Ncfe l4 C Leadership Management 603 0987 8 Qual Spec Issue 2

Business, Administration and Law
Qualification Specification
NCFE Level 4 Certificate in Leadership and Management
(603/0987/8)
Issue 2 December 2017

NCFE Level 4 Certificate in Leadership and Management (603/0987/8)
Contents
Section 1 4
Qualification overview 5
Introduction 5
Things you need to know 6
Total Qualification Time (TQT) 6
About this qualification 7
Qualification purpose 7
Qualification objectives 7
Achieving this qualification 8
Essential skills 9
Recognition of Prior Learning (RPL) 9
Direct Claim Status 9
Entry guidance 9
Progression opportunities 10
Progression to Higher Level Studies 10
Qualification dates 11
Staffing requirements 11
Assessors and internal quality assurance 11
Support for learners 12
Learner’s Evidence Tracking Log (LETL) 12
Support for centres 12
Customer Support team 12
Reasonable Adjustments and Special Considerations Policy 12
Subject maps 12
Fees and Pricing 12
Training and support 12
Learning resources 13
Mapping to National Occupational Standards 13
Section 2 14
Unit content and assessment guidance 15
Unit 01 Principles of building respectful and productive working relationships in organisations 16
Unit 02 Managing personal and professional development 22
Unit 03 Principles of management and leadership in organisations 27
Unit 04 Operational and human resource planning and management 34
Unit 05 Business performance measurement and improvement 39
Unit 06 Corporate social responsibility and sustainability 43
Unit 07 Budget management 49
Unit 08 Understanding organisational structure, culture and values 53
Unit 09 Staff recruitment and selection 59
Unit 10 Principles of business strategic planning and development 64
Unit 11 Stakeholder engagement and management 68
Unit 12 Principles of innovation and change management 72
Unit 13 Understand the legal context of business 76
Unit 14 Principles of project management 83
Unit 15 Principles of quality management 88
Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

Section 3 93
Assessment and quality assurance 94
How the qualification is assessed 94
Internal assessment 95
Supervision of learners and your role as an Assessor 95
Feedback to learners 95
Presenting evidence 96
Quality assurance 98
Internal quality assurance 98
External quality assurance 98
Section 4 99
Glossary of terms 100
Section 5 102
General information 103
Equal opportunities 103
Diversity, access and inclusion 103
Contact us 104

Section 1
Qualification overview

Qualification overview
Introduction
We want to make your experience of working with NCFE as pleasant and easy as possible. This
qualification specification contains everything you need to know about this qualification and should be
used by everyone involved in the planning, delivery and assessment of the Level 4 Certificate in
Leadership and Management.
All information contained in this specification is correct at the time of publishing.
To ensure that you’re using the most up-to-date version of this qualification specification, please check
the issue date in the page headers against that of the qualification specification on our dedicated
qualifications website www.qualhub.co.uk.
If you advertise this qualification using a different or shortened name, you must ensure that learners are
aware that their final certificate will state the regulated qualification title.

Things you need to know
Qualification number (QN) 603/0987/8
Aim reference 60309878
Total Qualification Time (TQT) 242
Guided Learning Hours (GLH) 134
Level 4
Internally assessed and externally quality assured portfolio of
Assessment requirements
evidence
Total Qualification Time (TQT)
Total Qualification Time is the number of notional hours which represents an estimate of the total amount
of time that could reasonably be expected to be required in order for a learner to achieve and
demonstrate the achievement of the level of attainment necessary for the award of a qualification.
Total Qualification Time comprises:
 the Guided Learning Hours for the qualification

 an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study
or any other form of participation in education or training, including assessment, which takes place as
directed by – but not under the immediate guidance or supervision of – a lecturer, supervisor, Tutor
or other appropriate provider of education or training.

About this qualification
This is a regulated qualification. The regulated number for this qualification is 603/0987/8.
This qualification may be eligible for funding. For further guidance on funding, please contact your local
funding provider.
Qualification purpose
This qualification is designed to provide the underpinning knowledge to support those in leadership and
management roles. It will form the knowledge-based component of the Level 4 Higher Apprenticeship in
Management and will complement the existing Level 4 NVQ Diploma in Management which forms the
skills-based element of the Apprenticeship. It may also prepare the learner to progress to a qualification
in another subject area.
This qualification will:
 focus on the study of leadership and management to support different occupational areas
 provide learners with the skills they need to operate as a successful manager
 allow learners to develop knowledge and understanding in a range of areas relevant to managerial
roles, such as managing resources and budgets, recruitment and selection, and stakeholder
engagement.
Qualification objectives
The objectives of this qualification are to help learners to:
 develop the knowledge and qualities valued in employees by employers

 understand and develop their strengths, and improve weaknesses, as a manager.

Achieving this qualification
To be awarded the Level 4 Certificate in Leadership and Management, learners are required to
successfully complete 4 mandatory units and a minimum of 3 optional units.
Mandatory units
Unit No Unit title

Unit 01 Principles of building respectful and productive working relationships in organisations
Unit 02 Managing personal and professional development
Unit 03 Principles of management and leadership in organisations
Unit 04 Operational and human resource planning and management
Optional units
Unit No Unit title
Unit 05 Business performance measurement and improvement
Unit 06 Corporate social responsibility and sustainability
Unit 07 Budget management
Unit 08 Understanding organisational structure, culture and values
Unit 09 Staff recruitment and selection
Unit 10 Principles of business strategic planning and development
Unit 11 Stakeholder engagement and management
Unit 12 Principles of innovation and change management
Unit 13 Understand the legal context of business
Unit 14 Principles of project management
Unit 15 Principles of quality management
The learning outcomes for each unit are provided in Section 2 (page 16).
The units above may be available as stand-alone unit programmes. Please visit www.ncfe.org.uk/units
for further information.
To achieve the Level 4 Certificate in Leadership and Management, learners must successfully
demonstrate their achievement of all learning outcomes of the units as detailed in this qualification
specification.
Learners who aren’t successful can resubmit work within the registration period; however, a charge may
apply. A Unit Certificate can be requested for learners who don’t achieve their full qualification but who
have achieved at least one whole unit.

Essential skills
While completing this qualification, learners may develop the knowledge, understanding and essential
skills employers look for in employees. These range from familiar ‘key skills’ such as team working,
independent learning and problem solving, to more tricky-to-measure skills such as:
 an appreciation for appropriate behaviour and dress

 appropriate interpersonal skills
 communicating with professional colleagues/peers and/or hierarchical seniors
 supporting other aspiring employees
 personal manners and deportment
 understanding work practices and how different roles and departments function within an
organisation.
Recognition of Prior Learning (RPL)
Centres may recognise prior learning at their discretion if they are satisfied that the evidence provided
meets the requirements of a qualification. Where RPL is to be used extensively (for a whole unit or
more), advice must be given by a qualified RPL Advisor.
Direct Claim Status
Direct Claim Status will not be transferred for this qualification as this is a new qualification.
For more information about Direct Claim Status, please contact our Customer Support team on
0191 239 8000.
Entry guidance
This qualification is designed for learners who want to develop their knowledge and understanding in
leadership and management roles.
There are no specific recommended prior learning requirements for this qualification. However, learners
may find it helpful if they’ve already achieved a Level 3 qualification.
Entry is at the discretion of the centre. However, learners should be aged 18 or above to undertake this
qualification.
Centres are responsible for ensuring that this qualification is appropriate for the age and ability of
learners. They need to make sure that learners can fulfil the requirements of the learning outcomes and
comply with the relevant literacy, numeracy and health and safety aspects of this qualification.
Learners registered on this qualification shouldn’t undertake another qualification at the same level with
the same or a similar title, as duplication of learning may affect funding eligibility.

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Progression opportunities
Learners who achieve this qualification could progress to:
 Level 4 NVQ Diploma in Management

 Level 5 NVQ Diploma in Management and Leadership
 Level 4 NVQ Diploma in Business Administration
 Level 4 NVQ Diploma in Customer Service
Progression to Higher Level Studies
This qualification aims to provide learners with a number of progression options, including higher level
studies at university or FE colleges. The skills required to progress to higher academic studies are
different from those required at Levels 1 and 2. Level 3 qualifications and above enable the development
of these skills. Although there is no single definition of higher level learning skills, they include:
 checking and testing information

 supporting your points with evidence
 self-directed study
 self-motivation
 thinking for yourself
 analysing and synthesising information/materials
 critical thinking and problem solving
 working collaboratively
 reflecting upon learning and identifying improvements.
This qualification requires learners to analyse, draw conclusions, interpret or justify, which are all
examples of higher-level skills. This means that evidence provided for the portfolio will also demonstrate
the development and use of higher-level learning skills.

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Qualification dates
Regulated qualifications have operational end dates and certification end dates.
We review qualifications regularly, working with sector representatives, vocational experts and
stakeholders to make any changes necessary to meet sector needs and to reflect recent developments.
If a decision is made to withdraw a qualification, we will set an operational end date and provide
reasonable notice to our centres. We will also take all reasonable steps to protect the interest of
learners.
An operational end date will only show on the Ofqual Register of Regulated Qualifications
register.ofqual.gov.uk and on our website if a decision has been made to withdraw a qualification. After
this date, we can no longer accept learner registrations. However, certification is allowed until the
certification end date so that learners have time to complete any programmes of study. The certification
end date will only show on the Ofqual Register once an operational end date has been set. After this
date, we can no longer process certification claims.
Staffing requirements
Centres delivering any of NCFE’s qualifications must:
 have a sufficient number of appropriately qualified/experienced Assessors to assess the volume of

learners they intend to register
 have a sufficient number of appropriately qualified/experienced Internal Quality Assurers to internally
quality assure the expected number of Assessors and learners
 ensure that all staff involved in assessment and internal quality assurance are provided with
appropriate training and undertake meaningful and relevant continuing professional development
 implement effective internal quality assurance systems and processes to ensure that all assessment
decisions are reliable, valid, authentic, sufficient and current. This should include standardisation to
ensure consistency of assessment
 provide all staff involved in the assessment process with sufficient time and resources to carry out
their roles effectively.
Assessors and internal quality assurance
Staff involved in the assessment and internal quality assurance of this qualification must be able to
demonstrate that they have (or are working towards) the relevant occupational knowledge and/or
occupational competence, at the same level or higher as the units being assessed and internal quality
assured. This may be gained through experience and/or qualifications.

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Support for learners
Learner’s Evidence Tracking Log (LETL)
The LETL covers the mandatory units in this qualification and it can help learners keep track of their work.
This document can be downloaded free of charge from our dedicated qualifications website
www.qualhub.co.uk. You don’t have to use the LETL – you can devise your own evidence-tracking
document instead.
Support for centres
There are a number of support documents available that you might find useful for delivery. These are
available to download from our dedicated qualifications website www.qualhub.co.uk or can be requested
from the Customer Support team on 0191 239 8000 or by emailing service@ncfe.org.uk.
Customer Support team
Our Customer Support team will support you with approvals, registrations, external quality assurance,
external assessment, results and certification. You can contact Customer Support on 0191 239 8000 or
email service@ncfe.org.uk.
Reasonable Adjustments and Special Considerations Policy
This policy is aimed at customers – including learners – who use our products and services and who
submit requests for reasonable adjustments and special considerations. The policy can be found on our
dedicated qualifications website www.qualhub.co.uk.
Subject maps
Our suite of subject maps showcase the qualifications we have available within each specialist sector
and how they connect to each other. They demonstrate how you can plot routes for your learners at
different levels from entry level right through to higher education or the workforce, with supporting
qualifications along the way.
Fees and Pricing
The current Fees and Pricing Guide is available on our dedicated qualifications website
www.qualhub.co.uk.
Training and support
We can provide training sessions for Assessors and Internal Quality Assurers. Bespoke subject-specific
training is also available. For further information, please contact our Quality Assurance team on 0191
239 8000.

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Learning resources
We offer a wide range of learning resources and materials to support the delivery of our qualifications.
Please check the qualification page on our website for more information and to see what is available for
this qualification.
Mapping to National Occupational Standards
National Occupational Standards (NOS) are owned by a Sector Skills Council (SSC) or Standard-Setting
Body (SSB) and describe the skills, knowledge and understanding needed to undertake a particular task
or job at different levels of competence.
The Level 4 Certificate in Leadership and Management has been mapped against the relevant
Management and Leadership standards. More detailed mapping can be found against each unit in this
qualification specification.

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Section 2
Unit content and
assessment guidance

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Unit content and assessment guidance

This section provides details of the structure and content of this qualification.
The unit overview includes:
 unit title and number

 unit summary
 guided learning hours
 level
 an indication of whether a unit is mandatory or optional.
Following the unit summary, there’s detailed information for each unit containing:
 learning outcomes
 achievement descriptors and explanations
 delivery and assessment (including types of evidence for internal assessment)
 NOS mapping.
The regulated unit number is indicated in brackets for each unit (eg M/100/7116). However, to make
cross-referencing assessment and quality assurance easier, we’ve used a sequential numbering system
in this document for each unit.
The types of evidence listed are for guidance purposes only. Within learners’ portfolios, other types of
evidence are acceptable if all learning outcomes are covered and if the evidence generated can be
internally and externally quality assured. For approval of methods of internal assessment other than
portfolio building, please contact the Quality Assurance team at NCFE.
For further information or guidance about this qualification, please contact our Product Development
team on 0191 239 8000.

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(D/615/4518)
Unit summary Learners will understand how communication can affect relationships and
performance in the workplace and the processes of conflict resolution and
management. They must learn about creating rewarding and supportive
workplaces and the importance of equality and diversity.
Guided learning hours 22
Level 4
Mandatory/optional Mandatory
NOS mapping CFAM&LDD1 Develop and sustain productive working relationships with
colleagues
CFAM&LBA7 Promote equality of opportunity, diversity and inclusion
CFAM&LDB9 Promote staff wellbeing
Learning outcome 1
The learner will:
Understand how communication can affect relationships and performance in the workplace
The learner must know about:
1.1 the principles of effective communication in the workplace

1.2 the importance of constructive feedback in building effective working relationships
1.3 the impact of ineffective communications on working relationships and performance standards
Achievement descriptor Explanation

Consistently demonstrates a sound Learners must explain how communication can
understanding to analyse models and theories in affect relationships and performance. They must
order to draw well-reasoned and balanced analyse principles, models and theories and
conclusions. summarise their ideas to form a well-thought-out
conclusion.

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(D/615/4518) (cont’d)
Learning outcome 1 (cont’d)
Delivery and assessment

The principles of effective communication in the workplace
Learners must explain the principles of effective communication (eg determining purpose, establishing
order) and will evaluate theories and models of communication (eg Littlejohn and Jabusch,
sender/encoder, decoder, message, channel, feedback, noise), considering how to apply them
effectively to different situations. They must explain the importance of communication in a
management role.
The importance of constructive feedback in building effective working relationships
Learners must analyse feedback models (eg Roebuck’s ERASER) and their use. They must evaluate
why constructive feedback is important and explain how this can have a positive impact on
performance.
The impact of ineffective communications on working relationships and performance

standards
Learners must analyse the impact that ineffective communications can have on working relationships
and performance standards.
The Glossary of terms (Section 4) explains how the terms used in the unit content are applied to this
qualification.
Types of evidence
Evidence could include:
 presentation
 report/reflective report
 professional discussion.

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(D/615/4518) (cont’d)
Learning outcome 2
The learner will:
Understand practices of conflict resolution and conflict management in the workplace
2.1 the principles of conflict management and conflict resolution

2.2 the sources and stages of conflict in the workplace
2.3 the techniques that may be used to manage and resolve conflict in the workplace

Analyses different perspectives and Learners must show that they understand conflict
approaches correctly, applying specialist resolution and conflict management and must analyse
language in context, supporting all points different perspectives and approaches.
with sophisticated examples.
The principles of conflict management and conflict resolution
Learners must define conflict and explain the difference between conflict management and conflict
resolution, providing detailed examples of each.
The sources and stages of conflict in the workplace
Learners must explain sources of conflict in the workplace (eg personalities, change in environment).
They must analyse different conflict styles (eg avoidance, compromise) and Pondy’s 5-stage model of
conflict.
The techniques that may be used to manage and resolve conflict in the workplace
Learners must explain and analyse policies, procedures and processes that can be followed to
manage conflict (eg external arbitration and conciliation).
Learners could use evidence from real conflicts in the evidence where possible.
qualification.
Types of evidence
 presentation
 report
 minutes or other documentation from conflicts

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(D/615/4518) (cont’d)
Learning outcome 3
The learner will:
Understand the importance of creating an equal and diverse working environment
3.1 the impact of equality legislation and diversity on productive working relationships
3.2 techniques for promoting equality and diversity in the work environment

Evaluates legislation and techniques, Learners must show that they understand the
correctly applying specialist language in legislation related to equality and the impact that this
context. has. They must explain techniques for promoting
equality and diversity and evaluate their use.
The impact of equality legislation and diversity on productive working relationships
Learners must assess the impact equality legislation can have on productive working relationships,
and techniques that can be used when promoting equality and diversity in the work environment to
avoid less favourable treatment of any of the 9 protected characteristics, either directly or indirectly.
They must consider the value of diversity to the workplace (eg wider talent pool, customer relations).
Techniques for promoting equality and diversity in the work environment
Learners must evaluate the techniques for promoting equality and diversity in the work environment.
Learners must evaluate the techniques that can effectively promote equality and diversity throughout
the employee lifecycle from induction to exiting the business/organisation (eg staff appraisals, training,
mentoring).
qualification.
Types of evidence
 presentation
 report
 annotated case studies

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(D/615/4518) (cont’d)
Learning outcome 4
The learner will:
Understand the importance of creating a supportive and rewarding working environment
4.1 the importance of staff wellbeing and how this can be measured
4.2 different methods of recognising achievement in the work environment
4.3 different methods of developing a learning and innovation culture in an organisation
4.4 the value of a learning and innovation culture to organisational performance and how the success
of this can be measured

Evaluates the importance of creating a Learners must show that they understand the impact of
supportive and rewarding working staff wellbeing on an organisation. They must explain
environment and techniques used to support techniques for promoting wellbeing and evaluate their
this, correctly applying specialist language in use.
context.
The importance of staff wellbeing and how this can be measured
Learners must evaluate the importance of staff wellbeing, methods that can be used, and how staff
wellbeing can be measured (eg absence rates, staff turnover rates, staff satisfaction). They must also
evaluate the effect this can have on the business performance/efficiency.
Different methods of recognising achievement in the work environment
Learners must evaluate the methods that can be used when recognising achievement in the workplace.
They could consider public versus private recognition or formal versus informal. They must also
evaluate the importance of this and the benefits that it can have for the business.
Different methods of developing a learning and innovation culture in an organisation
Learners must evaluate different methods (eg creating a learning and development strategy, training of
line management) that can be used when developing a learning and innovation culture in an
organisation.
The value of a learning and innovation culture to organisational performance and how the
success of this can be measured
Learners must analyse the value of a learning and innovation culture to organisational performance.
Learners must also consider methods that can be used to measure the success of this.
qualification.

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(D/615/4518) (cont’d)
Types of evidence
 presentation
 report

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Unit 02 Managing personal and professional development (R/615/4516)
Unit summary Learners will understand the need for and know how to plan personal and
professional development.
Level 4
NOS mapping CFAM&LAA2 Develop your knowledge, skills and competence
CFAM&LDB4 Manage people’s performance at work
CFAM&LDC1 Identify individuals’ learning needs and styles
Learning outcome 1
The learner will:
Understand the factors which influence the need for personal and professional development
1.1 the influence of developments in management on the need for professional development
1.2 the importance of own values, career and personal goals
1.3 the impact of changes in the work environment
1.4 the benefits of planning own professional development

Analyses different perspectives and Learners must show that they understand different
approaches when considering the factors perspectives and approaches that influence the need
that influence the need for personal and for personal and professional development.
professional development, correctly applying
specialist language in context.

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Unit 02 Managing personal and professional development (R/615/4516) (cont’d)

For this learning outcome learners must research and analyse some of the factors that can influence
the need for personal and professional development (eg globalisation, technology change, business
ecosystems).
The influence of developments in management on the need for professional development
Learners must analyse developments in management and how they can influence personal
development (eg collective leadership and staff empowerment; talent and knowledge management).
The importance of own values and career and personal goals
Learners must be able to explain how their personal values, career and personal goals are important
when planning for their professional development:
 values (eg congruence of individual and organisational values, impact of congruence on

commitment and work satisfaction (Taylor Cox))
 career goals (eg promotion, professional qualification)
 personal goals (eg job satisfaction, fulfillment, work-life balance).
The impact of changes in the work environment
Learners must analyse how changes in the work environment (eg organisational restructuring,
succession planning, process improvements) can impact on personal and professional development.
The benefits of planning own professional development
Learners must assess the benefits of planning their own professional development (eg
opportunity for reflection and research; increase own commitment; support achievement of business
objectives).
qualification.
Types of evidence
 presentation
 report
 professional discussion
 appraisals
 PDP
 CPD records.

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Learning outcome 2
The learner will:
Understand how to plan and implement a personal and professional development plan
2.1 how to develop and implement an effective personal and professional development plan
2.2 the effectiveness of different development activities in improving personal performance
2.3 how to monitor personal development and progression against objectives
2.4 the value of constructive feedback in implementing and monitoring the development plan

Analyses different perspectives and Learners must evidence that they understand different
approaches when considering the need for perspectives and approaches when considering the
effective implementation and monitoring of need for effective implementation and monitoring of
personal and professional development, personal and professional development.
correctly applying specialist language in
context.

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How to develop and implement an effective personal and professional development plan
Learners must understand and explain how to implement an effective personal and professional
development plan; the importance of prioritising; the value of professional networks and bodies in
enabling this; and how different learning styles contribute to personal development planning.
Learners must understand and explain some of the factors that contribute to an effective personal and
professional plan (eg analyse current job role requirements, development of SMART objectives and
the use of skills audits and personal SWOT analysis against National Occupational Standards (NOS)).
Learners must understand and assess the value of professional networks and professional bodies in
the development of their professional development plan:
 value of professional bodies (eg networking and learning opportunities, access to learning
resources)
 value of professional networks (eg increased knowledge, support for professional development).
Learners must understand and explain how development activities are prioritised for personal and
professional development such as: organisational objectives, development needed to fulfil medium-
/long-term organisational objectives.
Learners must explain how different learning styles contribute to personal development planning (eg
Kolb’s learning styles inventory, Fleming’s VARK, Honey and Mumford’s model).
The effectiveness of different development activities in improving personal performance
Learners must assess the effectiveness of different development activities and how these can improve
personal performance, and the effect this can have on the business (eg Kirkpatrick’s four levels of
evaluation model).
How to monitor personal development and progression against objectives
Learners must understand and explain how to implement a personal development plan (eg schedule
development activities, reflect on learning experiences).
The value of constructive feedback in implementing and monitoring the development plan
Learners must assess the value of constructive feedback in implementing the development plan and
explain how personal and professional development can be monitored against set objectives.
qualification.

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Learning outcome 2
Types of evidence
 presentation
 report
 professional discussion
 appraisals
 PDP
 CPD records.

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Unit 03 Principles of management and leadership in organisations (L/615/4515)
Unit summary Learners will understand the concept of leadership and the development of
managerial effectiveness within organisations. They must learn about the
principles and practices of performance management.
Level 4
NOS mapping CFAM&LBA1 Lead your organisation
CFAM&LBA2 Provide leadership in your area of responsibility
CFAM&LBA3 Lead your team
CFAM&LBA5 Develop your organisation’s vision and strategy
Learning outcome 1
The learner will:
Understand the concept of leadership in organisations
1.1 levels of leadership

1.2 assigned leadership and emergent leadership
1.3 responsibility and accountability in leadership
1.4 relationships between leadership and how styles promote organisational vision, values and goals

Consistently and correctly applies Learners must evidence that they understand a range
appropriate technical terms/language and of management and leadership principles, models and
demonstrates a sound understanding of concepts.
theories and concepts of leadership and
management. Learners will support points
with sophisticated examples and appropriate
complex comparisons.

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Unit 03 Principles of management and leadership in organisations (L/615/4515) (cont’d)

Levels of leadership
Learners must compare the difference between leadership and management, and compare the
different levels of leadership using theory to support their understanding (eg the 7-S Organisational
Framework (Watson), Maxwell’s 5 Levels of Leadership hierarchy).
Assigned leadership and emergent leadership
Learners must compare the concepts of assigned and emergent leadership:
 assigned leadership (eg power (French and Raven, 1959))

 emergent leadership (eg communication behaviours (Fisher, 1974); gender bias (Watson and
Hoffman, 2004)).
Responsibility and accountability in leadership
Learners must be able to explain and compare responsibility and accountability in leadership:
 responsibility (eg obligation of subordinate to perform duties, possibility of reprimand)

 accountability (eg responsibility for staff, performance, accountability to senior managers).
Relationships between leadership and how styles promote organisational vision, values and
goals
Learners must analyse the relationship between organisational vision, values, goals and leadership
(eg vision for future, values shaping actions).
qualification.
Types of evidence
 presentation
 report

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Learning outcome 2
The learner will:
Understand the development of managerial effectiveness in an organisation
2.1 the skills, attitudes, behaviours and practices of effective leaders

2.2 how models and styles of leadership are used effectively in organisations
2.3 delegation and empowerment and how this is used to achieve the aims of the organisation
2.4 the impact of organisational structure, culture and climate on managerial effectiveness

Analyses different perspectives and Learners must analyse the different perspectives and
approaches of managerial effectiveness in approaches of managerial effectiveness in
an organisation, correctly applying specialist organisations. They must correctly apply specialist
language in context. language in context.

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The skills, attitudes, behaviours and practices of effective leaders
Learners must describe the skills, attitudes and behaviours of effective leaders using theory to support
their understanding:
 skills (eg Adair’s Action-Centred Leadership, James Scouller’s Three Levels of Leadership model
2011)
 attitudes (eg McGregor’s Theory X and Theory Y)
 behaviours (eg Ohio State leadership behaviour theory).
How models and styles of leadership are used effectively in organisations
Learners must analyse different models and styles of leadership, how they are used effectively by
leaders in organisations, and how this is measured:
 models (eg Tannenbaum and Schmidt, 1973; Fiedler’s Contingency Model)

 styles (eg authoritarian, democratic and laissez-faire)
 practices of effective leaders (eg lead by example, thank and reward staff).
Delegation and empowerment and how this is used to achieve the aims of an organisation
Learners must evaluate the role of delegation and empowerment and how managers use this
effectively to meet the needs of an organisation. Learners must also consider the culture of an
organisation and how leadership is affected by this. Learners must use theory to support their
evaluation (eg Schein; the Johari Window).
The impact of organisational structure, culture and climate on managerial effectiveness
Learners must assess the impact of organisational structure, culture and climate on managerial
effectiveness. They must consider different organisational structures and their appropriateness to
different organisations; the benefits and drawbacks of the different structures; and the impact that
these structures can have on managerial effectiveness and decision making.
They must also consider how the effectiveness of management and decision-making is affected by the
climate and culture of an organisation and the impact that this can have on the overall performance of
the organisation. Learners could refer to theory such as Goldsmith and Clutterbuck’s study of the
world’s top companies to support their understanding:
 structure (eg functional, line)

 culture (eg aggressive, constructive)
 climate (eg atmosphere, level of morale)
 managerial effectiveness (eg hierarchies, workload).
qualification.

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Types of evidence
 presentation
 report

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Learning outcome 3
The learner will:
Understand the principles and practices of performance management
3.1 the principles and practices of performance management and how this is implemented within
organisations
3.2 the impact of effective communication in managing the performance of individuals
3.3 the value of mentoring and coaching in managing the performance of individuals

Analyses different perspectives and Learners must demonstrate that they understand the
approaches of managing the performance of principles and practices of performance management.
individuals in organisations, correctly They must analyse different perspectives and
applying specialist language in context. approaches of managing the performance of
individuals.
The principles and practices of performance management and how this is implemented within
organisations
Learners must analyse the features, benefits and limitations of performance management (eg to control
and monitor activities to improve the performance of the organisation).
They must also analyse the main tools and techniques used by organisations when managing
performance, considering their features and benefits (eg 360-degree feedback objectives and
performance standards). They must also consider the tools and techniques used when staff are not
performing as expected (eg formal versus informal, managing capability and conduct performance
issues, organisational procedures including discipline and grievance).
The impact of effective communication in managing the performance of individuals
Learners must evaluate the role of effective communication in managing the performance of individuals
in an organisation. They must understand the features of effective communication (eg clarity,
openness).

33

The value of mentoring and coaching in managing the performance of individuals
Learners must assess the value of mentoring and coaching in managing the performance of individuals
in an organisation, considering the features of mentoring and coaching. They could also refer to
appropriate models and theories to support their understanding (eg GROW model, coaching culture as
‘revitalising’ (Kalinauckas and King)).
Features of effective mentoring (eg committed to employee growth and development, willingness to
share knowledge and expertise).
Features of effective coaching (eg accountability, encouraging and supportive).
qualification.
Types of evidence
 presentation
 report

34
Unit 04 Operational and human resource planning and management (J/615/4514)
Unit summary Learners will understand the principles and practice of operational
planning and physical resource management in organisations. They must
also learn about health and safety requirements in managing work
activities.
Level 4
NOS mapping CFAM&LBA9 Develop operational plans
CFAM&LBB1 Manage risks to your organisation
Learning outcome 1
The learner will:
Understand the principles and practices of operational planning in organisations and how this can be
achieved
1.1 operational planning and its relationship to strategic planning

1.2 the process of developing an operational plan
1.3 risk analysis and risk management
1.4 interdependencies in work activities and how these impact on operational planning and
implementation

Assesses information and ideas to draw Learners must provide a clear definition of operational
well-reasoned and balanced conclusions management and be able to discuss its relationship to
about the importance of operational strategic management, drawing conclusions about the
planning. impact it can have on business performance. Tools and
techniques must be described and their effectiveness
assessed against examples.

35
Unit 04 Operational and human resource planning and management (J/615/4514) (cont’d)

Operational planning and its relationship to strategic planning
Learners must research the importance of operational planning and its key components (eg clear
objectives, key targets). They must assess how this may be different for different operations (eg four
dimensions of operations) and the impact that this can have on the operational plan.
Learners must also assess the relationship between strategic planning and operational plans by
determining the essential features of strategic and operational plans, analysing the relationship
between them to draw conclusions.
The process of developing an operational plan
Learners must explain the key features of an operational plan. They must describe the tools and
techniques required in developing and managing efficient operational plans and assess their
effectiveness:
 key features of an efficient operational plan (eg SMART objectives, key performance indicators)
 tools and techniques (eg GANTT charts, review techniques (PERT))
 decision-making (eg decision tables, cost-benefit analysis).
Risk analysis and risk management
Learners must explain the purpose of risk analysis and possible causes of risk (internal and external).
They must understand some of the categories of risk (eg operational, financial) and assess processes
used in risk management (eg identify hazards, implement controls).
Learners must explain strategies that can be used to manage risks in operational planning (eg what-if
scenarios, statistical techniques).
Interdependencies in work activities and how these impact on operational planning and
implementation
Learners must assess how interdependencies in work activities impact on operational planning and
implementation (eg organisational structure, shared resources).
qualification.
Types of evidence
 report
 presentation

36
Learning outcome 2
The learner will:
Understand the key concepts and principles of physical resource management and workforce planning
2.1 the management of physical resources

2.2 the need for physical resources, the potential impacts these can have on the environment and
how the impact can be minimised
2.3 the management of human resources

Analyses different concepts and principles Learners must evidence their understanding of the
used when managing physical resources, management of physical resources and the potential
correctly applying specialist language in impacts these can have on the environment. They must
context. Supports all points with draw conclusions on how these can be minimised. They
sophisticated examples and appropriate must report on the management of human resources.
The management of physical resources
Learners must analyse the principles that underpin the management of physical resources (eg to meet
strategic objectives, gain greater efficiency).
Learners must describe the physical resources required (eg premises, materials and stocks) and
analyse the principles used in their management (eg cost-benefit analysis).
The need for physical resources, the potential impacts they can have on the environment and
how the impact can be minimised
Learners must analyse the need for physical resources (eg meets customer expectations, meets ethical
guidelines); the potential impacts such physical resources can have on the environment; and action that
can be taken to reduce this (eg depletion of natural resources and waste management).
The management of human resources
Learners must evaluate how human resource requirements are identified and met through workforce
planning (eg succession planning, flexible working, job analysis).
Learners must analyse approaches to talent management and their effectiveness in fulfilling business-
critical roles (eg identifying talent, competency frameworks, engagement, retention).
qualification.

37
Types of evidence
 presentation
 report

38
Learning outcome 3
The learner will:
Understand the health and safety requirements of work activities in organisations
3.1 health and safety legislation

3.2 risk assessments

Analyses information and ideas to draw well- Learners must show their understanding of health and
reasoned and balanced conclusions which safety legislation by researching and assessing the
inform future developments. impact this can have on work activities within an
organisation. They must understand risk assessments
and their benefits.
Health and safety legislation
Learners must research the Health and Safety at Work etc Act 1974 and any other legislation relevant
to their occupational area (eg Control of Substances Hazardous to Health Regulations). They must
assess the impact this legislation can have on work activities within an organisation (eg storage and
transport, manual handling, duty of care).
Learners must also assess the need for and importance of continuous review of the organisation’s
policies and procedures for health and safety (eg to respond to changes in legislation, organisational
restructuring).
Risk assessments
Learners must explain the purpose of carrying out a risk assessment when managing work activities
and the benefits (eg enhanced reputation, greater efficiency).
qualification.
Types of evidence
 presentation
 report

39
Unit 05 Business performance measurement and improvement (F/615/4513)
Unit summary Learners will understand the nature and value of business performance
measurement and the performance measurement systems used in
business.
Level 4
Mandatory/optional Optional
NOS mapping There is no mapping for this unit.
Learning outcome 1
The learner will:
Understand the importance of business performance measurements in achieving the objectives

of the organisation
1.1 features and benefits of business performance measurements used by organisations

1.2 the relationship between corporate strategy and performance measurement systems
1.3 financial and non-financial performance measures
1.4 leading and lagging performance measures
1.5 key performance indicators and performance measures

Analyses performance management to draw Learners must examine the performance management
well-reasoned and balanced conclusions in an organisation and draw conclusions about the
about its impact on achieving the objectives impact it has on the success of the organisation in
of an organisation, supporting all points with meeting its objectives. They could compare this to
sophisticated examples. systems in other organisations.

40
Unit 05 Business performance measurement and improvement (F/615/4513) (cont’d)

Features and benefits of business performance measurements used by organisations
Learners must analyse the features that make a performance management system effective (eg
alignment to vision, cross-functional perspective) and the benefits of an efficient performance
management system (eg targets will be achieved, ensures control, assess contribution of employees
and suppliers).
The relationship between corporate strategy and performance measurement systems
Learners must assess the relationship between corporate strategy and business performance
measurement systems and why, in order for the performance management system to be effective,
they must clearly link to the organisation’s corporate strategy (eg the mission, goals, objectives and
action plan), and feed into the long-term and short-term objectives of the organisation.
Financial and non-financial performance measures
Learners must differentiate between financial and non-financial performance measures, examining (eg
profitability and liquidity/ratio analysis) different non-financial and financial measures of performance
used in performance measurement systems.
Leading and lagging performance measures
Learners must compare the use of ‘leading’ and ‘lagging’ performance measures in performance
management systems.
Key performance indicators and performance measures
Learners must differentiate between key performance indicators (KPIs) and business performance
measures. Learners must evaluate the role of KPIs in measuring the performance of an organisation.
qualification.
Types of evidence
 presentation
 report

41
Learning outcome 2
The learner will:
Understand the frameworks used in performance measurement systems in business organisations
2.1 the use of balanced scorecards

2.2 the benefits and limitations of Total Quality Management
2.3 measurement frameworks

Analyses different frameworks used in Learners must show evidence that they understand
performance management systems, different frameworks of performance management to
correctly applying specialist language in support their analysis.
context, supporting all points with
sophisticated examples and appropriate
Balanced scorecards
Learners must analyse the use of balanced scorecard frameworks in measuring business
performance.
Total Quality Management
Learners must examine the benefits and limitations of Total Quality Management in measuring
business performance.
Measurement frameworks
Learners must compare different measurement frameworks used in business performance

measurement (eg activity-based costing, economic value added).
qualification.
Types of evidence
 presentation
 report

42
Learning outcome 3
The learner will:
Understand the role management information systems play in improving business performance
3.1 the functions of a management information system

3.2 how management information systems can be used to improve the performance of an
organisation

Uses technical terms to explain the functions Learners must study the MIS within their own
and uses of management information organisation or in a case study, explaining its functions
systems (MIS) drawing on complex and and assessing its use in improving the performance of
sophisticated knowledge and examples. the organisation.
The functions of a management information system
Learners must research and explain the functions of a management information system (eg collect
data, organise data, produce routine or bespoke reports).
How management information systems can be used to improve the performance of an

organisation
Learners must assess how management information systems can be used to improve the
performance of an organisation.
qualification.
Types of evidence
 presentation
 report

43
Unit 06 Corporate social responsibility and sustainability (A/615/4512)
Unit summary Learners will understand the characteristics of corporate social

responsibility and sustainability and the impact on business performance.
They must also understand the strategic requirement for corporate social
responsibility and sustainability.
Level 5
NOS mapping CFAM&LBB3 Manage corporate social responsibility (CSR)
Learning outcome 1
The learner will:
Understand the characteristics of corporate social responsibility and sustainability
1.1 corporate social responsibility and sustainability

1.2 legal and regulatory requirements
1.3 corporate responsibility and sustainability management

Analyses information and ideas to draw well- Learners must study several organisations looking at
reasoned and balanced conclusions on the their approaches to corporate responsibility and
importance of corporate responsibility and sustainability and the impact this has on the
sustainability. Supports all points with organisation. This could include the ways in which
sophisticated examples and appropriate organisations have responded to legal and regulatory
complex comparisons. requirements.

44
Unit 06 Corporate social responsibility and sustainability (A/615/4512) (cont’d)

Corporate social responsibility and sustainability
Learners must understand the different types of social corporate responsibility and sustainability
activities (eg social, economic and environment). They must understand the importance of corporate
responsibility and the impact organisational activities can have on the environment, how this can affect
the image/reputation of the organisation and any improvements that can be made.
They must also analyse the range of stakeholders who have an interest in corporate responsibility and
sustainability, and the roles, responsibilities and influences they have.
Legal and regulatory requirements
Learners must evaluate the impact legal and regulatory requirements can have on an organisation in
terms of corporate and social responsibility. They must consider the legislation and standards that are
relevant to the organisation(s) they are studying.
Corporate responsibility and sustainability management
Learners must examine ways in which corporate responsibility and sustainability can be managed (eg
the use of mission statements, company objectives, policies and procedures, culture).
qualification.
Types of evidence
 presentation
 report

45
Learning outcome 2
The learner will:
Understand the impact that corporate social responsibility and sustainability can have on the
performance of an organisation.
2.1 corporate social responsibility and sustainability requirements

2.2 impact of stakeholders on corporate social responsibility and sustainability
2.3 how corporate social responsibility and sustainability requirements are incorporated into future
developments
2.4 impact of corporate social responsibility and sustainability on business performance

Analyses information and ideas to draw well- Learners must identify stakeholders and their role and
reasoned and balanced conclusions on the influence in corporate social responsibility and
impact of corporate responsibility and sustainability. They must consider the role corporate
sustainability on the performance of an social responsibility and sustainability have in driving
organisation. Supports all points with new product and service development and subsequent
sophisticated examples and appropriate impact on business performance.

46

Corporate social responsibility and sustainability requirements
They must evaluate corporate actions that are only made in the interest of stakeholders and any
conflicts of interest that may occur (eg between shareholders and environmental lists, dividend
payments).
Impact of stakeholders on corporate social responsibility and sustainability
Learners must research and evaluate the impact that stakeholders’ (primary and secondary) interests
can have on the corporate social responsibility and sustainability of an organisation.
How corporate social responsibility and sustainability requirements are incorporated into
future developments
Learners must research and evaluate how organisations incorporate corporate social responsibility
and sustainability requirements when developing new products and services (eg reduction of energy
used, reduction in waste, the use of less packaging, sourcing suppliers with similar corporate social
responsibility and sustainability policies).
Impact of corporate social responsibility and sustainability on business performance
Learners must research and evaluate how corporate social responsibility and sustainability
requirements can affect the performance of the business (eg customers can be attracted to
businesses with such values vs the cost of allocating suitable resources and how performance is
measured).
qualification.
Types of evidence
 presentation
 report

47
Learning outcome 3
The learner will:
Understand the strategic requirement and benefits of corporate social responsibility and
sustainability for organisations
3.1 the strategic requirement for a corporate social responsibility and sustainability strategy
3.2 the benefits of a corporate social responsibility and sustainability strategy

Analyses information and ideas to draw well- Learners must analyse the positive and negative
reasoned and balanced conclusions on the impact that organisations can have on society and on
benefits of a corporate social responsibility the environment and will draw balanced conclusions
and sustainability strategy. about the benefits of a corporate social responsibility
and sustainability strategy.
The strategic requirement for a corporate social responsibility and sustainability strategy
Learners must consider the strategic requirement for a corporate social responsibility and
sustainability strategy for an organisation. Learners must also explore the social and environmental
impacts business activities can have on society (eg wellbeing of employees and wider use of
renewables).
The benefits of a corporate social responsibility and sustainability strategy
Learners must consider the benefits of a corporate social responsibility and sustainability strategy (eg
improved image leading to investment, more customers, brand differentiation, cost savings, employee
engagement).
qualification.
Types of evidence
 presentation
 report

48
Learning outcome 4
The learner will:
Understand the benefits of ethical approaches to leadership and management
The learner must know:
4.1 how ethical approaches to leadership and management are managed at a strategic level
4.2 the impact ethical approaches can have on an organisation

Analyses information and ideas to draw well- Learners must analyse a range of organisations and
reasoned and balanced conclusions which their approaches to the management of ethical issues.
inform future developments. They must consider the role of ethical leadership and
management in achieving these strategic objectives.
How ethical approaches to leadership and management are managed at a strategic level
Learners must analyse various business approaches used when managing ethical issues at a
strategic level.
The impact ethical approaches to leadership and management can have on an organisation
They must also evaluate the positive impacts an ethical approach can have on an organisation and
the responsibility of leaders and managers to ensure that the corporate social responsibility and
sustainability strategy of the organisation is followed (eg lead by example, training and development,
analysing operations etc).
qualification.
Types of evidence
 presentation
 report

49
Unit 07 Budget management (M/615/4510)
Unit summary Learners will understand the importance of budget planning and
management and the role of budgets in organisational decision making.
They must develop an understanding of analysing cost information.
Level 5
NOS mapping CFAM&LEA4 Manage budgets
CFAM&LEA3 Manage the use of financial resources
Learning outcome 1
The learner will:
Understand the importance of budget management in meeting the needs of an organisation
1.1 the importance of budgets

1.2 functions of organisations and responsibility centres
1.3 internal and external sources of information and how these are used to determine cost, price and
demand
1.4 budget management strategies

Uses technical terms to explain the importance of Learners must show detailed understanding of the
budget management in meeting the needs of an importance of budgets and budget management.
organisation, drawing on complex and
sophisticated knowledge and concepts.

50
Unit 07 Budget management (M/615/4510) (cont’d)

The importance of budgets
Learners must assess the need for budgets and how they are used to support any decisions that are
made within an organisation. They must understand how budgets can be used effectively to assess
long-term and short-term plans and are incorporated into strategic planning, operational planning and
management control.
Functions of organisations and responsibility centres
Learners must explore the relationships between the functional departments (eg HR, finance,
marketing) and responsibility centres within an organisation, and the difference in how inputs and
outputs are measured.
Internal and external sources of information and how these are used to determine cost, price
and demand
Learners must evaluate how internal and external sources of information are used to determine cost,
price and demand for products or services (eg wages, supplier costs, profit margins, exchange rates).
Budget management strategies
Learners must evaluate strategies that can be used to identify and manage budget variance (eg the
difference between budgeted figures and actual figures, adverse/positive variance) and identify the
reasons for the variance and action that can be taken to reduce this.
They must also assess how budgetary management controls are used to support and optimise the
performance of an organisation and how this is done within different organisations.
qualification.
Types of evidence
 presentation
 report.

51
Learning outcome 2
The learner will:
Understand how to analyse cost information in business
2.1 the different types of cost incurred in business

2.2 the use of cost data when planning and controlling resources
2.3 methods and techniques used to calculate business costs

Consistently and correctly applies appropriate Learners must evaluate different methods used to
technical terms/language. Demonstrates a sound calculate business costs. They could draw on
understanding of types of business cost and the examples from their own organisation to
use of cost data, and evaluates different methods demonstrate their understanding of the different
and techniques used to calculate business costs. types of cost a business might incur and how cost
data is used to plan and control resources.
The different types of cost incurred in business
Learners must understand and be able to distinguish between the different types of cost businesses
can incur (eg startup costs, fixed costs).
The use of cost data when planning and controlling resources
Learners must explain cost data and how this is used for business planning and control purposes.
They must evaluate the effectiveness of cost-benefit analysis and break-even analysis in supporting
business decisions. They must understand how cost-benefit analysis and break-even analysis are
used to identify when revenue is equal to costs and how marginal costing is used to contribute to
managerial decision-making.
Methods and techniques used to calculate business costs
Learners must evaluate the main methods and techniques that can be used to calculate business
costs eg production costs, cost basis (eg average cost, first in first out, specific identification) relevant
to their chosen organisation. They must also understand costing methods eg fixed, variable, direct,
indirect for their chosen organisation.
qualification.

52
Types of evidence
 presentation
 report.

53
Unit 08 Understanding organisational structure, culture and values (A/615/4509)
Unit summary Learners will understand the development and role of organisational
structures and how organisational culture is developed. They must
understand the value of a high-performance culture and how values and
cultures influence behaviour.
Level 4
NOS mapping CFAM&LDB8 Manage conflict in teams
CFAM&LBA8 Develop your organisation’s values and culture
Learning outcome 1
The learner will:
Understand the role organisational structures play in the effectiveness of the business
1.1 formal organisational structures

1.2 informal organisational structures

Describes the concept of organisational structures Learners must describe the concept of
and analyses the impact of both formal and organisational structures and analyse factors that
informal structures on organisational affect their development. They must analyse the
effectiveness, providing sophisticated examples. impact the structure has on the effectiveness of a
business.

54
Unit 08 Understanding organisational structure, culture and values (A/615/4509) (cont’d)

Learners must research the concept of organisational effectiveness (eg achieving objectives,
reputation) and the impact that different types of structure will have on this.
Formal organisational structures
They must also research the concept of formal organisational structures (eg centralised versus
decentralised, flat versus tall, mechanistic versus organic), compare how these are used in different
organisations and their effectiveness (eg efficiency, framework of authority, effective delegation).
Learners must also analyse factors that may affect the development of a formal organisational
structure (eg product or service, size, external factors and organisational life cycle).
Learners must research and refer to theory to support their analysis such as Hardy’s three significant
workforces.
Informal organisational structures
Learners must assess the role of informal organisational structures in achieving organisational goals in
comparison to formal organisational structures.
qualification.
Types of evidence
 presentation
 report
 annotated organisational structure diagrams.

55
Learning outcome 2
The learner will:
Understand how organisational culture is developed and how a high-performance culture can contribute
to the effectiveness of the organisation
2.1 the different types of organisational culture

2.2 the factors influencing the development of organisational culture
2.3 the features of high-performance organisational cultures
2.4 analytical tools and how they are used to align organisational culture to strategy

Analyses theories and ideas to draw well- Learners must analyse the types of organisational
reasoned and balanced conclusions about culture and the factors that influence it. They
organisational culture, supporting all points with should use multiple examples to analyse and
sophisticated examples and appropriate complex explain the features of high-performance
comparisons. organisational cultures and how tools are used to
align culture and strategy.
The different types of organisational culture and the factors influencing the development of
organisational culture
Learners must analyse different types of organisational culture (eg Schein, Handy, Deal and Kennedy,
Cameron and Quinn).
They must research and examine different theories of organisational culture to examine the factors
that can influence its development (eg history, primary function, location, stakeholders). They must
consider the limitations and values of the theories discussed.
The features of high-performance organisational cultures
Learners must research and analyse the different features of high-performance organisational cultures
(eg consistency, co-ordination, control) and theories to support this (eg Peters and Waterman, Heller’s
study of top European companies).
Analytical tools and how they are used to align organisational culture to strategy
Learners must explain how the analysis of organisational culture can be used to ensure that the
culture is in line with the strategy of the business. They must explain different analytical tools (eg
Organizational Culture Assessment Instrument (OCAI), Johnson’s cultural web).
qualification.

56
Types of evidence
 presentation
 report
 research notes.

57
Learning outcome 3
The learner will:
Understand the relationship between organisational values and organisational culture and behaviour
3.1 organisational values

3.2 the benefits of shared values
3.3 models of organisational behaviour
3.4 the impact culture and values can have on team and individual behaviour

Uses technical terms to analyse the relationship Learners must critically evaluate theories to
between organisational value and organisational explain the relationship between organisational
culture drawing on sophisticated theories and values and organisational culture.
concepts.
Organisational values
Learners must explain the concept of organisational values using theory to support their explanation
(eg DeVito’s organised system of attitudes, Johannsen’s conceptions of the ‘good’ or the ‘desirable’).
They must explain the impact that values can have on motivation and human behaviour. Learners
must use examples of different organisational value statements to support their explanation.
The benefits of shared values
Learners must analyse the benefits and challenges a set of shared values can have on an
organisation, referring to theory to support their analysis (eg Cloke and Goldsmith).
Learners must also examine the relationship between values and culture, and the influence that
values can have on the decisions made within an organisation, referring to theory to support their
understanding (eg Howe and Mindell’s value dimensions).
Models of organisational behaviour
Learners must analyse the different models of organisational behaviour (eg autocratic, custodial), and
how different models co-exist in one organisation.
The impact culture and values can have on team and individual behaviour
Learners must assess the impact organisational culture and values can have on team and individual
behaviour in an organisation, referring to theories (eg Chatman and Cha, Schein’s quadrant).

58
Types of evidence
 presentation
 report
 research notes.

59
Unit 09 Staff recruitment and selection (T/615/4508)
Unit summary In this unit learners will understand how current legislation impacts on the
recruitment and selection process and how to carry out a selection
process. Learners will also understand how to recruit to meet an identified
gap in staff resources.
Level 5
NOS mapping CFAM&LDA2 Recruit, select and retain people
Learning outcome 1
The learner will:
Understand how current legislation impacts on the recruitment and selection process
1.1 how current legislation impacts upon staff recruitment and selection
1.2 how current legislation can be embedded within staff recruitment and selection policies and
processes

Analyses legislation and policies to draw well- Learners must show that they understand
reasoned and balanced conclusions about how relevant legislation and will draw conclusions on
current legislation impacts on the recruitment and the impact it has on recruitment and selection.
selection process. They must explain what employers have to do as
a result of this legislation and why.
How current employment legislation impacts upon staff recruitment and selection
Learners must understand current legislation relating to employment (eg Equality Act 2010, Bribery
Act 2010) and will analyse how this impacts on recruitment and selection (eg harassment, direct and
indirect discrimination, positive action).
How current legislation can be embedded within staff recruitment and selection policies and
processes
Learners must analyse how current legislation can be embedded within internal staff recruitment and
selection policies and procedures, which could include (but are not limited to) recruitment and
selection, redundancy, discipline and grievances, maternity/paternity, DBS checks. This could be done
by comparing recruitment and selection policies from different organisations and analysing the way
current legislation has been embedded.
qualification.

60
Unit 09 Staff recruitment and selection (T/615/4508) (cont’d)
Types of evidence
 presentation
 report
 annotated policies/documentation

61
Learning outcome 2
The learner will:
Understand how to recruit to meet an identified gap in staff resources
2.1 analysing staff resources to meet current and future business needs
2.2 requirements for a business case for additional staffing resources
2.3 the content of a job description and person specification

Analyses information to draw well-reasoned and Learners must evidence that they understand
balanced conclusions about recruiting to meet an each stage of the process from analysing the
identified gap in staff resources. need for recruitment to producing the job
description and person specification. They must
show that they understand why each stage is
completed and the impact that each has.
Analysing staff resources to meet current and future business needs
Learners must explain how to identify staff resources needed to meet current and future staffing
business needs (eg gap analysis, skills audit, current and future staffing requirements, skills and
expertise required).
Requirements for a business case for additional staffing resources
Learners must assess the different requirements for a business case for additional staffing resources
and will explain the role and importance of each. Requirements could include internal and external
factors impacting on the need for additional staffing resources, eg increased customer demand or
employee turnover.
The content of a job description and person specification
Learners must explain how to carry out a job analysis to identify the skills that are needed for a role,
and will explain the importance of completing this process. They must describe and evaluate the
components of a job description (eg job title, role, responsibilities, line management) and person
specification (eg essential and desirable skills, knowledge and behaviours).
qualification.

62
Types of evidence
 presentation
 report
 job descriptions and person specifications with explanations

63
Learning outcome 3
The learner will:
Understand how to carry out a selection process
3.1 the stages within a selection process and how they can be used effectively to meet the needs of
the business
3.2 methods to reach a selection decision

Analyses different stages of the selection process Learners must evaluate each stage of the
and methods of selection. Draws well-reasoned selection process, explaining how it meets the
and balanced conclusions. needs of the business. They must analyse
different methods of selection and draw
conclusions about their use.
The stages within a selection process and how they can be used effectively to meet the needs
of the business
Learners must evaluate the benefits of having a selection process and how the different stages can be
used to meet the needs of the business. Learners must make reference to the end-to-end process,
which could include advertising, reviewing applications, shortlisting, interview process, offering
employment and checking of references.
Methods to reach a selection decision
Learners must evaluate methods used to reach a selection decision. Methods could include (but are
not limited to) psychometric testing, assessment centre and competency-based interviews. Learners
must consider factors such as attrition rates and validity of method used.
qualification.
Types of evidence
 presentation
 report

64
Unit 10 Principles of business strategic planning and development (M/615/4507)
Unit summary This unit provides the learner with an understanding of strategic planning
and how to formulate a strategy. They must also understand the different
frameworks and models used in a strategy audit.
Level 4
NOS mapping CFAM&LBA6 Develop strategic business plans
Learning outcome 1
The learner will:
Understand the benefits and processes of strategic planning
1.1 the relationship between ‘strategy’ and ‘tactics’

1.2 strategic planning as a tool for developing and implementing strategy
1.3 stakeholder involvement in developing organisational strategy

Analyses appropriate models and theories of Learners must explore strategic planning through
strategic planning to draw well-reasoned and explanation and analysis of key terms including
balanced conclusions. strategy, tactics and stakeholders. They must
assess how strategic planning supports the
development and implementation of business
strategy.

65
Unit 10 Principles of business strategic planning and development (M/615/4507) (cont’d)

The relationship between ‘strategy’ and ‘tactics’
Learners must describe the terms strategy and tactics and will analyse their development, purpose
and benefits in relation to the achievement of organisational objectives. They must evaluate the
relationship between the two in terms of their interdependence and the difference between them.
Learners must refer to relevant theory eg Goldratt, Goldratt and Abramov.
Strategic planning as a tool for developing and implementing strategy
Learners must analyse the benefits of strategic planning and how different approaches can be used as
tools in developing and implementing business strategy eg Lafley and Martin’s Five-Step Strategy
Model.
Stakeholder involvement in developing organisational strategy
Learners must explain the term ‘stakeholder’ and will evaluate the role of both internal and external
stakeholders in the development of organisational strategy. Learners must make reference to
appropriate theory, such as Freeman, 1984.
qualification.
Types of evidence
 presentation
 report
 annotated documents/policies

66
Learning outcome 2
The learner will:
Understand the different frameworks and models used in a strategy audit
2.1 techniques to conduct a strategic analysis of the business environment

2.2 strategic analysis techniques

Describes different components of a strategy Learners must provide a detailed description of a
audit and the tools used, consistently and strategy audit and the tools used, making correct
correctly applying appropriate technical terms and use of terminology such as macro and micro.
demonstrating a sound understanding of model They must evaluate the usefulness of the different
and techniques. models and tools such as Porter’s five forces and
SWOT analysis.
Techniques to conduct a strategic analysis of the business environment
Learners must describe components of a strategy audit, including both internal and external analysis.
They must explain the components of internal and external (eg micro factors such as competitors and
macro factors such as political) analysis.
Strategic analysis techniques
Learners must explain and evaluate the use of tools such as SWOT (strengths, weaknesses,
opportunities, threats) and PESTLE (political, economic, social, technological, legal, environmental
(including Porter’s five forces)), in relation to auditing a strategy.
qualification.
Types of evidence
 presentation
 report
 annotated SWOT and PESTLE analysis

67
Learning outcome 3
The learner will:
Understand different tools used to formulate a strategy
3.1 using product portfolio analysis in the development of a product strategy

3.2 different growth strategies in strategy development

Describes different tools used to formulate a Learners must provide detailed descriptions of all
strategy and analyses models to draw well- the aspects of formulating a strategy. They must
reasoned and balanced conclusions. analyse models such as the Boston Matrix and
reach conclusions about using portfolio analysis
to support the development of a product strategy
and different growth strategies.
Using product portfolio analysis in the development of a product strategy
Learners must understand what a product portfolio is and will evaluate how the use of models such as
the Boston Matrix can support the development of a product strategy.
Different growth strategies in strategy development
Learners must describe market growth and strategy formulations and will evaluate the use of models
such as Ansoff’s Growth Matrix in relation to the development of strategy, making reference to
different contexts (eg sector, life cycle of the organisation, private sector, community, not for profit,
service, product).
qualification.
Types of evidence
 presentation
 report

68
Unit 11 Stakeholder engagement and management (K/615/4506)
Unit summary This unit will give learners an understanding of the expectations of
stakeholder groups. They must understand the process of stakeholder
management and its value, and how to develop and improve stakeholder
relationship management.
Level 4
NOS mapping CFAM&LDD2 Develop and sustain productive working relationships with
stakeholders
Learning outcome 1
The learner will:
Understand the expectations of stakeholder groups
1.1 primary and secondary stakeholders

1.2 the expectations and the potential conflicts of interest of different stakeholders

Supports all points with sophisticated examples Learners must define primary and secondary
and appropriate complex comparisons. stakeholders and provide examples of each. They
must analyse the expectations of different types,
again providing examples, and drawing
comparisons between them.
Primary and secondary stakeholders
Learners must define stakeholders and differentiate between types of stakeholders (eg primary and
secondary). They must provide examples to support their definitions.
The expectations and the potential conflict of interest of different stakeholders
Learners must analyse the expectations of different stakeholder types and the potential conflicts of
interest that can occur eg pricing, business strategy.
qualification.
Types of evidence
 presentation
 report

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Unit 11 Stakeholder engagement and management (K/615/4506) (cont’d)
Learning outcome 2
The learner will:
Understand the process of stakeholder management and its value
2.1 the ways in which stakeholder engagement adds value to an organisation

2.2 stages in the stakeholder engagement process
2.3 how to identify relevant stakeholders and the suitability of different methods of engaging with
stakeholders
2.4 strategies for managing risks

Analyses information and ideas to draw well- Learners must evaluate stakeholder suitability
reasoned and balanced conclusions about the through an assessment of their engagement,
process of stakeholder management and its participation and the value they provide whilst
value. considering the risk stakeholder engagement
presents.

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The ways in which stakeholder engagement adds value to an organisation
Learners must explain the different definitions of stakeholder engagement, evaluate its importance,
and explain how it can add value to an organisation.
Stages in the stakeholder engagement process
Learners must describe the stages in the stakeholder engagement process eg stakeholder analysis,
stakeholder planning.
How to identify relevant stakeholders and the suitability of different methods of engaging with
stakeholders
Learners must analyse methods used to identify and evaluate relevant internal and external
stakeholders (eg mind mapping, directories, identifying expectations).
Learners must assess the suitability of different methods of engagement with stakeholders (eg focus
groups, social media, meetings) based on level of participation and engagement goals. Learners must
refer to appropriate stakeholder influence diagrams such as the power and influence grid and will
discuss the relationship between power, influence and engagement goals.
Strategies for managing risks
Learners must explain the risks associated with stakeholder engagement (eg damage to
organisation’s reputation, conflicting views, negative impact on customer retention) and analyse
strategies for risk management (eg governance and management structure, stakeholder planning,
review of stakeholder engagement goals).
qualification.
Types of evidence
 presentation
 report
 annotated policies/documents

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Learning outcome 3
The learner will:
Understand how to develop and improve stakeholder relationship management
3.1 strategies that may be used to meet the needs and interests of different stakeholders
3.2 ways of developing and maintaining collaborative relationships with different stakeholders
3.3 ways to monitor the effectiveness of stakeholder relationships

Supports all points with sophisticated examples Learners must describe and evaluate the
and appropriate complex comparisons. strategies used in managing stakeholder
expectations and conflicts. They must draw
comparisons between the strategies including
when each might be appropriate.
Strategies that may be used to meet the needs and interests of different stakeholders
Learners must evaluate strategies for the management of stakeholder expectations including
techniques for setting and monitoring expectations, and the use of conflict management techniques
(eg avoidance and accommodation). They must discuss best practice in managing expectations and
conflicts of different stakeholders.
Ways of developing and maintaining collaborative relationships with different stakeholders
Learners must evaluate methods of developing and maintaining collaboration (eg focus groups,
surveys, webinars), will provide examples of how these are used and discuss the suitability of the
different techniques for different stakeholder groups.
Ways to monitor the effectiveness of stakeholder relationships
Learners must explain the importance of monitoring the effectiveness of stakeholder relationships and
evaluate the different methods used (eg review of stakeholder objectives, data collection, surveys,
monitoring of social media).
qualification.
Types of evidence
 presentation
 report
 annotated policies/documents

72
Unit 12 Principles of innovation and change management (H/615/4505)
Unit summary In this unit learners will gain an understanding of why organisations need
innovation and change and how innovation can be influenced by
organisational culture. They must also understand the principles relating to
change management and the role of communication and relationship
management within change processes.
Level 5
NOS mapping CFAM&LCA1 Identify and evaluate opportunities for innovation and
improvement
Learning outcome 1
The learner will:
Understand why organisations need innovation and change
1.1 innovation and competitive advantage in an organisation

1.2 internal and external factors that influence organisational change

Supports all points with sophisticated examples Learners must use examples from organisations
and appropriate complex comparisons. to support their analysis of the relationship
between innovation and competitive advantage,
and the internal and external factors that influence
organisational change, drawing comparisons
between each.
Innovation and competitive advantage in an organisation
Learners must analyse the relationship between innovation (eg research and development, process
improvement) and competitive advantage (eg increased market share) within an organisation.
Internal and external factors that influence organisational change
Learners must analyse the internal and external factors that influence organisational change. Internal
factors could include structure, management style, organisational goals. Analysis of external factors
must include use of analytical models such as PESTLE analysis.
qualification.

73
Unit 12 Principles of innovation and change management (H/615/4505) (cont’d)
Types of evidence
 presentation
 report

74
Learning outcome 2
The learner will:
Understand how innovation can be influenced by organisational culture
2.1 the management styles needed to promote an innovative culture in an organisation

2.2 organisational culture that supports innovation
2.3 sources of innovation and ways innovation can be encouraged

Supports all points with sophisticated examples Learners must evaluate organisational cultures
and appropriate complex comparisons. and management styles that promote innovation.
They must use examples from organisations and
draw comparisons between them.
The management styles needed to promote an innovative culture in an organisation
Learners must evaluate management (eg autocratic, democratic) styles and how they contribute to
fostering an innovative climate in an organisation.
Organisational culture that supports innovation
Learners must evaluate different types of organisational culture and how they contribute to supporting
innovation.
Sources of innovation and ways innovation can be encouraged
Learners must examine sources of innovation within an organisation and how innovation can be
encouraged. Learners could refer to idea generation processes.
qualification.
Types of evidence
 presentation
 report

75
Learning outcome 3
The learner will:
Understand principles relating to change management
3.1 the factors that might enable and hinder change

3.2 current theory and models relating to change and how they can support effective change
management

Evaluates the factors that might effect change Learners must draw conclusions about the
and theories and models relating to change, principles relating to change management based
drawing well-reasoned and balanced conclusions on their analysis of the factors, theories and
models that support effective change.
The factors that might enable and hinder change
Learners must evaluate the factors that can enable and hinder change (eg the change required,
resources, communication needs of internal and external stakeholders).
Current theory and models relating to change and how they can support effective change
management
Learners must evaluate current theories (eg evolutionary, planned change) and models (eg Kurt
Lewin’s Force Field Analysis, Kubler-Ross Change Curve, Kotter’s 8-Step Change Model, Prosci
ADKAR model) relating to change and how they can be used to support effective change
management.
qualification.
Types of evidence
 presentation
 report
 research

76
Unit 13 Understand the legal context of business (D/615/4504)
Unit summary In this unit learners will understand the legal structures within which
businesses operate, and the principles of business governance. Learners
will also gain an understanding of employment law and how contract law
affects a business.
Level 3
NOS mapping CFAM&LAA3 Develop and maintain your professional networks
CFAM&LEA3 Manage the use of financial resources
CFAM&LDA1 Plan the workforce
Learning outcome 1
The learner will:
Understand the legal structures within which businesses operate
1.1 the mandatory regulations and legislation which different types of business must adhere to
1.2 the roles and responsibilities of regulators in business operation
1.3 legislation relating to intellectual property

Analyses legal requirements and the roles of Learners must research the legal requirements,
regulators providing sophisticated examples of the role of regulators and legislation relating to
the legal structure within which businesses intellectual property for a range of types of
operate. business. They must analyse the impact of these
on businesses.

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Unit 13 Understand the legal context of business (D/615/4504) (cont’d)

The mandatory regulations and legislation which different types of business must adhere to
Learners must examine different types of business and compare the legal structures that each
operates within. They must consider the mandatory regulations and legislation which different types of
business must adhere to.
Learners must analyse the legal requirements of different types of business including the benefits and
drawbacks of the different types. Business types could include: sole trader, partnership, private limited
company, public limited company, franchises. Legal requirements could include (but are not limited to)
Equality Act 2010, Health and Safety at Work etc Act 1974, Sale of Goods Act 1979, Trade
Descriptions Act 1968.
The roles and responsibilities of regulators in business operation
Learners must analyse the role of regulators such as government departments and agencies in the
regulation of business (eg Attorney General’s Office, Companies House, Environment Agency) and
the powers they hold. They must also compare the role and powers of local authorities.
Legislation relating to intellectual property
Learners must review the legal requirements relating to intellectual property. Learners must define the
term ‘intellectual property’ and describe how it is protected, as well as the impact of infringement of
intellectual property rights.
qualification.
Types of evidence
 presentation
 report

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Learning outcome 2
The learner will:
Understand the principles of business governance
2.1 the corporate governance of a business

2.2 the roles and responsibilities of an organisation’s governing body
2.3 the financial reporting requirements of an organisation

Analyses the principles of business governance Learners must analyse the principles of business
providing sophisticated examples to support all governance. They must provide an explanation of
points. the organisation’s governance, explaining the
rationale behind it.
The corporate governance of a business
Learners must explain the governance of a business (eg board structure, accountability, audit, legal
requirements).
The roles and responsibilities of an organisation’s governing body
Learners must review the roles and responsibilities (eg financial stability, performance management of
chief executive or principal) of an organisation’s governing body (eg board of governors, board of
directors). Learners could refer to relevant legislation such as the Companies Act 2006.
The financial reporting requirements of an organisation
Learners must review the financial reporting requirements (eg profitability, liquidity, cash flow) of an
organisation. Financial requirements could include International Accounting Standards (IAS),
International Financial Reporting Standards (IFRS) and the main differences between UK Statements
of Standard Accounting Practice (SSAP), Financial Reporting Standards (FRS) and the Accounting
Standards Board (ASB).
qualification.
Types of evidence
 presentation
 report

79
Learning outcome 3
The learner will:
Understand how contract law affects a business
2.1 different types of contract

2.2 the contents of a valid business contract
2.3 the difference between negligence and liability
2.4 the liabilities and entitlements of sellers and purchasers of goods and services

Uses technical terms to explain how contract law Learners must provide a detailed explanation of
affects a business, drawing on complex and the legalities of contract law. They could do this
sophisticated knowledge of best practice and using examples of contracts from various
legislation. organisations. They must be able to identify good
practice and know how legislation is applied.
Different types of contract
Learners must analyse different types of contract, which could include leases, sales-related contracts
and employment-related contracts.
The contents of a valid business contract
Learners must explain the contents of valid business contracts. Learners must provide a definition of a
contract and explain the elements of a valid contract (eg offer and acceptance, lawful consideration)
and the matters covered in a contract (eg parties, dates, renewal terms).
The difference between negligence and liability
Learners must discuss the difference between negligence and liability ie responsibility versus lack of
responsibility.
The liabilities and entitlements of sellers and purchasers of goods and services
Learners must analyse the liabilities and entitlements of sellers and purchasers of goods and services
making reference to appropriate legislation such as the Sale of Goods Act 1979, Trade Descriptions
Act 1968, Consumer Protection Act 1987, Supply of Goods and Services Act 1982.
qualification.

80
Types of evidence
 presentation
 report
 annotated contracts

81
Learning outcome 4
The learner will:
Understand employment law
4.1 the sources, institutions and enforcement systems for individual employment rights
4.2 the features of types of worker and employment contracts for service
4.3 the implications of contracts of service and contracts for service
4.4 the implications and features of different types of worker and employment status
4.5 legal health and safety requirements within the workplace/relating to employees
4.6 legal requirements for equality and diversity within the workplace/relating to employees
4.7 the implications for an organisation of wrongful dismissal, unfair dismissal and redundancy
4.8 the impact of human rights legislation on the employment relationship

Uses technical terms to explain employment law, Learners must provide a detailed explanation of
drawing on complex and sophisticated knowledge employment law and the implications for
of best practice and legislation. organisations and individuals (they could do this
using examples of contracts from various
organisations). They must be able to identify good
practice and know how legislation is applied.
The sources, institutions and enforcement systems for individual employment rights
Learners must explain the employment rights of individuals (eg working hours, minimum wage) and
will explain the role of primary and secondary legislation, EU directives and common law. Learners
must explain the role of institutions and enforcement systems such as courts and tribunals, the
Advisory, Conciliation and Arbitration Service (Acas) and the Equality and Human Rights Commission.
The features of types of worker and employment contracts for service
Learners must analyse the features (eg working hours, notice period, sick pay) of types of worker and
employment contracts (eg full-time and part-time contracts, fixed-term contracts, agency staff,
freelance consultants, zero-hours contracts).
The implications of contracts of service and contracts for service
Learners must evaluate the implications (eg tax and insurance, legal protection) of contracts of service
(ie relating to a person in employment) and contracts for service (ie relating to a person who is self-
employed).
The implications and features of different types of worker and employment status
Learners must evaluate the implications (eg job security, benefits) of different types of employment
status (eg employee, freelance consultant, volunteer, seasonal worker).

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Delivery and assessment (cont’d)

Legal health and safety requirements within the workplace/relating to employees
Learners must evaluate the requirements for health and safety (eg compliance with relevant
legislation, maintaining a safe workplace, ergonomics, stress).
Legal requirements for equality and diversity within the workplace/relating to employees
Learners must explain different forms of less favourable treatment (eg direct discrimination, indirect
discrimination, harassment, victimisation) and will evaluate the requirements for equality and diversity
making reference to the Equality Act 2010 and the 9 protected characteristics.
The implications for an organisation of wrongful dismissal, unfair dismissal and redundancy
Learners must evaluate the implications for an organisation of wrongful dismissal, unfair dismissal and
redundancy, thinking about the effect this can have on the organisation (eg demoralising,
compensation claims) and the ways in which exit can be managed (eg legal compliance, offering
support).
The impact of human rights legislation on the employment relationship
Learners must evaluate the impact of human rights legislation, eg the Human Rights Act 1998,
considering the impact on organisational policies and trade union recognition.
qualification.
Types of evidence
 presentation
 report
 annotated policies
 annotated contracts

83
Unit 14 Principles of project management (Y/615/4503)
Unit summary In this unit learners will understand the importance of the initiation phase of
a project and how to implement and evaluate a project.
Level 4
NOS mapping CFAM&LFA5 Manage projects
Learning outcome 1
The learner will:
Understand the importance of the initiation phase of a project
1.1 the contents of a business case that supports a project

1.2 the aim, scope and objectives of a project
1.3 the importance of identifying the tasks, deliverables, schedule and impact of a project

Consistently and correctly applies appropriate Learners must explain the stages in initiating a
technical terms/language and demonstrates a project, assessing the importance of each. They
sound understanding of the initiation phase of a could use example business cases to support
project. their ideas.
The contents of a business case that supports a project
Learners must evaluate the importance of this stage of project management and the contents of a
business case to support a project. A business case must include a rationale for the project based on
appropriate analysis, eg PESTLE and/or SWOT, project aims and objectives (SMART), key
deliverables, project impact, eg internal, external, short-term, long-term.
The aim, scope and objectives of a project
Learners must assess the importance of identifying the aim, scope and objectives of a project, making
reference to internal and external stakeholders and the relevance of SMART objectives.
The importance of identifying the tasks, deliverables, schedule and impact of a project
Learners must assess the importance of identifying the tasks, deliverables, schedule and impact of a
project and the potential consequences if this does not take place.
qualification.

84
Unit 14 Principles of project management (Y/615/4503) (cont’d)
Types of evidence
 presentation
 report
 annotated business case(s)

85
Learning outcome 2
The learner will:
Understand how to implement a project
2.1 the project lifecycle

2.2 the importance of analysing sources of data and information to support a project
2.3 monitoring and evaluation projects

Consistently and correctly applies appropriate Learners must explain the stages and resources
technical terms/language and demonstrates a needed in implementing a project, assessing the
sound understanding of stages and resources importance of each.
needed to implement a project.
The project lifecycle
Learners must evaluate the different roles of people involved in a project including the Project
Manager, the Project Sponsor and stakeholders. They must discuss the importance of defining
stakeholders and explain how stakeholder groups can be managed.
Learners must discuss the stages of the project lifecycle (stages, roles of people involved in a project,
internal stakeholders, other resource needs) showing a clear understanding of what happens at each
stage and the roles within them.
Learners must also consider other resource needs of a project such as finance, materials and
timescales.
The importance of analysing sources of data and information to support a project
Learners must explain the different sources of both qualitative and quantitative primary and secondary
data and will assess the importance of analysing sources of data and information to support a project.
Monitoring and evaluating projects
Learners must explain the importance of performance measures when managing projects, including
the importance of key deliverables that can be monitored and evaluated (eg time, cost, stakeholder
expectations). They must evaluate the importance of identifying critical success factors of a project
and the impact of not having critical success factors in place.
Learners must discuss why it is important to monitor and evaluate a project and will evaluate methods
for doing this (eg Gantt Chart, project management templates and software, focus groups).
qualification.

86
Types of evidence
 presentation
 report
 annotated documentation from a business project

87
Learning outcome 3
The learner will:
Understand how to evaluate a project
3.1 the importance of evaluating the outcomes of a project against the original business case
3.2 how outcomes can be presented

Consistently and correctly applies appropriate Learners must explain the importance of
technical terms/language and demonstrates a evaluating a project and will evaluate the methods
sound understanding of how projects are that can be used to present outcomes.
evaluated.
The importance of evaluating the outcomes of a project against the original business case
Learners must assess the importance of evaluating the outcomes of a project (eg implications of
achievement and non-achievement) and the ways this can be done (eg against critical success
factors, positive and negative outcomes).
How outcomes can be presented
Learners must explore how outcomes can be presented, considering the methods that can be used
and their suitability for different audiences (eg format, formal, style and suitability for intended
audience).
qualification.
Types of evidence
 presentation
 report
 annotated presentation materials
 minutes of evaluation meetings

88
Unit 15 Principles of quality management (R/615/4502)
Unit summary In this unit learners will gain an understanding of approaches to quality
management and the use of quality controls. Learners will also understand
the benefits of quality management and how this contributes to achieving
business goals.
Level 4
NOS mapping CFAM&LFE5 Manage continuous improvement
Learning outcome 1
The learner will:
Understand approaches to quality management
1.1 the concept, purpose and scope of quality management

1.2 components of quality management
1.3 different approaches to quality management
1.4 the role of administrative systems in quality management

Consistently and correctly applies appropriate Learners must explain the various components
technical terms/language and demonstrates a and approaches to quality management,
sound understanding of the approaches to quality evaluating the importance/effectiveness of each.
management.

89
Unit 15 Principles of quality management (R/615/4502) (cont’d)

The concept, purpose and scope of quality management
Learners must evaluate the concept, purpose and scope of quality management. Learners could make
reference to Plan, Do, Check, Act, meeting customer needs and increasing customer satisfaction.
The components of quality management
Learners must analyse the components of quality management ie quality planning, quality assurance,
quality control and quality improvement. They must also explain the difference between quality control,
quality assurance and quality management.
Different approaches to quality management
Learners must evaluate different approaches to quality management (eg Six Sigma, Deming’s 14
points for management, the benefits of holistic approach to quality management).
The role of administrative systems in quality management

Learners must analyse the role of administrative systems in quality management (eg gathering data,
monitoring).
qualification.
Types of evidence
 presentation
 report

90
Learning outcome 2
The learner will:
Understand the benefits of quality management
2.1 the potential benefits to an organisation of effective quality management

2.2 the relationship between quality management and customer satisfaction
2.3 the impact of quality management on continuous improvement

Analyses the benefits of quality management, Learners must analyse the benefits of quality
providing sophisticated examples to support their management. They must clearly explain all points
ideas. and consider their importance.
The potential benefits to an organisation of effective quality management
Learners must analyse the benefits of effective quality management to an organisation (eg customer
satisfaction, competitive advantage). They must make reference to achievement of recognised quality
standards such as the International Organization for Standardization (ISO) and Investors in People.
The relationship between quality management and customer satisfaction
Learners must analyse the relationship between continuous improvement and meeting customer
needs and expectations. They must consider how a holistic approach to quality management can be
beneficial (eg transparency, customer care).
The impact of quality management on continuous improvement
Learners must analyse how quality management informs and enables continuous improvement (eg
implementing change).
qualification.
Types of evidence
 presentation
 report

91
Learning outcome 3
The learner will:
Understand the use of quality controls
2.1 the purpose of user and non-user surveys

2.2 the relationship between quality controls and customer complaints
2.3 the risks attached to the self-assessment of the quality of business performance
2.4 the benefits of involving others in the management of quality

Analyses the use of quality controls, providing Learners must evaluate the use of surveys and
sophisticated examples to support their ideas. self-assessments and show that they understand
their limitations. They must consider the
relationship between quality control and customer
complaints and the benefits of involving others in
the management of quality.
The purpose of user and non-user surveys
Learners must evaluate the purpose of user and non-user surveys, making reference to the associated
benefits and drawbacks.
The relationship between quality controls and customer complaints
Learners must analyse the relationship between quality controls and customer complaints, considering
customer satisfaction and handling of complaints.
The risks attached to the self-assessment of the quality of business performance
Learners must analyse the risks attached to the self-assessment of the quality of business
performance. Risks could include perceived over-achievement.
The benefits of involving others in the management of quality
Learners must evaluate the benefits of involving others in the management of quality (eg improved
understanding of objectives, collaboration, transparency).
qualification.

92
Types of evidence
 presentation
 report

93
Section 3
Assessment and
quality assurance

94
Assessment and quality assurance

How the qualification is assessed
Assessment is the process of measuring a learner’s skill, knowledge and understanding against the
standards set in a qualification.
The Level 4 Certificate in Leadership and Management is internally assessed and externally quality
assured.
All the evidence generated by the learner will be assessed against the standards expected of a Level 4
learner and against the achievement descriptor for each learning outcome. Learners may wish to link
their evidence to real-life examples (eg organisational structures, policies and procedures), which could
be taken from their own place of work if they are in employment or provided by their Assessor (case
studies).
At Level 4, learners will address well-defined but complex and non-routine tasks, often with a commercial
brief. They must identify, adapt and use appropriate cognitive and practical skills, and will be able to
review the effectiveness and appropriateness of methods, actions and results. They must work well with
others, showing leadership skills where appropriate, and will communicate effectively using a range of
formats.
Learners will consistently and correctly apply a broad range of specialist language and demonstrate the
use of appropriate technical skills. They must have an informed awareness of different perspectives or
approaches to tasks and use appropriate investigation to inform actions. They must be aware of the
nature or approximate scope of the area of study or work and have an understanding of underlying
theories and concepts.
At Level 4, tasks should be well-defined but complex and non-routine, requiring a practical, theoretical or
technical understanding of the field of work. They should need some specialist skills or understanding for
their completion.

95
Internal assessment
NCFE has created some sample tasks for the internally assessed units. You can contextualise these
tasks to suit the needs of your learners to help them build up their portfolio of evidence. The tasks have
been designed to cover all the learning outcomes for each unit and provide opportunities for stretch and
challenge. For further information about contextualising the tasks, please contact the Quality Assurance
team on 0191 239 8000.
Each learner must create a portfolio of evidence generated from appropriate assessment tasks which
demonstrates achievement of all the learning outcomes associated with each unit. On completion of
each unit learners must declare that the work produced is their own. The Assessor must countersign
this. Examples of suitable evidence for the portfolio for each unit are provided in Section 2 (page 15).
Internally assessed work should be completed by the learner in accordance with the timetable of the
course and should be supervised and assessed by the Tutor. Assessment activities can be integrated
with the teaching of the unit.
Work to be completed outside of the classroom may be set where applicable, such as where learners
are required to research a topic. Any work submitted for assessment must be authenticated and
attributable to the learner. The Tutor must be satisfied that the work produced is the learner’s own and
the learner must declare that the work is their own.
In practice, this means that the majority of the portfolio should be completed in normal class time.
The internal assessment component is based on 100% coverage of the qualification content which is
assessed holistically against descriptors to achieve a Pass.
Supervision of learners and your role as an Assessor
Guidance on how to administer the internal assessment and the support you provide to learners can be
found on our dedicated qualifications website www.qualhub.co.uk.
Feedback to learners
Guidance on providing feedback during teaching and learning and each stage of the assessment can be
found on our dedicated qualifications website www.qualhub.co.uk

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Presenting evidence
Written
Written evidence may be presented in word-processed or handwritten form. Audio-visual content

(videos, pictures, drawings, audio) may also be used.
Tables, graphs and spreadsheets may be produced using appropriate ICT.
Any copied material must be suitably acknowledged, and quotations must be clearly marked and a
reference provided wherever possible to ensure that learner work can be authenticated.
Recorded
Where audio-visual evidence of multiple learners is used, centres must ensure that each learner being
assessed is clearly visible and can be identified by the Quality Assurer.
The recorded evidence should allow the learner to demonstrate the learning outcomes clearly but should
only show work relevant to what is being assessed. For example, if a performance/participation is done
as part of a group, the Quality Assurer will need to be able to see how each learner being assessed has
contributed and met the learning outcomes.
To help our Quality Assurers to identify clearly when a particular learner is performing/participating, we’d
recommend including the following information:
 the exact start and finish times so that the Quality Assurer can go straight to that spot on the
tape/recording
 a running order list and a description of each learner
 information about where the performance/recorded evidence took place
 what type of audience they were performing to (if applicable).
Centres must also ensure that the camera and microphone are set up in a suitable place to ensure good-
quality audio. This will allow the Quality Assurer to hear both the learner(s) and the Assessor (if
applicable).
If learners are not clearly identified, NCFE may not be able to quality assure or examine the work.

97
We have set out an example used for a performance:
Test High School
Recorded evidence: starts 4 mins 30 seconds into the recording and finishes at 16 mins 27 seconds.
Venue: School hall
Audience: Assessors, parents and friends
Band 1:
Lead singer – Joe Bloggs (brown hair, front of stage)
Drummer – Tom Smith
Guitar 1 – Dan Brown (blond hair, blue jumper)
Guitar 2 – Mark Jones (brown hair, left hand side)
Performance of XXX:
Lead male – John Smith
Lead female – Ann Jones
Choir:
Kay Bell (brown hair, back row 3rd from left)
Jane Pattison (blonde hair, back row 5th from left)
Michael Davies (brown hair, front row 3rd from right)
If learners are not clearly identified, NCFE may not be able to quality assure or examine the work.

98
Quality assurance
Internal quality assurance
Internal quality assurance is the process of ensuring that everyone who assesses a particular unit in a
centre is assessing to the same standards. It’s the responsibility of Internal Quality Assurers to ensure
that Assessors’ decisions are sampled and monitored to ensure consistency and fairness. Internal
Quality Assurers are also responsible for supporting Assessors by offering advice and guidance.
The Internal Quality Assurer will follow the centre’s own sampling strategy in selecting the sample to be
internally quality assured. See the guidance on sampling on our dedicated qualifications website
www.qualhub.co.uk.
The Internal Quality Assurer provides the vital link between the Assessors and the External Quality
Assurer and acts as the centre’s quality assurance agent.
External quality assurance
External quality assurance of internal assessments is carried out at least once a year to ensure that
assessment and grading decisions are in line with required standards. External quality assurance is
carried out by External Quality Assurers who are appointed, trained and monitored by NCFE. External
Quality Assurers are responsible for monitoring and sampling learners’ evidence to ensure that internal
assessment decisions are valid, reliable, fair and consistent with national standards. Centres are notified
of their External Quality Assurer’s contact details on registration of learners with NCFE.

99
Section 4
Glossary of terms

100
Glossary of terms
This glossary explains how the terms used in the unit content are applied to this qualification.
Accurately Learner carries out all stages of a process correctly and without errors (see mostly
accurately).
Advanced ways Solutions may be more complex or more considered (see basic ways and considered
ways).
Appropriate Ideas or choices must be realistic and viable to the vocational area and the
learner’s resources. They must be selected by the learners, as opposed to in
Level 1 where learners are directed.
Application Using skills or knowledge to complete a specific task. Using technical language.
Balanced All arguments are considered in making a conclusion (see reasoned conclusions).
conclusions
Basic ways Straightforward, mostly obvious ideas or solutions (see advanced ways and
considered ways).
Comparisons Discussion of the similarities and differences between two or more ideas /
theories / techniques (see complex comparisons)
Complex A task/brief made up of several interrelated elements.
task/brief
Complex Detailed analysis of the similarities and differences between interrelated
comparisons elements. (see comparisons)
Complex A problem specific to the vocational area that has several interrelated elements
technical (see technical problems).
problems
Considered Experimentation is well thought out and fit for purpose. It is comprehensive
experimentation enough to draw a reliable conclusion from (see limited experimentation and simple
experimentation).
Considered Ideas or solutions show some degree of thought (see advanced ways and basic ways).
ways
Correctly Using the most appropriate skills or knowledge to complete a specific task/using
applies skills or knowledge correctly. Using appropriate technical terms for the task or
context (see use)
Directed tasks Learners are given clear instructions on how to complete the task, which may be
broken into stages for them by the Tutor/Assessor.
Effective Solutions are appropriate to the vocational area (see possible solutions).
solutions
Efficiently Solves in a manner appropriate to the vocational area
solves
Everyday The learner’s own language and terms, the personal vocabulary the learner uses,
language non-vocational language and terminology (see specialist terms/language and technical
terms/language).
Format of The style of information – eg a questionnaire, a report, an observation, interview
source (see type of source).
General A basic understanding of the vocational area that does not require knowledge of
understanding technical skills, techniques or rules of implementation (see technical understanding).

101
Glossary of terms (cont’d)
Limited Experimentation shows some degree of planning and thought but may not be
experimentation thorough enough to draw a reliable conclusion from (see considered experimentation
and simple experimentation).
Mostly Learner is able to carry out most stages of a process without errors to achieve an
accurately outcome (see accurately and some degree of accuracy).
Possible The solution may not involve technical skills or understanding and may not be a
solutions long-term or effective solution (see effective solutions).
Range Frequent use of most common words/techniques/materials (see some and wide
range).
Reasoned Explanations are provided as to why a conclusion was made (see balanced
conclusions conclusions).
Simple Straightforward, most obvious experimentation is carried out (see limited
experimentation experimentation and considered experimentation).
Some Occasional use of most common words/techniques/materials (see range and wide
range).
Some degree of Learner is able to carry out the stages of a process to achieve an outcome, but
accuracy most stages will contain errors (see accurately and mostly accurately).
Sophisticated Complex or less obvious examples provided with detailed explanation. Clearly
examples related to the point being made (see straightforward examples).
Specialist skill Advanced technical skills in context (see technical skills).
Specialist Advanced technical terms in context (see everyday language and technical
terms/language terms/language).
Straightforward Direct obvious examples which lack complexity of any kind, but clearly relate to
examples the point being made (see sophisticated examples).
Technical A problem specific to the vocational area. This could include equipment,
problems processes etc (see complex technical problems).
Technical skills The application of technical understanding. The ability to put subject-specific
skills, measures, techniques or rules of implementation into practice to achieve
suitable outcomes (see specialist skills).
Technical An understanding of the skills, measures, techniques or rules of implementation
understanding appropriate to the vocational area. The learner may still be learning how to apply
this understanding (see general understanding).
Technical Language relating to the vocational area. May include skills, measures,
terms/language techniques or rules of implementation etc (see everyday language and specialist
terms/language).
Techniques The process, skills and abilities used to complete a task.
Technical An understanding of the skills, measures, techniques or rules of implementation
understanding appropriate to the vocational area. The learner may still be learning how to apply
this understanding (see general understanding).
Type of source The place that the information comes from – eg the internet, a museum visit, staff,
visitors (see format of source).
Use Applying general or basic skills or knowledge to a task (see correctly applies).
Well reasoned Well thought out, logical reasons or solutions carefully considered.
Wide range Uses all relevant words/techniques/materials that could be expected at the level
(see range).

102
Section 5
General information

103
General information
Equal opportunities
NCFE fully supports the principle of equal opportunities and opposes all unlawful or unfair discrimination
on the grounds of ability, age, colour, culture, disability, domestic circumstances, employment status,
gender, marital status, nationality, political orientation, racial origin, religious beliefs, sexual orientation
and social background. NCFE aims to ensure that equality of opportunity is promoted and that unlawful
or unfair discrimination, whether direct or indirect, is eliminated both in its own employment practices and
in access to its qualifications. A copy of NCFE’s Equal Opportunities policy is available on request.
Diversity, access and inclusion
Our qualifications and associated assessments are designed to be accessible, inclusive and non-
discriminatory. NCFE regularly evaluates and monitors the 6 diversity strands (gender, age, race,
disability, religion, sexual orientation) throughout the development process as well as throughout the
delivery, external quality assurance and external assessment processes of live qualifications. This
ensures that positive attitudes and good relations are promoted, discriminatory language is not used and
our assessment procedures are fully inclusive.
Learners who require reasonable adjustments or special consideration should discuss their requirements
with their Tutor, who should refer to our Reasonable Adjustments and Special Considerations policy for
guidance.
For more information on the Reasonable Adjustments and Special Considerations policy, please see our
dedicated qualifications website www.qualhub.co.uk.

104
Contact us
NCFE
Q6
Quorum Business Park
Benton Lane
Newcastle upon Tyne
NE12 8BT
Tel: 0191 239 8000*

Fax: 0191 239 8001
Email: service@ncfe.org.uk
Website: www.ncfe.org.uk
© NCFE Issue 2 December 2017

Information in this qualification specification is correct at the time of publishing but may be subject to
change.
NCFE is a registered charity (Registered Charity No. 1034808) and a company limited by guarantee
(Company No. 2896700).
All the material in this publication is protected by copyright.
* To continue to improve our levels of customer service, telephone calls may be recorded for
training and quality purposes.

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Business, Administration and Law

Issue 2 December 2017

Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

All information contained in this specification is correct at the time of publishing.

Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

Things you need to know

Qualification number (QN) 603/0987/8

Aim reference 60309878

Total Qualification Time (TQT) 242

Guided Learning Hours (GLH) 134

Total Qualification Time (TQT)

Total Qualification Time comprises:

 the Guided Learning Hours for the qualification

Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

About this qualification

This qualification will:

The objectives of this qualification are to help learners to:

 develop the knowledge and qualities valued in employees by employers

Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

Achieving this qualification

Unit No Unit title

Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

 an appreciation for appropriate behaviour and dress

Recognition of Prior Learning (RPL)

Direct Claim Status

Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

Learners who achieve this qualification could progress to:

 Level 4 NVQ Diploma in Management

Progression to Higher Level Studies

 checking and testing information

Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

Centres delivering any of NCFE’s qualifications must:

 have a sufficient number of appropriately qualified/experienced Assessors to assess the volume of

Assessors and internal quality assurance

Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

Support for learners

Learner’s Evidence Tracking Log (LETL)

Support for centres

Customer Support team

Reasonable Adjustments and Special Considerations Policy

Fees and Pricing

Training and support

Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

Mapping to National Occupational Standards

Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

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Unit content and assessment guidance

The unit overview includes:

 unit title and number

Call: 0191 239 8000 Email: service@ncfe.org.uk Visit: ncfe.org.uk

Unit 01 Principles of building respectful and productive working relationships in organisations

The learner will:

The learner must know about:

1.1 the principles of effective communication in the workplace

Achievement descriptor Explanation

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Unit 01 Principles of building respectful and productive working relationships in organisations

Learning outcome 1 (cont’d)

Delivery and assessment

The importance of constructive feedback in building effective working relationships

The impact of ineffective communications on working relationships and performance