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									SVQs in Learning and Development Levels 3 and 4

Award Frameworks and Unit Standards




Accredited 24 November 2010   1
1. Introduction
Purpose of this document

This document contains the unit standards for the revised SVQs in Learning and Development at Levels 3
and 4 accredited in November 2010. These revised SVQs include units for Assessing and Verifying.


2. Structure of the Learning and Development SVQs
Level 3 SVQ in Learning and Development
Candidates need to complete 6 units to achieve the qualification. Candidates must complete all the
mandatory units and a minimum of one unit from Group A (they can complete both units). The remaining
units must be completed from Group B. Please note that candidates may not take both L&9D and L&D9DI.

Mandatory units

All candidates must complete the following three Units :

L&D4       Plan and prepare specific learning and development opportunities
L&D8       Engage and support learners in the learning and development process
L&D10      Reflect on, develop and maintain own skills and practice in learning
           and development

Optional units

Group A – candidates must complete between 1 and 2 Units:

L&D6        Manage learning and development in groups
L&D7        Facilitate individual learning and development


Group B – candidates must complete between 1 and 2 Units: (Note: candidates cannot
count both L&9D and L&D9DI towards the SVQ) :
L&D2        Identify individuals’ learning and development needs
L&D5        Develop and prepare resources for learning and development
L&D9D       Assess workplace competence using direct methods
            OR
L&D9DI      Assess workplace competence using direct and indirect methods

L&D13S      Evaluate and improve learning and development sessions
MSCD1       Develop productive working relationships with colleagues




Accredited 24 November 2010                         2
Level 4 SVQ in Learning and Development
Candidates need to complete 8 units to achieve the qualification. Candidates must complete all the
mandatory units and a minimum of one unit from Group A. The remaining units must be taken from
Groups B and C. No more than two units can be taken from Group C.

Mandatory units

All candidates must complete the following three Units:

L&D3         Plan and prepare learning and development programmes
L&D13P       Evaluate and improve learning and development programmes
L&D10        Reflect on, develop and maintain own skills and practice in learning
             and development


Optional units

Group A - candidates must complete between 1 and 2 Units :

L&D1        Identify collective learning and development needs
L&D2        Identify individuals’ learning and development needs

Group B – candidates must complete between 1 and 4 Units:

L&D5         Develop and prepare resources for learning and development
L&D6         Manage learning and development in groups
L&D7         Facilitate individual learning and development
L&D8         Engage and support learners in the learning and development
             process
L&D9DI       Assess workplace competence using direct and indirect methods
L&D11        Internally monitor and maintain the quality of workplace assessment

Group C – candidates must complete between 0 and 2 Units:

MSCB1        Develop and implement operational plans for your area of
             responsibility
MSCB6        Provide leadership in your area of responsibility
MSCB11       Promote equality of opportunity, diversity and inclusion in your area
             of responsibility
MSCC2        Encourage innovation in your area of responsibility
MSCD2        Develop productive working relationships with colleagues and
             stakeholders
MSCD6        Allocate and monitor the progress and quality of work in your area of
             responsibility
MSCD9        Build and manage teams
MSCE2        Manage finance for your area of responsibility
MSCF13       Manage quality systems




Accredited 24 November 2010                          3
Unit L&D1                       Identify collective learning and development needs

Source: Learning and Development Standard 1

What this unit is about

This unit is about carrying out a learning and development needs analysis for teams, groups, departments
or whole organisations.

The types of activities the candidate will be involved in include:
    1. Preparing to analyse collective learning and development needs
    2. Analysing collective learning and development needs
    3. Reporting on collective learning and development needs.

To achieve this unit the candidate is required to carry out learning and development needs analyses with at
least two different teams, departments or organisations.

The candidate’s knowledge will be assessed by taking part in a discussion with their assessor or answering
questions (written or oral) or providing a candidate statement or a combination of all of these.

The candidate’s performance will be assessed by the assessor looking at products of work, for example:
     correspondence or notes of meetings with key stakeholders
     written plans for the learning and development needs analysis
     the information the candidate has collected, for example, completed survey questionnaires,
       interview notes etc
     written analysis and reports.

Terminology

Within this unit the following explanations and examples apply.

Collective learning needs             The learning needs that a group of learners have in common. Groups in this
                                      context could be, for example, whole organisations or teams within
                                      organisations.
Focus of learning                     What it is that needs to be learnt, for example, customer service, managing
                                      people or how to use new equipment.
Stakeholders                          All those who have an interest in the training/learning needs analysis, for
                                      example, managers, Human Resource staff, learners themselves




Accredited 24 November 2010                           4
Performance                               Knowledge
What the candidate must do                What the candidate must know
1. Prepare to analyse collective          1.   The principles that underpin learning needs analysis for
learning and development needs                 teams, groups or organisations
                                          2.   The contribution that learning and development can
a)   Gain the support and                      make to helping teams, groups and organisations
     commitment of key stakeholders            achieve their goals and objectives
                                          3.   The types of stakeholders involved in an analysis of
b) Identify:
                                               collective learning needs
    the aims of the analysis
    the information required             4.   Why stakeholder support and commitment are
    efficient means of data                   important
       collection                         5.   The types of qualitative and quantitative information
                                               required to undertake an analysis of collective learning
                                               needs
                                          6.   The importance of collecting and analysing relevant
                                               information including:
                                                  learners’ collective goals and objectives
                                                  the impact of change on roles and ways of doing
                                                   things
                                                  the requirements for skills, knowledge, attitudes
                                                   and competence
                                                  learners’ existing capabilities and potential
                                                  attitudes to learning
                                          7.   Sources of information, and efficient data collection
                                               methods, including the use of technology




2. Analyse collective learning and        1.   How to analyse qualitative and quantitative data to
development needs                              identify collective learning needs
                                          2.   Issues related to equality and diversity that may affect
a)   Collect sufficient information            data collection and collective learning needs analysis
     relevant to the learners and their
                                          3.   Issues related to technology and changing work practices
     context to identify learning and
                                               that impact on collective learning needs
     development needs
                                          4.   The issues to consider when prioritising collective
b) Prioritise learning and                     learning needs
   development needs, indicating          5.   How to identify the focus and volume of learning
   the focus and volume of learning            required and the timescales required for
   required                                    implementation




Accredited 24 November 2010                                 5
Performance                               Knowledge
What the candidate must do                What the candidate must know
3. Report on collective learning and      1.   Who may be involved in making decisions about findings
development needs                              and recommendations
                                          2.   Effective methods of communicating findings and
a)   Communicate findings and                  recommendations to decision makers
     recommendations to decision
                                          3.   Why a practitioner should use their professional
     makers in ways that will aid their
                                               experience and expertise to negotiate with decision
     understanding
                                               makers on findings and recommendations
b) Negotiate any adjustments to           4.   Why confidentiality is important when identifying
   findings and recommendations                collective learning needs
   with decision makers                   5.   How to maintain the confidentiality of data, findings and
                                               recommendations
c)   Maintain confidentiality
     agreements




Accredited 24 November 2010                                 6
Unit L&D2                       Identify individuals’ learning and development needs
Source: Learning and Development Standard 2

What this unit is about

This unit is about carrying out learning and development needs analyses for individual learners.

The types of activities the candidate will be involved in include:
    1. Preparing to analyse individual learning and development needs
    2. Analysing individual learning and development needs
    3. Agreeing learning and development needs with the individual

To achieve this unit the candidate is required to carry out learning and development needs analyses with at
least two different individuals.

The candidate’s knowledge will be assessed by taking part in a discussion with their assessor or answering
questions (written or oral) or providing a candidate statement or a combination of all of these.

The candidate’s performance will be assessed by the assessor looking at products of work, for example:
     written plans for the learning and development needs analyses
     the information they have collected through, for example, initial assessments and interviews with
       the learner etc
     written analysis and reports

Their assessor will also observe the candidate providing feedback to the learners and agreeing their
learning and development needs.

Terminology

Within this unit the following explanations and examples apply.

Assess and manage risk                 This could be a formal and written risk assessment but could be informal
                                       and dynamic – monitoring and controlling risk on an ongoing basis
Learner achievements                   These could be formal e.g. examination grades or informal e.g. periods of
                                       work experience and skills and knowledge gained through these
Requirements                           These could be the requirements of the practitioner’s own organisation or
                                       those of an external organisation, such as a funding body or awarding
                                       organisation
Risk                                   This includes health and safety risks but may also include, for example, the
                                       risk of initial assessment methods not being accurate or evidence of past
                                       achievement not being authentic.
Safe                                   This includes physical safety as well as emotional well-being




Accredited 24 November 2010                            7
Performance                               Knowledge
What the candidate must do                What the candidate must know
1. Prepare to analyse individual          1.   The principles that underpin learning needs analysis for individual
learning and development needs                 learners
                                          2.   Why it is important to identify a learner’s objectives and motivation
a)   Identify the learner’s objectives,        to learn when analysing their learning needs
     motivation to learn and any
                                          3.   Other requirements from organisations or external agencies that
     requirements relevant to the
                                               may affect a learning needs analysis
     learning needs analysis
                                          4.   Methods of reviewing a learner’s formal and informal achievements
b) Review the learner’s                   5.   Methods of giving recognition for prior learning and achievement
   achievements, evaluating these
   against relevant objectives and
   requirements

2. Analyse individual learning and        1.   Methods, which include the appropriate use of technology, to carry
development needs                              out an initial assessment of capability and potential
                                          2.   How to select initial assessment methods which are safe, reliable
a)   Use safe, reliable and valid              and valid for the learner and their objectives
     methods to assess the learner’s
                                          3.   How to assess and manage risk when carrying out initial
     capabilities and potential
                                               assessments
b) Analyse the learner’s capabilities     4.   Issues related to equality and diversity that may affect an individual
   and potential in the context of             learning needs analysis and how to address these
   their objectives and other             5.   Who to make agreements with and the issues to consider when
   requirements                                prioritising an individual’s learning needs
                                          6.   The communication and personal skills that practitioners need
                                               when identifying individuals’ learning needs
3. Agree learning and development         1.   Preferred ways of learning and how these may affect choices about
needs with the individual                      possible learning and development opportunities
                                          2.   Different methods of supporting learners to identify their preferred
a)   Agree and prioritise the learner’s        ways of learning, and how to use this information to support their
     learning needs                            learning
                                          3.   Different methods of providing feedback to a learner on the
b) Support learners in identifying
                                               outcomes of the learning needs analysis, and the advantages and
   their own preferred ways of
                                               disadvantages of these methods
   learning
                                          4.   Why confidentiality is important when identifying learning needs
c)   Give the learner constructive and         and what information to safeguard
     realistic feedback on their
     expectations and possible
     learning and development
     opportunities

d) Maintain confidentiality
   agreements




Accredited 24 November 2010                                 8
Unit L&D3                        Plan and prepare learning and development programmes
Source: Learning and Development Standard 3

What this unit is about

This unit is about planning and preparing learning and development programmes to meet identified needs
and requirements. ‘Programme’ refers to any planned sequence of learning opportunities which lead to
agreed outcomes. Examples might include: a course; a programme of learning in the workplace; or an
individual coaching programme.

The types of activities the candidate will be involved in include:
    1. Planning learning and development programmes
    2. Organising resources and arrangements for learning and developing programmes

To achieve this unit the candidate is required to plan and prepare two different learning and development
programmes.

The candidate’s knowledge will be assessed by taking part in a discussion with their assessor or answering
questions (written or oral) or providing a candidate statement or a combination of all of these.

The candidate’s performance will be assessed by their assessor looking at products of work, for example:
     written plans for the learning and development programmes, including showing how resources will
       be allocated and used
     correspondence with colleagues
     information for learners
     budgets and other resource requirements
     risk assessments
     monitoring and evaluation schemes

Terminology

Within this unit the following explanations and examples apply.
Delivery methods           Any method that supports learning and development, for example: presentations;
                           instructions; demonstrations; opportunities to apply knowledge and practise skills;
                           experiential learning; group and individual projects and research
Learning and development   Any event that assists the acquisition of skills and knowledge. This includes formal
opportunities              sessions as well as experiences such as visits, time spent in the workplace, personal
                           research etc.
Outcomes                   These could be outcomes for the group as a whole – for example enabling team
                           effectiveness – and/or outcomes for the individuals who make up the group – for
                           example individual skill acquisition
Programme                  A planned sequence of learning and development opportunities over a period of time
                           which lead to agreed learning outcomes, for example a ‘course’.
Requirements               These could be the requirements of the practitioner’s own organisation or those of an
                           external organisation, such as a funding body or awarding organisation
Resources                  This covers any physical or human resource that supports the learning and development
                           process and could include technical equipment, IT-based learning, handouts, workbooks,
                           people – for example outside speakers – and visits to places of interest
Risk assessments           This could be a formal and written risk assessment but could be informal and dynamic –
                           monitoring and controlling risk on an ongoing basis. Risk includes health and safety but
                           may also cover e.g. finance, availability of resources etc.

Accredited 24 November 2010                             9
Performance                              Knowledge
What the candidate must do               What the candidate must know
1. Plan learning and development         1.   How information acquired from analysing learning and
programmes                                    development needs contributes to planning, and the factors that
                                              need to be taken into account
a)   Identify learning outcomes that     2.. How to identify a range of options for meeting learning outcomes
     meet agreed learning and                and the strengths and weaknesses of different approaches,
     development needs                       including the use of technology
                                         3.   How to develop a plan of learning and development
b) Develop a coherent plan of
                                              opportunities that meets different learning needs, including
   learning and development
                                              those relating to equality and diversity
   opportunities appropriate to the
   learning outcomes and                 4.. The types of internal and external requirements that may affect
   internal/external requirements            planning, including, where relevant, bilingualism
                                         5.   The importance of flexibility and contingency planning when
c)   Identify realistic delivery and          developing programmes
     assessment methods appropriate      6.. The learning cycle and how this should inform the planning
     to learning and development             process
     opportunities
                                         7.   Why it is important for learner needs to be at the centre of
                                              programme plans
d) Ensure the plan conforms to
   relevant policies, procedures and     8.   How to involve learners in the development of programme plans
   legislation                           9.   The organisational, legal and professional requirements that
                                              should be followed when planning learning and development
                                              programmes
                                         10 The colleagues with whom plans should be shared
2. Organise resources and                1.   Factors that need to be managed when arranging and co-
arrangements for learning and                 ordinating learning and development opportunities
development programmes                   2.   How to carry out risk assessments when preparing programmes,
                                              and the factors that need to be considered in the learning context
a)   Identify the resources needed to
                                         3.   The range of resources – including the use of technology – that
     deliver the plan and ensure these
                                              may be needed to facilitate, monitor and evaluate learning and
     are within allocated budgets
                                              development and how to identify them
b) Ensure arrangements for the           4.   How planning and resource needs can be affected by the
   delivery of the plan are in place          learners’ identified abilities and needs, including the use of
                                              language
c)   Identify how the learning will be   5.   The arrangements required for the delivery of the plan including
     monitored and evaluated                  the systems, structures and relationships needed for effective
                                              implementation
d) Communicate the plan to               6.   The factors that need to be considered when monitoring the
   learners and other people                  implementation of the plan and evaluating the effectiveness of
   involved in the provision of               learning
   learning and development
                                         7.   How continuous evaluation can help to shape the development
                                              and implementation of learning plans and improve learning
                                         8.. How to encourage the commitment and understanding which
                                             learners and colleagues need to be effective in the
                                             implementation of programmes




Accredited 24 November 2010                               10
Unit L&D4                       Plan and prepare specific learning and development
                                opportunities

Source: Learning and Development Standard 4

What this unit is about

This unit is about planning and preparing specific/individual learning and development opportunities, for
example formal training sessions or informal experiences such as periods in the workplace.

The types of activities the candidate will be involved in include:
    1. Planning specific learning and development opportunities
    2. Organising resources and arrangements for specific learning and developing opportunities

To achieve this unit the candidate is required to plan and prepare two different specific learning and
development opportunities (sessions, work-based learning opportunities etc.)

The candidate’s knowledge will be assessed by taking part in a discussion with their assessor or answering
questions (written or oral) or providing a candidate statement or a combination of all of these.

The candidate’s performance will be assessed by the assessor looking at products of work, for example:
     written plans for the learning and development opportunities – for example lesson plans – which
       also show how resources will be allocated and used
     information for learners
     notes or correspondence showing how other arrangements have been made
     risk assessments
     budgets and other resource requirements

Products of work will also be supplemented by a discussion between the candidate and assessor.

Terminology

Within this unit the following explanations and examples apply.

Delivery methods                       Any method that supports learning and development, for example,
                                       presentations, instructions, demonstrations, opportunities to apply
                                       knowledge and practise skills, experiential learning, group and individual
                                       projects and research
Learning and development               Any event that assists the acquisition of skills and knowledge. This includes
opportunities                          formal sessions as well as experiences such as visits, time spent in the
                                       workplace, personal research etc.
Outcomes                               These could be outcomes for the group as a whole – for example enabling
                                       team effectiveness – and/or outcomes for the individuals who make up the
                                       group – for example individual skill acquisition
Resources                              This covers any physical or human resource that supports the learning and
                                       development process and could include technical equipment, IT-based
                                       learning, handouts, workbooks, people – for example outside speakers –
                                       and visits to places of interest
Risk assessments                       This could be a formal and written risk assessment but could be informal
                                       and dynamic – monitoring and controlling risk on an ongoing basis. Risk
                                       includes health and safety but may also cover e.g. finance, availability of
                                       resources etc.


Accredited 24 November 2010                           11
Performance                               Knowledge
What the candidate must do                What the candidate must know
1. Plan specific learning and             1.   The importance of having clear outcomes for specific learning and
development opportunities                      development opportunities
                                          2.   Options for delivering and/or facilitating different types of learning
a)   Identify the purpose and                  and development opportunities
     outcomes of specific learning and
                                          3.   Factors to consider in selecting suitable delivery and facilitation
     development opportunities in
                                               methods
     relation to agreed goals
                                          4.   The range of planning considerations relevant to ensuring that
b) Identify how specific learning and          equality, diversity and where relevant, bilingualism needs are met
   development opportunities will         5.   Factors that need to be considered in the management of different
   be delivered and/or facilitated             learning and development opportunities and how to deal with these
   and managed                                 factors

c)   Ensure plans are appropriate to
     identified learning needs and
     meet organisational and legal
     requirements

2. Organise resources and                 1.   The resources, including technology, available to support delivery and
arrangements for specific learning             / or facilitation and management of learning and development
and development opportunities                  opportunities
                                          2.   The advantages and disadvantages of different types of resources in
a)   Identify the resources needed to          meeting learner needs
     deliver and/or facilitate specific
                                          3.   The types of preparations that need to be undertaken for different
     learning and development
                                               learning opportunities and why each of these is important.
     opportunities
                                          4.   How to carry out a risk assessment in relation to planning for specific
b) Ensure preparations and                     learning and development opportunities, and the contingencies which
   arrangements for delivery and /or           should be put in place in response to risk assessments
   facilitation, management and           5.   The operational requirements that should be considered in planning
   evaluation are carried out in               specific learning and development opportunities, including
   sufficient time                             organisational, health and safety, budgetary and legislative guidelines.
                                          6.   Different methods of communicating aims and objectives to learners
c)   Communicate aims and
     objectives to learners




Accredited 24 November 2010                                12
Unit L&D5                        Develop and prepare resources for learning and
                                 development
Source: Learning and Development Standard 5


What this unit is about

This unit is about preparing resources to support learning and development. It covers developing resources
‘from scratch’ as well as adapting and preparing existing resources to meet the needs of learners. It also
covers the preparation of resources including the learning environment, learning materials and equipment
used to support learning.

The types of activities the candidate will be involved in include:
    1. Planning learning and development resources
    2. Preparing learning and development resources

To achieve this unit the candidate is required to plan and prepare learning and development resources for
at least two different learning and development opportunities for learners.

The candidate’s knowledge will be assessed by taking part in a discussion with their assessor or answering
questions (written or oral) or providing a candidate statement or a combination of all of these.

The candidate’s performance will be assessed by their assessor looking at products of work, for example:
     the candidate’s plans for developing new resources, including identifying the needs of learners
     the learning resources they have developed, including instructions for their use
     adaptations the candidate has made to existing learning resources
     records of how the candidate tested and amended learning resources

Terminology

Within this unit the following explanations and examples apply.

Resources                               This covers any physical or human resource that supports the learning and
                                        development process and could include technical equipment, Information
                                        Technology-based learning, handouts, workbooks and visits to places of
                                        interest

Target Group                            Those learners who will be using the resources




Accredited 24 November 2010                            13
Performance                             Knowledge
What the candidate must do              What the candidate must know
1. Plan learning and development        1.   The different types of resources that can be used to support learning
resources                                    across the full range of the training cycle
                                        2.   The range of resources available to support different types of needs
a)   Agree the range and purpose of
                                        3.   The importance of distinguishing between different user needs and the
     resources required
                                             factors which are important in selecting and developing resources to
                                             meet these needs
b) Identify the resource needs of the
   individuals or groups that the       4.   How to identify costs and timescales for resource development
   resources are being prepared for     5.   The factors which are important in selecting and developing resources
                                             to meet the needs of different learners, taking account of the need for
                                             equality and diversity
                                        6.   The legislative, safety and professional guidelines relating to the
                                             development and adaptation of resources, including those relating to
                                             intellectual property, copyright and patents
                                        7.   How to develop simulated exercises that replicate real working
                                             challenges
                                        8.   The contribution and challenges that technology can make to the
                                             development and adaptation of different types of resources and the
                                             challenges posed by these


2. Prepare learning and development     1.   The factors that need to be considered in the effective preparation and
resources                                    development of learning resources, including those for the learning
a) Identify and develop resources            environment, learning materials and equipment
     which are appropriate to the       2.   How to ensure that the language, style and format of the materials are
     target group and the purpose for        appropriate to the needs of the learners.
     which they are required
                                        3.   How to set-up and use equipment to support learning and development
b) Ensure anyone else who is using      4.   How to develop guidance for the use of resources and how to
   the resources receives the                encourage consistent application
   necessary guidance                   5.   The types of adaptations that could be made to resources to make them
                                             more appropriate to learning needs and user requirements
c)   Ensure adaptations to existing     6.   The importance of checking and testing resources to make sure they are
     resources are consistent with           of the required standard and how to do this effectively
     learning needs and professional
                                        7.   How to make adaptations to the learning environment to support the
     practice
                                             learning process
d) Ensure resources are consistent      8.   The preparation, support and qualifications that staff require to
   with legislative, safety, equality        contribute effectively to learning and development activities within own
   and diversity and professional            area of responsibility
   guidelines

e)   Make sure that resources are
     checked and tested to ensure
     they meet required standards
     and learner needs




Accredited 24 November 2010                              14
Unit L&D6                       Manage learning and development in groups

Source: Learning and Development Standard 6


What this unit is about

This unit is about using a range of methods to enable group members to learn and develop in a safe and
supportive learning environment.

The types of activities the candidate will be involved in include:
    1. Managing an effective group environment for learning and development
    2. Facilitating learning and development in groups using a range of methods

To achieve this unit the candidate is required to deliver at least two group learning sessions. Across these
sessions the candidate will be expected to use at least three of the following delivery methods:
     presentations
     instructions
     demonstrations
     opportunities for learners to apply knowledge and practise skills
     experiential learning

They will also have to show that they know how to use the others.

The candidate’s knowledge will be assessed by taking part in a discussion with their assessor or answering
questions (written or oral) or providing a candidate statement or a combination of all of these.

The candidate’s performance will be assessed by the assessor observing the learning and development
sessions that they manage and the methods they use.

Terminology

Within this unit the following explanations and examples apply.
Delivery methods               Any method that supports learning and development, for example, presentations,
                               instructions, demonstrations, opportunities to apply knowledge and practise skills,
                               experiential learning.

Environment                    This includes the physical environment in which learning and development takes
                               place but also covers group dynamics and behaviour

Health and safety              This includes physical health and safety as well as emotional well-being

Outcomes                       These could be outcomes for the group as a whole – for example enabling team
                               effectiveness – and/or outcomes for the individuals who make up the group – for
                               example individual skill acquisition

Requirements                   These could be the requirements of the practitioner’s own organisation or those of
                               an external organisation, such as a funding body or awarding organisation

Resources                      This covers any physical or human resource that supports the learning and
                               development process and could include technical equipment, Information
                               Technology-based learning, handouts, workbooks, people – for example outside
                               speakers – and visits to places of interest
Risk                           This refers to any risk to the effective facilitation of the group. Risks may be to


Accredited 24 November 2010                            15
                              individual learners, to the group as a whole or to those facilitating. This includes
                              health and safety risks but may also include, for example, the risk of delivery
                              methods not being appropriate.

Other people                  This refers to others who may be involved in, or affected by, the learning activities,
                              for example, staff members, volunteers, assistants or people in the same area.




Accredited 24 November 2010                           16
Performance                               Knowledge
What the candidate must do                What the candidate must know
1. Manage an effective group              1.   The learners’ needs, requirements and planned outcomes relevant to
environment for learning and                   their own areas of work
development                               2.   The characteristics of a group environment that foster learning and
                                               development for all those involved
a)   Manage a group environment in
                                          3.   Different techniques to manage group dynamics
     which individuals feel valued,
     supported, confident and able to     4.   Aspects of equality, diversity and, where relevant, bilingualism, that
     learn                                     need to be addressed when facilitating learning and development in
                                               groups
b) Communicate with learners in a         5.   Different ways of encouraging behaviour and values that foster
   way that meets individual and               mutual respect and support the learning and development process
   group needs                            6    The importance of own communication skills and different ways to
                                               communicate effectively with groups, and individuals within groups
c)   Make learners aware of the
     outcomes they are expected to
     achieve and how the planned
     activities will support these

2. Facilitate learning and                1.   The types of learning resources available, including those that are
development in groups using a range            technology enhanced, that can support learning and development in
of methods                                     groups
                                          2.   The factors to consider when selecting and using learning and
a)   Balance and adjust delivery to            development resources to facilitate learning and development in
     meet individual needs while               groups
     achieving planned group
                                          3.   The range of delivery methods appropriate to learning in groups
     outcomes and agreements
                                          4.   How to co-ordinate learning and development activities to meet
b) Use a range of delivery methods,            individual and group needs
   activities and resources to meet       5.   The types of motivational strategies that would support group and
   the needs of all group members,             individual learning and how to select these according to identified
   as appropriate to planned                   needs
   outcomes                               6.   Techniques that can be used to monitor learner response
                                          7.   Different ways of adapting delivery according to learner response
c)   Monitor learner response and use
                                               whilst still achieving planned outcomes and agreements
     appropriate strategies to
     motivate learners individually and   8.   How to assess and manage risk in own area of work whilst facilitating
     collectively                              learning and development in groups

d) Encourage effective
   communication within the group

e)   Maintain the health and safety of
     learners, self and other people




Accredited 24 November 2010                                17
Unit L&D7                        Facilitate individual learning and development

Source: Learning and Development Standard 7

What this unit is about
This unit is about using a range of methods to enable individuals to acquire or improve skills and knowledge
and practise their application in context. It also covers providing feedback to learners and encouraging
them to reflect on and improve what they do. This unit could be achieved as part of a coaching and/or
mentoring relationship.

The types of activities the candidate will be involved in include:
    1. Planning and preparing for individual learning and development
    2. Facilitating individual learning and development using a range of methods
    3. Helping the learner to reflect on their learning experience

To achieve this unit they are required to facilitate learning and development with at least two individual
learners. When working with the learners they will be expected to use at least three of the following
delivery methods:
     coaching
     instructions
     demonstrations
     opportunities for learners to apply knowledge and practise skills


They will also have to show that they know how to use the others.

Their knowledge will be assessed by the candidate taking part in a discussion with their assessor or
answering questions (written or oral) or providing a candidate statement or a combination of all of these.

Their performance will be assessed by their assessor observing the individual learning and development
that they manage and the methods that they use.

Terminology

Within this unit the following explanations and examples apply.
Application                      The process applying new or improved skills and knowledge in a real or realistic
                                 context, for example a work situation

Goals                            This refers to interim targets or steps towards learners meeting overall outcomes
                                 and objectives

Health and safety                This includes physical health and safety as well as emotional well-being

Learner objectives               These will usually be performance objectives – for example doing something or
                                 doing something better.

Delivery methods                 Any method that supports individual learning and development, for example,
                                 coaching, instruction, demonstration, opportunities to apply knowledge and
                                 practise skills.
Other people                     This refers to others who may be involved in, or affected by, the learning activities,
                                 for example, staff members, volunteers, assistants or people in the same area
                                 .
Reflection/reflective practice   The process of thinking critically about what we do, identifying opportunities for
                                 improvement and, where appropriate, further learning needs


Accredited 24 November 2010                             18
Resources                              This covers any physical or human resource that supports the learning and
                                       development process and could include technical equipment, Information
                                       Technology-based learning, handouts, workbooks, people – for example outside
                                       speakers – and visits to places of interest
Risk                                   This relates to any risk to the facilitation of learning and development. This
                                       includes health and safety but could also cover, for example, the risk of setting
                                       unrealistic goals or selecting inappropriate learning methods.



Performance                                      Knowledge
What the candidate must do                       What the candidate must know
1. Plan and prepare for individual               1.   The principles, uses and value of learning and development on
learning and development                              an individual basis
                                                 2.   The characteristics of a relationship that supports individual
a)     Establish and maintain a professional          learning, application and reflection
       relationship with the learner that
                                                 3.   Aspects of equality and diversity that need to be addressed when
       supports individual learning and
                                                      facilitating individual learning and development
       reflection
                                                 4.   Key factors to consider when setting and agreeing goals with
b) Explore and agree the learner’s                    individual learners
   objectives, learning needs and goals

c)     Agree a plan of learning, application
       and reflection

2. Facilitate individual learning and            1.   The range of delivery methods appropriate to individual learning
development using a range of methods             2.   The range of resources, including support from others, that are
                                                      available to support individual learning
a)     Use a range of methods and resources
                                                 3.   How technology can enhance resources and delivery methods for
       to help the learner acquire/develop
                                                      individual learning
       the skills and knowledge they need
                                                 4.   How to assess and manage risk in own area of work whilst
b) Support the learner in applying their              facilitating learning and development for individuals
   learning in context

c)     Maintain the health and safety of the
       learner, self and other people


3. Help the learner to reflect on their          1.   The importance of reflective practice in individual learning and
learning experience                                   development
                                                 2.   The range of techniques that can be used to encourage reflective
a)     Provide constructive and motivational          practice by the learner
       feedback to improve the learner’s
                                                 3.   How to support different types of learners in applying new or
       application of learning
                                                      enhanced learning in context
b) Assist the learner to reflect on their        4.   The types of barriers that learners encounter and how to develop
   practice and experience                            strategies to overcome these
                                                 5.   How to adapt learning plans in response to learner progress and
c)     Adapt learning, application and                reflection whilst still focusing on learner needs and desired
       reflection to meet further needs               outcomes




Accredited 24 November 2010                                   19
Unit L&D8                         Engage and support learners in the learning and
                                  development process

Source: Learning and Development Standard 8

What this unit is about

This unit is about supporting learners through the learning process by, for example, providing them with
information and advice, helping them overcome barriers, helping them access the learning and experience
they need, monitoring progress against expected standards and providing constructive feedback.

The types of activities the candidate will be involved in include:
    1. Engaging the learner in the learning and development experience
    2. Supporting the learner through the learning and development process
    3. Providing feedback and evidence of learner achievement

To achieve this unit the candidate is required to engage and support at least two individual learners
through their learning and development process.
The candidate’s knowledge will be assessed by taking part in a discussion with their assessor or answering
questions (written or oral) or providing a candidate statement or a combination of all of these.

Their performance will be assessed by their assessor looking at products of work, for example:
     notes of meetings with learners
     records of information and advice they have made available to learners
     records of learning opportunities they have made available to learners (but not necessarily
        provided by themselves)
     records of challenges the learners have faced and how the candidate helped them to overcome
        these challenges
     records of information the candidate has provided to others (for example, tutors or assessors) on
        learner achievement and progress
    
The quality of the candidate’s relationship with the learners will be assessed by the assessor observing
them working with the learners.

Terminology

Within this unit the following explanations and examples apply.
Barriers                             Anything that might prevent the learner taking a full part in learning.
                                     This could include, for example, lack of confidence or essential skills
                                     and knowledge.
Expected standards                   The standards the learner should achieve as part of their learning
                                     programme. These could include national occupational standards or
                                     standards set by other types of qualifications.
Learning process                     This may include experience, such as time in the workplace, as well as
                                     formal and informal training.
Provide evidence of achievement      This could include providing witness statements to qualified assessors.




Accredited 24 November 2010                           20
Performance                                Knowledge
What the candidate must do                 What the candidate must know
1. Engage the learner in the learning      1.   The characteristics of a relationship that supports learner’s progress
and development process                         and provides them with motivation to learn
                                           2.   The types of information and advice that learners may require and
a)   Establish and maintain a positive          how to provide or access this
     relationship with the learner
                                           3.   Different strategies to enable learners to engage with learning
     which encourages and motivates
     learning                              4.. Aspects of equality and diversity that need to be addressed when
                                               supporting learners
b) Provide the learner with                5.   The range of techniques through which different types of learners can
   information and advice relevant              contribute to their own learning
   to their needs

c)   Enable the learner to engage
     with, and contribute to, their own
     learning

d) Assist the learner to access the
   skills, knowledge and experience
   they need

2. Support the learner through the         1.   The types of barriers to learning that different types of learner’s
learning and development process                experience and how to address these
                                           2.   How to help individuals with different types of learning needs access
a)   Help the learner overcome any              the skills and knowledge
     barriers that prevent them taking
                                           3.   The boundaries of own role and when to refer the learner to other
     a full part in the learning process
                                                sources of help and support
b) Support the learner in taking           4.   The range of resources, including support from others and
   responsibility for their own                 technology-based solutions, that are available to support learners
   development                             5.   Why it is important that learners take responsibility for their own
                                                learning and different methods of helping them to do so


3. Provide feedback and evidence of        1.   Methods that can be used to monitor learner’s performance against
learner achievement                             required standards
                                           2.   Methods that can be used to enable learners to provide honest and
a)   Monitor the learner’s                      constructive feedback on their learning experience
     performance against expected
                                           3.   How to use learner feedback on their learning experience
     standards
                                           4.   Different methods of presenting evidence of learner achievement to
b) Provide evidence of achievement              others
   to others as required                   5.   Different methods of providing the learner with constructive feedback
                                                and how to use these methods effectively
c)   Provide constructive feedback to      6.   The importance of reviewing learner progress and appropriate times
     the learner                                to do so
                                           7.   The factors which are important in helping learners to review their
d) Review learner progress and help
                                                progress and, where necessary, adapt their plans for learning and
   them adapt their plans as
                                                progression
   necessary




Accredited 24 November 2010                                 21
Unit L&D9D                           Assess workplace competence using direct methods

Source: Learning and Development Standard 9

Who this unit is for

This unit is for those who assess in the workplace using the following assessment methods:
     observation and possibly
     related questioning and/or
     inspecting work products (created at the time of the observation)

Someone holding this unit will be able to assess SVQs (or individual units), other workplace qualifications
and in-company standards that only require one or more of these three assessment methods.

‘Direct assessors’ of this kind may also contribute to the assessment of SVQs, other workplace qualifications
or in-company standards that require a wider range of assessment methods, where the final assessment
decision is being made by another assessor.

For this unit, assessments must be of a substantial but realistic and manageable piece of the candidate’s
work. Each assessment should cover the full assessment cycle to include planning, judging evidence,
providing feedback and recording the decision.

What this unit is about

The types of activities the assessor candidate will be involved in include:
    1. Preparing and planning assessments
    2. Assessing candidate performance and knowledge
    3. Confirming progression and achievement

To achieve this unit the assessor candidate is required to assess the competence of two candidates in their
place of work on two separate occasions for each candidate (four assessments in total), using standards
such as those provided by a national awarding/standard setting body or the candidates’ employer.

The assessor candidate’s knowledge will be assessed by them taking part in a discussion with their assessor
or answering questions (either written or oral) or providing a statement of how and why they carried out
certain activities, or a combination of these.

The assessor candidate’s performance will be assessed by their assessor observing them conducting part of
the assessment process and by looking at products of their work such as:
     pre-assessment planning documentation
     assessment plans agreed with candidates
     observation reports and other assessment records
     feedback records used to convey progress/achievement to candidates

The assessor will also observe the assessor candidate giving feedback to at least one of the candidates and
reviewing their progress.




Accredited 24 November 2010                           22
Terminology

Within this unit the following explanations and examples apply.

Assessment method                    Observation, questioning, checking products of work

Authentic                            Being the candidate’s own work.

Equality                             A state of fair treatment that is the right of all the people regardless
                                     of differences in, for example, culture, ability, gender race, religion,
                                     wealth, sexual orientation, or any other group characteristic

Current/Currency                     Evidence that the candidate still possesses the skills and knowledge
                                     being claimed.
Diversity
                                     Acknowledging that each individual is unique and recognising our
                                     individual differences in, for example, culture, ability, gender, race,
                                     religion, wealth, sexual orientation, or any other individual
Identify and collect evidence        characteristic.

                                     This is done through the assessment process, for example by assessor
Reliable                             observations, checking products of work, asking questions

                                     Assessors achieving a consistent approach to the way they make
Requirements                         judgements about candidate evidence

                                     These are the requirements of the practitioner’s own organisation and
Risk assessment                      those of an external organisation, such as awarding organisation.

Sufficient                            Risk relates to breach of quality assurance principles (VARCS).

Valid                                Enough evidence as specified in Evidence Requirements or Assessment
                                     Strategy.

Fair                                 Selecting and using an appropriate method of assessment in relation
                                     to the skills and or knowledge being assessed.
Safe
                                     Ensuring candidates are assessed consistently and objectively to the
Special Assessment Arrangement       standards. An agreement made with the candidate and the organisation to ensure fa

                                     This covers the health, safety and welfare of the person being
                                     assessed.

                                     An agreement made with the candidate and the
                                     organisation to ensure fair assessment of the candidate
                                     without diluting the standards, for example taking
                                     account of shift working by arranging assessment
                                     opportunities to suit the candidate’s work patterns




Accredited 24 November 2010                           23
Performance                                 Knowledge
What the candidate must do                  What the candidate must know
1. Prepare and plan for assessments         1. The range of information that should be made available to
                                               candidates before assessment begins
                                            2. The standards to be assessed and the assessment/evidence
a)   Ensure candidates understand the
                                               regulatory requirements
     purpose, requirements and
     processes of assessment                3. The candidates’ job role and their work environment and how
                                               this influences the assessment approach adopted
                                            4. How to judge when the candidate is ready for assessment
b) Identify evidence that is valid,
   authentic and sufficient                 5. The uses, benefits and drawbacks of the different assessment
                                               methods, including those that use technology
                                            6. Types of risks when assessing and how to manage them
c)   Plan to use valid, fair and reliable
     and safe assessment methods            7. How to involve candidates in planning assessments and ensuring
                                               they have access to the assessment process
                                            8. How assessment arrangements can be adapted to meet the
d) Plan assessment to meet
                                               diverse needs of individual candidates
   requirements and candidate needs
                                            9.   How disputes and appeals will be handled and how
                                                 confidentiality will be maintained


2. Assess candidate performance             1. How to implement the chosen assessment methods
   and knowledge                            2. The principles of competence based assessment (competent
                                               versus not yet competent )
a)   Collect evidence that is valid,
                                            3. How to judge evidence in relation to the quality assurance
     authentic and sufficient
                                               principles that are applied (Valid, Authentic, Reliable, Current,
                                               Sufficient (VARCS))
b) Use valid, fair, reliable and safe       4. Achieving objectivity and consistency when making assessment
   assessment methods                          decisions and what to do when there is doubt
                                            5. Standardisation processes and how to contribute to those
c)   Make assessment decisions against      6. How to cooperate and work effectively with others involved in
     specified criteria                        the assessment process

d) Work with others to ensure the
   standardisation of assessment
   practice and outcomes

3. Confirm progression and                  1. The purpose and value of feedback in the assessment cycle
achievement                                 2. How to deliver constructive feedback and the next steps in the
                                               assessment process
                                            3. How to ensure access and data protection requirements are
a)   Provide feedback to the candidate
                                               adhered to when maintaining records of assessment and
     that affirms achievement and
                                               candidate progress.
     identifies any additional
     requirements                           4. Internal quality assurance processes and procedures and how to
                                               apply these in practice
                                            5. The value and purpose of continuing professional development
b) Maintain required records of the
                                               for assessment practitioners
   assessment process, its outcomes
   and candidate progress




Accredited 24 November 2010                               24
Unit L&D9DI                          Assess workplace competence using direct and indirect
methods


Source: Learning and Development Standard 9

Who this unit is for
This unit is for those who assess in the workplace using a wide range of assessment methods, both direct
and indirect. The person wishing to achieve this unit (the assessor candidate) will use the following direct
methods:
     Observation
     Examination of Work Products (both created and not created at the time of observation)
     Questioning

They may also be involved in authenticating indirect evidence such as:
    Discussing with candidates
    Testimony of others (witnesses)
    Examining candidate statements
    Assessing candidates in simulated environments
    Recognising Prior Learning (RPL) – otherwise known as the Accreditation of Prior Achievement (APA)

The assessment decisions made by the assessor-candidate will be used to confirm achievement in a range
of situations such as assessing SVQs, other workplace qualifications or in-company standards.

For this unit, assessments must be of a substantial but realistic and manageable piece of the candidate’s
work. Each assessment should cover the full assessment cycle to include planning, judging evidence,
providing feedback and recording the decision.

What this unit is about

The types of activities the assessor candidate will be involved in include:
     a) Preparing to assess
     b) Planning assessments
     c) Assessing candidate performance and knowledge
     d) Confirming progression and achievement

To achieve this unit the assessor candidate must assess the competence of two candidates on two
occasions in their place of work using a set of standards such as those provided by a national
awarding/standard setting body or the candidates’ employer.

The assessor candidate’s knowledge will be assessed by them taking part in a discussion with their assessor
or answering questions (either written or oral) or providing a statement of how and why they carried out
certain activities, or a combination of these.

The assessor candidate’s performance will be assessed by their assessor observing them carrying out
assessments and by looking at products of their work such as:
     notes relating to pre-assessment planning discussions
     assessment plans agreed with the candidates
     records detailing assessment decisions
     feedback records used to convey progression/achievement to the candidates
     records of the standardisation activities the assessor candidate has been involved in


Accredited 24 November 2010                           25
The assessor will also observe the assessor candidate assessing, giving feedback to at least one of the
candidates and reviewing progress.

Terminology

Within this unit the following explanations and examples apply.

Assessment method                         Observation, questioning, checking products of work, discussing with
                                         candidates, testimony of others (witnesses, examining candidate
                                         statements, assessing candidates in simulated environments,
                                         Recognising Prior Learning (RPL) – otherwise known as the
                                         Accreditation of Prior Achievement (APA)


Authentic                                Being the candidate’s own work.

Current/currency                         Evidence that the candidate still possesses the skills and knowledge
                                         being claimed.

Equality                                 A state of fair treatment that is the right of all the people regardless
                                         of differences in, for example, culture, ability, gender race, religion,
                                         wealth, sexual orientation, or any other group characteristic

                                         Acknowledging that each individual is unique and recognising our
Diversity                                individual differences in, for example, culture, ability, gender, race,
                                         religion, wealth, sexual orientation, or any other individual
                                         characteristic.

                                         This is done through the assessment process, for example by assessor
Identify and collect evidence            observations, checking products of work, asking questions, discussing
                                         with candidates, testimony of others (witnesses, examining candidate
                                         statements, assessing candidates in simulated environments,
                                         Recognising Prior Learning (RPL) – otherwise known as the
                                         Accreditation of Prior Achievement (APA)

                                         Assessors achieving a consistent approach to the way they make
                                         judgements about candidate evidence.
Reliable
                                         These could be the requirements of the practitioner’s own
                                         organisation or those of an external organisation, such as awarding
Requirements                             organisation.

                                         Risk relates to breach of the quality assurance principles (VARCS)

Risk assessment                          Enough evidence as specified in Evidence Requirements or Assessment
                                         Strategy.

Sufficient                               Selecting and using a method of assessment appropriate to the skills
                                         and knowledge being assessed.

                                          Ensuring candidates are assessed consistently and objectively to the
Valid                                    standards.

Fair                                     This covers the health, safety and welfare of the person being
                                         assessed.

Safe                                     An agreement made with the candidate and the
                                         organisation to ensure fair assessment of the candidate
                                         without diluting the standards, for example taking

Accredited 24 November 2010                           26
Special Assessment            account of shift working by arranging assessment
Arrangement                          An agreement made with the candidate and
                              opportunities to suit the candidate’s work patterns the organisation to ensure fair asse




Accredited 24 November 2010               27
Performance                                   Knowledge
What the assessor-candidate must do           What the assessor-candidate must know
1. Prepare to assess                          1. How to judge when the candidate is ready for assessment
                                              2. The range of information that should be made available to
a)   Ensure candidates understand the
                                                 candidates before assessment begins
     purpose, requirements and processes
     of assessment                            3. The concepts and principles of assessment
                                              4. Standards to be assessed, assessment/evidence
                                                 requirements, regulatory requirements
                                              5. The candidates’ job role and their work environment and how
                                                 this influences which assessment approach to use
2. Plan assessments                           1. The principles of assessment (validity, authenticity, reliability,
                                                 currency ,sufficiency (VARCS))
a)   Identify evidence that is valid,
                                              2. The uses, benefits and drawbacks of the different assessment
     authentic and sufficient
                                                 methods, including those that use technology
b) Plan to use valid, fair and reliable and   3. Types of risks, including health, safety and welfare and quality
   safe assessment methods                       assurance risks, when assessing and how to manage them
                                              4. How to plan assessments in own area of responsibility,
c)   Plan assessment to meet                     involving candidates and allowing access
     requirements and candidate needs         5. How assessment arrangements can be adapted to meet the
                                                 diverse needs of individual candidates
                                              6. How disputes and appeals will be handled and how
                                                 confidentiality will be maintained


3. Assess candidate performance and           1. The principles of competence based assessment (competent
knowledge                                        versus not yet competent )
                                              2. How to judge evidence in relation to specified criteria ensuring
a)   Collect evidence that is valid,             the quality assurance principles are applied (valid, fair,
     authentic and sufficient                    reliable, current, safe)
                                              3. Achieving objectivity and consistency when making
b) Use valid, fair, reliable and safe
                                                 assessment decisions and what to do when there is doubt
   assessment methods
                                              4. Standardisation processes and how to contribute to those
c)   Make assessment decisions against        5. How to cooperate and work effectively with others involved in
     specified criteria                          the assessment process

d) Work with others to ensure the
   standardisation of assessment
   practice and outcomes




Accredited 24 November 2010                               28
Performance                            Knowledge
What the assessor-candidate            What the assessor-candidate must know
must do
4. Confirm progression and             1. The purpose and value of feedback in the assessment cycle
achievement                            2. How to deliver constructive feedback and the next steps in the
                                          assessment process
a)   Provide feedback to the learner
                                       3. How to ensure access and data protection requirements are adhered
     that affirms achievement and
                                          to when maintaining records of assessment and candidate progress.
     identifies any additional
     requirements                      4. Internal quality assurance processes and procedures and how to
                                          apply these in practice
b) Maintain required records of        5. The value and purpose of continuing professional development for
   the assessment process, its            assessment practitioners
   outcomes and candidate
   progress




Accredited 24 November 2010                              29
Unit L&D10 Reflect on, develop and maintain own skills and practice in learning
and development

Source: Learning and Development Standard 10

What this unit is about

This unit is about the learning and development practitioner reflecting on their current practice, identifying
their own learning and development needs and taking part in continuing professional development.

The types of activities the candidate will be involved in include:
    1. Evaluating own performance as a learning and development practitioner
    2. Continually developing own practice as a learning and development practitioner

To achieve this unit the candidate is required to demonstrate reflective practice and continuing
professional development in all key areas of their work.

The candidate’s performance will be assessed by the assessor looking at products of work, for example:
     records of their work on keeping up to date on the requirements of their role
     records of how they keep abreast of developments in learning and development
     feedback that they have stimulated from learners and colleagues
     self-evaluations of their own practice in learning and development
     their personal development plan and evidence of how this has been updated over time
     records of continuing professional development activities
     evidence of how they have shared new knowledge and skills with colleagues

The assessor will also engage in a professional discussion with the candidate to explore how they have
reflected on their practice and used these reflections to improve what they do.

Terminology

Within this unit the following explanations and examples apply.

Role                                  This is used to describe the job that the practitioner is contracted to carry out
                                      and the work that they must do


Practice                              This refers to the ‘way’ that the practitioner carries out their work and takes
                                      account of factors such as their approach to their work.




Accredited 24 November 2010                            30
Performance                                   Knowledge
What the candidate must do                    What the candidate must know
1. Evaluate own performance as a              1.   The extent and limitations of the requirements and
learning and development practitioner              responsibilities associated with own role
                                              2.   The health and safety practice and personal and social skills
a)   Identify current performance                  relevant to own area of work and management of own
     requirements relevant to own                  workload
     practice
                                              3.   Team, organisational and own professional goals
b) Identify trends and developments           4.   How to explore current performance requirements relevant to
   relevant to own skills, knowledge               own practice, including role descriptors, standards,
   and practice                                    benchmarks, codes of practice, and values and principles
                                                   relevant to own practice
c)   Identify and critically reflect on how   5.   How to find out about and stay abreast of trends and
     own beliefs and attitudes influence           developments relevant to own skills, knowledge and practice
     own practice                                  including those relating to technological developments
                                              6.   Effective methods for assessing own values, beliefs and
d) seek feedback, collect information              attitudes relevant to own skills and practice
   and continually reflect on own
                                              7.   Why it is important to understand own values, beliefs and
   performance
                                                   attitudes and how it can affect own work practice as well as
                                                   own learning and development
e)   assess the extent to which own
     practice is inclusive and promotes       8.   Why it is important to seek feedback on own performance from
     equality and diversity                        all those involved in the learning process and ways that this can
                                                   be done
f)   review and evaluate own skills,          9.   The type of information that should be collected to inform a
     knowledge and practice against                review of own skills, knowledge and practice
     available information                    10. Ways to continuously reflect on and evaluate own efficiency
                                                  and effectiveness and why this is important
                                              11. Methods that can be used to assess the extent to which own
                                                  practice is inclusive and promotes equality and diversity
                                              12. Methods that can be used to evaluate own skills knowledge
                                                  and practice and the range of information that should be used
                                                  to inform this process




Accredited 24 November 2010                                  31
Performance                                   Knowledge
What the candidate must do                    What the candidate must know
2. Continually develop own practice as        1.   The information that should be considered in the prioritisation
a learning and development                         of own learning and development needs
practitioner                                  2.   Sources and methods of relevant continuous and professional
                                                   development to facilitate own learning
a)   Prioritise areas for development
                                              3.   How research can help to update practice
     and plan how learning and
     development will be achieved             4.   Methods, systems and processes for sharing evaluation
                                                   information and suggesting improvements
b) Inform relevant individuals and use        5.   How to provide constructive criticism when suggesting
   appropriate systems to report and               improvements to colleagues
   address factors that impact                6.   Why it is important to keep records of own actions,
   negatively on own practice                      development plans and progress and how these can be used to
                                                   inform ongoing reflective practice
c)   Access development needed to
                                              7.   Why it is important to evaluate the effectiveness of learning
     carry out own work more
                                                   resources and learning provision used for own learning and
     effectively and continually use a
                                                   development and who this information should be shared with
     range of resources to keep own
     knowledge, skills and practice up to     8.   How sharing good practice with others can help to develop
     date                                          own practice
                                              9.   The importance of continuous professional development and
d) Keep records of own actions,                    collaborative reflection on learning development practice
   development plans and progress,
   and use them to support and
   inform ongoing reflective practice

e)   Apply new knowledge and skills to
     consolidate learning, improve own
     practice, and review the
     effectiveness of newly acquired
     knowledge and skills

f)   Share knowledge, skills and
     improvements to practice with
     colleagues where it is likely to be of
     benefit




Accredited 24 November 2010                                  32
Unit L&D11                                Internally monitor and maintain the quality of
workplace assessment

Source: Learning and Development Standard 11

Who is this unit for?

This unit is for those monitoring assessment processes and decisions within an organisation and helping to
maintain and improve the quality of workplace assessment. The internal Quality Assurance process being
conducted by the internal verifier candidate can be for SVQs, work-based qualifications or in-company
standards.

What this unit is about

The types of activities the internal verifier candidate will be involved in include:
   1. Preparing to carry out internal Quality Assurance
   2. Planning internal Quality Assurance
   3. Carrying out planned monitoring of the quality of assessment
   4. Providing assessors with feedback, advice and support to help them maintain and improve their
       assessment practice
   5. Meeting appropriate external Quality Assurance requirements

To achieve this unit the verifier candidate is required to carry out the monitoring activities defined in their
organisation’s Quality Assurance procedures in accordance with appropriate external Quality Assurance
requirements.

Their knowledge will be assessed by taking part in a discussion with their assessor, answering questions
(written or oral), verifier candidate statement or a combination of all of these.

The verifier candidate’s performance will be assessed by the assessor looking at products of work, for
example:
    Notes of meetings with assessors and other Quality Assurance staff in the organisation
    Notes on the planning process for their monitoring activities
    Quality Assurance documentation the verifier candidate uses to record their monitoring of at least
       two assessors’ work with at least two candidates each, covering at least three assessment decisions
       in total. Monitoring will include observation of assessors providing feedback to their candidates
    Records of their use of the results of monitoring to provide feedback, including advice and support
       on practice and planned CPD processes, to assessors and other relevant people and agreeing any
       remedial action or changes to assessment procedures to meet internal and external Quality
       Assurance requirements.

The assessor will also observe the verifier-candidate monitoring the activities of one assessor.


Terminology

Within this unit the following explanation and examples apply:

Assessment method                                 Observation, questioning, checking of
                                                  products of work, witness testimony

Authentic evidence                                Being the candidate’s own work

Accredited 24 November 2010                            33
Candidate                        The person being assessed

Organisation                     An awarding organisation, internal
                                 department or other organisation involved
                                 in assessment

Reliable                         Assessors achieving a consistent approach to the way they
                                 make judgements about candidate evidence

Role requirements                Could include holding an assessor/verifier qualification
                                 and/or occupational experience in the area being assessed

Special Assessment Arrangement   An agreement made with the candidate and the
                                 organisation to ensure fair assessment of the candidate
                                 without diluting the standards, for example taking account
                                 of shift working by arranging assessment opportunities to
                                 suit the candidate’s work patterns

Sufficient                       Enough evidence as specified in Evidence
                                 Requirements or Assessment Strategy

Valid                            Relevant to the criteria against which the
                                 candidate is being assessed




Accredited 24 November 2010          34
Performance                          Knowledge
What the internal verifier-          What the internal verifier-candidate must know
candidate must do

1. Prepare to carry out internal     1.   The standards being assessed and the assessment/evidence
Quality Assurance                         requirements
                                     2.   The relevant Assessment Strategy and external and internal Quality
a) Prepare to monitor the quality         Assurance requirements
   of assessment                     3.   The principles of assessment and Quality Assurance
                                     4.   Procedures to follow when preparing for monitoring activity
                                     5.   Agreed procedures for planning, preparing for and carrying out
                                          assessment
                                     6.   Criteria for judging the quality of the assessment process
                                     7.   Roles, responsibilities of, and requirements for, assessors/Lead
                                          IV/IVs/EVs
                                     8.   Special assessment arrangements
                                     9.   The uses, benefits and drawbacks of different assessment methods
                                     10. Legal issues, policies and procedures including those for health,
                                         safety and welfare
2. Plan internal Quality Assurance   1.   Procedures to follow when planning monitoring activity
                                     2.   Principles of assessment (Validity, Accuracy, Reliability, Currency,
a) Plan monitoring activities to          Sufficiency (VARCS))
    ensure                           3.   Assessment cycle - when you would use interim and final
the quality of assessment is              verification
    maintained                       4.   Principles and techniques of sampling, and their application
                                          including the appropriate use of technology
                                     5.   Quality Assurance risk management
                                     6.   Internal Quality Assurance policies/procedures/strategy
                                     7.   Policies, procedures and requirements re information management,
                                          data protection and confidentiality in relation to assessment and
                                          Quality Assurance
3. Carry out planned monitoring      1.   Assessment and Quality Assurance principles, requirements, policy
of the quality of assessment              and practice (Validity, Accuracy, Reliability, Accuracy, Sufficiency
                                          (VARCS))
a) Determine whether                 2.   Agreed procedures for planning, preparing and carrying out
   assessment processes and               assessment
   systems meet and operate          3.   Assessor/IV roles and requirements
   according to quality              4.   Assessment specifications and risk identification and management
   requirements                      5.   Criteria for judging quality of assessment
b) Check that assessors meet the     6.   Methods of monitoring assessor practice and recording sampling to
   requirements for their role            showing a clear audit trail
c) Check that assessments are        7.   Standardisation processes and how to coordinate and contribute to
   planned, prepared for and              these
   carried out according to          8.   Types of feedback, advice and support that assessors need and how
   agreed procedures                      to meet those needs
d) Check that assessment
                                     9.   Procedures to use when there are disputes and concerns about
   methods are safe, fair, valid          quality of assessment and Quality Assurance
   and reliable
                                     10. Equality and Diversity issues in relation to assessment and Quality
e) Check that assessment                 Assurance and how these should be addressed
   decisions are made using
                                     11. Requirements for information management, data protection and
   specified criteria
                                         confidentiality and communication in relation to assessment and

Accredited 24 November 2010                           35
f) Compare assessor decisions to        Quality Assurance
   ensure that they are            12. Continuous Professional Development (CPD) planning and
   consistent                          implementation including working towards national standards in
g) Provide assessors with              assessment and verification
   feedback, advice and support
   to help them maintain and
   improve their assessment
   practice

4. Meet appropriate External       1.   External Quality Assurance requirements prior to, during and post
Quality Assurance requirements          monitoring activities
                                   2.   Procedures to use when there are disputes and concerns about
a) Work with others to ensure           quality of assessment
   the standardisation of          3.   Standardisation processes and how to coordinate and contribute to
   assessment practice and              these
   outcomes                        4.   Methods of reporting on internal Quality Assurance and reviews of
b) Follow agreed procedures             practice
   when there are significant      5.   Organisation’s Quality Assurance responsibilities and requirements
   concerns about the quality of        re information management, data protection, confidentiality and
   assessment                           communication
c) Follow agreed procedures for
   the recording, storing,
   reporting and confidentiality
   of information




Accredited 24 November 2010                         36
Unit L&D12                               Externally monitor and maintain the quality of
workplace assessment

Source: Learning and Development Standard 12

Who is this unit for?

This unit is for those monitoring assessment processes and decisions from outside an organisation and
helping to maintain and improve the Quality Assurance systems. The external Quality Assurance process
being conducted by the verifier- candidate can be for SVQs, work-based qualifications or in-company
standards.

What this unit is about

The types of activities the external verifier candidate will be involved in include:
      1. Preparing to carry out external Quality Assurance
      2. Planning external Quality Assurance
      3. Carrying out planned external Quality Assurance
      4. Providing the organisation with feedback, advice and support to help them maintain and improve
         their assessment practice
      5. Meeting appropriate external Quality Assurance requirements

To achieve this unit they are required to carry out the monitoring activities defined by appropriate external
Quality Assurance requirements.

The external verifier candidate’s knowledge will be assessed by taking part in a discussion with their
assessor, answering questions (written or oral), providing a personal/reflective account or a combination of
all of these.

Their performance will be assessed by the assessor looking at products of work, for example:
    Notes of information required from internal Quality Assurance staff in organisations to be
       monitored
    Notes on the planning process for monitoring activities
    The Quality Assurance documentation they use to record monitoring on at least three occasions of
       the assessment and internal quality processes in an organisation or their monitoring of the
       assessment and internal quality processes in three organisations. Monitoring will include
       observation of assessors providing feedback to their candidates
    Records of their use of the results of monitoring to provide feedback, including advice and support
       to relevant people and agreeing any remedial action or changes to assessment and internal quality
       procedures to meet external Quality Assurance requirements.

The verifier candidate will have to provide an observation report on their performance while monitoring
the Quality Assurance system of one organisation.




Accredited 24 November 2010                          37
Terminology

Within this unit the following explanation and examples apply:

Assessment method                              Observation, questioning, checking of
                                               products of work, witness testimony

Authentic evidence                             Being the candidate’s own work

Candidate                                      The person being assessed

Organisation                                   An awarding organisation, internal
                                               department or other organisation involved
                                               in assessment

Reliable                                       Assessors achieving a consistent approach to the way they
                                               make judgements about candidate evidence

Role requirements                              Could include holding an assessor/verifier qualification
                                               and/or occupational experience in the area being assessed

Special Assessment Arrangement                 An agreement made with the candidate and the
                                               organisation to ensure fair assessment of the candidate
                                               without diluting the standards, for example taking account
                                               of shift working by arranging assessment opportunities to
                                               suit the candidate’s work patterns

Sufficient                                     Enough evidence as specified in Evidence
                                               Requirements or Assessment Strategy

Valid                                          Relevant to the criteria against which the
                                               candidate is being assessed




Accredited 24 November 2010                         38
Performance                          Knowledge
What the external verifier-          What the external verifier- candidate must know
candidate must do:
1. Prepare to carry out external     1.   The standards being assessed and the assessment/evidence
Quality Assurance                         requirements
                                     2.   The relevant Assessment Strategy, external Quality Assurance
a) Establish procedures for the           requirements
   external monitoring of Quality    3.   Principles of assessment and Quality Assurance
   Assurance systems as required     4.   Criteria for judging quality of assessment and internal Quality
                                          Assurance
                                     5.   Roles and responsibilities of assessors/Lead IV/IVs/EVs
                                     6.   Special Assessment Arrangements
                                     7.   Procedures to follow when preparing for monitoring activity
                                     8.   Legal issues, policies and procedures including those for health, safety
                                          and welfare
                                     9.   National standards for assessment & verification
                                     10. Requirements for information management, data protection and
                                         confidentiality
2. Plan external Quality Assurance   1.   Where in the assessment cycle external Quality Assurance will be
                                          most effective
a) Plan and communicate              2.   Policies and procedures re information management, data protection,
   procedures for the external            own code of conduct and confidentiality
   monitoring of Quality             3.   Procedures to follow when planning monitoring activity including use
   Assurance systems as required          of technology
                                     4.   Principles of sampling, sampling strategies/techniques
                                     5.   Quality Assurance risks and risk management
                                     6.   Internal and external Quality Assurance requirements/policies/
                                          procedures/strategy
3. Carry out planned external        1.   Quality Assurance principles, policy and requirements
Quality Assurance                    2.   Assessment Strategy requirements
                                     3.   Role of the assessor and internal Quality Assurance staff and the
a) Check that internal Quality            current requirements to undertake these roles
   Assurance systems and             4.   Quality Assurance risk identification and management
   administrative arrangements       5.   Methods of recording sampling to show a clear audit trail
   meet current requirements
                                     6.   Methods of monitoring and reporting on assessor practice

b) Check that staffing and staff     7.   Methods of standardising practice
   competence, assessment            8.   Types of feedback, advice and support that organisations need and
   arrangements, methods and              how to meet those needs
   decisions meet requirements       9.   Value and purpose of Continued Professional Development (CPD) for
                                          assessment and Quality Assurance practitioners
c) Provide advice and support to     10. Procedures to use when there are disputes and concerns about
   help improve internal Quality         quality of assessment and Quality Assurance
   Assurance and assessment          11. Equality and diversity issues and how these should be addressed
   arrangements and practices        12. Requirements for information management, data protection and
                                         confidentiality
d) Follow the agreed procedures      13. National standards for assessment & verification
   when internal Quality             14. External Quality Assurance requirements prior to, during and post
   Assurance and assessment              external Quality assurance
   arrangements and practices do     15. Organisation’s Quality Assurance responsibilities and requirements
   not meet requirements                 relating to information management and communication


Accredited 24 November 2010                           39
4. Meet Awarding Body                 1.   External Quality Assurance requirements and responsibilities: prior to,
performance requirements for               during, post monitoring activity
the external Quality Assurance        2.   Performance standards for monitoring role
role                                  3.   Methods of reporting on external monitoring and reviews of own
                                           practice
a) Work with others to ensure the
   standardisation of assessment
   practice and outcomes

b) Follow agreed procedures for
   the recording, storing,
   reporting and confidentiality of
   information




Accredited 24 November 2010                            40
Unit L&D13P               Evaluate and improve learning and development provision

Source: Learning and Development Standard 13


What this unit is about

This unit is about evaluating learning and development provision, and planning and implementing quality
improvements to that provision. ‘Provision’ applies to all learning and development programmes and
related activities in the candidate’s area of responsibility.

The types of activities the candidate will be involved in include:
    1. Planning the monitoring and evaluation of learning and development provision
    2. Carrying out monitoring and evaluation of learning and development provision
    3. Working with others to make improvements to learning and development provision
To achieve this unit the candidate is required to demonstrate quality assurance and continuous
improvement in all key areas of their work.

Their knowledge will be assessed by taking part in a discussion with the assessor or answering questions
(written or oral) or providing a personal/reflective account or a combination of all of these.
The candidate’s performance will be assessed by the assessor looking at products of work, for example:
     the candidate’s monitoring and evaluation plans
     information and data they have collected in relation to the quality of learning and development
        provision
     their evaluations of learning and development provision
     evidence of how they have worked with others to improve learning and development provision

The assessor will also engage in a discussion with the candidate to explore the lessons they have learned
from monitoring and evaluating learning and development provision and how they have used these lessons
to improve provision.

Terminology

Within this unit the following explanations and examples apply.

Evidence                              This could be for example learner progress, learner attainment, learner
                                      satisfaction, staff engagement as appropriate to the quality indicators.
Provision                             All learning and development programmes and activities in the candidate’s
                                      area of responsibility
Quality requirements                  These could be for example, organisational, legal/statutory, funding or
                                      awarding organisation requirements.
Scope                                 What the evaluation will cover.




Accredited 24 November 2010                           41
Performance                              Knowledge
What the candidate must do               What the candidate must know
1. Plan the monitoring and               1.   The key concepts and principles of quality assurance and continuous
evaluation of learning and                    improvement
development provision                    2.   The quality requirements appropriate to own work context and work
                                              role
a)   Identify the purpose and scope of
                                         3.   How to research and keep up to date with quality requirements
     the evaluation
                                              relevant to learning and development
b) Identify quality requirements and     4.   Industry recognised standards relevant to learning and development
   appropriate measures of                    and the processes and activities which deliver excellence in the work
   performance                                context being evaluated
                                         5.   How to identify performance indicators relevant to the area of
c)   Identify methods for monitoring,         learning and development being evaluated
     collecting, managing and            6.   How to set realistic targets, the contribution that targets can make to
     analysing data                           evaluation processes and the drawbacks associated with target driven
                                              work
                                         7.   The strengths and weaknesses of different monitoring and
                                              information collection methods and how to develop and administer
                                              these methods
                                         8.   The range, amount and frequency of data – including qualitative and
                                              quantitative – that needs to be collected and analysed to give valid
                                              information about quality
                                         9.   The contribution that technology can make to the monitoring and
                                              evaluation process


2. Carry out monitoring and              1.   The principles of information management and how to establish
evaluation of learning and                    systems for the monitoring and management of qualitative and
development provision                         quantitative data
                                         2.   Processes, procedures and methods involved in data analysis and
a)   Collect and analyse data                 interpretation
     according to identified
                                         3.   What to monitor for specific purposes and how to record and store it
     monitoring procedures
                                         4.   How to contribute to self-assessment and evaluation processes
b) Identify strengths and areas for      5.   The confidentiality and data protection legislation relevant to the
   improvement                                collection and storage of information in learning and development

c)   Evaluate own contribution to
     working within quality systems




Accredited 24 November 2010                               42
Performance                            Knowledge
What the candidate must do             What the candidate must know
3. Work with others to make            1.   The role and functions of individuals and teams in improving quality
improvements to learning and                and raising standards
development provision                  2.   The importance of involving the learner in quality improvement
                                       3.   How to encourage the learner to contribute to self-assessment
a)   Work with others to plan and
                                            processes
     implement improvements to
     learning and development          4.   The impact of the wider learning environment on the learner
                                            experience
b) Ensure that potential               5.   How to use feedback to develop own practice specific to the relevant
   improvements are realistic and           quality systems
   achievable                          6.   How to act on the outcomes of quality assurance, including self-
                                            assessment and evaluation
c)   Monitor and evaluate the impact
                                       7.   How to contribute to quality improvement plans
     of improvements
                                       8.   How to work with those involved in the learning process to influence
                                            and implement quality improvement




Accredited 24 November 2010                             43
Unit L&D13S                        Evaluate and improve learning and development sessions

Source: Learning and Development Standard 13


What this unit is about

This unit is about evaluating learning and development sessions, and planning and implementing quality
improvements to those sessions. ‘Sessions’ refers to the learning and development opportunities that the
practitioner is responsible for. This will include working with groups and individuals in both formal and
informal contexts.

The types of activities the candidate will be involved in include:
1.     Planning the monitoring and evaluation of learning and development sessions
2.     Carrying out monitoring and evaluation of learning and development sessions
3.     Working with others to make improvements to learning and development sessions

To achieve this unit the candidate is required to demonstrate quality assurance and continuous
improvement in the sessions they are responsible for.
Their knowledge will be assessed by taking part in a discussion with the assessor or answering questions
(written or oral) or statement or a combination of all of these.

The candidate’s performance will be assessed by the assessor looking at products of work, for example:
     the candidate’s monitoring and evaluation plans – for example evaluation questionnaires
     information and data they have collected in relation to the quality of learning and development
        sessions – which might include completed questionnaires and informal feedback from learners and
        others
     their evaluations of learning and development sessions
     evidence of how they have worked with others to improve learning and development sessions
The assessor will also want to engage in a discussion with the candidate to explore the lessons they have
learned from monitoring and evaluating learning and development provision and how they have used these
lessons to improve the sessions they run.
Terminology

Within this unit the following explanations and examples apply.

Evidence                                 This could be for example learner progress, learner attainment, learner
                                         satisfaction, staff engagement as appropriate to the quality indicators.
Provision                                All learning and development programmes and activities in the candidate’s
                                         area of responsibility
Quality requirements                     These could be for example, organisational, legal/statutory, funding or
                                         awarding organisation requirements.
Scope                                    What the evaluation will cover.


Performance                              Knowledge
What the candidate must do               What the candidate must know
1. Plan the monitoring and               1.   The key concepts and principles of quality assurance and continuous
evaluation of learning and                    improvement
development sessions                     2.   The quality requirements appropriate to own work context and work
                                              role
a)   Identify the purpose and scope of
                                         3.   How to research and keep up to date with quality requirements relevant
     the evaluation

Accredited 24 November 2010                              44
Performance                             Knowledge
What the candidate must do              What the candidate must know
                                             to learning and development sessions
b) Identify quality requirements and    4.   Industry recognised standards relevant to learning and development
   appropriate measures of                   sessions and the processes and activities which deliver excellence in the
   performance                               work context being evaluated
                                        5.   How to identify performance indicators relevant to the area of learning
c)   Identify methods for monitoring,
                                             and development sessions being evaluated
     collecting, managing and
     analysing data for learning an     6.   How to set realistic targets, the contribution that targets can make to
     development sessions                    evaluation processes and the drawbacks associated with target driven
                                             work
                                        7.   The strengths and weaknesses of different monitoring and information
                                             collection methods and how to develop and administer these methods
                                        8.   The range, amount and frequency of data – including qualitative and
                                             quantitative – that needs to be collected and analysed to give valid
                                             information about the quality of learning and development sessions
                                        9.   The contribution that technology can make to monitoring and
                                             evaluating learning and development sessions


2. Carry out monitoring and             1.   The principles of information management and how to establish
evaluation of learning and                   systems for the monitoring and management of qualitative and
development sessions                         quantitative data for learning and development sessions
                                        2.   Processes, procedures and methods involved in data analysis and
a)   Collect and analyse data                interpretation
     according to identified
                                        3.   What to monitor for specific purposes and how to record and store it
     monitoring procedures
                                        4.   How to contribute to self-assessment and evaluation processes
b) Identify strengths and areas for     5.   The confidentiality and data protection legislation relevant to the
   improvement                               collection and storage of information in learning and development

c)   Evaluate own contribution to
     working within quality systems

3. Work with others to make             1.   The role and functions of individuals and teams in improving quality and
improvements to learning and                 raising standards
development sessions                    2.   The importance of involving the learner in quality improvement
                                        3.   How to encourage the learner to contribute to self-assessment
a)   Work with others to plan and
                                             processes
     implement improvements to
     learning and development           4.   The impact of the wider learning environment on the learner experience
     sessions                           5.   How to use feedback to develop own practice specific to the relevant
                                             quality systems
b) Ensure that potential                6.   How to act on the outcomes of quality assurance, including self-
   improvements are realistic and            assessment and evaluation
   achievable
                                        7.   How to contribute to quality improvement plans
c)   Monitor and evaluate the impact    8.   How to work with those involved in the learning process to influence
     of improvements to learning and         and implement quality improvement
     development sessions




Accredited 24 November 2010                              45

								
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