IWFM Learners Guide To IWFM Qualifications Handbook

A Learners’ Guide to
the IWFM Qualifications

All you need to know about studying for
a IWFM Qualification
Learner Handbook
Contents
About IWFM .................................................................................................................................... 3
About IWFM Qualifications .............................................................................................................. 4
Rules of Combination (RoC) Matrix ............................................................................................. 5
Your progression pathways in facilities management ...................................................................... 7
Professional Development Pathway ................................................................................................ 8
What information should you expect to receive from the centre ...................................................... 9
If you are unhappy with your centre? ........................................................................................... 9
How should I complain? .............................................................................................................. 9
How will I be assessed? ................................................................................................................ 10
Do I always need to undertake learning before taking assessments? ........................................ 11
Guidance on preparing written assignments ................................................................................. 13
Assessment criteria and assessment tasks ............................................................................... 13
Command words ....................................................................................................................... 13
Examples .................................................................................................................................. 14
Guidance on referencing ............................................................................................................... 16
Resources available ...................................................................................................................... 32
When are results and certificates issued? ..................................................................................... 33
Can I change my choice of qualification after registering with a Centre? ....................................... 34
IWFM’s Customer Service Charter for Learners ............................................................................ 35
IWFM Membership........................................................................................................................ 36
Glossary ....................................................................................................................................... 38
2 Learners’ Guide to IWFM Qualifications V1.0

Learner Handbook
About IWFM
The Institute of Workplace and Facilities Management (IWFM) is the professional body for workplace
and facilities practitioners.
We exist to promote excellence among a worldwide community of over 17,000 and to demonstrate
the value and contribution of workplace and facilities management more widely.
We empower professionals to upskill and reach their potential for a rewarding, impactful career. We
do this by advancing professional standards, offering guidance and training, developing new insights
and sharing best practice.
It is our vision to see workplace and facilities management as a distinct profession – recognised
beyond the built environment for its ability to enable people to transform organisations and their
performance.
The IWFM was established in 2018. It builds on the proud heritage of 25 years of the British Institute
of Facilities Management
Vision and Mission
As the pioneering workplace and facilities management body, our vision is to drive change for the
future. To be the trusted voice of a distinct profession recognised, beyond the built environment, for
its ability to enable people to transform organisations and their performance
Our mission is to empower and enable workplace and facilities management professionals to reach
their full potential and have a rewarding, impactful career, creating the conditions for the profession
to thrive through leading edge thinking, sharing best practice and upskilling our people.

Learner Handbook
About IWFM Qualifications

The IWFM qualification requirements are expressed in terms of:
• credit requirements: that is the qualification requires you, the learner, to have accumulated
specified numbers of credits at a specified level or levels
The credit requirements have to relate to:
• rules of combination: that is the credits have to have been awarded for mastery of one or more
pre-specified combinations of relevant content
The rules of combination have to be defined in terms of:
• units: that is the acceptable combinations of content have to be specified in terms of acceptable
combinations of units, with the relevant units being categorised as being either mandatory (all of
which will be required) or optional (only some of which will be required).
The units have to be made up of:
• learning outcomes: that is statements written to define what you, the learner, can be expected
to know, understand or be able to do as a result of the relevant learning.
Each of the learning outcomes has to have an associated list of:
• assessment criteria: that is descriptions of activities whose performance has been suggested as
providing confirmation that the relevant learning outcome has been mastered
For each unit/group of units that you are going to be assessed on, you should read the learning
outcomes and the assessment criteria very carefully to ensure that you can meet those criteria in
enough detail to achieve the unit.
Each unit has to have the ability to be independently assessed and as a result this may cause
possible duplication of assessment criteria across a number of units at the same level. However,
centres should be working with you and your employer to group units together for purpose of
assessment, this grouping of units should alleviate any duplication.
To achieve a unit, you must meet all of the assessment criteria. If you fail to meet the assessment
criteria, your assessment will be referred i.e. “not achieved” therefore you should consider:
• are you trying to do something which is too difficult for you?
• is the training you have received adequate?

Learner Handbook
Rules of Combination (RoC) Matrix
Minimum Maximum Minimum Maximum

Credits credits No. of units No. of
units
Level 2 Certificate in FS Principles 13 13 4 4

Level 2 Certificate in FS 20 27 6 8
RQF Level 3/ SCQF Level 5 Award 11 / 7 11 / 7 2 2

RQF Level 3/ SCQF Level 6 Certificate 28 / 16 31 / 19 6 6
RQF Level 3/ SCQF Level 6 Certificate in 28 /17 33 / 23 6 7
FM Practice
RQF Level 3/ SCQF Level 6 Diploma 48 / 27 52 / 31 10 11
Level 4 Award 12 18 2 3
Level 4 Certificate* 24 31 4 6
Level 4 Diploma* 48 55 8 11
Level 4 Diploma in FM Practice 47 51 11 11
Level 5 Certificate** 24 29 4 6
Level 5 Diploma** 48 53 8 11
Level 5 Extended Diploma** 120 129 18 25
Level 6 Certificate 30 36 4 5
Level 6 Extended Diploma 60 64 9 10
Level 7 Certificate 30 30 2 3
Level 7 Extended Diploma 60 60 4 6

Learner Handbook
*1 unit from the IWFM Level 3 (a maximum of 6 credits) can contribute towards a IWFM Level 4
Certificate or Diploma (but all Level 4 mandatory units must be achieved)
**a maximum of 6 credits from IWFM Level 4 can count towards the qualification (but all Level 5
mandatory units must be achieved

Learner Handbook
Your progression pathways in facilities management

Gain a regulated qualification to support your career and build your earning potential. All IWFM
qualifications in facilities management are designed to be flexible and meet your needs. Choose a
level (challenge) and depth (size) to suit you and select the optional units to match your development
needs.
IWFM qualifications in facilities management are available from levels 2 through to 7. This means
whether you are a school leaver, or you are a Strategic Head of Facilities, we have an option to suit
you.

Learner Handbook
Professional Development Pathway

Learner Handbook
What information should you expect to receive from the centre

You must be aware of, and be able to discuss with the centre, the following:
• that the course/learning includes studying and being assessed for an IWFM qualification
• you may want to just take one unit. it is not a requirement to undertake a complete qualification
• information about exemptions and recognition of prior learning (RPL)
• details of the IWFM policies on reasonable adjustments and special consideration
• the issues surrounding plagiarism, dishonesty and malpractice
• the fact that any results the centre gives are provisional until they have been verified by the IWFM
external quality assurer
• details of the centre’s own appeals process
• an assessment plan which covers what the centre has agreed with you regarding when each
assessment could take place and the length of time that should be allocated for each assessment
• general information on the qualification framework
• information on the level of support you should expect to receive throughout the qualification
If you are unhappy with your centre?
If for any reason you are unhappy or have any concerns with the centre you have undertaken a
qualification with you should contact the centre and follow their complaints procedure.
If after you have exhausted the centres procedures and you are still unhappy with the response you
have received please refer to the IWFM Awarding Organisation Complaints policy:
How should I complain?
Any complaint should be submitted in writing, normally within one month of the event which is the
subject of the complaint and addressed to IWFM at the contact details at the beginning of this
handbook.

Learner Handbook
How will I be assessed?

There are various stages of assessment:
Assessment Assessment
Summative
before learning of learning
Assessment Learning Assessment

for learning after learning
Assessment Qualification
Formative
during learning
Once you embark on the programme, the centre should undertake formative assessment to check
your progress during the programme of learning. At the end of the programme the centre should
undertake summative assessment to check the level of learning is adequate and has provided you
the tools needed in order for you to undertake the assessment (final assessment) after learning,
which will lead to the award of the qualification. This final assessment may take various formats:
• review of evidence from work

• review of evidence from simulated work (i.e. course assignments or projects, including making
presentations)
• review of coursework
• oral questioning to supplement other evidence
• professional interviews
• written tests
• written reports

Learner Handbook
Do I always need to undertake learning before taking assessments?
If you have been in facilities management a long time and believe you have amassed enough skills
and knowledge to complete a unit assessment without doing any further learning, you will be able to
register with a centre for “assessment only”. (NB not all centres offer this service, so please check
with the centre before you register).
Centres will charge for this service as they will have costs associated with establishing whether you
have a good chance of achievement, the registration and assessment process and the support they
provide throughout the assessment/s.
You may have completed some earlier training or learning which you believe meets the learning
outcomes for a particular unit. In this case, there is a process known as Recognition of Prior Learning
(RPL), which you should discuss with the centre right at the start. The centre is obliged to work with
you on RPL, if it is applicable.
An alternative is undertaking a competency qualification (e.g. the IWFM Level 4 Diploma in Facilities
Management Practice), this will be assessed in the workplace. The competency qualification is
aimed at those individuals who have FM experience and are able to demonstrate their knowledge
and competence across the range of units within his or her own working environment.

Learner Handbook
Learner applies for a qualification
Initial Assessment
Previous experience?
Yes Partial No
RPL Undertake learning

Apply RPL
The learner is not The learner will
(appropriate units)
Apply RPL Undertake learning required to undertake undertake a formal
Undertake learning
a formal programme course of learning to
for the remainder
of learning as they provide them with
have gained the the skills, knowledge
necessary skills, and/or understanding
knowledge and/or defined by the
understanding learning outcomes.
Assessment Assessment Assessment
previously.
Assessment planning
Assessment planning Will take into account both evidence that the learner might
be able to provide from their past work activity which
typically will be work products and witness testimony and
assessment opportunities that arise from their normal day
to day work activity.
Historical evidence Evidence from current

Identified at the assessment work activity
Evidence from planning stage and judged on the
Historical evidence Planned around work activity
current work activity basis of being valid, authentic and using recognized
and sufficient and supplemented assessment methods for the
by proving that the learning can capture of performance and
still attain the standard through knowledge evidence. It is
discussion and questioning to likely that historical evidence
corroborate the historical will be used in conjunction
Judge evidence. with evidence from current
Apply the rules of work activity.
valid, authentic and
sufficient Valid, authentic and sufficient
All assessment, whether of historical or current work activity, must be subject to the
test of being valid, authentic and sufficient.

Learner Handbook
Guidance on preparing written assignments

This guidance has been prepared to assist learners for assessments using written assignments.
However, much of the guidance will apply to alternative assessment methods, for example
professional discussions.
Written assignments require learners to do the following:
• introduce facts and interpretation;

• present these in a logical, organised way with a concise writing style;
• that demonstrates your ability to think; and
• reflects your own ideas, knowledge, understanding and application.
Assessment criteria and assessment tasks
IWFM qualifications require that learners achieve all of the assessment criteria (AC) in a unit
specification (eg Unit FM4.01). This does not mean necessarily that each AC needs to be assessed
individually or separately. They can be, but IWFM’s experience as the Awarding Organisation tends
to show that learners produce better assignments when the subject matter is treated more
holistically. For this reason assessments might combine individual assessment criteria (and in some
cases, learning outcomes) into single tasks or activities.
Your answers should be set in the context required by the activity or task. But you must also make
sure that your answers do meet the ACs as they are defined in the unit specification. Try to keep
your answers as specific to the ACs as possible; in particular avoid including everything you know
on a topic just because you can. It is helpful to think in terms of "must - should - could" regarding
the content to be included to achieve the most appropriate balance. Additional guidance has been
provided in the unit specifications to assist learners and assessors in this regard; this is shown by
the text in red italics. As the term suggests, the additional guidance is there to provide an indicator
of the type and level of information required to address the AC satisfactorily. Sometimes the
additional guidance will be grouped to cover several ACs. If the words “no additional guidance” have
been used, this normally indicates that the AC is sufficiently self-explanatory on its own without the
requirement for additional guidance.
Good presentation and layout is important in written assignments. Use headings and sub-headings
to assist the assessor. Make it clear to the assessor in the text of the assignment which ACs you
are addressing.
Command words
ACs also contain “command” words. Typically at Levels 3 and 4 these are “explain”, “describe” and
“identify”. Occasionally an AC might ask you to “analyse” or “evaluate” the subject matter in hand
(this is a greater requirement at Levels 5 to 7). Command words are defined in glossaries in the
qualification specifications. You must ensure your answer satisfies the command words used in the
AC, so for example, an answer that simply lists a number of factors or issues will not be adequate if
the AC asks for an explanation or description. Generally speaking, answers do not need to be
exhaustive (ie covering every possible factor/issue). It is usually more effective to provide a broad

Learner Handbook
overview of the subject matter (perhaps bullet-pointing the main factors or issues) and then expand
on selective factors or issues to describe or explain them in greater detail. If you can relate these to
your own experience or organisation, so much the better.
Glossary of command words used in the assessment of the IWFM qualifications
Analyse Separate information into components and identify their characteristics
Apply Put into effect in a recognised way
Compare & Contrast Compare: identify similarities. Contast: identify differences
Demonstrate Can do what the assessment criteria requires. The learner will have to
provide evidence of actually doing the requirements of the assessment
criteria/task
Describe Set out characteristics
Example of command words from the IWFM Level 4 Qualification Specification
Examples
The additional guidance in the unit specifications will often ask you to provide examples to support
your answer. It is an important aspect of the IWFM qualifications that learners can demonstrate the
application of acquired knowledge to the practical workplace. Your own experience and the
organisations you have worked in are the best sources of examples because you can describe them
confidently and recognise meaningful opportunities for applying newly acquired knowledge. But
sometimes this is not possible because you do not have sufficient personal experience in the unit
you are studying. In this case you might have to look wider than your own situation; investigate what
happens in your present organisation or perhaps carry out some research on the internet. The IWFM
website often proves a useful resource in this respect.
As a suggestion, examples should provide some brief context and show the extent to which theory
or good practice is (or perhaps is not) demonstrated by the example, together with your comments
on its relevance (for example by identifying potential improvements such as client satisfaction,
compliance with legislation, better use of resources or more effective management of cost or
business risk). Also, try to ensure that examples used are appropriate to the level you are studying
at. Avoid using “low-level” examples, e.g. using a basic operational problem or task to illustrate a
higher management issue.
Using diagrams, screen prints and appendices
Diagrams are frequently useful in conveying complex ideas. These should be based on your own
original work. If you are using someone else’s work or idea (e.g. theoretical business models) it
must be referenced. Also, diagrams should not stand in isolation; their relevance to the submission
should be explained or described in the text of the assessment. Avoid using diagrams and

Learner Handbook
illustrations just for effect. If an item adds no real value to demonstrating your knowledge and
understanding, then don't include it.
This point can be extended to the use of appendices and computer screen prints. If these are
essential to demonstrating your knowledge and understanding of the subject matter (and therefore
are required to be read by the assessor) they can be included. If they are simply copies of company
documentation (with no actual input from the learner) used to supplement the assignment, they are
unlikely to be of much assessment value.
Word count
Finally, some advice on word count; word count should be treated as limits and not as targets.
For guidance on word count IWFM advises learners to aim between 675-800 words per credit of the
unit (e.g. for a 6 credit unit the word count should total between 4050 – 4800 words).
The maximum word count must not exceed 1000 words per credit.
Learners are naturally keen to demonstrate the full extent of their knowledge but IWFM’s experience
is that quality is not necessarily synonymous with quantity. It is interested in the quality of the
learner’s assessment rather than the volume of words used. IWFM prefers that learners develop
and maintain a style that is concise, focussed but sufficient in meeting the requirements of the unit
without unnecessary padding. As mentioned above, it is helpful to think in terms of "must - should -
could" regarding the content to be included to achieve the most appropriate balance.
Summary
In summary, therefore, for an effective submission you must:
• Provide your answer in the context of the task or activity that has been set.
• Make sure your answer addresses all of the relevant assessment criteria. It is fine to combine
ACs for this purpose, especially when they address common themes, and/or a holistic answer
provides a better demonstration of your knowledge and understanding of the subject matter.
• Use the additional guidance in the unit specification to ensure sufficiency of the information you
provide. (The additional guidance is there for a reason).
• Ensure your answer complies with the relevant command words (e.g. explain, describe, analyse,
evaluate).
• Provide one or more relevant examples to support your answer, especially if the additional
guidance indicates this.

Learner Handbook
Guidance on referencing
This guide highlights some of the referencing requirements when using different sources. It contains
examples of references that can be referred to when writing assessments.
Please note: IWFM runs all assessments through the plagiarism checker “Turnitin”. If part of
your answer is not referenced to the original source it may be classed as plagiarism.
What is referencing?
Referencing is indicating in assessments that you have used material that has not originated with
you. This might include factual information, data, images, opinion, direct quotation, or summarising
or paraphrasing the work of other people.
Why reference?
In assessments, it is not acceptable to use the words or creative outputs of others (whether published
or unpublished, including material from the internet) without explicit acknowledgement of the author.
To do so is classed as plagiarism and could lead to an investigation by IWFM in accordance
to the Malpractice and Maladministration policy.
Understanding how to use the work of others, to develop your own insights into a subject and spark
new ideas is an important skill. When researching for assessments, make sure you take note of the
source you are using. In your notes, make sure you identify where you are paraphrasing and where
you are recording direct quotations from the source. This will be particularly important if you are
taking notes over a longer period and then reviewing them later.
How to reference
Although there are many referencing techniques, the most widely used system is the Harvard style
of referencing.
The basic requirements for incorporating references into your work are to supply the family name of
the author(s) (or authoring body) and the year of publication in sentences and paragraphs. The first
component of the referencing system is inputting this into your text (in-text referencing). The second
component is the full details of all references used, given in a list at the end of your assessment.
Both components have to be included in any submitted piece of work.
Types of referencing
There are several ways of including sources in your work. You can summarise, paraphrase or directly
quote the information. You may also wish to secondary reference and/or refer to an author with
more than one publication in a single year. Whichever you use, you must let your assessor know by
setting out the referencing details in a subtly different way as shown below.

Learner Handbook
Summarising
If you are summarising the overall argument or position of a book or article then you only need to
insert the author’s name and year of publication, you do not need to put page numbers in the text or
in the reference list.
Paraphrasing
If you are paraphrasing a specific point from your source you should include page numbers in the
text, as well as the author’s name and year. This makes it easier for your assessor to find the
information being referred to.
Short quotation
Short quotations should be put in double quotation marks and included in the body of the text with
the page number(s).
In-text example:
… is what some say, however Wiggins (2010, pg. 19) argues that “Often the senior management of
the organisation does not understand the full scope and range of these [FM] responsibilities.”
This view is a valid point because…
Reference example:
Wiggins J. M. (2010) Facilities Manager’s Desk Reference. Chichester: John Wiley and Sons Ltd
Long quotation
Longer quotations should be indented from the main text as a separate paragraph. Quotation marks
are not required but pages numbers should be included.
In-text example:
Following the implementation, the final stage of benchmarking is monitoring, which is an important
aspect of facilities management.
Not only is it important to monitor progress against the agreed programme but also to
continuously review the relevance of the strategy’s proposals in relation to organisational
requirements, which can change at short notice. (Packham and Bernard Williams
Associates, 2013, pg. 19).
Reference example:
Packham M. and Bernard Williams Associates (2013) IWFM Good Practice Guide: Benchmarking.
Bishop’s Stortford: IWFM.
Secondary referencing
Secondary references are authors that refer to the work or ideas of others in their own work. For
example, if author ‘A’ makes reference to author ‘B’s work in his book.

Learner Handbook
In the text you should state: author B (year of B’s work, as cited in author A, year, page no.).
In your reference list you should reference the source you have used to get the information from
(which is author A’s book).
In-text example:
McMahon’s experience (1994, as cited in Parahoo. 2006, p. 246) draws attention to the dilemma
surrounding the issue of persuasion when attempting to recruit participants.
Reference example:
Parahoo, K. (2006) Nursing research: principles, process and issues. 2nd edn. Basingstoke:
Palgrave Macmillan.
Author with more than one publication in the same year
If you need to cite two (or more) publications by an author published in the same year, you will need
to distinguish between them in the text and in the reference list. You do this by allocating lower case
letters in alphabetical order after the publication date
In-text example:
Most false-belief tests use children with a mental age of 3-4 years but all those children with autism
tested had a mental age higher than this (Baron-Cohen 1989a). In a further experiment (Baron-
Cohen 1989b) children with autism were asked what they thought the brain was for.
Reference example:
Baron-Cohen, S. (1989a) ‘The autistic child’s theory of mind: A case of specific developmental delay’,
Journal of Child Psychology and Psychiatry, 30, pp. 285-298.
Baron-Cohen, S. (1989b) ‘Are autistic children behaviourists? An examination of their mental-
physical and appearance-reality distinctions’, Journal of Autism and Developmental Disorders, 19,
pp. 579-600.

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How to reference books

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How to reference journals

Source used Example Reference example Reference order
Journal (printed) “coworking could be a Meel J. and Brinkø R. (2014) ‘Working 1 Author(s) (surname or family name
source of inspiration to Apart Together’ FM World 11(3) pg.17 before initials)
create vibrant, user-friendly
workplaces” Meel and 2 Year of publication (in round brackets)
Brinkø (2014 pg. 17).
3 Title of article (in single quotation
marks)
4 Title of journal (in italics)
5 Issue information i.e. volume (un-

bracketed) and where applicable, part
number, month or season (all in round
brackets)
6 Page number(s)
e-Journal Knowledge management Graham B. and Thomas K. (2008) 1 Author(s) (surname or family name
could improve awareness ‘Building Knowledge – Developing a before initials)
and development in Grounded Theory of Knowledge
construction, Graham and Management for Construction’ 2 Year of publication (in round brackets)
Thomas (2008). EJBRM. 6 (2) pg.120 [online]
Available at: 3 Title of article (in single quotation
file:///C:/Users/Downloads/ejbrm- marks)
volume6-issue2-article193%20(1).pdf
4 Title of journal (in italics)

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(accessed: 11th April 2014) 5 Volume (un-bracketed), issue or

month/season (in round brackets) and
page numbers if known
6 [Online]
7 Available at: URL
8 Accessed: date (in round brackets)

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How to reference newspapers
Newspaper (printed) Read (2014) comments on how a Read. S (2014) ‘Daily Money’ i 1 Author (surname or family name
large proportion of the population The essential daily briefing 6th before initials)
does not have adequate savings. March 2014 pg. 43
2 Year of publication (in round
brackets)
3 Title of article (in single quotation

marks)
4 Title of newspaper (in italics)
5 Edition if required (in round

brackets
6 Day and month
7 Page number(s)
Newspaper (online) Facilities management Andalo D. (2012) ‘How to Get 1 Author (surname or family name
apprenticeships has attracted Ahead in… Facilities before initials)
investment. Andalo (2012). Management’ The Guardian
Wednesday 11th April [online] 2 Year of publication (in round
Available at: brackets)

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http://www.theguardian.com/local- 3 Title of article (in single quotation
government- marks)
network/2012/apr/11/how-get-
ahead-facilities-management 4 Title of newspaper (in italics)
(accessed: 11th April 2014) 5 Day and month
6 [Online]
7 Available at: URL
Newspaper interview Huffington (2014) is a good Huffington A. (2014) ‘Arianna 1 Name of person interviewed
example of a self-motivated and Huffington interview – ‘I Find (surname or family name before
goal-driven person that has Stories Everywhere’’ Interviewed initials)
overcome many problems and by Cadwalladr C. The Guardian
risen up from nothing. Sunday 30th March 2014 [online] 2 Year of interview (in round
Available at: brackets)
http://www.theguardian.com/medi
a/2014/mar/30/arianna-huffington- 3 Title of interview (if any) (in single
interview-find-stories-everywhere- quotation marks)
huffington-post-news (accessed:
4 Interview with/Interviewed by
11th April 2014)
5 Interviewer’s name (surname or
family name before initials)
6 Title of Newspaper/broadcast (in

italics)
7 Day and month of interview

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8 Page reference (if printed)
9 [Online] (if online)
10 Available at: URL

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How to reference visual sources

illustrations, diagrams and Wiggins (2010) diagram Wiggins J. M. (2010) Facilities 1 Author (surname or family name
tables from a book demonstrates the factors involved Manager’s Desk Reference. before initials)
in FM services. Chichester: John Wiley and Sons
Ltd pg. 20, Figure 3.1 2 Year of publication (in round
brackets)
3 Title of book (in italics)
4 Place of publication: Publisher
5 Page number(s) of illustration
6 Illus./fig./table
illustrations, diagrams and There are a lot of aspects to what Pickard M. (2014) What FMs do 1 Author/creator/photographer
tables from the internet an facilities manager does as [online] Available at: (surname or family name before
shown in the mind map, Pickard http://www.biggerplate.com/mind initials)
(2014). maps/HrT0FCcX/what-fm-39-s-
do-feb-14 (accessed: 11th April 2 Year of publication (in round
2014) brackets)
3 Title of image/diagram/table (in

italics)
4 [Online]

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5 Available at: URL
illustrations, diagrams and An example of the financial Drawpack (2011) The Financial 1 Author/creator/photographer
tables from online system is shown in the diagram, System. Flickr [online] Available (surname or family name before
collections (e.g. Flickr) Drawpack (2011). at: initials)
https://www.flickr.com/photos/dra
wpack/5493417931/in/set- 2 Year of publication (in round
72157626186303420 brackets)
(accessed: 11th April 2014) 3 Title of image/diagram/table (in

italics)
4 Title of online collection (in italics)
5 [Online]
6 Available at: URL

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How to reference speakers (seminars, lectures, conferences, webinars and podcasts)
Seminars and lectures Tancred (2014) discusses the Tancred G. (2014) IWFM North 1 Speaker(s)/presenter(s) (surname
main FM trends and how IWFM Region – KLE2 Career or family name before initials)
can help FM professionals Development. [IWFM Event
support these trends. seminar] 13th March 2 Year of the seminar/lecture (in
round brackets)
3 Title of seminar/lecture (in italics)
4 [medium] (e.g. public lecture to

IWFM learners, online seminar)
5 Day/month of seminar/lecture
6 Available at: URL (where relevant)

(where relevant)
Conferences Kane (2014) discusses the need Kane C. (2014) ThinkFM: A New 1 Speaker(s)/author(s) (surname or
to change our view on FM support Direction for FM: Raising the family name before initials)
“The focus must now shift to Game to Support the Workplace
delivering outcomes and of the Future. Kings Place, 2 Year (in round brackets)
providing business benefits rather London 13th May
than generating outputs”. 3 Title of conference: subtitle (in
italics)

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4 Location and date of conference
5 Place of publication: Publisher

(where relevant)
6 [Online] (where relevant)
7 Available at: URL (where relevant)
8 (Accessed: date) (where relevant)
Webinars and podcasts Apprenticeship funding has Linford N. Hancock M. and Segal 1 Speaker(s)/presenter(s) (surname
undergone a reform by the S. (2013) Ministerial Webinar: or family name before initials)
government, Linford, Hancock Apprenticeship Funding Reform.
and Segal (2013). [webinar PowerPoint 2 Year that the webinar/podcast was
presentation] 26th September posted (in round brackets)
Available at:
http://feweek.co.uk/wp- 3 Title of webinar/podcast (in italics)
content/uploads/2013/09/ministeri
4 [Webinar/Podcast]
al-webinar-26-09-13.pdf
5 Day/month of posted
(accessed: 16th April 2014)
webinar/podcast
6 Available at: URL

Learner Handbook
Resources available
As a learner you will need to take responsibility for your own learning and the assessment process
– it will be demanding and will require time and dedication:
• To help you with this you should make yourself familiar with your centre’s learning materials,
support available and any other resources available to you during your studies.
• IWFM has produced a short video - IWFM Top 10 Assessment Tips to help you in planning your
assessments.
• The Study Skills Handbook (fourth edition) by Stella Cottrell www.palgravestudyskills.com is an

excellent resource which offers invaluable help, tips and advice to guide you through your studying.
• IWFM has arranged a 20% discount with the publishers Wiley's for the following books; Facilities
Manager's Desk Reference and Total Facility Management. Enter the discount code VBG27 at the
checkout to apply the discount.
• If you are a member of IWFM don’t forget to check out the resources available at
https://www.iwfm.org.uk/insight . Member only content includes good practice guides, reports and
research papers from FM Leaders (reports and research papers available at
https://www.iwfm.org.uk/research)

Learner Handbook
When are results and certificates issued?

Normally qualifications are assessed and marked by the centre. The results will remain provisional
until IWFM has moderated a sample and verified the results. If you feel the result is incorrect you
should use the centre’s Appeals process (you will be given details about this when you register).
A qualification certificate will be sent to the centre when you have achieved all the credits required
to complete the qualification. A transcript will accompany the certificate detailing the units achieved.
It is the centre’s responsibility to forward the certificate to you; they will require your signature as
proof of receipt. If you subsequently loose the certificate, you can apply for a duplicate/replacement,
either directly to IWFM or through your centre. There is a charge for a Duplicate/Replacement
Certificate. Details for this process can be obtained from the centre or from IWFM.
IWFM qualifications and units are not graded. This is because you must meet all of the assessment
criteria to achieve each unit – there are no degrees of achievement, you either meet all of the
assessment criteria or you do not.
The benefit of this to an employer, or someone else judging your achievements, is that they know
exactly what you have achieved. With traditional style examinations it was never clear:
• which part of the syllabus was actually tested in any particular examination, and
• which areas were passed and which areas were failed.

Learner Handbook
Can I change my choice of qualification after registering with a Centre?

Yes - You can upgrade to a larger qualification, e.g. you registered for an Award and now wish to
undertake the Diploma. You will need to inform the centre, who will inform IWFM, and you will need
to pay the appropriate fee.
If you choose to do a smaller qualification than the one you originally registered for, i.e. you
registered for a Diploma, but now wish to study for the Certificate, you will need to inform the centre,
who will inform IWFM. Please note IWFM does not refund registration fees.
If you wish to withdraw from the programme, you will need to inform the centre and refer to its Terms
and Conditions. Please note IWFM does not refund registration fees, and withdrawal from the
programme may affect your IWFM membership status.

Learner Handbook
IWFM’s Customer Service Charter for Learners

IWFM commit to the following levels of service for learners who are registered to study a IWFM
Qualification:
• to provide neutral guidance on where to study
• to provide a high level of support to recognised centres to enable learners to gain maximum
benefit from the courses. This will include clearly defined timescales for processing registrations,
payments, assessments, moderation, appeals and certification
Please remember that the centre is the first point of contact at all times.
The IWFM will use and store the information submitted on registration on their database. This data
will be used for the following purposes:
• to inform you that you have been registered for a IWFM unit/qualification
• to send you details of studying membership, if you are not already a Member of the IWFM
• to inform you of learner specific products
• to send information regarding other IWFM events (such as Regional Networking Events,
Conferences etc.) to you at the address provided
• to provide data to our regulatory authorities who may use this to maintain national statistics on
the number of learners studying particular qualifications, their age, ethnicity etc
• to provide achievement data to (LRS) Learning Records Service
IWFM does not share the information with any other parties.
For information on how IWFM uses data and your rights in relation to this, please see our privacy
policy https://www.iwfm.org.uk/privacy
If you do not wish to receive any information from the IWFM please inform us by writing to:
governance@iwfm.org.uk
Head of Governance & Business Change

Charringtons House
1st Floor South
The Causeway
Bishop’s Stortford
Herts. CM23 2ER

Learner Handbook
IWFM Membership
If you are not already a member when you register with a centre to undertake a IWFM qualification,
you will receive one year of membership at Affiliate grade.
As a studying member, you will receive access to the IWFM website, resources, Facilitate magazine,
networking events and other member benefits.
A studying member can upgrade their membership at any time. Enquiries about full membership of
IWFM, should be referred to the IWFM Customer Experience Team, who will be able to provide you
with full details of the membership grades available and the fees that will apply.
Contact the Customer Experience team at membership@iwfm.org.uk or telephone +44(0)1279 712

650.
Please note that if you choose to study a unit, rather than a qualification, this does not qualify for
studying membership or student concession.

Learner Handbook
IWFM Membership Grades

Learner Handbook
Glossary
Appeal A process through which IWFM or a centre may be challenged on the
outcome of a decision.
Assessment The process of making judgements about the extent to which a

learner’s work meets the assessment criteria of a unit, or any
additional assessment requirements of a qualification
Assessment criteria The requirements that a candidate needs to meet to demonstrate that
a learning outcome has been achieved.
Award A qualification with credit value between 1 and 12
Awarding organisation A body recognised by the qualifications regulators against the

requirements set out in these regulatory arrangements to award
credits and qualifications.
Recognised Centre An organisation accountable to an Awarding Organisation for the

assessment arrangements leading to the award of credits or a
qualification.
Certificate A qualification with a credit value between 13 and 36
Credit An award made to a learner in recognition of the achievement of the

designated learning outcomes of a unit
Diploma A qualification with a credit value between 37 and 59
Equivalent unit(s) A unit(s) from a different qualification or submitted by another

recognised organisation that is/are deemed to be of equivalent value
and so can count towards a qualification in place of designated
mandatory or optional unit(s) from it.
Exemption The facility for a learner to claim exemption from some of the
achievement requirements of a regulated qualification, using
evidence of certificates, non-regulated achievement deemed to be of
equivalent value.
Extended Diploma A qualification with a credit value of 60 or above
Learning outcome A statement of what a learner can be expected to know, understand

or do as a result of a process of learning.
Learning time The amount of time a learner at the level of the unit is expected to
take, on average, to complete the learning outcomes of the unit to the
standard determined by the assessment criteria.

Learner Handbook
Level An indication of the relative demand, complexity and/or depth of

achievement and/or the autonomy of the learner in demonstrating
that achievement.
Malpractice Actions and practices which threaten the integrity of IWFM

Qualifications.
Mandatory units Units the rules of combination that must be achieved for the
qualification to be awarded.
Optional units Units in the rules of combination that a learner can choose to
complete in order to achieve the required number of credits for the
award of the qualification.
Qualification An award made to a learner for the achievement of the specified

combination of credits, or credits and exemptions, required for that
award.
Reasonable adjustment Defined in the Equalities Act as reasonable steps to ensure a

disabled person is not placed at a substantial disadvantage
compared with a non-disabled person. (‘Substantial’ being more than
minor or trivial). Arrangements are approved in advance of an
assessment.
Recognition of prior learning A process which considers whether a learner can demonstrate that
they can meet the assessment requirements for a unit through
knowledge, understanding or skills they already possess and do not
need to develop through a course of learning, thereby they just
complete the assessment.
Rules of combination A description of the credit accumulation requirements for the

achievement of a named qualification.
Special consideration A process that allows candidates that suffer from temporary illness,
injury or indisposition at the time of an assessment to demonstrate
the achievement they are capable of for the unit(s) that is/are subject
to special consideration.
Unique learner number The unique number that is used to identify an individual learner.
Unit A coherent and explicit set of learning outcomes and assessment

criteria, with a title, credit value and level.

Contact us
Any queries about the contents of the
handbook, please contact:
Head of Professional Development

IWFM
1st Floor South
Charringtons House
The Causeway
Bishop’s Stortford
Hertfordshire CM23 2ER
qualifications@iwfm.org.uk

IWFM Learners Guide To IWFM Qualifications Handbook

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A Learners’ Guide to

the IWFM Qualifications

2 Learners’ Guide to IWFM Qualifications V1.0

Vision and Mission

3 Learners’ Guide to IWFM Qualifications V1.0

About IWFM Qualifications

The credit requirements have to relate to:

The rules of combination have to be defined in terms of:

The units have to be made up of:

Each of the learning outcomes has to have an associated list of:

4 Learners’ Guide to IWFM Qualifications V1.0

Rules of Combination (RoC) Matrix

Minimum Maximum Minimum Maximum

Level 2 Certificate in FS Principles 13 13 4 4

RQF Level 3/ SCQF Level 5 Award 11 / 7 11 / 7 2 2

5 Learners’ Guide to IWFM Qualifications V1.0

6 Learners’ Guide to IWFM Qualifications V1.0

Your progression pathways in facilities management

7 Learners’ Guide to IWFM Qualifications V1.0

Professional Development Pathway

8 Learners’ Guide to IWFM Qualifications V1.0

What information should you expect to receive from the centre

If you are unhappy with your centre?

How should I complain?

9 Learners’ Guide to IWFM Qualifications V1.0

How will I be assessed?

Assessment Learning Assessment

• review of evidence from work

10 Learners’ Guide to IWFM Qualifications V1.0

Do I always need to undertake learning before taking assessments?

11 Learners’ Guide to IWFM Qualifications V1.0

Learner applies for a qualification

RPL Undertake learning

Historical evidence Evidence from current

12 Learners’ Guide to IWFM Qualifications V1.0

Guidance on preparing written assignments

Written assignments require learners to do the following:

• introduce facts and interpretation;

Assessment criteria and assessment tasks

13 Learners’ Guide to IWFM Qualifications V1.0

Glossary of command words used in the assessment of the IWFM qualifications

Analyse Separate information into components and identify their characteristics

Apply Put into effect in a recognised way

Compare & Contrast Compare: identify similarities. Contast: identify differences

Describe Set out characteristics

Example of command words from the IWFM Level 4 Qualification Specification

Using diagrams, screen prints and appendices

14 Learners’ Guide to IWFM Qualifications V1.0

In summary, therefore, for an effective submission you must:

15 Learners’ Guide to IWFM Qualifications V1.0

16 Learners’ Guide to IWFM Qualifications V1.0

17 Learners’ Guide to IWFM Qualifications V1.0

Author with more than one publication in the same year

18 Learners’ Guide to IWFM Qualifications V1.0

How to reference books

19 Learners’ Guide to IWFM Qualifications V1.0

20 Learners’ Guide to IWFM Qualifications V1.0

21 Learners’ Guide to IWFM Qualifications V1.0

22 Learners’ Guide to IWFM Qualifications V1.0

How to reference journals

4 Title of journal (in italics)

5 Issue information i.e. volume (un-

23 Learners’ Guide to IWFM Qualifications V1.0