan with timescales

Implementation: distribution of plan; use of plan; resources required (eg finance, internaland external human and physical resources such as full or temporary staff, training anddevelopment, equipment usage or hire, etc); correct marketing mix; timescales; monitoringarrangements

3 Marketing mix

Product choice: eg benefits, the total product, product mix, product lifecycle and its effecton other elements of the marketing mix, product strategy, new product development,adoption theory

Distribution: customer convenience and availability; role of intermediaries; channelselection; integration and distribution systems; franchising; physical distributionmanagement

Price setting: perceived value; pricing process (eg strategy and objectives, demandelasticity, competition, costs, psychological, discriminatory)

Promotion: awareness and image; effective communication; communication process (egmarket, mission, money, message, method, monitoring); promotional mix (eg advertisingabove and below the line including packaging, public relations and sponsorship, salespromotion, direct marketing and personal selling, branding)


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4 Different markets

Consumer markets: eg fast moving consumer goods, consumer durables, co-ordinatedmarketing mix to achieve objectives

Organisational markets: differences from consumer markets; adding value through service;industrial; non-profit making; government; re-seller

Services: differences of services from physical products (eg intangibility, ownership,inseparability, perishability, variability); service elements of physical product marketing(eg tangible and intangible benefits)

International markets: range of markets (eg globalisation, the EC etc); benefits and risks;market attractiveness; strategies


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1 Describe the application ofmarketing in a vehicleoperations environment

• compare alternative definitions of marketing andexplain the various elements of the marketingconcept

• identify and assess the benefits and costs of amarketing approach in a vehicle operation

• explain marketing objectives and summarise themarketing process

2 Prepare a marketing plan fora vehicle operation

• describe sources of marketing information

• explain the composition of the marketing plan

• prepare and describe the implementation of themarketing plan

3 Identify and describeapplications of the marketingmix

• explain how products are chosen to meet customers’and the organisation’s needs

• explain how distribution is arranged to providecustomer convenience

• explain how prices are set, taking account of aims,demand, competition and costs

• explain how a promotional activity is chosen toachieve its aims for the target market in a vehicleoperation

4 Apply the marketing mix todifferent markets in vehicleoperations

• apply the marketing mix to different types ofconsumer markets in vehicle operations

• identify and describe the differences in marketing toorganisations rather than consumers

• illustrate how services are marketed in a vehicleoperation

• explain how and why marketing internationally isdifferent from domestic marketing


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Guidance

Delivery

Wherever possible a link should be made between the academic underpinning knowledge andits practical application to the various sections of the motor industry. Learners should beencouraged to relate the content to their own particular vehicle operations area or interest. Thetechniques and methods used by vehicle manufacturers and other motor industry specialistsshould be used for illustration.

Assessment

Evidence of outcomes may be generated by the use of written or oral assignments or tests. Theassignments may be based on real work-based problems or case studies. Learning andassessment can be across units, at unit level or at outcome level depending on the resourcesavailable.

Links

This unit can be linked with other units such as Unit 9: Managing Quality in VehicleOperations, Unit 14: Small Business Management and Unit 21: Vehicle Parts Management.Where units are integrated care must be taken to track the evidence so that it is clear which unitthe evidence relates to.

Resources

Access should be available to a learning resource centre with a good range of marketing texts.Texts should be supported by use of trade journals and other motor industry material.

Support materials

Textbooks

Finch, J — Essentials of Marketing Principles (J A Majors, 1996) ISBN: 0878916998

Woodruff, H — Services Marketing (Prentice Hall, 1998) ISBN: 027364216


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Unit 14: Small Business Management

Learning hours: 60


Description of unit

This unit is primarily designed for learners who are interested in small business enterprises andlooks at the development and expansion of such businesses. The unit draws together many ofthe topics covered in other units in the programme and enables learners to practise the businessskills required in a small business environment.



1 Analyse the performance of a small business enterprise

2 Propose changes to improve management and business performance

3 Revise business objectives and plans to incorporate proposed changes

4 Assess the possible impact of proposed changes on all areas of the business.


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Content

1 Performance of a small business

Business profile: components of the business; objectives of the business; internal andexternal factors affecting business performance; performance measures; constraints andrestrictions on business; responsibilities and liabilities of owner-manager

Business performance: comparative measures (eg comparisons with other similar-sizedbusinesses in same geographical area, with businesses in same or similar industry, withindustry averages); performance indicators (eg financial, production, marketing, sales,human resources, use of technology)

Business information: analysis of past and current business information (eg financial,marketing information, sales, production, human resource efficiency); managementeffectiveness (eg using ratios, budget information, market research results, Strengths,Weakness, Opportunities and Threats (SWOT) analysis); business reports (eg productionefficiency)

2 Management and business performance

Overcoming weaknesses: eg problem-solving strategies, sources and availability ofprofessional advice in appropriate areas, finding solutions and alternatives, availability anduse of outsourcing for specific functions such as payroll, debt collection, specialist skillsservices

Maintaining and strengthening existing business: maintaining appropriate performancerecords; building on business strengths; maintaining market share/position; importance ofgood customer/supplier/advisor relationships

New opportunities: identifying areas for expansion (eg niche markets and exportopportunities where appropriate); research techniques; evaluating projects; assessingproject requirements; costing and finding finance for new projects; risk assessment

Staff development: management and personnel development (eg skills audit, self-evaluation,development of self and associated personnel); cost/benefits analysis

3 Business objectives and plans

Business objectives: structure of business objectives; assessment of business objectives inthe light of current performance; making changes to business objectives; impact of changeson business plans

Business plans: structure of integrated business plans (eg financial, sales and marketing,production/output, personnel); use of business plans; evaluation of plans against businessobjectives; incorporating changes to plans; budgeting for changes; preparation of businessforecasts

Action plan: use of planning tools (eg to implement changes, systems to manage, monitorand evaluate changes, performance measures, setting deadlines etc)


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4 Impact of proposed changes

Effects of change: eg finance, workloads, morale, job roles, physical aspects such as officespace, production methods, use of technology

Management of change: monitoring effects of change; maintaining systems and records toevaluate impact of change; appropriate revision of plans in response to actual results;anticipating possible obstacles/problems


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1 Analyse the performance ofa small business enterprise

• describe the profile of the business

• review the performance of the business

• identify strengths and weaknesses of the businessinformation systems

2 Propose changes to improvemanagement and businessperformance

• explain appropriate actions required to overcomebusiness weaknesses

• identify and describe ways in which existingperformance could be maintained and strengthened

• suggest new areas in which the business could beexpanded

• assess the costs and benefits of staff development

3 Revise business objectivesand plans to incorporateproposed changes

• review existing business objectives and plans

• revise business plans to incorporate appropriatechanges

• prepare an action plan to implement changes

4 Assess the possible impact ofproposed changes on allareas of the business

• identify the areas that will be most affected by theproposed changes on the business

• explain how the implementation of changes will bemanaged in the business

• identify and describe the possible improvements inbusiness and management performance


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Guidance

Delivery

Learners should be exposed to a variety of case studies to gain coverage of different aspects ofsmall business management and development. Wherever possible these should be set within amotor vehicle operations context. They will need to be able to identify the specific problemsthat a smaller business can face and find workable solutions to ensure continuation of thebusiness.

Assessment

Evidence may be generated from activities such as assignments, investigations of specific smallbusiness organisations or analysis of case studies. Some learners may be in a position to usetheir own employment as a basis for the course. Family businesses may also provideopportunities for generating evidence.

Links

The unit is intended to give an understanding of the development processes in established smallbusinesses. It links with the units that provide a useful background to the functions of abusiness particularly Unit 3: Finance for Vehicle Operations and Unit 5: Business Planning.

Resources

Some employed learners may be able to use their own work-based experience of a smallbusiness as a basis for their work on the course. Full time learners will need to be given realisticvehicle operations related case studies and/or have access to relevant work placements.

Local government reports and statistics relating to small businesses are available in most publiclibraries.

The Open University Business School ‘Small Business Programme’ publications provide aseries of titles covering accounting and finance, product development and marketing, andhuman resource management and recruitment. Each publication provides knowledge and casestudy examples. In some cases a video or audio tape is also available. Contact the OpenUniversity for details.

Support materials

Other publications

Any of the self-help guides for people in business published by various banks for example:

Lloyds TSB Small Business Guide (published annually)

Websites

Internet sites can be useful in providing information and case studies:

www.bized.ac.uk provides business case studies appropriate for educationalpurposes

www.businesslink.org the national business advice service


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www.dur.ac.uk/dubs/sbc/sbc.htm Durham University Foundation for SME development


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Unit 15: Training and Development

Learning hours: 60


Description of unit

This unit provides learners with a knowledge and understanding of education and trainingissues from the perspective of both the employer and employee. It deals with the role oforganisations involved in education and training and the current national qualifications that areavailable. It also deals with the processes used to identify and organise the development needsof a business. This is a broad-based unit intended to give an overview of education and trainingissues.



1 Investigate the role of national education and training organisations

2 Investigate the role and structure of national qualifications

3 Establish the development needs of the organisation

4 Organise the development of individuals and teams.


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Content

1 Education and training organisations

Government organisations: regulatory bodies (eg QCA); DfES; HEFCE; LSC; ALI; LSDA

Standards setting, education and training bodies: sector skills councils; awarding bodies;universities; higher education and further education colleges; private training providers

Responsibilities: design and approval of qualifications; centre approval; quality control;information dissemination; funding; certification on achievement

2 National qualifications

National objectives: education and training targets; structure; coherence; competence; life-long learning; equality of academic and vocational qualifications

Vocational qualifications: NVQs; modern apprenticeships; traineeships; key skills

Higher education: Higher National Certificate/Diploma; Degree; Higher Degrees; PostGraduate and Professional Qualifications

Assessment and verification: external and internal verification/moderation; competenceassessment; examination and testing; roles of external and internal verifier/moderator;assessor; examiner

3 Development needs of the organisation

Business plan: business objectives; departmental objectives; expansion; diversification;structure of business; new developments

Skill requirements: technical innovations and change; adaptability of staff; re-organisation

Human resource planning: staff erosion; resignation; retirement and promotion; expansion;workload; business volume; full-time and part-time working

Personal development: interview; appraisal and performance review; consultation with linemanagers; quality reports and audits

4 Development of individuals and teams

Training objectives: main business objectives; prioritise development needs; equalopportunities; timescales; training methods

Resource factors: costs; staff availability; business demands; workload; limitations oftraining budget; negotiation of resources

Communication: influence decision makers; motivate staff; win commitment andparticipation; leadership; morale

Implementation: monitor and evaluate progress; gather feedback; use of mentors; revisionof plans; assess and report progress


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1 Investigate the role ofnational education andtraining organisations

• describe the main government organisationsinvolved with education and training

• explain the role of standards setting, education andtraining bodies

• identify the responsibilities of education andtraining bodies

2 Investigate the role andstructure of nationalqualifications

• explain the national objectives for education andtraining

• describe vocational qualifications

• describe the qualifications for higher education

• explain the processes for assessment andverification

3 Establish the developmentneeds of the organisation

• analyse the implications for the business plan ofdevelopment needs

• define the skills required to meet future needs

• identify the factors involved in human resourceplanning

• explain the process for identifying personaldevelopment needs

4 Organise the development ofindividuals and teams

• determine future training objectives

• explain the resource factors affecting the delivery ofstaff development

• explain the factors involved in communicating thedevelopment plan

• describe the implementation of staff development


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Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated with other units asappropriate. Where evidence relates to more than one unit care must be taken to ensure that it istracked to each of the units to which it applies.

Outcomes 1 and 2 have a taught element combined with learner-based research. Outcomes 3and 4 can be in the form of a case study combined with a taught element.

Assessment

Evidence of outcomes may be generated from activities such as assignments, projects orcompleted tests/examinations. Evidence should be provided at unit level to reflect the linksbetween the different outcomes.

Links

This unit has links with Unit 1: Managing People, Unit 2: Managing Resources and Unit 5:Business Planning. Entry requirements are at the discretion of the centre but it is recommendedthat learners would benefit from having previously studied Unit 1: Managing People beforecommencing this unit.

Resources

There are no special resource requirements for this unit but it is recommended that learnersreceive some input from a practising Personnel or Training manager in relation to Outcomes 3and 4.

Support materials

Textbooks

Armstrong, M — A Handbook of Human Resource Management (Kogan Press, 2001)ISBN: 0749433930

Moorby, E — How to Succeed in Employee Development (McGraw Hill Education, 1996)ISBN: 0077091515

Pettinger, R — Mastering Employee Development (Palgrave Macmillan, 2002)ISBN: 0333973585

Thompson, R and Mabey, C — Developing Human Resources (Butterworth-Heinemann, 1994)ISBN: 0750618248


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Other publications

Publications available from QCA:

Assessment of NVQs

Verification of NVQs

External Verification of NVQs

NVQ Criteria and Guidance


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108

Unit 16: Quantitative Techniques for VehicleOperations

Learning hours: 60


Description of unit

This unit develops the learners’ ability to deal with numerical and quantitative issues found inbusiness. The learner will be able to use statistical, graphical and algebraic techniques toaddress business problems using appropriate IT software where relevant. The reliableevaluation of numerical results, with and without the use of IT, will enable effective decisionsto be made.



1 Use statistical techniques to collect and analyse data

2 Produce forecasts based on formalised procedures

3 Apply quantitative techniques to business situations.


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Content

1 Statistical techniques

Data sources: primary and secondary sources; survey methodology; sample frame;sampling methods; sample error; questionnaire design

Interpretation of charts: graphical and diagrammatic presentation

Frequency distributions: generation from raw data; grouping; class boundaries; irregularintervals; histograms; frequency polygons

Representative values: mean; median and mode; calculation from raw data and frequencydistributions; appropriate uses

Cumulative frequency: tables and charts; calculation and use of interquartile range (IQR)and percentiles

Measures of dispersion: definition and use of range; IQR and standard deviation; use ofspreadsheets

2 Formalised procedures

Time series analysis: derivation and use of moving averages; centred trend; seasonalvariations and seasonally adjusted data using either the additive or multiplicative model

Correlation: scatter graphs; positive and negative correlation; coefficient; significance

Regression analysis: derivation of regression equation

Forecasting analysis: preparation of forecasts using time series analysis and regression;reliability

3 Quantitative techniques

Inventory control: periodic review; re-order level; Economic Order Quantity (EOQ);demand re-order timing

Linear programming: formulating the problem; graphical solution; tight and slackconstraints

Networking: network diagrams; critical path; slack time; crashing activities; Gantt charts

Indexes: simple, aggregate; retail price index (RPI); deflation


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1 Use statistical techniques tocollect and analyse data

• prepare and implement a plan for the collection ofprimary and secondary information for a givenbusiness problem

• classify and record data

• solve problems involving the analysis andcalculation of statistical quantities from frequencydistributions

2 Produce forecasts based onformalised procedures

• use formalised methods to forecast results

• assess the reliability of the forecasts made

3 Apply quantitativetechniques to businesssituations

• use the appropriate quantitative techniques toaddress business problems

• justify decisions made as a result of using thetechniques


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Guidance

Delivery

This unit will normally be delivered as a stand-alone package. However parts of it may beintegrated into other units at the centre’s discretion.

In delivery, emphasis should be placed on problem solving by the learner. While problems willin the main be somewhat simpler than real life situations, every effort should be made to setthem in a business context.

Assessment

It is anticipated that the large majority of work for assessment will be completed individually,to ensure each learner has acquired the relevant skills and understanding. Evidence of outcomesmay be produced from a range of activities including unit or integrated assignments, class-based tests and examinations.

Some evidence of achievement should be generated using IT to reflect the increasing use ofcomputers in business. However if particularly sophisticated packages are used, care must beexercised to ensure the capabilities of the package are not allowed to mask any lack ofcapability of the learner.

Links

This unit is intended to provide underpinning knowledge for topics which are based on anunderstanding of quantitative techniques found in other units.

Entry requirements for this unit are at the discretion of the centre, however it is advised thatbefore starting the unit learners should have a sound grasp of:

• rules of arithmetic (BODMAS) and negative numbers

• percentages (increase, decrease, inverse, profit, change etc)

• conversion across number systems (fraction, decimal and percentage)

• basic algebra including simplifying expressions and the solution of simple equations.

Resources

Appropriate application software such as spreadsheets, charting and word-processing packagesshould be available to enable learners to generate evidence of outcomes using IT.

Centres may find it necessary to provide additional mathematical support for numerically weaklearners. This is most likely to be required where there is a high percentage of mature learnersor where entry requirements in general are set at a modest level.


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Support materials

Textbooks

Curwin and Slater — Quantitative Methods for Business Decisions (Thompson Business Press,2001) ISBN: 181525311

Francis, A — Business Mathematics and Statistics (Continuum International, 2001)ISBN: 0826454100

Lucey, T — Quantitative Techniques (Continuum International, 2002) ISBN: 0826458548


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Unit 17: Transport Legislation

Learning hours: 60


Description of unit

This unit is designed to develop the learners’ appreciation and understanding of the legalaspects relating to goods vehicle operations within the United Kingdom (UK) and EuropeanUnion (EU). All of the operational requirements are formed from EU directives, the UK is amember state and is represented in this forum. Countries outside the EU impose their ownregulations that can be drastically different from those of member states. As a high proportionof current UK transport operators move goods through many countries, this unit will also coverinternational operations. The aim of the unit is to provide a broad understanding of the mainregulations and directives affecting heavy goods vehicle (HGV)/large goods vehicle (LGV)operations as they apply to fleet operators and repairers.



1 Interpret the construction and use regulations

2 Investigate the law regarding to goods vehicle plating, testing and inspection

3 Explore operator licensing regulations

4 Investigate and explain driver licensing and traffic offence regulations.


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Content

1 Construction and use regulations

Vehicle legal requirements: braking (eg braking standards, maintenance, efficiencies,braking on trailers); tyres approval marks; tyres (eg tread depth, tyre damage, recut tyresand legal requirements); speed limiters (eg EU requirements, speed limiter plates); smokeopacity limits (eg offences, control of fumes, excess fuel devices, exhaust emissionsEuropean directives); vehicle equipment (eg mirrors, horn, safety glass, fuel tanks); typeapproval exemptions (eg alteration to vehicle, arrangements for first licensing, issue ofplate)

Vehicle lighting systems: obligatory lamps; optional lamps; side marker lamps; reflectors;indicators and lighting of projecting load

Non-compliance: loss of licence; criminal prosecution; unsafe vehicle

2 Goods vehicle plating, testing and inspections

Vehicle plating: manufacturer’s plate; Department of Transport plate; standard lists andexemptions from plating; notifiable alterations

Vehicle testing: types of test; test application; refusal to test; test procedures

Vehicle inspections: roadside vehicle inspection checks; inspections on premises;inspection notices and prohibitions

Non-compliance: loss of licence; criminal prosecution; unsafe vehicle

3 Operator licensing regulations

Operators license: restricted, standard and international operator licences; exemptions

Application considerations: traffic commissioner’s considerations (eg trafficcommissioner’s rulings); past legal history; applicants character (eg reputation, financialstanding, professional competence); nominated operating centre(s); licence variation (eglocal regulations)

4 Driver licensing and traffic offence regulations

Vehicle excise licensing: payment of duty for different vehicle combinations (eg plateablerigid and articulated vehicles not exceeding 12000 kg mass weight, plateable rigid andarticulated vehicles exceeding 12000 kg mass weight; trailers — single, tandem, tri-axlecombinations)

Driver licensing: the issuing authority; types of LGV driving licence; driving licenceclasses; exemptions; vehicle categories and age limits; licence fees; provisional LGVdriving licence; medical requirements; licence renewal; revocation and disqualification;international driving permits

Traffic offences: speed limits; loading and unloading restrictions; overloading; seat belts;vehicle roadworthiness

Non-compliance: loss of licence; criminal prosecution; punishment of offences (eg penaltypoints and fines); procedure for pleading guilty by letter; mitigating circumstance


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1 Interpret construction anduse regulations

• identify and describe the legal requirements of theconstruction and use regulations

• identify and describe the law relating to vehiclelighting systems

• explain the consequences of non-compliance

2 Investigate the law regardingto goods vehicle plating,testing, and inspection

• examine and describe the requirements for goodsvehicle plating

• describe the requirements for annual vehicle testing

• explain the requirements and scope of vehicleinspections

• recognise and explain the consequences of non-compliance

3 Explore operator licensingregulations

• explain the difference between restricted, standardand international operator licences

• identify and describe application considerations foroperator licensing

4 Investigate and explaindriver licensing and trafficoffence regulations

• identify and describe the excise duty requirementsfor different vehicle combinations

• explore and explain the different LGV driverlicensing requirements

• identify and describe the law relating to trafficoffences

• explain the consequences of non-compliance withlicence and traffic regulations


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Guidance

Delivery

It is essential that this unit must give the learner a current and up to date understanding of roadtransport legislation and all paperwork used must refer to the latest directives.

It may be beneficial to complete this unit through case studies, either real or fictitious, or useactivities that relate to the various aspects of the construction and use regulations.

Assessment

Evidence of outcomes may be generated from assignments, projects, case or individual studyexercises or completed tests/examinations. Ideally, learners should have access to the relevantdocumentation and paperwork and be in or have access to a working environment where theaspects of vehicle operations are covered. To gain full benefit for this unit they will need tohave some knowledge of vehicle operations. Exercises or projects should be based on real-lifesituations within the vehicle operation field. These may be undertaken individually or as part ofgroup assignments/exercises. However, where group work is used care must be taken to ensureindividual assessment evidence, as group assessment evidence would not be acceptable.

Links

This unit may effectively be linked with Unit 6: Business Law for Vehicle Operations as thiswill provide an understanding of the legal system that underpins the transport legislation.

Resources

Learners will need access to current legislation, eg Road Vehicles (Construction and Use)Regulations.

Support materials

Textbooks

Lowe, D — The Dictionary of Transport and Logistics (Kogan Page, 2002) ISBN: 0749435712

Lowe, D — The European Road Freighting Handbook (Kogan Page, 1994) ISBN: 0749407425

Lowe, D — The Transport Manager’s and Operator’s Handbook (Kogan Page, 2003)ISBN: 0749439238

Magazines and JournalsVehicle journals that report on recent court judgements, such as Commercial Motor, Headlight,Motor Transport and Truck Magazine are recommended as valuable sources of information.

Websites

www.tan.gov.uk Traffic Area Network

www.via.gov.uk Vehicle Inspectorate


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Unit 18: Fleet Transport Operations

Learning hours: 60


Description of unit

This unit is designed to develop the knowledge and skills of the learner in relation to theeffective and efficient costing and management of a fleet of vehicles. The vehicles may be ofany type, such as cars or goods vehicles.

The knowledge and skills developed are those appropriate to a middle manager in a fleetoperating business. The fleet may be operated for the purposes of a company to sell and/ordeliver its own products or services, or to provide a service to other companies either directly orindirectly. The aim is to provide a broad-based understanding of transport operations andvehicle fleet management.



1 Explore the legal aspects of vehicles

2 Examine and evaluate operational procedures for fleet vehicles

3 Investigate the requirements for specialist vehicle operations

4 Investigate and apply vehicle costing to typical vehicle operations.


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Content

1 Legal aspects of vehicles

Road vehicle type approval and construction and use regulations: eg how does the lawensure that motor vehicles are constructed to safe standards, how does type approval forpassenger cars operate, how does type approval for goods vehicles operate, what vehiclesneed type approval, what is a dual purpose vehicle, what exclusions are there, how doestype approval relate to construction and use regulations

2 Operational procedures

Maintenance procedures: vehicle inspectorate maintenance advise; maintenance contracts;in house repairs; contract out repairs; retention of records; cleaning of vehicles; wallplanning charts; vehicle history files; enforcement of maintenance standards

Inspection procedures: driver defect reports; inspection records; defect repair sheets;service records; daily running checks; weekly inspections; planned inspection procedure(eg 6 weekly inspections or 6000 mile inspections); negligence by repairer; items forinspection and vehicle servicing

Road traffic accidents: reporting of accidents; information required in the event of anaccident; action required by the vehicle driver; action required by the vehicle operator; theneed to stop following an accident; third party property damage and time allowance forreporting such accidents

Operational documentation: consignment notes; delivery notes; vehicle control documents;road haulage permits and transit advice notes

Responsibilities to customers: fleet maintenance; fleet inspections; tachograph procedures;calibrations and analysis; public perceptions of the fleet and its operations and contractualobligations

3 Specialist vehicle operations

Specialist bus operations: location (eg rural and urban, dial-a-ride); types and purpose ofvehicles (eg capacity, range of operations, flexibility and specialist functions)

Abnormal loads: cranes and long loads; regulations; procedures (eg markings, lengths,height, overhang, restrictions, lighting, abnormal indivisible loads, Special Types GeneralOrders (STGO))

Vehicle markings: eg rear reflective markings, forward, side and rearward projections

Hazardous and perishable loads: eg definitions, restrictions, exemptions, driver training,HAZCHEM markings, emergency action codes, conveyance of dangerous goods by road,explosives, chemicals, hazardous waste, ADR, ATP


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4 Vehicle costing

Range of costs: identification of applicable fleet vehicle operating costs

Standing charges: eg insurances, fleet hire, bank charges, paperwork and advertising

Running costs: eg vehicle costs, maintenance, testing, fuel, tyres, wages, insurances, downtime and vehicle waiting time

Overheads: eg land and buildings, premises, workshop rents, council charges, rates, vehiclepurchases/hire, plant and machinery

Daily charges: eg stock, debtors, bad debt provision, overdrafts and penalisation clauses

Delivery costs: eg efficient route planning, return loads, vehicle utilisation and maximumload usage

Vehicle costing techniques: financial reports; budgets; vehicle efficiency; type and size ofvehicles; maintenance and servicing periods; warranty specifications and loadcosting/estimating


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1 Explore the legal aspects ofvehicles

• examine and report on how the law ensures thatmotor vehicles are constructed to safe standards

• interpret and explain how type approval forpassenger cars and goods vehicles operate

• identify and explain what vehicles need typeapproval, what a dual purpose vehicle is and whatexclusions there are

• investigate and report how type approval relates tothe construction and use regulations

2 Examine and evaluateoperational procedures forfleet vehicles

• appraise a maintenance and inspection proceduresuitable for a fleet of vehicles

• explore procedures to be adopted following a roadtraffic accident involving a fleet vehicle

• evaluate typical procedures related to the issue anduse of operational documentation

• investigate and describe the responsibilities of afleet operator to its customers

3 Investigate the requirementsfor specialist vehicleoperations

• investigate and describe the principles of operationof specialist bus operations

• explore the regulations and operating procedureswhich must be followed when dealing withabnormal loads

• interpret and explain the requirements for vehiclemarkings and projecting loads

• describe the procedures for handling both hazardousand perishable loads

• identify and describe the legal requirements for themarking of hazardous and perishable loads

4 Investigate and apply vehiclecosting to typical vehicleoperations

• identify and explain the range of costs that apply toa vehicle operation

• apply vehicle costing techniques to a typical vehicleoperation

• prepare a comparison of costs between fleet vehicleoperators who carry out in-company repairs andoperation to those who contract hire

• identify and describe how efficient route planningand maximum utilisation of vehicles are achieved


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Guidance

Delivery

Learning and teaching strategies may include traditional classroom methods, multimedia,individual assignment work, working in small groups, case studies and industry based research.It is essential that this unit provides the learner with a current and up to date understanding ofroad transport operations and all paperwork should include current directives.

Assessment

Evidence of outcomes may be generated from activities such as assignments, projects, case orindividual study exercises or completed tests and examinations. Ideally learners should haveaccess to the relevant documentation and paperwork and a working environment where someaspects of vehicle operations are covered. To gain full benefit from this unit they will need tohave some knowledge of vehicle operations. Exercises or projects should be based on real lifesituations within the vehicle operation field. Additional oral questioning may be documentedwhere appropriate.

Links

Although this may be treated as a stand alone unit it may also effectively linked with Unit 6:Business Law for Vehicle Operations and Unit 17: Transport Legislation to provide anunderstanding of the legal system.

Resources

Learners will need access to library facilities, reprographic facilities, word processing,spreadsheets and fleet operating information — especially case studies. Learners will also needto access Vehicle Inspectorate paperwork and it would be beneficial to contact transportoperator advisors (eg Freight Transport Association).

Support materials

Textbooks

Canny, J — The Law of Transport Operations and Road Haulage (Round Hall Ltd, 1999)ISBN: 1899738878

Lowe, D — The Transport Managers and Operators Handbook (Kogan Page, 2003)ISBN: 0749439238



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Unit 19: Plan and Co-ordinate VehicleMaintenance

Learning hours: 60


Description of unit

This unit is designed to develop the learners’ knowledge and understanding of the planning andcontrol of vehicle fleet maintenance. It introduces the various types of maintenance contractsused and the management practices necessary to ensure that vehicles are maintained safely,economically and that legal obligations are complied with. The learner will be given theopportunity to study various fleet management systems to plan and control vehiclemaintenance, and to develop the ability to select or design an appropriate system.



1 Select a vehicle maintenance contract for a vehicle operation

2 Explain fleet maintenance management systems

3 Identify and interpret the legal implications relating to vehicle maintenance

4 Prepare a plan to control the maintenance of a vehicle fleet.


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Content

1 Vehicle maintenance contract

Types of vehicle maintenance contract: contract hire; lease hire; rental; manufacturercontract; fleet maintenance

Legal and operational implications: contract law; supply of services; construction and useregulations; transport act; plating and testing; environmental legislation

Methods to ensure contract requirements: controls; staffing; records

Specific requirements: tailor-making a contract to suit the needs of a customer; financialconsiderations; company taxation; operational factors; operator licensing

2 Fleet maintenance management systems

Selection criteria: identification of the criteria to be used when selecting a managementsystem (eg based upon fleet size, fleet type, type of operation, cost, time, location etc)

Management systems: mileage; time; scheduled; unscheduled; corrective; emergency

Customer requirements: translate customer needs into an operational system; frequency;reporting requirements; documentation; emergency situations; overnight servicing/repairs;vehicle inspections

3 Legal implications

Legal requirements: eg operator’s licence, construction and use regulations, plating andtesting, MOT testing, environmental

Implications and processes: responsibilities; staff qualifications; facilities; equipment;human resource; competence; planning; vehicle inspections; defect reporting andrectification; environmental requirements for waste disposal; staff training; licences (MOT)

4 Maintenance of a vehicle fleet

Selection criteria: identification of the criteria to be used when selecting maintenancecontrol system (eg type of operation, fleet type, fleet size, cost, location of fleet)

Maintenance control systems: eg centralised, decentralised, manual card operation,computerised operation, software and hardware

Planning and control of maintenance: driver defect reporting; vehicle inspection reporting;vehicle maintenance servicing schedules; vehicle testing; maintaining vehicle records


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1 Select a vehicle maintenancecontract for a vehicleoperation

• identify different types of vehicle maintenancecontract and evaluate their legal and operationalimplications

• describe the methods used to satisfy therequirements of vehicle maintenance contracts

• select a suitable type of vehicle maintenancecontract to meet specific requirements

2 Explain fleet maintenancemanagement systems

• evaluate different management systems for fleetmaintenance and identify the criteria for selecting amanagement system

• devise a fleet maintenance management system tosatisfy a customer’s requirements

3 Identify and interpret thelegal implications relating tovehicle maintenance

• interpret legal requirements when undertaking fleetmaintenance

• identify and explain the implications and processesneeded to satisfy legal requirements

4 Prepare a plan to control themaintenance of a vehiclefleet

• identify the criteria for selecting a maintenancecontrol system

• evaluate and select an appropriate control system forfleet maintenance

• describe the procedures used when planning andcontrolling the maintenance of a vehicle fleet


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Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated with other units. If it isdelivered in an integrated way, care must be taken in tracking evidence for the outcomes.Industrial visits or guest speakers from industry could be used to enhance teaching andassessment strategies.

Assessment

Evidence of outcomes may be generated from assignments, projects or completedtests/examinations. Ideally, learners should be employed or have experience in a relevantoccupation which relates to the unit. Some assignments or projects should be work-based torelate the unit content to real-life situations.

Links

This unit has strong links with Unit 5: Business Planning, Unit 17: Transport Legislation andUnit 18: Fleet Transport Operations. If evidence relates to more than one unit, care must betaken to ensure it is tracked so it is clear which unit the evidence relates to.

It is recommended that learners should have previously studied Unit 5: Business Planning andUnit 17: Transport Legislation or be studying them in tandem with this unit.

Resources

There are no special requirements for this unit, however learners should have access to alearning centre which has a range of industrial and commercial publications and trade journalssuch as Commercial Motor, Transport Engineer and Croner’s Road Transport Operations.

It would be an advantage if learners visited one or two industrial locations which use differentapproaches to vehicle maintenance. Alternatively, suitable guest speakers might be invited toprovide an overview of their operations.

Support materials

Textbooks

Lowe, D — The Transport Managers’ and Operators’ Handbook (Kogan Page, 2003)ISBN: 0749439238

Other publications

Commercial Motor Costing Tables (published annually)


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Unit 20: Insurance Principles

Learning hours: 60


Description of unit

This unit enables learners to acquire an in-depth appreciation of motor insurance principles andthe relevant associated legislation. This will enhance the learner’s abilities when employed incertain specialised areas of motor vehicle work.



1 Demonstrate a clear understanding of motor insurance principles

2 Interpret the Road Traffic Act in relation to motor insurance

3 Demonstrate a clear understanding of the different types of motor insurance policies

4 Examine the effects of EC legislation on motor insurance.


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Content

1 Motor insurance principles

Basic principles: indemnity; utmost good faith; insurable interest; subrogation;contribution; betterment contribution; proximate clause

Risk analysis: power to weight ratio; age of vehicle; vehicle value; cost of repair andlabour; district in which vehicle is garaged; type of use; age of the policyholder; main userof the vehicle

Factors affecting premium: factors reducing premiums (eg voluntary excess, no claimsdiscount, introductory discount, restricted driving, restricted mileage, vehicle garagedloyalty discounts), factors increasing premiums (eg occupation, health, previousconvictions, driver’s history of accidents, losses or claims, driver’s insurance history), typeof vehicle (eg private, commercial, kit cars, veteran or vintage cars, modified vehicles)

2 Road Traffic Act

Summary of the Road Traffic Act: principal road safety provisions; construction and use ofvehicles and equipment; licensing of drivers of vehicles; driving instruction; third partyliabilities; miscellaneous and general

Interpretation of third party liabilities: requirement to be insured; exceptions from therequirements; requirements of an insurance policy; provisions of security in respect of thirdparty risks; avoidance of certain exceptions to policies or securities; liabilities towardspassengers; car sharing agreements; limitations of the policy on the entitlement to drive aninsured vehicle; effects of bankruptcy on third party claims; duty to supply information to athird party; deposits; power to require evidence of insurance on application for vehicleexcise licence; payment for hospital treatment of traffic casualties; supplementaryprovisions as to payment for treatments; regulations; definition of regulations andprescribed; interpretation of the key words used in the relevant sections

3 Types of motor insurance policies

Interpretation and conditions of the various policies: private motorist insurance; proposalform; types of cover; recital clause; operative clause; general exclusions; conditions;schedule and endorsements; motor trade insurance; main types of policy; internal riskspolicy; road risks policy; motor trader combined policy; commercial vehicle insurance;definition of a commercial vehicle; type of use; type of vehicle; district; cover required;details of the insured and/or drivers

Motor insurance bureau: historical background; function; untraced drivers agreement;uninsured drivers agreement; domestic agreement

4 EC legislation on motor insurance

Investigation: relevant EC directives on motor insurance; green card system; bail bonds(Spain); use of policy extension; commercial vehicle; Passenger Carrying Vehicles; caravanand trailer insurance for EC use


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1 Demonstrate a clearunderstanding of motorinsurance principles

• identify and explain the basic principles of motorvehicle insurance

• analyse the risks involved when setting premiums

• compare the factors likely to affect the insurancepremium

2 Interpret the Road TrafficAct in relation to motorinsurance

• identify and discuss the various sections of the RoadTraffic Act relevant to motor insurance

• explain the requirements of third party liabilities inrespect to the Road Traffic Act

3 Demonstrate a clearunderstanding of the differenttypes of motor insurancepolicies

• identify and describe the various conditions of thedifferent types of insurance policies and the factorsthat affect risk

• evaluate the purpose and operation of the motorinsurance bureau

4 Examine the effects of EClegislation on motorinsurance

• investigate the effects of EC law on UK motorinsurance

• identify the different policies required when using acommercial vehicle, PCV, caravan and trailers in theEU


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Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated into other programme units.If it is delivered in an integrated way, care must be taken in tracking evidence for the outcomes.Wherever possible the emphasis should be on practical tasks to encourage the development ofgood technique. The unit may require an industrial input, such as a visit or evidence from anexternal speaker.

Assessment

Evidence of outcomes may be generated through assignments, notes and solutions to appliedproblems or completed tests/examinations. Learning and assessment can be across units, at unitlevel or outcome level. Evidence is likely to be at outcome level to provide maximumflexibility.

Links

This unit is intended to be linked with Unit 6: Business Law for Vehicle Operations, Unit 26:Vehicle Damage Assessment, Unit 27: Accident Reconstruction and other principles andapplications units in the programme.

Resources

Learners should have access to materials and case studies that reflect current legislation andindustrial practice.

Support materials

Textbooks

Pellat, A H — Private Motor Insurance (Chartered Insurance, 1998) ISBN: 1853690171

Taylor, P and Oliver, T — Bingham and Berryman’s Motor Claims Cases (Butterworth Law,2000) ISBN: 0406932301

Other publications

Croner Guides to Transport Legislation and Personnel Management (Paperbound andCD-Rom, updated quarterly)


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Unit 21: Vehicle Parts Management

Learning hours: 60


Description of unit

This unit provides learners with an understanding of the management of vehicle partsdistribution and supply in the retail sector of the motor industry.



1 Describe the roles and responsibilities in vehicle parts supply and management

2 Investigate and explain stock management systems

3 Describe the functions and processes in a vehicle parts supplier operation

4 Evaluate the role of advertising and promotion in a vehicle parts operation.


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Content

1 Vehicle parts supply and management

Parts supplier: manufacturers (eg vehicle, component manufacturer); distributor (egdealerships, wholesaler, factor, national retail chains, DIY outlets, high street retailers, cashand carry); specialist supplier

Customer: eg retail, trade, own workshop, vehicle sales, car fleet, van fleet, commercialfleet, body repairer, fast fit, garage, service station, breakdown and recovery specialist,repair specialist, vehicle restoration specialist

Responsibilities: financial (eg turnover, profitability, control of stock investment, control ofcosts); development of customer base and new markets (eg customer care, sales promotion,after sales services); management of staff and department (eg personnel issues, staffinglevels, layout and maintenance of department and facilities)

Franchise supplier: relationship with manufacturer; franchise agreements; obligations andresponsibilities; benefits and/or disadvantages

Parts vocabulary: stock levels; maximum; minimum; working stock; order level; safetystock; lead time; virtual stock; stock turn; obsolete; redundant; fast moving; slow moving;captive parts; competitive parts; warranty

2 Stock management

Efficiency: maintenance of stock (eg maximum, minimum, working stock, order level,safety stock, lead time, virtual stock, stock turn, obsolete, redundant, fast moving, slowmoving, captive parts, competitive parts, warranty); financial control (eg stock turn ratio,cost of holding stock, cost of ordering stock, economic order quantity (EOQ), gross profit,net profit); physical stock control (eg stock check and audit, categorising stock, Pareto’sLaw, coding stock, statistical sampling)

Stock control: card systems; in-house computerised systems; on-line systems (electronicordering), computer parts catalogue; just-in-time (JIT)

Computerised systems: maintenance of stock levels; automatic order generation; bar codingstock; stock and sales analysis; changes in demand

Lost sales: parts satisfaction level; increase in demand; mathematical techniques


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3 Vehicle parts supplier operation

Main sections: goods inwards; goods outwards; parts storage; gangways; trade and retailsales counter and/or workshop counter; stock control; parts manager’s office; salesdisplays; delivery and distribution methods (eg road, rail, post)

Factors: security of stock; capacity; health and safety; accessibility; speed of picking;limitation of stock damage; presentation; image

Documentation: delivery note; advice note; damage/discrepancy report; estimate; quotation;order; trade note; invoice; statement; credit note; stock order; emergency order; vehicle offroad (VOR) order; stock audit report; warranty report

Risk assessment: liquids and chemicals (eg solvents, glues, paints, oil, grease, thinners,cleaners, anti-freeze, de-icers, battery acid); machinery (eg fork lift, stackers, trolley,crane); storage (eg weight, bulk, access, height

4 Advertising and promotion

Advertising media: newspapers; magazines; radio; television; other (eg leaflets, mail shots,recommendations)

Benefits: cost; coverage; targeting; geographical; timing; impact

Promoting: sponsorship; presentations; trade events; shows

In-house factors: staff (eg presentation, knowledge, attitude, customer care); layout (egpresentation, comfort, services (drinks and papers), size); service (eg speed, price,efficiency and effectiveness)


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1 Describe the roles andresponsibilities in vehicleparts supply andmanagement

• compare and describe the role of different types ofparts suppliers

• explain the different approaches and methods ofdealing with customers

• define the responsibilities of the parts manager

• identify and describe the management and structureof a franchise supplier

2 Investigate and explain stockmanagement systems

• determine the efficiency of stock management

• evaluate stock control systems

• identify and describe the benefits of a computerisedstock management system

• identify lost sales and new demand

3 Describe the functions andprocesses in a vehicle partssupplier operation

• explain the functions of the main sections of theparts department

• explain factors affecting the layout of the partsdepartment

• describe the documentation used by parts suppliers

• conduct a risk assessment for the parts department

4 Evaluate the role ofadvertising and promotionin a vehicle parts operation

• describe different advertising media and evaluatetheir benefits

• describe methods of promoting the parts supplier

• identify in-house factors affecting parts sales


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Guidance

Delivery

It is recommended that learners visit at least two different vehicle parts suppliers to ensure theyhave a broad view of the unit. Visits might include a main dealer, specialist supplier, vehiclemanufacturer or wholesaler. Alternatively, guest speakers from these types of supplier might beused. The industrial visits or guest speakers could be used to collect information or evidence inrelation to some of the assessment criteria for each of the Outcomes.

Assessment

Learners who undertake this unit should preferably be employed within the vehicle partsindustry or have relevant practical experience. Evidence of outcomes may be in the form ofassignments, projects and completed tests or examinations. Where possible, learners shouldgenerate some evidence by applying the underpinning knowledge to their own employmentsituation. This can be achieved by setting projects or assignments which require investigationas part of their employment. An alternative, for learners who are not employed in the sector,would be to work with pre-prepared case study material, collect evidence during workplacements or through structured visits to vehicle parts operations.

Links

This unit can be linked with other units such as Unit 2: Managing Resources, Unit 3: Financefor Vehicle Operations, Unit 9: Managing Quality in Vehicle Operations, Unit 11: BusinessOrganisation and Communication and Unit 13: Marketing Vehicle Operations. If it iscombined with other units in the programme care should be taken to track the evidence to makeit clear which unit it relates to.

Resources

Learners should have access to a learning centre with a stock of books relating to stock control,purchasing, distribution, advertising and promotion.

It is recommended that learners gain access to the specialist publications produced by thevehicle manufacturers and the computerised stock control systems designed specifically for themotor industry such as Kalamazoo or Carter Parrett.

Support materials

Textbooks

Molinaro, G — Counterman’s Guide to Parts and Service Management (Delmar, 1989)ISBN: 0827336292


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138

Unit 22: Employment Practices

Learning hours: 60


Description of unit

This unit will develop the learner’s understanding of the issues surrounding the employmentand discipline of staff appropriate to a supervisory or management role in the motor industryservice sector. It is intended to introduce the legal implications and sound practices that areessential to maintain good employee relationships and avoid the costly pitfalls of a non-systematic approach to these issues. The learner will be given an overview that could be appliedto any industrial sector.



1 Analyse and explain contracts of employment

2 Explore and explain the issues relating to disciplinary procedures

3 Interpret the legal implications relating to discrimination in employment

4 Examine and explain the implications of staff dismissal and redundancy.


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Content

1 Contracts of employment

Legislation related to contracts of employment: contract law; employed/self employedstatus; identify current employment legislation applicable to a typical written employmentcontract; exceptions

Legal requirements: written statement of main terms and conditions; particulars required;notice periods; issue dates; exceptions

Statutory rights: non-discrimination; itemised pay statements; equal pay; maternity rights;notice of termination; guarantee pay; redundancy pay; sickness benefit; protected rights onthe transfer of a trade or business; not to be unfairly dismissed; minimum wage; access tostakeholder pensions

2 Disciplinary procedures

Legislation applicable to disciplinary procedures: Employment Protection (Consolidation)Act

Disciplinary procedure: unsatisfactory conduct (eg performance, attendance, lateness,safety); serious misconduct (eg theft, negligence, assault, wilful damage); requirements ofdisciplinary procedures (eg written statements, records of interviews, verbal warnings,written warnings, specification of staff grades, specification of range of action);investigation; appeals

Disciplinary investigation: gathering the facts; statements; disciplinary hearings (egprocedures, representation, communicating decisions); summary dismissal

Rights of appeal: procedures; levels; independent third parties; ACAS

3 Discrimination in employment

Legislation applicable to discrimination: Equal Opportunities; Sex Discrimination Act;Race Relations Act

Factors that constitute discrimination: sexual and racial harassment; direct; indirect;victimisation; discriminatory practices (eg benefits, promotion, advertisements); employerdefence; exceptions and remedies

Occupational exceptions: gender (eg essential nature of the job, requirement to preservedecency or privacy, nature or location of job, single gender establishment for peoplerequiring special care, working outside of the UK); race (eg dramaticperformances/working as a model requiring someone of a particular racial group, personalservices to a particular racial group)


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4 Staff dismissal and redundancy

Legislation and terms applicable to dismissal and redundancy: Employment Protection(Consolidation) Act; Employment Act; definitions of dismissal (eg fair dismissal, unfairdismissal, constructive dismissal); terms of redundancy compensation (eg years of service,maximum weekly wage, benefits, additional awards); redundancy situations (eg cessationof business, movement of business, work patterns, short time working); exceptions

Redundancy payments: reckonable service; limits; disputes; notification; amounts payable

Notification procedures: trade unions; government departments

Offer of further work: situations (eg on the same terms, on different terms, at a differentplace, retraining)


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1 Analyse and explaincontracts of employment

• analyse a written contract of employment for use ofcurrent legislation

• explain the legal requirements with regard tocontracts of employment

• explain the statutory rights of employees

2 Explore and explain theissues relating to disciplinaryprocedures

• summarise the content of legislation applicable todisciplinary procedures

• design a disciplinary procedure suitable foremployees working in the motor industry servicesector

• report on a disciplinary investigation

• summarise the rights of appeal of employees subjectto a disciplinary procedure

3 Interpret the legalimplications relating todiscrimination inemployment

• summarise the content of legislation applicable todiscrimination in employment

• examine and describe the factors that constitutediscrimination in the employment of people workingin the motor industry service sector

• consider and explain the circumstances whereoccupational exceptions are acceptable

4 Examine and explain theimplications involved in staffdismissal and redundancy

• summarise the legislation and terms applicable tothe dismissal and redundancy of employees

• calculate redundancy payments for two situations

• summarise the notification procedures necessarywhen making staff redundant

• differentiate between the two situations where theoffer of further work could apply


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Guidance

Delivery

Learners are generally expected to work individually but may work as part of a team to covercertain aspects of the unit.

Assessment

Evidence of outcomes may be generated from assignments, syndicate work, projects orcompleted tests/examinations. Where group work is to be used care must be taken to ensure thatassessment evidence is at an individual level, as collective group evidence would not beacceptable. Learners should be required, whenever possible, to devise solutions to case studysituations based on real life situations or apply their own work experiences in vehicleoperations.

Links

This unit has links with other units in the programme, particularly Unit 1: Managing People,Unit 2: Managing Resources, Unit 6: Business Law for Vehicle Operations and Unit 12:Management Processes. If evidence relates to more than one unit care must be taken to ensureit is tracked so it is clear to which unit it relates.

Resources

There are no special requirements for this unit, however learners should have access to learningmaterial relating to employment law and industrial relations. A range of documents in the formof current legislation, acts and law should be made available.

Additionally, suitable guest speakers might be invited to provide an overview of relevantaspects of the unit.

Support materials

Textbooks

Chandler, P — Employment Law (Kogan Page, 2000) ISBN: 0749430672

Keenan, D and Riches, S — Business Law (Longman, 2001) ISBN: 0582438152

Lewis, D and Sargeant, M — Essentials of Employment Law (CIPD,2002) ISBN: 0852929390

Other publications

ACAS — Discipline at Work

ACAS — Employing People

ACAS — Employment Handbook


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Websites

www.acas.org.uk Advisory, Conciliation and Arbitration Service(contains details of codes of practice and newdevelopments)

www.cre.gov.uk Commission for Racial Equality (summary of dutiesand legal powers)

www.dti.gov.uk Department of Trade and Industry (an excellent sourceof new developments)

www.eco.org.uk Equal Opportunities Commission (includes EOC’sproposals for amending sex discrimination law)

www.employmentappeals.gov.uk Employment Appeals Tribunal (for up to date recordsof all EAT cases)

www.hmso.gov.uk HMSO (for all acts of parliament and statutoryinstruments since 1988)


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Unit 23: Vehicle Fault Diagnosis

Learning hours: 60


Description of unit

This unit enables learners to acquire an advanced level of vehicle fault diagnosis, reasoningability and practical skills, appropriate to industrial needs and to use them to completevocational tasks successfully. It will enhance the learner’s ability to diagnose faults and selectappropriate equipment from given data in a number of disciplines. They will also learn abouttechniques of measurement when determining the performance of a vehicle system.



1 Select suitable criteria for fault diagnosis, interpreting symptoms and repairrecommendations

2 Apply principles of measurement and testing to determine the performance of a vehiclesystem

3 Evaluate and present test results and produce a fault location guide for a given vehiclesystem.


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Content

1 Fault diagnosis, interpreting symptoms and repair recommendations

Diagnosis specifications: prioritised list of technical and non-technical requirements forcarrying out fault diagnosis; symptoms; repair recommendations in mechanical, electricalor electronic systems

Diagnostic techniques: eg symptom, fault, cause, location, diagnostic sequence, historicalknowledge of system faults

Factors: eg logical process, diagnostic equipment required, specialist equipment, on-boarddiagnosis, equipment cost, likely time saving, ability to upgrade, ease of use, manufacturersback-up, workshop manuals, technical (eg phone/fax/e-mail/internet, technical bulletins)

2 Determine the performance of a vehicle system

Test equipment: eg cylinder leakage tester, exhaust gas analyser, electronic meter, fuelpressure gauge, engine analyser

Fault diagnosis: diagnosis on the agreed vehicle systems; diagnostic aids

Symptoms: eg loss of power, high fuel consumption, poor acceleration

Recommendations: repair recommendations; justification of solution(s)

3 Present test results and produce a fault location guide

Report: eg written/word processed report, oral presentation, use of visual aids (eg sketches,graphs, charts, drawings, spreadsheets), presentation packages where appropriate

Interpret results: test results; conclusions; know data for that system

Fault location guide: for a given vehicle system to include expected test readings,description of the system with an explanation of its use, theory of operation, instrumentsand special tools required, test instructions, fault location guide, fault diagnosis procedure


146




1 Select suitable criteria forfault diagnosis, interpretingsymptoms and repairrecommendations

• identify and justify a diagnosis specification for amechanical or an electrical or an electronic system

• use and describe at least two suitable diagnostictechniques

• establish and record the diagnostic specifications

• compare the factors which will contribute to quickand effective diagnosis of a given vehicle system

2 Apply principles ofmeasurement and testing todetermine the performanceof a vehicle system

• correctly select and use appropriate test equipment

• carry out a systematic fault diagnosis

• successfully interpret faults from given symptoms

• justify repair recommendations

3 Evaluate and present testresults and produce a faultlocation guide for a givenvehicle system

• produce a written report of the test results

• interpret and justify the test results in terms of theknown data for that system

• compile an effective fault location guide for amechanical or an electrical or an electronic system


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Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated into other programme units.If it is delivered in an integrated way, care must be taken in the tracking of evidence for theoutcomes. The unit particularly leads itself to group work. Wherever possible the emphasisshould be on practical tasks to encourage the development of good technique. Effort should bemade to identify the relevance of the principles covered to the diagnosis of vehicle systems.The unit may require from industry, such as a visit or evidence from an external speaker.

Assessment

Evidence of outcomes may be in the form of assignments, notes, and solutions to appliedproblems or completed tests examinations. Learning and assessment can be across units, at unitlevel or outcome level. Evidence is likely to be at outcome level to provide maximumflexibility.

It is suggested that the learners build a portfolio of evidence, including assignments, end tests,etc. The evidence must be both relevant and sufficient to justify the grade awarded. Muchevidence will come from practical work which may need the process evidence recording.

Links

This unit has links with Unit 24: Vehicle Electronics, Unit 25: Advanced Vehicle Technologyand Unit 31: Vehicle Engineering Principles. If evidence relates to more than one unit caremust be taken to ensure it is tracked so it is clear to which unit it relates.

Resources

A number of suitable diagnostic aids are essential eg compression tester, cylinder leakagetester, engine analyser, multimeters. Access to manufacturers’ manuals is also required.

Support materials

Textbooks

Chowanietz, E — Automobile Electronics (Butterworth Heinemann, 1995) ISBN: 0750618787

Denton, T — Automobile Electrical and Electronic Systems (Butterworth Heinemann, 2000)ISBN: 0340731958

Robertson, S — Automotive Electrical Maintenance (Butterworth Heinemann, 1994)ISBN: 0340596058

Stackpoole, L, Morrison, M and Gregory, A — Electronics for Motor Mechanics (GuildfordPress, 1992) ISBN: 0582868211

Tranter, A — Automotive Engine Management and Fuel Injection Systems Manual (Haynes,1990) ISBN: 185010588X


148

Unit 24: Vehicle Electronics

Learning hours: 60


Description of unit

This unit provides learners with background knowledge and understanding of vehicle electricaland electronic systems, circuits and components. It also develops their ability to test and findfaults in these systems.



1 Test and evaluate circuit performance of vehicle electrical and electronic circuits

2 Analyse the operation of sensors, actuators and displays

3 Analyse the operation of microprocessor hardware and suppression methods

3 Carry out systematic fault diagnosis on microprocessor, sensors and suppression devices.


149

Content

1 Vehicle electrical and electronic circuits

Electrical calculations: voltage; emf; current; power; resistance; capacitance; inductance;series and parallel circuits

Semiconductor devices: electrical properties and characteristics of semiconductor material;P-N junction diode; zener diode; N-P-N junction transistor; P-N-P junction transistor andthyristor; analyse the operation of a semiconductor based circuit, eg electronic ignitionamplifier

Circuit diagrams: electrical and electronic component and circuit symbols; circuit diagramlayouts

Systematic testing: test procedures; correct use of multimeters and oscilloscope formeasuring circuit and component values

2 Sensors, actuators and displays

Sensors: principles of operation and electrical characteristics of sensors used in vehicles (egsensors used in ABS, EFI, engine management systems, airbags, security, driverinformation and vehicle condition monitoring systems); relevant test procedures for sensors

Actuators: principles of operation and electrical characteristics actuators (eg relays,solenoids, electro-hydraulic/pneumatic valves, rotary actuators, stepper motors); relevanttests procedures for actuators

Information display devices: types of devices (eg analogue gauges, light emitting diodes,liquid crystal displays, vacuum fluorescent displays, cathode ray tubes); relevant testprocedures for displays

3 Microprocessor hardware and suppression methods

Microprocessor hardware: implementation and operation of microprocessor systems invehicles; packaging; microcontrollers; integrated circuits; reliability; electromagneticcompatibility

Suppression methods: resistive suppression of oscillations; screening; use of inductors;capacitors and filter networks in interference suppression

4 Microprocessor, sensors and suppression devices

Systematic testing: system test procedures for input/output sensors, cables, supplies, earths,output actuators and display devices

Self diagnosis: signal plausibility checks; open and short circuit checks; processoroperation and memory test routines; error/trouble codes; standardisation of connectors andcodes; continuity checks; sensor output; resistance checks

Fault repairs: correct procedures for removal/refitting (eg following manufacturer’srecommendations), repair and replacement of system components


150




1 Test and evaluate circuitperformance of vehicleelectrical and electroniccircuits

• carry out calculations to solve problems in seriesand parallel automotive electrical circuits

• explain the properties and characteristics ofcommon semiconductor components

• read and interpret electrical and electronic circuitdiagrams

• perform systematic testing of vehicle electronicsystems and record results

2 Analyse the operation ofsensors, actuators anddisplays

• describe the principles of operation and electricalcharacteristics of different sensors when used invehicles

• describe the principles of operation and electricalcharacteristics of different actuators when used invehicles

• explain the operation and relevant test procedure ofa driver information display device

3 Analyse the operation ofmicroprocessor hardwareand suppression methods

• analyse microprocessor hardware operation invehicle systems

• analyse the operation of a suppression method

4 Carry out systematic faultdiagnosis on microprocessor,sensors and suppressiondevices

• carry out systematic test procedures on vehiclemicroprocessor, sensor and suppression systems andrecord results

• evaluate the use of a vehicle self diagnosis system

• identify and repair faults on vehicle microprocessor,sensor/actuators and suppression systems


151

Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated into other appropriate units.If it is delivered in an integrated way care must be taken in the tracking of evidence foroutcomes. Wherever possible a practical approach, on real or simulated vehicle systems, shouldbe adopted.

Assessment

Evidence of outcomes may be generated from activities such as assignments, reports ofpractical activities, solutions to fault finding exercises on a vehicle or simulated system, or theresults of tests/examinations.

Evidence may be accumulated by learners building a portfolio of work-based activities or by atutor-led combination of tests and assignments. In either case, the evidence must be bothrelevant and sufficient to justify the grade awarded. Much evidence will come from practicalwork that may need the recording of process evidence.

Links

This unit links with Unit 23: Vehicle Fault Diagnosis and Unit 25: Advanced VehicleTechnology.

Resources

Sufficient test equipment should be available to support a range of practical tests on vehicleelectrical systems. Many initial practical faultfinding exercises could be carried out oncomputer-based simulation software, before learners progress to vehicle measurements.

Videos/DVDs which show complete systems (eg ABS, Engine Management etc) help integrateconcepts on systems, sensors and actuators, and should be used wherever possible. Access tomanufacturers’ manuals is also required.

Support materials

Textbooks

Chowanietz, E — Automobile Electronics (Butterworth-Heinemann, 1995) ISBN: 0750618787

Denton, T — Automobile Electrical and Electronic Systems (Butterworth-Heinemann, 1995)ISBN: 0340731958

Hillier, V — Fundamentals of Automotive Electronics (Nelson Thornes, 1996)ISBN: 0748726950

Stackpoole, L/Morrison, M and Gregory, A — Electronics for Motor Mechanics (GuildfordPress, 1992) ISBN: 0582868211


152

Unit 25: Advanced Vehicle Technology

Learning hours: 60


Description of unit

This unit provides the learner with knowledge and understanding of the operating principlesand diagnostic techniques associated with advanced vehicle power steering, suspension andcentral body systems.



1 Investigate and describe electronic power steering, active suspension and ride controlsystems

2 Investigate and describe anti-lock braking, traction control systems and integrateddynamic stability control systems

3 Investigate and describe central body systems

4 Carry out diagnostic procedures on power steering, suspension and central body systems.


153

Content

1 Electronic power steering, active suspension and ride control systems

Advanced power steering system: components of integral power steering with electroniccontrol; principles of operation; electrical and hydraulic circuit diagrams; control systems;service and repair procedures and safety aspects; system operation under various conditions(eg parking, negotiating bends)

Active suspension: components of active vehicle chassis management system including self-levelling suspension, ride control, electronic damper control and active rear suspension/axlecontrol; electrical and hydraulic circuit diagrams system operation under various conditions(eg cruise, acceleration, braking, cornering)

Service and repair procedures: manufacturer recommendations; safety aspects; specialistequipment and tools required; correct test conditions

2 Anti-locking braking, traction control systems and integrated dynamic stabilitycontrol systems

Anti-lock braking (ABS): components of an anti-lock braking system; electrical andhydraulic circuits; principles of operation; system operation under various conditions (egemergency braking, ice etc)

Traction Control-Anti Slip Regulation (ASR): components of a traction control system;principles of operation; electrical and hydraulic circuits; system operation duringacceleration; cornering and braking


Integrated dynamic stability control systems: functional description of system to includeoperational criteria (eg understeer, lateral acceleration, vehicle rotation speed, steeringangle and wheel speeds) and corrective strategies (eg braking control and engine powerregulation); sensing components and electrical/hydraulic circuits

3 Central body systems

Advanced central locking and security systems: components of microprocessor-controlledcentral locking and thief proofing system; operating principles including infrared control,doppler movement sensing, crash sensing, failsafe and safety features; system operationunder various conditions (eg attempted break-in, accident)

Environmental control: components of integral heating and air conditioning system;operating principles; sensing and control functions; system operation under variousconditions


Front air bags: components of air bag system; operating principles; operation of systemduring frontal impact


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4 Diagnostic procedures

Diagnostic tests: eg visual inspection, functional tests and system condition monitoringsystems, electrical tests using multi meters, oscilloscopes and dedicated test equipment onsensors, actuators and control units associated with the above systems, pressure tests onhydraulic systems

Results: written, verbal and visual

Serviceability: make recommendations for component repair/replacement and serviceability


155




1 Investigate and describeelectronic power steering,active suspension and ridecontrol systems

• describe principles of operation and identify majorcomponents of an advanced power steering system

• describe principles of operation and identify majorcomponents of an active suspension and ride controlsystem

• explain service and repair procedures for anadvanced power steering system and an activesuspension and ride control system

2 Investigate and describe anti-lock braking, tractioncontrol systems andintegrated dynamic stabilitycontrol systems

• describe principles of operation and identify majorcomponents of an anti-lock braking system

• describe principles of operation and identify majorcomponents of a traction control system

• explain service and repair procedures for an anti-lock braking system and a traction control system

• explain the function of an integrated stabilitycontrol system

3 Investigate and describecentral body systems

• describe operating principles and identify majorcomponents of an advanced central locking andsecurity system

• describe operating principles and identify majorcomponents of an environmental control system

• explain service and repair procedures of anadvanced central locking and security system and anenvironmental control system

• explain the operation of a front air bag system

4 Carry out diagnosticprocedures on powersteering, suspension andcentral body systems

• carry out fault diagnosis tests on advanced vehiclepower steering, suspension and central body systemsand record the results

• interpret results from a fault diagnosis test

• evaluate serviceability of a system and the majorcomponents in that system


156

Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated into other programme units.If it is delivered in an integrated way, care must be taken in the tracking of assessmentevidence. The unit particularly leads itself to group work. Wherever possible the emphasisshould be on practical tasks to encourage the development of good analysing techniques. Effortshould be made to identify the relevance of the principles covered to the diagnosis of vehiclesystems. The unit may benefit from guest speakers from industry.

Assessment

Evidence of outcomes may be generated through assignments, notes, and solutions to appliedproblems or completed tests or examinations. Learning and assessment can be across units, atunit level or outcome level.

It is suggested that the learners build a portfolio of evidence, including their work withassignments, practical work and tests or examinations, etc. The evidence must be both relevantand sufficient to justify the grade awarded. The use of a logbook or diary to support evidencegenerated through practical work will be helpful. Since much of the evidence will come frompractical work, the methods used for recording process evidence will need to be considered.Where group work is to be employed, care must be taken to ensure that the assessment evidenceis at an individual level, as collective group evidence will not be acceptable.

Links

This unit has links with Unit 23: Vehicle Fault Diagnosis and Unit 24: Vehicle Electronics. Ifevidence relates to more than one unit care must be taken to ensure it is tracked so it is clearwhich unit it relates to.

Resources

Learners should have access to a range of vehicle, stand-alone systems, simulators andequipment to support practical investigations and testing on the systems covered by the unit.Manufacturers’ training videos/DVDs, information sheets and test data will make a significantcontribution to the learner’s achievement of the outcomes. Access to manufacturers’ manuals isalso required.

Support materials

Textbooks

Heinz, H — Advanced Engine Technology (JA Majors, 2002) ISBN: 0750651318


157


158

Unit 26: Vehicle Damage Assessment

Learning hours: 60


Description of unit

The aim is to provide learners with an understanding of the principles and practices of accidentdamage assessments. It will enable learners to assess and report on vehicle damage, suitablerepair methods and produce accurate costings.



1 Carry out vehicle damage assessment and cost evaluation

2 Use recognised methods to calculate vehicle valuations and consequential losses

3 Appraise the quality of vehicle repairs

4 Investigate and explain insurers’ claim liability

5 Establish and describe the duties and responsibilities of the assessor.


159

Content

1 Vehicle damage assessment and cost evaluation

Damage assessment: vehicle details; vehicle condition; body repair; mechanicalcomponents; geometry; production of damage assessment report; post-repair inspection

Repair costing: Thatchem repair times; manufacturers’ repair times; computer estimating;paint and materials; cash in lieu of repairs

Repair methods and materials: suitability of repair methods; vehicle construction; materialsused in vehicle construction; method and types of joining; plastic repairs

Total losses and salvage disposal: documentation; value; categories; Motor Insurance Anti-Fraud and Theft Register (MIAFTR); disposal; constructive total loss; salvage retention;cash in lieu

2 Vehicle valuation and consequential losses

Depreciation: straight line; reducing balance; current cost; sum of digits

Vehicle valuations: market value-definition; types and use of accepted guides; agreedvalues; previous ‘total loss’ vehicles; manual research

Hourly and retail labour rates: labour rates; retail rates; overhead costs; definition of terms

Profit and running costs: calculations for loss of profits and running costs; applications

VAT: application to inspection charges; VAT on invoicing

3 Quality of vehicle repairs

Preparation defects: filler mixing; sanding; adhesion problems; silicone contamination;substrates; pin-holing

Paint and rectification: solvent pop; runs; sags; orange peel; clouding; transparency; colourmatch; striping (metallics); mapping out; poor adhesion; plastics; substrates; fish eyes;micro-blisters; water-based failures-causes; poor gloss and dirt ingress

Non Original Equipment (OE) parts: cost effectiveness; policy conditions; warranty; OEsupplier and vehicle manufacturer; used parts

Environmental protection and British Standards: definition; Volatile Organic Compounds(VOCs) ; body shop requirements; High Volume Low Pressure (HVLP) and Low VolumeLow Pressure ( LVLP) equipment; Control of Substances Hazardous to Health (COSHH)-definition; BS/ISO9000 — requirements; advantages

Post-repair inspections: repaired total loss; repair evaluations; Ministry of Transport test(MOT); value; re-insurance; estimate/repair comparisons; geometry checks


160

4 Claim liability

Types of insurance cover: comprehensive; third party fire and theft; third party only;excess; duty of care

Types of insurance claim: fire; theft/attempted theft; flood; accidental damage; mechanical

Specialist investigation: latent and patent defects; mechanical failures; electrical failures;use of specialists

Betterment contribution: definition; application; contribution; calculation of; bettermentand the ombudsman

5 Duties and responsibilities of the assessor

Effective negotiations: objectives; approach; tactics; gambits; communications; stance;types of negotiation; probable outcomes

Assessor’s responsibilities: to principals; other professional engineers; to insured; tobrokers; nature of repairs effected; repairer’s capabilities

Expert witness: prior process; notes required; court procedure-examination; crossexamination; professionalism

Qualities: experience, qualifications; attributions; personality; telephone manner; patience;manners


161




1 Carry out vehicle damageassessment and costevaluation

• conduct a vehicle damage assessment

• calculate repair costings

• evaluate the suitability of repair methods andmaterials used

• describe an application of total losses and salvagedisposal

2 Use recognised methods tocalculate vehicle valuationsand consequential losses

• describe different methods of depreciation

• compare recognised methods of vehicle valuations

• calculate hourly and retail labour rates

• calculate profit and running costs

• calculate the VAT on an invoice for an inspectioncharge

3 Appraise the quality ofvehicle repairs

• evaluate different preparation defects

• evaluate different paint defects and suitablerectification methods

• describe the use of non OE parts in a vehicle repair

• describe the use of Environmental Protection andBritish Standards applied to a vehicle repair

• explain the requirements of post-repair inspections

4 Investigate and explaininsurers’ claim liability

• compare types of insurance cover

• examine and describe different types of insuranceclaims

• determine and explain the requirements of aspecialist investigation

• explain the application of betterment contribution

5 Establish and describe theduties and responsibilitiesof the assessor

• describe the importance of effective negotiationskills for an assessor

• explain the responsibilities of an assessor

• explain the importance of an appropriate expertwitness

• evaluate the qualities of an engineer assessor


162

Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated with the other units listedbelow. If an integrated approach is used, care must be taken to track the assessment evidence.

It should be noted that many insurers interpret some of the areas covered to meet the needs oftheir present and future clientele. Therefore, any research by learners may give variable results.The main principles, however, remain intact.

Assessment

Evidence of outcomes may be generated from assignments, completed tests or examinationspractical work leading to damage assessment and repair costing, or computer-generatedestimates (or on suitable forms ie Thatcham).

Links

This unit is intended to be linked with Unit 20: Insurance Principles and Unit 27: AccidentReconstruction. It is appropriate to have experience from studying an NVQ in a motor vehiclespecialism and/or BTEC National in Vehicle Repair and Technology.

Resources

Centres should aim to provide actual vehicles for estimating, access to at least one computerestimating system, and advice on other systems currently in use in the industry. Centres shouldalso provide access to Thatchem repair time books and repair manuals.

Support materials

There is little available on the subject of the Vehicle Damage Assessor. However, learnersshould read the notes contained in Thatcham Repair Time Schedules.


163


164

Unit 27: Accident Reconstruction

Learning hours: 60


Description of unit

This unit gives learners an in-depth appreciation of the principles required for accidentinvestigation and reconstruction.



1 Evaluate motion and collision of vehicles

2 Investigate and explain the influence of vehicle brake characteristics on the behaviour ofa vehicle

3 Investigate and explain the influence of vehicle tyre characteristics on the behaviour of avehicle

4 Investigate and apply accident reconstruction techniques.


165

Content

1 Motion and collision

Forces and motion: applications of mass, weight, force, Newton’s Laws of motion andequations of motion on a moving vehicle; determination and effect of tractive effort andtractive resistance

Effect of friction: definition of friction and the co-efficient of friction; factors affected (egskidding, sliding, rolling); calculations (eg to determine stopping distances, corneringspeeds, effects of gradient, rolling and air friction); deceleration and braking theory; brakeefficiency; brake ratio

Vehicle collision: collision with moving and stationary bodies; principle of conservation ofmomentum; principle of conservation of energy; calculation of impact speeds;interpretation of projective behaviour (eg objects projected from a vehicle on impact); loadtransfer

2 Brake characteristics

Types of brake circuits: single line braking circuit; front and rear split circuit; diagonallysplit circuit; H-split; L-split; full dual circuit; air/hydraulic circuits; air brake circuits; anti-lock braking circuit

Types of pressure valves: pressure limiting valves; load sensing valve; inertia sensing valve

Characteristics of brake fluid: types of fluid; constituents; contamination boiling point;vapour lock point

Brake defects: braking faults — such as, effect of air in brake fluid, temporary loss ofbreaking, air contamination, heat soak, uneven braking, brake fade, drum expansion

Legal requirements: legal requirements with respect to hydraulic and air braking systems egthe design and use of braking systems are governed by two sets of regulations, theConstruction and Use regulations, and the Economic Commission for Europe (ECE)Directives

3 Tyre characteristics

Tyre markings: car and truck markings; nominal rim diameter; nominal section width;overall diameter; section height; load index; speed index; nominal aspect ratio; loadcapacity

Vehicle handling and tyre behaviour: slip angle; self-aligning torque; cornering force;centrifugal force; cornering power; instantaneous centre; neutral steer; understeer;oversteer; effects of fault suspension dampers on vehicle handling

Factors affecting adhesion: co-efficient of friction; effect on adhesion as retardation isincreased on various types of surface and weather conditions; skidding; aquaplaning

Tyre construction: cross-ply; radial-ply; bias-belted; bead; carcass; sidewall; bracing belt;tyre tread materials

Tyre defects: under inflation; over inflation; lumps; bulges; casing break-up; cuts; exposedcords; inspection of tyre valve; reasons for tyre blow-out; effects of impact or concussiondamage


166

Legal requirements: legal requirements of tyres: eg be free from any cuts bigger than 25mmor 10% of their section width, especially the side walls, be free from any cuts deep enoughto reach the cords or plies, have no evidence of lumps, bulges or tears caused by anyseparation or structural failure, have no exposed plies or cords, have the original groovebases visible in the tread area, have a minimum of 1mm depth of tread pattern across ¾ ofthe breadth of the tread (goods/passenger vehicles only), have the remaining ¼ of thebreadth of the tyre with a visible tread pattern, have a tread depth not less than 1.6mmacross the centre of the tyre tread (cars)

4 Accident reconstruction techniques

Tyre marks and vehicle damage: skid marks; scuff marks; deceleration scuff and tyreprints; debris; secondary impact; vehicle position before and after impact

Accident scene construction plans: the immediate scene, intermediate scene, extendedscene, sketch plans and scale plans, triangulation, base line and offsets


167




1 Evaluate motion andcollision of vehicles

• carry out calculations to determine the forces actingupon a vehicle in motion

• explain the effect of friction on the motion of avehicle

• evaluate the effects of a vehicle collision

2 Investigate and explain theinfluence of vehicle brakecharacteristics on thebehaviour of a vehicle

• identify different types of brake circuits and theeffect of circuit failure on brake performance whenone circuit fails

• explain the operation of different types of pressurevalves

• describe the different characteristics of brake fluid

• identify and describe the different types of brakedefects

• interpret the legal requirements with regard tovehicle braking systems

3 Investigate and explain theinfluence of vehicle tyrecharacteristics on thebehaviour of a vehicle

• explain the different types of tyre markings

• describe the factors affecting vehicle handling andtyre behaviour

• recognise and describe the factors affectingadhesion

• recognise tyre construction and determine types oftyre defects

• interpret the legal requirements for tyres

4 Investigate and applyaccident reconstructiontechniques

• evaluate the relevance of vehicle debris and tyremarkings at the scene of an accident

• produce accident scene construction plans


168

Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated into other units. If it isdelivered in an integrated way, care must be taken in the tracking of evidence for the outcomes.Wherever possible the emphasis should be on practical tasks to encourage the development ofgood technique and to reinforce the relevance of the principles covered to accidentreconstruction. The unit may benefit from input from industry, such as a visit from an externalspeaker.

Assessment

Evidence of outcomes may be generated from assignments, notes and solutions to appliedproblems or completed tests or examinations. Learning and assessment can be across units, atunit level or outcome level.

It is suggested that the learner builds a portfolio of evidence that include their work withassignments, practical activities and tests/examinations, etc. The evidence must be both relevantand sufficient to justify the grade awarded.

Links

This unit is intended to be linked with Unit 20: Insurance Principles and Unit 26: VehicleDamage Assessment and other principles and applications units in the programme.

Resources

Suitable library resources are required.

Support materials

Textbooks

Limpert, R — Motor Vehicle Accident Reconstruction and Cause Analysis (Matthew Bender,1999) ISBN: 032704974X

Twigg, P — Science for Motor Vehicle Engineers (Butterworth Heinemann, 1995)ISBN: 034064527X

Van Kirk, D — Vehicular Accident Investigation and Reconstruction (CRC Press, 2000)ISBN: 0849320208

Zammit, S J — Motor Vehicle Engineering Science for Technicians (Longman, 1987)ISBN: 0582413028


169


170

Unit 28: Analytical Methods for Engineers

Learning hours: 60


Description of unit

The primary aim of this unit is to provide the fundamental analytical knowledge and techniquesneeded to successfully complete the core units of BTEC Higher National Engineeringprogrammes. It is also intended as a base for the further study of analytical methods andmathematics, needed for the more advanced option units. This unit has been designed to enablelearners to use fundamental algebra, trigonometry, calculus, statistics and probability, for theanalysis, modelling and solution of realistic engineering problems at the BTEC Higher Nationallevel.



1 Analyse and model engineering situations and solve problems using algebraic methods

2 Analyse and model engineering situations and solve problems using trigonometricmethods

3 Analyse and model engineering situations and solve problems using the calculus

4 Analyse and model engineering situations and solve problems using statistics andprobability.


171

Content

1 Algebraic methods

Algebraic methods: polynomial division; quotients and remainders; use of factor andremainder theorem; rules of order for partial fractions (including linear, repeated andquadratic factors); reduction of algebraic fractions to partial fractions

Exponential, trigonometric and hyperbolic functions: the nature of algebraic functions;relationship between exponential and logarithmic functions; reduction of exponential lawsto linear form; solution of equations involving exponential and logarithmic expressions;relationship between trigonometric and hyperbolic identities; solution of equationsinvolving hyperbolic functions

Arithmetic and geometric: notation for sequences; arithmetic and geometric progressions;the limit of a sequence; sigma notation; the sum of a series; arithmetic and geometric series;Pascal’s triangle and the binomial theorem

Power series: expressing variables as power series functions and use series to findapproximate values, eg exponential series, Maclaurin’s series, binomial series

2 Trigonometric methods

Sinusoidal functions: review of the trigonometric ratios; cartesian and polar co-ordinatesystems; properties of the circle; radian measure; sinusoidal functions

Applications such as: angular velocity; angular acceleration; centripetal force; frequency;amplitude; phase; the production of complex waveforms using sinusoidal graphicalsynthesis; AC waveforms and phase shift

Trigonometric identities: relationship between trigonometric and hyperbolic identities;double angle and compound angle formulae and the conversion of products to sums anddifferences; use of trigonometric identities to solve trigonometric equations and simplifytrigonometric expressions

3 The calculus

The calculus: the concept of the limit and continuity; definition of the derivative,derivatives of standard functions; notion of the derivative and rates of change;differentiation of functions using the product, quotient and function of a function rules;integral calculus as the calculation of area and the inverse of differentiation; the indefiniteintegral and the constant of integration; standard integrals and the application of algebraicand trigonometric functions for their solution; the definite integral and area under curves

Further differentiation: second order and higher derivatives; logarithmic differentiation;differentiation of inverse trigonometric functions; differential coefficients of inversehyperbolic functions

Further integration: integration by parts; integration by substitution; integration usingpartial fractions


172

Applications of the calculus: eg maxima and minima, points of inflexion, rates of change oftemperature, distance and time, electrical capacitance, rms values, electrical circuitanalysis, ac theory, electromagnetic fields, velocity and acceleration problems, complexstress and strain, engineering structures, simple harmonic motion, centroids, volumes ofsolids of revolution, second moments of area, moments of inertia, rules of Pappus, radius ofgyration, thermodynamic work and heat energy

Engineering problems: eg stress and strain, torsion, motion, dynamic systems, oscillatingsystems, force systems, heat energy and thermodynamic systems, fluid flow, ac theory,electrical signals, information systems, transmission systems, electrical machines,electronics

4 Statistics and probability

Tabular and graphical form: data collection methods; histograms; bar charts; linediagrams; cumulative frequency diagrams; scatter plots

Central tendency and dispersion: the concept of central tendency and variancemeasurement; mean; median; mode; standard deviation; variance and interquartile range;application to engineering production

Regression, linear correlation: determine linear correlation coefficients and regressionlines and apply linear regression and product moment correlation to a variety of engineeringsituations

Probability: interpretation of probability; probabilistic models; empirical variability; eventsand sets; mutually exclusive events; independent events; conditional probability; samplespace and probability; addition law; product law; Bayes’ theorem

Probability distributions: discrete and continuous distributions; introduction to thebinomial; Poisson and normal distributions; use of the Normal distribution to estimateconfidence intervals and use of these confidence intervals to estimate the reliability andquality of appropriate engineering components and systems


173




1 Analyse and modelengineering situations andsolve problems usingalgebraic methods

• determine the quotient and remainder for algebraicfractions and reduce algebraic fractions to partialfractions

• solve engineering problems that involve the use andsolution of exponential, trigonometric andhyperbolic functions and equations

• solve scientific problems that involve arithmetic andgeometric series

• use power series methods to determine estimates ofengineering variables, expressed in power seriesform

2 Analyse and modelengineering situations andsolve problems usingtrigonometric methods

• use trigonometric functions to solve engineeringproblems

• use sinusoidal functions and radian measure to solveengineering problems

• use trigonometric and hyperbolic identities to solvetrigonometric equations and to simplifytrigonometric expressions

3 Analyse and modelengineering situations andsolve problems using thecalculus

• differentiate algebraic and trigonometric functionsusing the product, quotient and function of functionrules

• determine higher order derivatives for algebraic,logarithmic, inverse trigonometric and inversehyperbolic functions

• integrate functions using the rules, by parts, bysubstitution and partial fractions

• analyse engineering situations and solve engineeringproblems using the calculus


174



4 Analyse and modelengineering situations andsolve problems usingstatistics and probability

• represent engineering data in tabular and graphicalform

• determine measures of central tendency anddispersion

• apply linear regression and product momentcorrelation to a variety of engineering situations

• use the normal distribution and confidence intervalsfor estimating reliability and quality of engineeringcomponents and systems


175

Guidance

Delivery

This unit may be delivered as a stand-alone unit, or integrated into other appropriate modules. Ifit is delivered in a completely integrated way, care must be taken to provide tracking ofevidence for the outcomes. In delivering the unit it is vital to ensure that the analytical methodsare applied to the modelling and solution of realistic engineering problems.

The aim of this unit is to provide the minimum analytical knowledge, skills and understandingneeded to successfully complete a BTEC Higher National in Engineering. For someprogrammes this unit will prove insufficient, and it will be necessary to select further units ofmathematics to underpin specific areas of engineering.

This unit has been designed to give the lecturer choice in the delivery of the content. Providingthe assessment criteria are met for each outcome, the content may be taught to reflect thechosen specialist pathway of the learner. For example, when delivering and assessingoutcome 2, the trigonometry taught to cohorts of electrical, electronic or avionics learnerswould focus on the engineering applications of sinusoidal functions. Whereas the teaching andassessment for mechanical engineering learners would focus primarily on the applicationsconcerned with angular motion and forces. This approach can be as equally well applied to theother outcomes in the unit, particularly with respect to the many applications given inoutcome 3. In this outcome, the choice of applications for delivery and assessment, are again,easily separated into those required primarily by learners opting for the electrical/electronic ormechanical engineering pathways. The application of statistical techniques and probability mayalso be taught and assessed in a similar manner.

Prior to embarking on this unit all learners, as a minimum standard, should be able todemonstrate proficiency in the following mathematical fundamentals:

• algebra: laws of algebra, evaluation and transposition of formulae; algebraic operations;factorisation; linear, simultaneous and quadratic equations; laws of indices and logarithms;common and Naperian logarithms; indicial equations; direct and inverse proportion;inequalities; functional notation and manipulation of algebraic functions

• trigonometry: trigonometric ratios and their inverses, trigonometric ratios for the fourquadrants, solution of triangles, calculation of areas and volumes of solids

• numeracy: notation and precedence rules, vulgar fractions, lowest common multiple andhighest common factor, ratios and constant of proportionality, significant figures andestimation techniques

• calculus: familiarity with the concept of the differential and integral calculus, differentiatepolynomial and trigonometric functions using the basic rules, integrate polynomial andtrigonometric functions using the standard rules.

Learners not meeting the above standard need to be enrolled onto appropriate bridging studies.


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Assessment

The results of tests and examinations are likely to form a significant part of the evidence ofoutcomes of this unit. However, it is also essential that evidence is gathered from assignmentsdesigned to apply the analytical methods to the modelling and solution of realistic engineeringproblems. The evidence gathered should, wherever possible, be deliberately biased to reflectthe chosen engineering pathway.

Links

This unit is intended to underpin and link with those units which are analytical in nature.

Entry requirements for this unit are at the discretion of the centre. However, it is stronglyadvised that learners should have completed the BTEC National unit Mathematics forTechnicians or equivalent. Learners who have not attained this standard will requireappropriate bridging studies.

Resources

The use of mathematical software packages should be strongly encouraged, whereverappropriate, to help learners understand and model scientific and engineering problems.Availability of mathematics and spreadsheet packages such as Autograph, MathCad and Excelwould enable realistic assignments to be set and achieved by learners.

Support materials

Textbooks

Bird, J O — Higher Engineering Mathematics (Butterworth-Heinemann, 1999)ISBN: 075064110X

Croft, Davis and Hargreaves — Introduction to Engineering Mathematics (Prentice Hall, 1995)ISBN: 020162447

James, G — Modern Engineering Mathematics (Prentice Hall, 2000) ISBN: 0130183199

Mustoe, L R — Engineering Mathematics (Longman, 1997) ISBN: 0201178036

Stroud, K A — Engineering Mathematics (Macmillan Press, 2001) ISBN: 0333916394

Tooley, M and Dingle, L — Higher National Engineering (Butterworth-Heinemann, 1999)ISBN: 0750646292


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178

Unit 29: Engineering Science

Learning hours: 60


Description of unit

The aim of this unit is to investigate a number of major scientific principles that underpin thedesign and operation of engineering systems. It is a broad-based unit, covering both mechanicaland electrical principles. Its intention is to give an overview that will provide the basis forfurther study in specialist areas of engineering.



1 Analyse static engineering systems

2 Analyse dynamic engineering systems

3 Apply DC and AC theory

4 Investigate information and energy control systems.


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Content

1 Static engineering systems

Simply supported beams: determination of shear force; bending moment and stress due tobending; radius of curvature in simply supported beams subjected to concentrated anduniformly distributed loads; eccentric loading of columns; stress distribution; middle thirdrule

Beams and columns: elastic section modulus for beams; standard section tables for rolledsteel beams; selection of standard sections (eg slenderness ratio for compression members,standard section and allowable stress tables for rolled steel columns, selection of standardsections)

Torsion in circular shafts: theory of torsion and its assumptions (eg determination of shearstress, shear strain, shear modulus); distribution of shear stress and angle of twist in solidand hollow circular section shafts.

2 Dynamic engineering systems

Uniform acceleration: linear and angular acceleration; Newton’s laws of motion; massmoment of inertia and radius of gyration of rotating components; combined linear andangular motion; effects of friction

Energy transfer: gravitational potential energy; linear and angular kinetic energy; strainenergy; principle of conservation of energy; work-energy transfer in systems with combinelinear and angular motion; effects of impact loading

Oscillating mechanical systems: simple harmonic motion; linear and transverse systems;qualitative description of the effects of forcing and damping

3 DC and AC theory

DC electrical principles: Ohm’s and Kirchoff’s laws; voltage and current dividers;analogue and digital signals; review of motor and generator principles; fundamentalrelationships (eg resistance, inductance, capacitance; series C-R circuit, time constant,charge and discharge curves of capacitors, L-R circuits)

A.C. circuits: features of AC sinusoidal wave form for voltages and currents; explanation ofhow other more complex wave forms are produced from sinusoidal wave forms; R, L, Ccircuits (eg reactance of R, L and C components, equivalent impedance and admittance forR-L and R-C circuits); high or low pass filters; power factor; true and apparent power;resonance for circuits containing a coil and capacitor connected either in series or parallel;resonant frequency; Q-factor of resonant circuit

Transformers: high and low frequency; transformation ratio; current transformation;unloaded transformer; input impedance; maximum power transfer; transformer losses


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4 Information and energy control systems

Information systems: block diagram representation of a typical information system (egaudio-communication, instrumentation, process monitoring); qualitative description of howelectrical signals convey system information; function, operation and interfacing ofinformation system components (eg transducers, transducer output and accuracy, amplifiertypes, typical gain, resolution of analogue to digital and digital to analogue converters,types of oscillators and operating frequencies); effect of noise on a system; determinationof system output for a given input

Energy flow control systems: block diagram representation of an energy flow controlsystem (eg AC electric drives, DC electric drives, heating, lighting, air conditioning);qualitative description of how electrical signals control energy flow; function, operationand interfacing of energy flow control system components (eg transistor, thyristor,temperature-sensing devices, humidity sensing devices, speed control elements for DC andAC machines, dimmer devices and relays); determination of system output for a giveninput; selection and interfacing of appropriate energy flow control system components toperform a specified operation

Interface system components: identification of appropriate information sources; select andinterface information system components or select and interface energy flow control systemcomponents, to enable that system to perform desired operation


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1 Analyse static engineeringsystems

• determine distribution of shear force, bendingmoment and stress due to bending in simplysupported beams

• select standard rolled steel sections for beams andcolumns to satisfy given specifications

• determine the distribution of shear stress and theangular deflection due to torsion in circular shafts

2 Analyse dynamicengineering systems

• determine the behaviour of dynamic mechanicalsystems in which uniform acceleration is present

• determine the effects of energy transfer inmechanical systems

• determine the behaviour of oscillating mechanicalsystems

3 Apply DC and AC theory • solve problems using DC electrical principles

• recognise a variety of complex wave forms andexplain how they are produced from sinusoidalwave forms

• apply AC theory to the solution of problems onsingle phase R,L,C circuits and components

• apply AC theory to the solution of problems ontransformers

4 Investigate information andenergy control systems

• describe the method by which electrical signalsconvey information

• describe the methods by which electrical signalscontrol energy flow

• select and interface system components to enablechosen system to perform desired operation


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Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated with other programmemodules. If it is delivered in an integrated way, care must be taken in the tracking of evidencefor the outcomes. Wherever possible, a practical approach should be adopted.

Since the unit outcomes have been designed to serve as a foundation for the mechanical orelectrical principles that follow, this unit should be taught in the first year or first semester of atwo-year programme. To support this unit the core Higher National unit Analytical Methodsunit may usefully be taught in tandem, drawing upon the mathematical principles in a stagedmanner, as required.

The AC principles content of outcome 3 does not require the use of complex numbers, merelythe application of vector theory and trigonometry.

Assessment

Evidence of outcomes may be in the form of assignments, laboratory notes and/or solutions toapplied problems or completed tests/examinations. Learning and assessment can be acrossunits, at unit level or at outcome level. Evidence is likely to be at outcome level to providemaximum flexibility of delivery.

Evidence may be accumulated by learners building a portfolio of activities or by tutor-ledcombination of tests and assignments. In either case, the evidence must be both relevant andsufficient to justify the grade awarded.

Links

This unit can be linked with the mathematics and other principles and applications units in theprogramme.

Entry requirements for this unit are at the discretion of the centre. However, it is advised thatlearners should have completed the BTEC National unit Science for Technicians or equivalent.Knowledge of the BTEC National units Electrical and Electronic Principles and/or MechanicalPrinciples or equivalent would also be an advantage.

Resources

Access to appropriate mechanical and electrical laboratory equipment for the assignment andlaboratory work is considered key to enhance learning. Suitable software packages should beused when possible to verify solutions to problems and system behaviour.


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Support materials

Textbooks

Bolton, W — Mechanical Science (Blackwell Science, 1998) ISBN: 0632049146

Hannah, J and Hillier, M — Mechanical Engineering Science (Longman, 1995)ISBN: 0582326753

Hughes, E — Electrical Technology (Prentice Hall, 2001) ISBN: 058240519X

Tooley, M — Electronic Circuits Fundamentals and Applications (Newnes 2001)ISBN: 0750653949



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Unit 30: Mechanical Principles

Learning hours: 60


Description of unit

This unit covers an extended range of mechanical principles which underpin the design andoperation of mechanical engineering systems. It includes strengths of materials and mechanicsof machines. The aim of the unit is to provide a firm foundation for work in engineering designand a basis for more advanced study.



1 Analyse complex loading systems

2 Investigate the behaviour of loaded beams and cylinders

3 Analyse power transmission system elements

4 Investigate the dynamics of rotating systems.


185

Content

1 Complex loading systems

Relationship: definition of Poisson’s Ratio; typical values of Poisson’s Ratio for commonengineering materials

Two and three-dimensional loading: expressions for strain in the x, y and z-directions;calculation of changes in dimensions

Volumetric strain: expression for volumetric strain; calculation of volume change

Elastic constants: definition of Bulk Modulus; relationship between Modulus of Elasticity;Shear Modulus; Bulk Modulus and Poisson’s Ratio for an elastic material

2 Loaded beams and cylinders

Relationships: slope: ∫= MdxiE1

1

deflection ∫∫= MdxdxE

y1

1

Loaded beams: slope and deflection for loaded beams (eg cantilever beams carrying aconcentrated load at the free end or a uniformly distributed load over the entire length,simply supported beams carrying a central concentrated load or a uniformly distributed loadover the entire length)

Stresses in thin-walled pressure vessels: circumferential hoop stress and longitudinal stressin cylindrical and spherical pressure vessels subjected to internal and external pressure (egcompressed-air receivers, boiler steam drums, submarine hulls, condenser casings); factorof safety; joint efficiency

Stresses in thick-walled cylinders: circumferential hoop stress, longitudinal stress and radialstress in thick-walled cylinders subjected to pressure (eg hydraulic cylinders, extrusiondies, gun barrels); Lame’s theory; use of boundary conditions and distribution of stress inthe cylinder walls

3 Power transmission

Belt drives: flat and v-section belts; limiting coefficient friction; limiting slack and tightside tensions; initial tension requirements; maximum power transmitted

Friction clutches: flat single and multi-plate clutches; conical clutches; coefficient offriction; spring force requirements; maximum power transmitted by constant wear andconstant pressure theories; validity of theories

Gear trains: simple, compound and epicycle gear trains; velocity ratios; torque, speed andpower relationships; efficiency; fixing torques


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4 Dynamics of rotating systems

Balancing: single plane and multi-plane rotating mass systems; Dalby’s method fordetermination of out-of-balance forces and couples and the required balancing masses

Flywheels: angular momentum; kinetic energy; coefficient of fluctuation of speed;coefficient of fluctuation of energy; calculation of flywheel mass/dimensions to giverequired operating conditions

Effects of coupling: conservation of angular momentum; energy loss due to coupling; finalcommon rotational speed


187




1 Analyse complex loadingsystems

• identify the relationship between longitudinal andtransverse strain

• determine the effects of two-dimensional and three-dimensional loading on the dimensions of a givenmaterial

• determine volumetric strain and change in volume

• define Bulk Modulus and recognise the relationshipbetween elastic constants

2 Investigate the behaviour ofloaded beams and cylinders

• recognise the relationship between bending moment,slope and deflection for a loaded beam

• determine slope and deflection along loaded beams

• determine the principal stresses that occur in a thin-walled pressure vessel

• determine the distribution of stress in a thick-walledcylinder when subjected to pressure

3 Analyse power transmissionsystem elements

• determine the maximum power which can betransmitted by means of a belt drive

• determine the maximum power which can betransmitted by a friction clutch

• determine the torque and power transmitted throughgear trains

4 Investigate the dynamics ofrotating systems

• determine balancing masses required to obtaindynamic equilibrium in rotating systems

• determine the energy storage requirements offlywheels

• determine the effects of coupling freely rotatingsystems


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Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated into other programme units.If it is delivered in an integrated way, care must be taken in the tracking of evidence for theoutcomes. Wherever possible, a practical approach should be adopted. Effort should be made toidentify the relevance of the principles covered to engineering applications and system design.

Assessment

Evidence of outcomes may be in the form of assignments, laboratory notes, solutions to appliedproblems or the results of unseen, timed tests/examinations. Evidence is likely to be at outcomelevel in order to provide maximum flexibility of delivery.

Evidence may be accumulated by learners building a portfolio of activities or by a tutor-ledcombination of tests and assignments. In either case, the evidence must be authentic, relevantand sufficient to justify the grade awarded.

Links

This unit can be linked with the mathematics and mechanical applications units in theprogramme.

Entry requirements for this unit are at the discretion of the centre. However, it is advised thatlearners should have completed BTEC National unit in Mechanical Principles or equivalent.

Resources

Sufficient laboratory/test equipment should be available to support a range of practicalinvestigations.

Appropriate software packages should also be used wherever possible to verify solutions toproblems and system behaviour (for example, stress analysis).

Support materials

Textbooks

Hannah, J and Hillier, M J — Applied Mechanics (Longman, 1995) ISBN: 0582256321

Hannah, J and Hillier, M J — Mechanical Engineering Science (Pearson, 1999)ISBN: 0582326753



189


190

Unit 31: Vehicle Engineering Principles

Learning hours: 60


Description of unit

This unit enables learners to acquire an advanced level of vehicle engineering knowledge andreasoning ability and to use them to enhance their vocational skills in the workplace.

Learners will look at aspects of design that relate to the function of engines and with aparticular emphasis on performance. They will also examine vehicle design for light and heavyvehicles with a view to understanding performance curves and other data when calculatingvehicle performance.

Summary of outcomes


1 Analyse engine design

2 Evaluate engine performance

3 Analyse vehicle design

4 Evaluate vehicle performance.


191

Content

1 Engine design

Features of engine design: cylinder bore diameter; stroke length; con-rod to crank ratio;bore/stroke ratio; compression ratio; manifold design; number and arrangements ofcylinders; piston design; combustion chambers; camshaft design; crankshaft design andoverall engine dimensions/configuration

Engine design alterations: discuss how the design features shown above relate to SparkIgnition (SI) and Compression Ignition (CI) engines

2 Engine performance

Engine performance characteristics: calculation of torque, power, mechanical efficiency,thermal efficiency, volumetric efficiency, mean effective pressure, specific fuelconsumption

Engine performance mapping: overview of how engine performance maps are utilised forelectronic control systems; visual interpretation of a fuel map and ignition map;fuel/ignition maps for different engine performance applications (eg economy, power andtorque)

Performance curves: torque, power and specific fuel consumption curves and values fornaturally aspirated and pressure charged engines; evaluation of air/fuel ratio; torque;power; exhaust emissions; fuel consumption; significance of the standards used to measureengine power (eg European Standards and SAE)

3 Vehicle design

Design features: types of transmission (eg 5-speed, 6-speed, range change, splitter, four-wheel drive), final drive ratios, aerodynamic aspects (eg body design, air dams); matchingtransmission and engine types; power to weight ratio

Vehicle applications: heavy vehicles (eg articulated vehicles, tippers); light vehicles (vans,saloon car, high performance vehicles)


192

4 Vehicle performance

Performance values: tractive effort, tractive resistance (eg air, rolling and gradientresistance) power available and power required

Vehicle performance characteristics: consideration of performance curves for differentvehicles (eg tractive effort available for different combinations, tractive effort required fordifferent types of vehicle in laden and unladen conditions); acceleration possible withdifferent combinations of engines, transmissions and vehicles; vehicle gradeability; thechange in engine speed that results when changing from one gear ratio to another (egvarious gear ratios and transmission units); calculation of the effects that a change in enginespeed produced by a gear change has on engine torque; power and fuel consumption andthe resultant road speed of the vehicle

Air resistance: calculate air resistance using the formula RA = k v2A; explain how airresistance varies with engine speed and its effects on fuel economy; Cd; CdA; state typicalvalues for light and heavy vehicles; state methods used to reduce air resistance of vehicles

Vehicle applications: heavy vehicles (eg articulated vehicles, tippers); light vehicles (vans,saloon car, high performance vehicles)


193




1 Analyse engine design • identify and discuss the features of engine designwhich contribute to the selection of an engine for agiven application

• analyse the effects of altering engine design featuresfor a given application

2 Evaluate engineperformance

• analyse performance characteristics for SI and CIengines

• discuss the use of engine performance mapping inelectronic systems

• discuss engine performance curves and relevancefor a given application

3 Analyse vehicle design • discuss design features for given vehicleapplications

• analyse the effects of altering vehicle designfeatures for a given application

4 Evaluate vehicleperformance

• explain the terms used in vehicle performancemonitoring

• discuss performance characteristics for differentvehicle combinations

• calculate air resistance and describe the effects ofair resistance on engine speed and fuel economy

• interpret performance curves and select anappropriate vehicle from given information


194

Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated into other programme units.If it is delivered in an integrated way, care must be taken in the tracking of evidence for theoutcomes. The unit particularly leads itself to group work. Wherever possible the emphasisshould be on practical tasks to encourage the development of good technique. Effort should bemade to identify the relevance of the principles covered to the diagnosis of vehicle systems.The unit may also benefit from an industrial visit or guest speakers.

Assessment

Evidence of outcomes may be generated from assignments, notes, and solutions to appliedproblems or completed tests/examinations. Learning and assessment can be across units, at unitlevel or outcome level. Evidence is likely to be at outcome level to provide maximumflexibility.

It is suggested that the learners build a portfolio of evidence that includes their work fromassignments, tests, etc. The evidence must be both relevant and sufficient to justify the gradeawarded. Evidence may come from the range of practical work that is possible with this unitand centres may need to consider how to capture and record this process evidence. Wheregroup work is to be used care must be taken to ensure that the assessment evidence generated isat an individual level, as collective group evidence would not be acceptable.

Links

This unit has links with Unit 23: Vehicle Fault Diagnosis, Unit 24: Vehicle Electronics andUnit 25: Advanced Vehicle Technology. If evidence relates to more than one unit care must betaken to ensure it is tracked so it is clear to which unit it relates.

Resources

Suitable engine test facilities are required as is access to manufacturers’ manuals.

Support materials

Textbooks

Chowanietz, E — Automobile Electronics (Butterworth-Heinemann, 1995) ISBN: 185010588X

Newton, K and Steed, W — The Motor Vehicle (J A Majors, 1997) ISBN: 0750637633

Stone, R — Introduction to Internal Combustion Engines (Palgrave Macmillan, 1999)ISBN: 0333740130

Twigg, P — Science for Motor Vehicle Engineers (Butterworth Heinemann, 1995)ISBN: 034064527X

Zammit, S J — Motor Vehicle Engineering Science for Technicians (Longman, 1987)ISBN: 0582413028


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197

Annex A

Qualification codes

Each qualification title, or suite of qualification titles with endorsements, is allocated twocodes, as are the individual units within a qualification.

QCA codes

The QCA National Qualifications Framework (NQF) code is known as a QualificationAccreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unitcode.

The QCA qualification and unit codes will appear on the learner’s final certificationdocumentation.

The QANs for qualifications in this publication are:

100/3393/2 Edexcel Level 4 BTEC Higher National Certificate in Vehicle OperationsManagement

100/3394/4 Edexcel Level 4 BTEC Higher National Diploma in Vehicle OperationsManagement

Edexcel codes

The Edexcel codes enable approval, registration, assessment and certification, they will appearon documentation such as the Student Report Form (SRF) and the programme definition. TheEdexcel codes are not provided in this publication. The Edexcel codes will link automatically tothe QCA codes for certification purposes.

QCA and Edexcel codes

All QCA and Edexcel qualification and unit codes will be published in a booklet, which will bemade available on the Edexcel website. It will provide a comprehensive catalogue of all thequalifications and units available to centres. It will be useful for centres when making futuredecisions about centre choice units.


198


199

Annex B

Engineering Council (UK) — Extract from New Standards for Registration

A Draft Specification for Standards for Registration as a Professional Engineer

The document sets out the proposed basis for standards of competence and commitment to bedemonstrated by anyone who wishes to be registered by the Engineering Council (UK) as aprofessional engineer. A separate document sets out the proposed standards for registration as aprofessional Engineering Technician. The documents also briefly describe the process ofeducation, training and development (known collectively as formation) likely to be required toattain the necessary standards.

Registration Irrespective of Route

Registration as a professional engineer or technician is open to everyone who can demonstratethe competence to perform professional work to the necessary standards, and a commitment to:

• maintain that competence

• work within professional codes, and

• participate actively within the profession.

Two Categories of Professional Engineer

Careful consideration has been given to the number of registration categories, theirnomenclature, and the relationship between them. The present categories, and titles, ofChartered Engineer (CEng) and Incorporated Engineer (IEng) will be retained. Although therehave been some difficulties in securing for Incorporated Engineer the same degree ofrecognition which the Chartered Engineer title has secured, there is good evidence that, in themajority of industries, the two categories are recognised and the differences between them areunderstood. They will also continue to be described by competence statements associated withmature professionals. While it is important that everything is done to ensure that those who arecompetent to be registered at an early age are able to register, this is best secured by othermeans than a manipulation of registration categories. Incorporated Engineer registration willnot therefore be defined in terms which make it a staging post en route to Chartered Engineer. Itis important, however, that there are clear means for those who wish to do so to move from oneregistration category to another, and these will be developed.

The role of the Chartered Engineer may be stated as:

Chartered engineers are characterised by their ability to develop appropriate solutions toengineering problems, using new or existing technologies, through innovation, creativity andchange. They may develop and apply new technologies, promote advanced designs and designmethods, introduce new and more efficient production techniques and marketing andconstruction concepts, and pioneer new engineering services and management methods.

The role of the Incorporated Engineer may be stated as:

Incorporated engineers act as exponents of today’s technology and, to this end, they maintainand manage applications of current and developing technology. They require a detailedunderstanding of a recognised field of technology so they can exercise independent professionaltechnical judgement and management in that field.


200

The present detailed generic competence standards for Chartered Engineer and IncorporatedEngineer registration are set out at the end of this document. These have widespread supportand it is proposed that they are used as the basis for future standards, but are reviewed fully,including against the latest occupational standards, to determine whether any change isnecessary. Although the standards cover the whole engineering profession, the professionalengineering institutions that are licensed by the Engineering Council (UK) to assess candidatesfor registration will contextualise them to their own disciplines or sectors of professionalactivity. In doing so they may make use for example of the generic Occupational Standards forEngineering maintained by the Occupational Standards Council for Engineering, and ofNational Occupational Standards and National or Scottish Vocational Qualifications derivedfrom these and developed by a number of Sector Skills Councils and other relevant bodies.

Competence includes the knowledge, understanding and skills that underpin performance. It isattained through a mixture of education, training and professional development, traditionallyknown as the formation process for engineers. The different elements of this process aredescribed below. Competence is ultimately assessed through a Professional Review, againstspecified standards.

Educational Requirements

Educational qualifications are an indicator that the holder possesses the required level ofunderpinning knowledge and understanding (but other means of demonstrating this are notprecluded). This document describes the exemplifying educational qualifications proposed forthe two categories of registration, CEng and IEng. Candidates possessing these exemplifyingqualifications will automatically be deemed to have met the educational requirements.

Where a candidate does not hold the benchmark academic qualification for CEng or IEng therewill be a unified approach to assessment based on a career appraisal and technical report. Thesame methodology could also be used as a bridge from IEng to CEng. Work has beenundertaken in Engineering Council (UK)’s Registration Standards Committee to develop thisapproach from a methodology which has been trailed with some success over the last 12months. Candidates will have to submit a technical report or dissertation, based upon workdone as part of their employment. They will be interviewed on this report, and the interviewwill provide a rigorous assessment of the candidate’s knowledge and understanding against therequired output standard.

For Chartered Engineers and Incorporated Engineers respectively, part or all of the academicbase will be exemplified by successful completion of a Bachelors degree programme inengineering or technology, accredited by one of the professional engineering institutionslicensed by the Engineering Council (UK). One of the criteria for accreditation will be that theprogramme meets defined output standards. Engineering Council (UK) intends to work with theQuality Assurance Agency (QAA) and the Engineering Professors Council on the revision ofthe QAA’s generic benchmark statements for engineering degrees to ensure that the revisedgeneric benchmarks can be used by the profession. These generic standards will then bedeveloped into discipline-based outcomes by Institutions in such a way as to indicate minimallyconstraining core content for accredited programmes, so that accreditation does not constraininnovation and diversity.

For Chartered Engineers, the second part of the academic base will be exemplified by anappropriate Masters degree, undertaken either on a full- or part-time basis, which accords withthe Quality Assurance Agency’s descriptor for a Masters degree. Appropriate degrees will havebeen accredited or approved by a licensed professional engineering institution. For IncorporatedEngineers, part of the academic base may be exemplified by an appropriate HND or Foundationdegree. This would need to be enhanced by further learning, for example an EdexcelProfessional Development Award. The Engineering Council examinations will also offer ameans for candidates for CEng and it is hoped IEng to demonstrate the required knowledge andunderstanding.


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MEng degree programmes, which meet the Quality Assurance Agency’s descriptor for Mastersdegrees and have been accredited by a professional engineering institution, will continue toprovide a fast-track route for high ability candidates to satisfy the academic requirements forChartered Engineer. There will be defined output standards for these programmes, developedthrough the review of benchmarks referred to above. It will no longer be a condition ofaccreditation for either Bachelors or MEng programmes that a specified proportion of eachentry cohort meets defined entry standard requirements. However accrediting Institutions willcontinue to have regard to entry standards when accrediting courses, and Engineering Council(UK) will work with Institutions and Universities to monitor entry standards nationally, andissue indicative guidance when appropriate.

Graduates in cognate disciplines such as physics, or geology, may satisfy the academicrequirements for Chartered Engineer, either by completing an appropriate Masters degree asdescribed in paragraph 11, or through the technical report process outlined in paragraph 9. Forregistration as an Incorporated Engineer, they may also need to submit a technical report.

The following diagram illustrates the formation process

Registration Formation ProfessionalReview

CEng

IEng

Demonstration ofcompetence,

knowledge andunderstanding.

For those withoutexemplifying

qualifications, mayrequire submissionof technical report

Although some of the educational base for practice is likely to be laid before beginning full-time work as an engineer, the two elements of formation may also be undertaken concurrently,as the above diagram indicates.

Education● HNC/HND/FD plus further

learning● Bachelors Degree

Education● Meng● B(Hons) Degree plus Masters● B(Hons) Degree plus

further learning

Professional Development



202


Professional development builds upon, and in some cases contributes to, the educationalprocess. Initial Professional Development is necessary to acquire the competence, anddemonstrate the professional commitment. necessary for registration. Continuing ProfessionalDevelopment ensures the development of this profile of competence in new job roles.

The variety of patterns of employment now prevalent mean that it is not at all appropriate toprescribe a particular model for the professional development element of formation. Whilemany large companies do maintain graduate training schemes that are likely to provide thenecessary further training and experience, many future registrants will not be working in suchorganisations. They will need to develop profiles of competence and professional activity tohelp them prepare for registration. In some cases employers will make use of occupationalstandards in determining job descriptions and for general staff development, even without aformal training programme, and these will assist. More generally, individuals will need accessto advice and guidance. Professional institutions and Sector Skills Councils will be sources forthis.

Revalidation

It is not proposed to introduce a requirement for regular revalidation of competence andregistration. Professional commitment brings obligations to maintain competence, which in achanging world means developing and renewing knowledge, understanding and skills. There isalso a commitment not to undertake work for which one is not competent. The obligation toundertake continuing professional development will therefore remain material to maintenanceof registration. The guidance that has been given to the profession on this issue remains validand will be updated as appropriate. Independently of the development of these standards,consideration will be given to introducing a voluntary system of revalidation of competence andre-registration for those desiring it.


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Annex C

Society of Operations Engineers — criteria for membership and registration

In order to meet the Society of Operations Engineers’ criteria for membership and registration itis recommended that the Higher National Certificate/Diploma in Vehicle OperationsManagement programme include a minimum of four technical engineering units. The fourtechnical engineering should be selected from the following listed specialist units:

• Vehicle Electronics

• Advanced Vehicle Technology

• Vehicle Damage Assessment

• Accident Reconstruction

• Analytical Methods for Engineers

• Engineering Science

• Mechanical Principles

• Vehicle Engineering Principles.


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205

Annex D

Qualification Requirement

BTEC Higher Nationals in Vehicle Operations Management

This Qualification Requirement will be read in conjunction with overarching guidance fromEdexcel.

Rationale

BTEC Higher Nationals using the title Vehicle Operations Management should be developed tofocus on:

• the education and training of vehicle operations managers/technicians who are employed ata professional level in a variety of types of managerial/technical work, such as workshopcontroller, after sales manager, sales manager, fleet engineer, transport manager and vehicleinspector

• providing opportunities for vehicle operations manager/technicians to achieve a nationallyrecognised level four vocationally specific qualification

• providing opportunities for learners to gain a nationally recognised, vocationally specificqualification to enter employment as a vehicle operations manager/engineer/technician, orprogress to higher education vocational qualifications such as a full or part-time degree invehicle management/automotive engineering or a related area

• providing opportunities for learners to focus on the development of the higher level skills ina technological and management context

• providing opportunities for learners to develop a range of skills, techniques and attributesessential for successful performance in working life.

Aims of the qualification

Qualifications in Vehicle Operations Management meet the needs of the above rationale by:

• developing a range of skills and techniques, personal qualities and attributes essential forsuccessful performance in working life, thereby enabling learners to make an immediatecontribution to employment at the appropriate professional level

• preparing learners for a range of management/technical careers in vehicle operations

• equipping individuals with knowledge, understanding and skills for success in employmentin the light, heavy and passenger transport industries

• providing specialist studies relevant to individual vocations and professions in whichlearners are working or intend to seek employment in vehicle operations and its relatedindustries

• enabling progression to or counting towards an undergraduate degree or furtherprofessional qualification in vehicle operation management/automotive engineering orrelated area

• providing a significant basis for progression to Incorporated Engineer level.


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Mandatory curriculum

The mandatory curriculum will give learners the opportunity to build on previous attainmentwhile allowing them to progress and study a selection of optional curriculum. It will display thefollowing features:

• an opportunity to experience techniques and processes concerned with managing peopleand resources in vehicle operations

• aspects of financial and management accounting and knowledge of the calculation of costsassociated with analysing performance relevant to the vehicle repair sector

• use of skills and knowledge developed during the course to select a project and agreespecifications, implement and evaluate the project and present the project evaluation

• obtaining accurate information on the requirements for an individual or group engineeringproject

• project work that draws on the knowledge and practical skills from a range of units in thequalification, that reflects the type of performance expected of a technician, supervisor ormanager in the motor industry.

Optional curriculum

The optional curriculum will give learners the opportunity to select relevant specialism whileallowing them to build on learning within the mandatory curriculum. It will display thefollowing features:

• an introduction to the main aspects of business law relating to the vehicle repair sector andthe legislation that underpins insurance principles and vehicle damage assessment

• the use and application of computers in the service sector and its use as a tool for a managerin the vehicle repair sector

• an awareness of evaluating strategic choices when planning and implementing businessobjectives in vehicle operations

• the introduction of concepts and techniques concerned with managing quality in the vehiclerepair sector

• an understanding of the operation of small business enterprises, the strategic processes inSME’s and the implementation of business objectives

• examining communication and information systems in organisations and in the controllingand delivering of business plans

• an introduction to the concepts associated with marketing a business in the service sectorand application of marketing techniques in relation to the repair sector

• an awareness of the principles of health and safety planning and implementation in avehicle repair environment

• the main areas of legislation and the essential practices relating to the employment ofpeople in vehicle operations

• application of relevant statistical techniques and other quality assurance and managementprinciples including application using information technology

• aspects of fleet operation including vehicle costing, charges and maintenance

• fundamental analytical knowledge and techniques used for analysis, modelling and solutionof realistic engineering problems within vehicle operations


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• an appreciation of the main aspects of vehicle parts management and the techniques andprinciples involved in vehicle diagnosis

• advanced aspects of vehicle electronics and computerised systems found on modernvehicles

• skills required by transporting passenger operations: defect reporting, vehicleroadworthiness, maintenance planning and vehicle inspection, regulatory bodies, operatorslicence and prohibition notices.

Professional body recognition

The Higher National qualifications in Vehicle Operations have been developed with careerprogression and recognition by professional bodies in mind. Thus this development has beeninformed by discussions/relevant publications from the Engineering Council UK (EC(UK)),Society of Operations Engineers (SOE), Institute of Motor Industry (IMI) and the Institute ofAutomotive Engineer Assessors (IAEA).

Links to National Standards

Through the study of the core and relevant option units learners will cover some of theknowledge, skills and understanding for relevant NVQs at level 4.

Entry prerequisites

The fundamental principles of Edexcel’s policy are:

• qualifications should be available to everyone who is capable of reaching the requiredstandards

• qualifications should be free from barriers which restrict access and progression

• equal opportunities exist for all.

Nevertheless it is the responsibility of the centre to recruit with integrity. Centres shouldtherefore:

• provide applicants with appropriate information and advice

• identify applicants’ needs

• select on the basis of each applicant’s previous qualifications and experience.

Edexcel BTEC Higher National programmes are intended primarily for those who are in, orplan to enter, employment and who have reached the minimum age of 18. Learners who enterwith at least one of the following qualifications are likely to benefit more readily from theprogramme:

• an appropriate BTEC National Certificate or Diploma (eg Vehicle Repair and Technology)

• an Advanced GNVQ/VCE in an appropriate vocational area (eg Engineering)

• a GCE Advanced level profile which demonstrates strong performance in a relevant subjector an adequate performance in more than one GCE subject. This profile is likely to besupported by GCSE grades at A* to Cs

• other related Level 3 qualifications

• an Access to Higher Education Certificate awarded by an approved further educationinstitution


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• related work experience.


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More mature learners may present a more varied profile of achievement that is likely to includeextensive work experience (paid and/or unpaid) and/or achievement of a range of professionalqualifications in their work sector.

Higher level skills and abilities

Learners will be expected to develop the following skills during the programme of study:

• analyse, synthesise and summarise information critically

• read and use appropriate information with a full and critical understanding

• think independently, solve problems and devise innovative solutions

• take responsibility for their own learning and recognise their own learning style

• apply subject knowledge and understanding to address familiar and unfamiliar problems

• design, plan, conduct and report on investigations

• use their knowledge, understanding and skills to evaluate and formulate evidence-basedarguments critically and identify solutions to clearly defined problems of a general routinenature

• communicate the results of their study and other work accurately and reliably using a rangeof specialist techniques

• identify and address their own major learning needs within defined contexts and toundertake guided further learning in new areas

• apply their subject-related and transferable skills in contexts where the scope of the taskand the criteria for decisions are generally well defined but where some personalresponsibility and initiative is required.

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Further copies of this publication are available fromEdexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN

Telephone: 01623 467467Fax: 01623 450481Email: [email protected]

Order Code B015533 June 2004

For more information on Edexcel and BTEC qualifications please contactCustomer Services on 0870 240 9800or http://enquiries.edexcel.org.ukor visit our website: www.edexcel.org.uk

London Qualifications Limited. Registered in England and Wales No. 4496750Registered Office: Stewart House, 32 Russell Square, London WC1B 5DN

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