Qualification Handbook - GOV.UK

Qualification Handbook

Level 2 Award or Certificate In Leading a Team

QN: 610/0019/1 Award

QN: 610/0020/4 Certificate

2

Contents

1 Introduction 1.1 About us 1.2 Customer Service Statement 1.3 Centre Support 2 The Qualifications 2.1 Overall Objective for the Qualifications 2.2 Pre-entry Requirements 2.3 Unit Content and Rules of Combination 2.4 Age Restriction 2.5 Opportunities for Progression 2.6 Exemption 2.7 Credit Transfer 3 Centre Requirements 4 Assessment 4.1 Assessors 4.2 Internal Quality Assurance 4.3 Workplace Assessment 4.4 Expert Witnesses 4.5 Use of Languages 4.6 Simulations 4.7 DAO Approved Assessment Methods 4.8 Centre Assessment Standards Scrutiny Basis 4.9 Assessment of Vocational Based Qualifications in the RQF 4.10 External Quality Assurance 5 Qualification Units

3

1 Introduction

1.1 About us

The Defence Awarding Organisation is an awarding organisation that understands the

specific challenges facing the Armed Forces, enabling us to quality assure learning

outcomes that are suited to the needs of this sector.

Customer satisfaction is the cornerstone of our organisation and is delivered through an

efficient, customer-led service, providing excellent value for money.

1.2 Customer Service Statement

Our Customer Service Statement outlines the minimum level of service that Centres can

expect. The Statement will be reviewed annually and revised as necessary in response to

customer feedback, changes in legislation, and guidance from the qualifications Regulators.

1.3 Centre Support

The Defence Awarding Organisation works in partnership with its customers. For help or

advice contact:

Business Co-ordinator

Defence Awarding Organisation

Room TF08

Trenchard Building

Defence Academy

Shrivenham

SN6 8LA

Tel: 01793 314187

E-mail: [email protected]

4

2 The Qualifications

2.1 Overall Objectives for the Qualifications

This handbook relates to the following qualifications:

• Level 2 Award in Leading a Team

On successful completion of this qualification learners will have the basic skills and

knowledge to effectively operate in a narrow range of team leader roles within a range of

occupations and operations.

• Level 2 Certificate in Leading a Team

On successful completion of this qualification learners will have the skills, knowledge and

understanding to effectively operate in a range of team leader roles within a range of

occupations and operations.

2.2 Pre-entry Requirements

Learners are expected to have sufficient knowledge and/or experience on which to develop new levels of expertise and skills. This knowledge and/or experience could come from previous, formal training or a minimum of 1 years’ experience in a relevant environment. 2.3 Unit Content and Rules of Combination Below are the units which form the Level 2 Award and Certificate in Leading a Team. It is the

number of credits targeted and attained by a learner that will determine which one of the

qualifications will be achieved as shown below. It must be noted that there are 2 level 3 units

which could be claimed towards one of the following qualifications.

• Level 2 Award in Leading a Team

To achieve this qualification, learners must achieve a minimum of 3 credits all at level 2

• Level 2 Certificate in Leading a Team

To achieve this qualification, learners must achieve a minimum of 13 credits. 75% of the

credits must be at level 2.

There is no constraint on which units can be combined to form a qualification subject to the

following restriction.

5

Should a learner’s pre-entry characteristics and those units which would relate to a learner’s

training and development be more aligned to level 3 then a learner must be enrolled at level

3.

Units

Unit

Reference

Number

Unit Title GLH TQT Level Credit

Value

R/650/0067

Leadership Fundamentals 20 30 2 3

T/650/0068

Effective Teamwork 20 30 2 3

Y/650/0069

Using Resources Effectively 20 30 2 3

F/650/0070 Communication at Work 20 30 2 3

J/650/0072

Solving Problems and Making

Decisions 20 30 2 3

K/650/0073 Health and Safety in the Workplace 20 30 2 3

L/650/0074

Fundamentals of Organisational

Change 18 20 2 2

M/650/0075 Developing Leadership Skills

16 20 3 2

R/650/0076 Motivation in the Workplace 18 20 3 2

The detailed content of each of the units are included in Section 5 of this handbook. 2.4 Age Restriction These qualifications are available to learners aged 18 years and over. 2.5 Opportunities for Progression All qualifications provide opportunities to progress onto qualifications such as the DAO Level

3 qualifications in Leadership.

2.6 Exemption No exemptions have been identified.

6

2.7 Credit Transfer Credits from similar regulated units which have already been achieved by the learner may be

transferred into these qualifications.

7

3 Centre Requirements

Centres offering this qualification must have approval from the Defence Awarding

Organisation.

The assessment centre must:

• ensure that there are sufficient people trained or qualified to assess the number of

learners they anticipate registering and qualify

• provide quality assured training for those people identified as being responsible for

assessing learners

• have quality assurance systems and Internal Quality Assurers in place to ensure that

all assessments are valid, reliable, authentic, and sufficient

• provide quality assured assessment that meets the requirements of the Defence

Awarding Organisation for those people identified as being responsible for internal

quality assurance

• ensure that there is a system of standardisation in place to ensure that all

assessments are consistent and fair

• ensure that those undertaking the roles of quality assurance and assessment maintain

their skills, knowledge, and competence

• comply with the requirements of the Defence Awarding Organisation and the

qualifications Regulators.

Centres offering this qualification must provide internal quality assurance to ensure

assessment meets all the Defence Awarding Organisation requirements and is standardised

across individual assessors, assessment locations and learners.

8

4 Assessment

4.1 Assessors All assessors must: 1. be occupationally competent. This means that each assessor must, according to

current sector practice, be competent in the functions covered by the units they are assessing. They will have gained their occupational competence working within the Defence sector or within an appropriate occupational sector. They are not required to occupy a position in the organisation more senior than that of the Learner they are assessing. However, Centres must be alert to the risks that all such arrangements could present and ensure that sufficient quality controls are in place through the internal quality assurance process to minimise the possibility of collusion between learners and assessors

2. be able to demonstrate consistent application of the skills and the current supporting

knowledge and understanding in the context of a recent role directly related to the qualification units they are assessing as a practitioner, trainer or manager

3. be familiar with the qualification units; and must be able to interpret and make

judgements on current working practices and technologies within the area of work 4. maintain their occupational competence by actively engaging in continuous

professional development activities to keep up to date with developments relating to the changes taking place in the Defence sector. These activities may include those offered by the Awarding Organisation or other relevant providers in the sector

5. Assessors must be appropriately qualified or be able to prove equivalent competence

as specified in the relevant SSC Assessment Strategy 6. Approved Centres will be required to provide the Defence Awarding Organisation with

current evidence of how each assessor meets these requirements, for example, certificates of achievement, testimonials, references or any other relevant records.

4.2 Internal Quality Assurance All Internal Quality Assurers must: 1. be occupationally knowledgeable across the range of units for which they are

responsible prior to commencing the role. Due to the risk-critical nature of the work and the legal implications of the assessment process, they must understand the nature and context of the assessors’ work and that of their Learners. This means that they must have worked closely with staff that carry out the functions covered by the qualifications, possibly by training or supervising them, and have sufficient knowledge of these functions to be able to offer credible advice on the interpretation of the units. Those conducting internal quality assurance must also sample the assessment process and resolve differences and conflicts on assessment decisions

9

2. understand the content, structure, and assessment requirements for the qualification they are quality assuring

3. maintain their occupational competence by actively engaging in continuous

professional development activities to keep up to date with developments relating to the changes taking place in the Defence sector. These activities may include those offered by the Defence Awarding Organisation or other relevant providers in the sector

4. be appropriately qualified or be able to prove equivalent competence as specified in

the relevant SSC Assessment Strategy 5. occupy a position in the organisation that gives them the authority and resources to

coordinate the work of assessors, provide authoritative advice, call meetings as appropriate, visit and observe assessment practice, and carry out all the other important roles of internal quality assurance

6. have an appropriate induction to the qualifications that they are quality assuring,

provided to them by the Centre, and have access to ongoing training and updates on current issues relevant to these qualifications. Information on the induction and continuing professional development of carrying out internal quality assurance must be made available to the Awarding Organisation through its external quality assurance process

4.3 Workplace Assessment The Defence Awarding Organisation believes that direct observation by a competent assessor (as outlined above) or testimony from an Expert Witness is always preferable. Expert Witness testimony has parity with assessor observation unless otherwise stated in unit evidence requirements. The assessor is responsible for making the final judgement in terms of the Learner meeting the evidence requirements for the unit. The Defence Awarding Organisation recognise that there are alternative evidence sources which may be used where direct observation is not possible or practical, e.g. work products, records, reflective accounts, professional discussion etc. In order to ensure that the evidence used to assess Learners is valid, all Centres must demonstrate that Learners have access to the types of resources commonly in use in the sector and that the pressures and constraints of the workplace are reflected. It is accepted that the assessment of some knowledge and understanding may take place in a different environment, for example in a training and development centre or another environment, which is not the immediate workplace. However, the assessment of this knowledge and understanding should be linked directly to workplace performance and should include performance evidence. 4.4 The Expert Witnesses When using Expert Witnesses as a source of evidence, Expert Witnesses must: 1. be occupationally competent. This means that each Expert Witness must, according

to current sector practice, be competent in the functions covered by the units to which they are contributing. They will have gained their occupational competence working within the Defence sector or within an appropriate occupational sector

10

2. be able to demonstrate consistent application of the skills and the current supporting knowledge and understanding in the context of a recent role directly related to the qualification unit that they are witnessing as a practitioner, trainer or manager

3. be familiar with the qualification unit; and must be able to interpret current working practices and technologies within the area of work.

4.5 Use of languages The Defence Awarding Organisation conducts its business activities in English and the qualification handbook for these qualifications is provided in English. 4.6 Simulations Assessment in a simulated environment should only be used in the following circumstances: 1. where evidence in the workplace will not be demonstrated within an acceptable time

frame 2. where the nature of the work activity presents high risk or danger to the Learner and

others, for example, personal safety. Simulations must be agreed between the Defence Awarding Organisation and the Centre contact from the Assessment Centre prior to use. All simulations should follow these basic principles: 1. a Centre’s overall strategy for simulation must be agreed and approved by the

Defence Awarding Organisation 2. the nature of the contingency and the physical environment for the simulation must be

realistic and Learners should be given no indication as to exactly what contingencies they may come across

3. where simulations are used, they must reflect the requirements of the qualification

units 4. the location and environment of simulation must be agreed between the Defence

Awarding Organisation and the Centre contact prior to it taking place 5. all simulations must be planned, developed and documented by the Centre in a way

that ensures the simulation correctly reflects what the specific qualification unit seeks to assess, and all simulations should follow these documented plans

6. There should be a range of simulations to cover the same aspect of a unit so that the

risk of Learners successfully colluding is reduced. 4.7 DAO Approved Assessment Methods The following methods of assessment can be used when assessing the units shown in Section 5 of this handbook: Examination Project Written Assignment Practical Assessment Observation – single event (e.g. presentation)

11

Observation – continual (e.g. complying with health and safety requirements)

4.8 External Quality Assurance

The monitoring and standardisation of assessment decisions will be achieved by robust and

strong Centre monitoring and quality assurance according to the Defence Awarding

Organisation requirements.

The mechanisms required to achieve these requirements are outlined in Ofqual’s

‘Regulatory arrangements.’ In addition to the Regulator’s requirements, the Defence

Awarding Organisation will evaluate all external quality assurance reports and other data

relating to the Centre and any risks relating to quality control will be identified and

addressed.

External quality assurers (EQA) will be appointed by the Defence Awarding Organisation to

approve centres and to monitor the assessment and internal quality assurance carried out by

centres. External quality assurance is carried out to ensure that there is validity, reliability,

and good practice in centres. To carry out their quality assurance role, quality assurance

staff must have appropriate occupational and verifying knowledge and expertise. The

Defence Awarding Organisation quality assurance staff will attend training and development

designed to keep them up to date, to facilitate standardisation between staff and share good

practice.

12

5 Qualification Units Unit Number R/650/0067

Title Leadership Fundamentals

Level 2

Credit Value 3

Guided Learning Hours 20

Total Qualification Time 30

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Know about leadership 1.1 explain what is meant by the term ‘leadership’.

1.2 differentiate between leadership styles.

1.3 describe the role of a team leader in context.

1.4 explain why adapting different leadership styles is

important to the situation.

2. Know about motivation 2.1 explain what is meant by the term ‘motivation’.

2.2 differentiate between types of motivation.

2.3 describe how motivation is used in context.

2.4 explain why positive motivation is important to a team

leader.

3. Be able to operate

effectively as a team leader

3.1 demonstrate characteristics of a team leader.

3.2 demonstrate positive interaction with team members.

3.3 reflect on own role as a team leader

Additional information about this unit

Unit aim (s) The aim of this unit is to develop a learner’s knowledge of the role of a team leader in a workplace context. Learners will become aware of how to motivate individuals in a team before applying this awareness in an applied context.

Assessment requirements

specified by a sector or

regulatory body (if appropriate)

TBC by DAO

13

Details of the relationship of the

unit and relevant National

Occupational Standards

This unit relates to the following NOS;

CFAMLB7 Provide leadership for your organisation

CFAM_LBA3 Lead your team

Details of the relationship

between the unit and other

standards or curricula (if

appropriate)

None

Unit expiry date 30/10/2024

Endorsement of the unit by a

sector or other appropriate body

(if required)

None

Location of the unit within the

subject/sector classification

system

15.3 Business Management

Name of the organisation

submitting the unit


Availability for use 01/11/2021

Availability for delivery TBC by DAO

Unit Number T/650/0068

Title Effective Teamwork

Level 2

Credit Value 3



Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

Amplification

1. Know about effective

teamwork

1.1 explain what is meant by the term ‘teamwork’.

1.2 explain why effective teamwork is important to different

stakeholders.

1.3 describe the role of a team leader in developing

effective teamwork.

14

state barriers to effective teamwork in context.

2. Know about planning for

team tasks

2.1 explain what is meant by ‘objectives.

2.2 explain what is meant by the term ‘delegation’.

2.3 describes ways in which to plan tasks to achieve

objectives.

2.4 differentiate between ways in which to control and

monitor tasks.

3. Be able to effectively

supervise teamwork

3.1 demonstrate effective planning, allocation, control, and

monitoring of team tasks.

3.2 demonstrate positive interaction with key stakeholders.

3.3 apply techniques to provide constructive feedback to

team members.

3.4 reflect on own performance when supervising

teamwork.


Unit aim (s) The aim of this unit is to develop a learner’s knowledge of the importance of planning, controlling, and monitoring teamwork in a workplace context. Learners will become aware of how to set objectives for a team before applying this awareness in an applied context.




TBC by DAO





CFAMLD2 Develop productive relationships with

colleagues

CFAM&LDB4 Manage people's performance at work




appropriate)

None




(if required)

None



system


15


submitting the unit




16

Unit Number Y/650/0069

Title Using Resources Effectively

Level 2

Credit Value 3



Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Know about resources 1.1 explain what is meant by resources.

1.2 differentiate between types of resources.

1.3 explain why selecting the correct resources for a task

is important.

1.4 explain how to maintain physical resources for

operational use.

2. Know about resource

planning

2.1 explain what is meant by the term ‘resource planning’.

2.2 explain why it is important for a team leader to allocate

resources effectively and efficiently

2.3 explain ways in which to monitor resource use in

context.

2.4 explain why it is important to an organisation to reduce

and control waste. .

3. Be able to effectively deploy

resources

3.1 demonstrate effective planning, allocation, control, and

monitoring of resources.

3.2 demonstrate effective monitoring of resource usage in

context.

3.3 apply techniques to positively react to variations in

planned resource usage.

3.4 reflect on own performance when supervising the use

of resources.


Unit aim (s) The aim of this unit is to develop a learner’s knowledge of the importance of planning, controlling, and monitoring the use of resources in a workplace context. Learners will become aware of the different resources available to them and how to allocate resources to team members before applying this awareness in an applied context.

17




TBC by DAO





CFAMLD13 Support individuals to develop and maintain

their performance




appropriate)

None




(if required)

None



system



submitting the unit




18

Unit Number F/650/0070

Title Communication at Work

Level 2

Credit Value 3



Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Know about communication 1.1 explain why communication is important in the

workplace

1.2 differentiate between verbal and non-verbal

communication

1.3 state ways in which communication is used in context

2. Know about written

communication

2.1 describe types of written communication in context

2.2 explain why choosing the correct type of

communication is important in context

3. Be able to effectively

communicate

3.1 demonstrate effective verbal and non-verbal

communication

3.2 demonstrate effective written communication

3.3 demonstrate effective communication with different

stakeholders in context


Unit aim (s) The aim of this unit is to develop a learner’s knowledge of ways in which people communicate effectively. In a workplace environment, different types of communication is important to effectively engage with others.




TBC by DAO





CFABAA613 Understand how to communicate in a

business environment

19

CFABAA614 Prepare to communicate in a business

environment

CFABAA615 Communicate in a business environment




appropriate)

None




(if required)

None



system



submitting the unit




Unit Number J/650/0072

Title Solving Problems and Making Decisions

Level 2

Credit Value 3



Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Know how to resolve a

problem in context

1.1 describe problem solving tools and techniques.

1.2 show how to use an appropriate problem-solving

technique or tool in context.

20

1.3 state recommendations to support decision-making.

2. Know about risk when

making decisions

2.1 explain what is meant by the term ‘risk’ in the context

of decision-making

2.2 explain types of risks in real and/or scenario-based

situations

2.3 state ways in which to minimise risk in context.

3. Be able to use decision

making to inform plans

3.1 state the relationship between decision-making and

risk

3.2 explain why ambiguity is detrimental to effective

decision-making

3.3 apply decision making tools and techniques in context


Unit aim (s) The aim of this unit is to develop a learner’s awareness and ability to solve a problem and make effective decisions. These problems could be theoretical or practical dependent on the context in which the problem exists.




TBC by DAO





CFAMLE10 Take effective decisions

CFAM&LEC5 Use information to take effective decisions




appropriate)

None




(if required)

None



system



submitting the unit



21


Unit Number K/650/0073

Title Health and Safety in the Workplace

Level 2

Credit Value 3



Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

Amplification

1. Know about health and

safety

1.1 explain what is meant by the term ‘health and safety’

1.2 state potential hazards in context

1.3 explain the potential impact of hazards in context

2. Know about health and

safety equipment

2.1 state where health and safety related equipment is

stored in context

2.2 differentiate between types of health and safety

equipment

3. Be able to effectively comply

with health and safety

requirements

3.1 demonstrate compliance with health and safety

policies in context

3.2 demonstrate observance of safe working practices in

context

3.3 demonstrate effective responses to health and safety

issues in context


Unit aim (s) The aim of this unit is to help enable a learner to develop their awareness of health and safety in the workplace. Which focuses on both the potential impact of hazards and the equipment which could be used to minimise these impacts.




TBC by DAO

22





CFAMLE5 Ensure your own actions reduce risks to health

and safety

CFAMLE7 Ensure an effective organisational approach to

health and safety




appropriate)

30/10/2024

Unit expiry date



(if required)

None



system



submitting the unit




23

Unit Number L/650/0074

Title Fundamentals of Organisational Change

Level 2

Credit Value 2



Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Know about organisational

change

1.1 explain what is meant by the term ‘organisational

change’

1.2 explain internal factors which cause organisational

change in context

1.3 explain external factors which cause organisational

change in context

2. Know about barriers to

organisational change

2.1 explain barriers to organisational change in context

2.2 explain ways in which to overcome barriers to

organisational change in context

3. Know about the impact of

organisational change

3.1 explain how change impacts an organisation’s

operations

3.2 explain how change impacts individual and team

behaviour

3.3 explain how change impacts a leader’s behaviour


Unit aim (s) The aim of this unit is to give learners an insight into the factors which can cause or influence change; and an awareness of the impact and changes is key to prevent disruption on implementation.




TBC by DAO





CFADB6 Make changes to improve the business

24

CFAM&LFE5 Manage continuous improvement

CFAM&LDB4 Manage people’s performance at work




appropriate)

None




(if required)

None



system



submitting the unit




25

Unit Number M/650/0075

Title Developing Leadership Skills

Level 3

Credit Value 2



Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Know about continuing

professional development

(CPD)

1.1 explain what is meant by the term ‘continuing

professional development’

1.2 describe a CPD cycle.

1.3 explain why CPD is important to a leader.

2. Understand leadership

knowledge, behaviours, and

skills.

2.1 assess own leadership knowledge, behaviours, and

skills

2.2 assess the leadership knowledge, behaviours and

skills required to be a leader

2.3 determine the leadership knowledge, behaviours and

skills which need to be developed

3. Be able to engage in CPD 3.1 produce a meaningful CPD plan

3.2 demonstrate effective engagement in CPD activities

3.3 assess the effectiveness of engaging in CPD as a

leader


Unit aim (s) The aim of this unit is to encourage learners to engage in meaningful continuing professional development so they can improve their leadership performance in the workplace.




TBC by DAO





CFAMLA2 Manage your own resources and professional

development

26

CFAM&LAA1 Manage yourself

CFAM&LAA2 Develop your knowledge, skills and

competence




appropriate)

None




(if required)

None



system



submitting the unit




27

Unit Number R/650/0076

Title Motivation in the workplace

Level 3

Credit Value 2



Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Know about motivation 1.1 explain what is meant by the term ‘motivation’

1.2 differentiate between intrinsic and extrinsic motivation

1.3 explain factors which could affect motivation in context

2. Be able to motivate others 2.1 apply techniques to motivate individuals and teams in

context

2.2 demonstrate inspirational behaviour to inspire others to

follow

2.3 reflect on own ability as a motivational leader


Unit aim (s) The aim of this unit is to give learners an insight into the factors which cause an individual to act and do what they do. These factors could be internal or external to an individual or group.




TBC by DAO





CFAMLB7 Provide leadership in your organisation

CFAMLD13 Support individuals to develop and maintain

their performance




appropriate)

None

28




(if required)

None



system



submitting the unit




Qualification Handbook - GOV.UK

Documents

Transcript of Qualification Handbook - GOV.UK