LEVEL 3 DIPLOMA IN BUSINUSS AND ADMINISTRATION

Key Features

The Elite Qual Level 3 Diploma in Business and Administration programme offers:

• A blended structure for acquiring knowledge and skills to enhance student employability in the fields of business administration and management.
• A stimulating learning journey based upon clear end-point expectations.
• A simple and flexible structure that serves as a solid foundation that students can build on to achieve further education qualifications.
• Core competencies throughout the curriculum, to support personal and professional development.
• The opportunity for centres to offer assessments that consider cognitive, academic and practical skills that support a dynamic approach to learning.
• A flexible approach to assessment that supports progression to higher education or work and facilitates different learning styles.
• quality assurance measures that assure professional organisations, universities, businesses, colleges and students of the integrity and value of the qualifications, and a programme of learning contrived in line with skills gaps in the current workforce to build today’s talent to meet future skills requirements in business

Qualification Overview

The Elite Qual Level 3 Diploma in Business and Administration qualification is designed with the knowledge and skills for administrators as the key consideration. The specification provides all required information in relation to qualification aim, level, structure, delivery and assessment, certification and progression. The knowledge and understanding of key principles for administration and the skills needs for administrators are embedded in the learning aim statements which also reflect the relevant national occupational standards. This qualification has been developed to enable learners, upon completion, to progress into employment in the business administration sector or onto higher level studies.

Total Qualification Time (TQT)

Total Qualification Time is the number of notional hours which is a forecast of the total amount of time that could reasonably be expected of a learner to study and demonstrate the achievement of the level of attainment necessary for the award of a qualification. This includes:

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

Qualification Title	Elite Qual Level 3 Diploma in Business and Administration
Total Qualification Time	1200 Hours
Guided Learning Hours	480
Total Credits	120
Level	3

Assessment and Grading Assessment

This programme will be assessed internally and externally moderated. Assessment methods will vary in relation to the specific learning aim being assessed but will cut across a wide spectrum of assessment methods such as essays, reports, professional discussion, and PowerPoint presentation and briefing paper.

The Elite Qual Level 3 Diploma in Business and Administration qualification is assessed using a blend of internal assessment and external assessment following a set guidance on which teachers set the assessment. External assessments are set and marked by Elite Qual as the awarding body. Due diligence must be followed to ensure the assessments and methods chosen are appropriate to the content of each unit and in consistence with the specific learning outcomes and skills required to be demonstrated by learners to achieve the unit being assessed. Further due diligence must be taken to ensure that planning of the delivery and assessment of each unit will allow sufficient time for teaching and learning, formative assessment and development of transferable skills.

Grading

Assessment outcomes at unit level will be a Pass, Merit or Distinction which shall be in line with the assessment grade descriptors at unit level prescribed in the unit formats. This is the basis for determining the grade each unit. In addition to achieving and receiving a grade for each individual unit learners will receive an overall grade for the qualification. The units are equally weighted. The formula for establishing the overall grade is as follows. Points for each 20-credit unit achieved are: Pass (achieves Learning Outcomes at the standards stated in pass assessment criteria) – 60 points Merit (achieves Learning Outcomes at the standards stated in pass and all merit assessment criteria) – 80 points Distinction (achieves Learning Outcomes at the standards stated in pass, all merit and all distinction Assessment Criteria) – 100 points

The overall grade for a unit shall be based on the points based structure prescribed below:

Pass - 369 - 439

Merit - 440 - 559

Distinction - 560+

Awarding an overall Pass grade:

Unit Number	Assessment Outcomes	Unit Points
201	Pass	60
202	Merit	80
203	Distinction	100
204	Pass	60
205	Merit	80
206	Distinction	100
Total Points		480

As the overall total points are 426, the overall qualification grade is a Merit (please see grade ranges above).

Programme Design and Delivery

Mode of delivery

This qualification can be delivered either in the classroom, via distance learning or blended. In designing the Elite Qual Level 3 Diploma in Business and Administration, care has been taken to ensure that the National Occupational Standards for the Administrator role are fully embedded. In completing the learning outcomes, learners would acquire the knowledge, skills and competences as prescribed in the National Occupational Standards in the sector. The standard is about preparing and monitoring operational procedures. It covers the organisational policies and procedures and legal requirements including respecting diversity and protecting security and confidentiality. Furthermore, aspects of risks management and contingency planning, making sure that the best use of resources and coordination of actions are in line with plans. The knowledge, skills and competences for administrators who have responsibilities for the preparation, coordination and monitoring of operational plans and work procedures are fully covered in the learning outcomes of the programme.

In meeting academic standards for Level 3 qualifications in the UK, care has been taken to embed the requirements of the Regulated Qualifications Framework (RQF) and the level descriptors on the Framework for Higher Education Qualifications (FHEQ) to ensure that learners are equipped with the academic skills for higher education studies when they progress on to higher education qualifications. This requires that the programme is designed at the appropriate level which must be assured in the programme learning outcomes and the level descriptors and that the qualification is reviewed over time to ensure that sector specific developments form the basis for qualification review. Furthermore, the requirements for total qualification time, total credits, credit values as well as guided learning hours are in line with the regulated qualifications framework.

Access and Recruitment

Entry requirements

This qualification is designed for learners who are typically aged 16 and above.

Qualifications

For learners who have recently been in education or training the entry requirement threshold is likely to include one of the following:

• 5 or more GCSEs at grades C and above or Grade 4 and above
• Other related level 2 subjects
• Other equivalent international qualifications

Language

For those whom English is not their first language it is hereby recommended that applicants should possess the following standards of proficiency in English language skills or an approved equivalent for this qualification:

• IELTs 5.5
• Common European Framework of Reference (CEFR) B2
• Cambridge English Advanced (CAE) 162 or above
• Pearson Test of English (PTE) Academic 42-49

Access and Widening Participation

In line with the UK guidelines on access and widening participation, our qualification aims to adopt a process whereby opportunity is offered to mature students and those who have left formal education over time to pursue level 3educationthrough our recruitment process. We do this by offering opportunity for mature students who can prove that they have the relevant work experience and the English language proficiency to enhance their achievement of the programme learning outcomes.

Access to study

In line with the Equality Act 2010 and our principle of equal opportunity for all, we ensure that our qualifications:

• Are available to everyone capable of reaching the required standards
• Offer all prospective students shall be offered relevant information in a timely manner to make informed decisions to access our qualifications
• Are free from any barriers that restrict access and progress, and offer equal opportunities for all those who want to access them.

Equality and Diversity

In line with the UK Equality Act 2010, our approach to recruitment and delivery and assessment seeks to promote equality and diversity. In the delivery of our qualifications we ensure that an inclusive learning environment is created and that all students have equal access to educational opportunities; assessment activities are designed in recognition of individual learning needs and that all students have fair access to the assessment process.

Reasonable Adjustments and Special Considerations

Elite Qual’s policy on reasonable adjustments and special consideration aims to enhance access to the qualifications for learners with disabilities and other difficulties in relation to the Equality Act 2010 without compromising the assessment of skills, knowledge and understanding. Accurate records must be securely kept in all cases where a learner has been awarded a Reasonable Adjustment or Special Consideration. This will enhance the external moderation of assessment during which External Verifiers will take account of this information when externally verifying assessment procedures and outcomes. Further details on Reasonable Adjustments and Special Considerations are provided in the policy document, which can be found on our website. Please contact Elite Qual for more information where necessary.

Recognition of Prior Learning and attainment

There is opportunity for all prospective students to apply for RPL. This means that students’ previous learning and experience can be taken into account and they may be awarded certain qualifications or units of a qualification based on that learning or experience.

Programme Structure

The qualification is designed in line with the regulated qualifications framework.

The Elite Qual Level 3 Diploma in Business and Administration is a 120 credit qualification. It is equivalent to two A Levels or Access to HE qualification. The qualification as designed offers an opportunity for learners who successfully complete the course to progress to a degree in business or management.

Total Qualification Time:
Guided Learning Hours (GLH)

Elite Centre Level 3 Principles of Business and Administration	Unit Credit	Unit Level	GLH
Unit 201: The Business Environment	20	3	80
Unit 202: Providing Administrative Services	20	3	80
Unit 203: Managing Information and producing documents	20	3	80
Unit 204: Change Management in a Business Environment	20	3	80
Unit 205: Supporting Business Events	20	3	80
Unit 206: Maintaining Stationery Stock	20	3	80
	120 Credits		480

Units Format

Unit 201: The Business Environment

Unit Summary:This unit will prepare learners to acquire knowledge and understanding of personal responsibilities and working in the business environment. This covers knowledge and understanding of employment law, health and safety e regulations, effective communication, working with colleagues, skills for planning and improving own work and how to accountable to others in the workplace.

Credit Value: 20

Guided Learning Hours: 80

Mandatory/OptionalMandatory

GradingP, M, D

Learning Outcome 1

The learner will:

Understand the employment rights and responsibilities of the employee and employer

The learner can:

• 1.1 Identify the main points of contracts of employment
• 1.2 Identify the main points of legislation affecting employers and employees
• 1.3 Identify where to find information on employment rights and responsibilities both internally and externally
• 1.4 Describe how representative bodies can support the employee
• 1.5 Identify employer and employee responsibilities for equality and diversity in a business environment
• 1. M1.Analyse the benefits of making sure equality and diversity procedures are followed in a business environment
• 1D1. Analyse the key challenges of implementing equality and diversity in a chosen organisation.

Learning Outcome 2

The learner will:

Understand the purpose of health and safety and security procedures in a business environment

The learner can:

• 2.1 Identify employer and employee responsibilities for health, safety and security in a business environment
• 2.2 Explain the purpose of following health, safety and security procedures in a business environment
• 2.3 Identify ways of maintaining a safe and secure environment in a business environment.
• 2M1. Assess the approach to maintaining a health safety environment in a chosen organisation
• 2D1. Analyse the challenges that an organisation may face when implementing a health and safety environment

Learning Outcome 3

The learner will:

Understand how to communicate effectively with others

The learner can:

• 3.1. Describe different methods of communication
• 3.2. Explain how to choose the most appropriate method of communicating with others
• 3.3. Describe ways of actively listening.
• 3M1. Analyse the merits and demerits of different types of communication in the work place.
• 3D1. Evaluate the significance of written communication in an organisational environment.

Learning Outcome 4

The learner will:

Understand how to work with and support colleagues

The learner can:

• 4.1. Explain the purpose of agreeing standards for own work with others
• 4.2. Explain the purpose of taking on new challenges and adapting to change
• 4.3. Explain the purpose of treating others with honesty and consideration.
• 4M1. Analyse the challenges associated with working with others in the workplace.
• 4D1. Analyse the key considerations for enhancing smooth working relations among team members.

Learning Outcome 5

The learner will:

Know how to plan own work and be accountable to others

The learner can:

• 5.1. Explain the purpose of meeting work standards and deadlines when completing tasks
• 5.2. Identify ways of planning own work
• 5.3. Compare ways of keeping other people informed about progress.
• 5M1. Examine the challenges associated with planning own work
• 5D1. Critically analyse the significance of accountability to others in the work place when planning own work.

Learning Outcome 6

The learner will:

Understand the purpose of improving own performance in a business environment and how to do so

The learner can:

• 6.1. Explain the purpose of continuously improving own performance in a business environment
• 6.2. Describe ways of improving own performance in a business environment
• 6.3. Identify different types of career pathways that are available.
• 6M1. Analyse the challenges associated with evaluating own performance.
• 6D1. Create your own performance improvement plan and assess its significance to the improvement in your work performance in the work place.

Learning Outcome 7

The learner will:

Understand the types of problems that may occur in a business environment and how to deal with them.

The learner can:

• 7.1. Identify the types of problems that may occur in a business environment
• 7.2 Explain ways of dealing with problems that may occur in a business environment
• 7.3. Explain how and when to refer problems to relevant colleagues.
• 7M1. Analyse the challenges associated with dealing with specific problems which may arise in the business environment.

Essential Content

1. The main points to be included in a contract of employment are job title, place of work, the duties of the job, the pay, how payments will be made, hours of work, holiday entitlement, sick pay entitlement, any pension scheme arrangements, terms of notice.

2. Equal opportunities legislation, e.g.: The Sex Discrimination Act 1975 and 1986; the Race Relations Act 1976; the Equal Pay Act 1970; the Disability Discrimination Act 1995 (DDA). Note that the above will gradually be absorbed into the Equality Act 2010; Employment legislation, e.g.: Employment Rights Act; Employment Relations Act; Working Time Regulations

Assessment Method

This unit will be assessed by:

• an externally set and internally marked assignment
• an online test

Unit 202:Providing Administrative Services

Unit Summary:The unit will help learners to develop the skills needed in providing administrative services in organisations. This includes knowledge and understanding of communication systems and ethics of communication within an organisation and with external stakeholders; the maintenance of organisational reputation and credibility; and administration of organisational mailing methods and practices.

Credit Value:20

Guided Learning Hours:80

Mandatory/Optional:Mandatory

Grading:P, M, D

Learning Outcome 1

The learner will:

Understand how to make and receive telephone calls

The learner can:

• 1.1. Describe the different features of telephone systems and how to use them
• 1.2. Describe how to follow organisational procedures when making and receiving telephone calls
• 1.3. Explain the purpose of giving a positive image of self and own organisation.
• 1M1. Analyse the dangers of exhibiting a negative image of self and own organisation.

Learning Outcome 2

The learner will:

Understand how to handle mail

The learner can:

• 2.1. Explain the purpose of correctly receiving, checking and sorting incoming and outgoing mail or packages
• 2.2. Identify different internal and external mail services available to organisations
• 2.3. Describe the methods of calculating postage charges for mail or packages.
• 2M1. Analyse the key security challenges associated with handling mail in the work place.
• 2D1. Assess the procedures put in place for enhancing mailing security in a chosen organisation.

Learning Outcome 3

The learner will:

Understand how to use different types of office equipment

The learner can:

• 3.1. Identify different types of equipment and their uses.
• 3.2. Explain the purpose of following manufacturer’s instructions when using equipment
• 3.3. Explain the purpose of keeping equipment clean, hygienic and ready for the next user
• 3M1. Select two types of office equipment and analyse the problems associated with their use in the work place.
• 3D1. Assess the risk assessment procedures put in place for the use of a selected office equipment in a chosen business organisation

Learning Outcome 4

The learner will:

Understand how to keep waste to a minimum in a business environment

The learner can:

• 4.1. Explain why waste should be kept to a minimum in a business environment
• 4.2. Identify the main causes of waste that may occur in a business environment
• 4.3. Identify ways of keeping waste to a minimum in a business environment.
• 4M1. Assess the significance of waste management in the work place.
• 4D1. Critically evaluate the waste management procedures in a chosen organisation.

Learning Outcome 5

The learner will:

Know how to make arrangements for meetings

The learner can:

• 5.1. Identify different types of meetings and their main features
• 5.2. Identify the sources and types of information needed to arrange a meeting
• 5.3. Describe how to arrange meetings
• 5M1. Analyse the factors that contribute to effective management of meetings in an organisation.
• 5D1. Assess the significance of formal and informal meetings in an organusation.

Learning Outcome 6

The learner will:

Understand procedures for organising travel and accommodation arrangements

The learner can:

• 6.1. Explain the purpose of confirming instructions and requirements for business travel and accommodation
• 6.2. Outline the main types of business travel or accommodation arrangements that may need to be made and the procedures to follow
• 6.3. Explain the purpose of keeping records of business travel or accommodation arrangements.

Learning Outcome 7

The learner will:

Understand diary management procedures

The learner can:

• 7.1. Explain the purpose of using a diary system to plan activities
• 7.2. Identify the information needed to maintain a diary system.

Learning Outcome 8

The learner will:

Understand the purpose of delivering effective customer service and how to do so

The learner can:

• 8.1. Contrast the differences between internal and external customers in a business environment
• 8.2. Explain why customer service should meet or exceed customer expectations
• 8.3. Identify the purpose and ways of building positive relationships with customers
• 8.4. Identify how customers demonstrate their own needs and expectations.

Learning Outcome 9

The learner will:

Understand the purpose of reception services and how

The learner can:

• 9.1. Describe the purpose of the receptionist role as the first point of contact between the public/client and an organisation
• 9.2. Explain how to present a positive image of self and the organisation and the purpose of doing so
• 9.3. Explain how to carry out entry, departure, security and confidentiality procedures in a reception area.
• 9M1. Analyse the key challenges associated with reception services in an organisation.

Essential Content

Features e.g.: call forwarding/divert; call transfer; call holding; privacy mode; last number redial Procedures for both internal and external calls, e.g.: answering within a set number of rings; greetings/introductions; actions to take when colleagues are unavailable for calls; how to take messages; transferring or passing on calls. The candidate should understand the message their communication is giving about both themselves and their organisation. They should be able to explain techniques to use, e.g.: courteous, polite manner; introduce self; being prepared; no slang or technical jargon; repeat back figures/spell out names.

Describe systems for opening, distributing and circulating incoming mail, and for preparing and despatching outgoing mail and their importance in terms of: accuracy; expediency; economy; convenience; Equipment involved and its use, e.g. machines for franking; weighing. The candidate should be able to identify the features and the guidelines for using common office equipment, e.g. computers and printers; scanners; photocopiers; fax machines.

Both economically and environmentally

Practical methods of reducing waste, e.g.: proof-reading; not printing emails; reusing paper for scrap pads/envelopes for internal mail; making test copies before photocopying; reuse folders; replace lids on marker pens/correcting fluid; correct storage of consumables to prevent spoilage; solar/rechargeable batteries for equipment. The candidate should be able to identify different types of meetings and their main features both formal and informal e.g. Annual General Meeting, Board Meeting, departmental meetings, management meetings, committee meetings, team and progress meetings. Different features of both formal and informal meetings, in terms of: Regulations, e.g. frequency, period of notice, validity, voting; Documentation required, e.g. notice, agenda, notes/minutes, attendance register; Personnel involved, e.g. Chair, treasurer, secretary Information in terms of date, time and duration: venue; delegates; catering and accommodation; equipment required special requirements. The candidate will need to know the information required and why, in order to arrange travel and accommodation, e.g.: details of the people travelling; destination start/finish; required arrival/departure times

Types of travel i.e.: air, rail, and road: The candidate should know how to plan journeys and prepare itineraries taking into account constraints, such as international time and climatic differences, time available and budgets, and give information on travel documentation - passports, visas, health certificates, insurance certificates, driving licences, travellers’ cheques, credit cards, foreign currency. Both manual, e.g.: desk diary; appointments book; wall chart/planner and electronic, e.g.: diary; programs; electronic appointments systems; PDAs and the features, advantages and disadvantages of each for: recording both regular and one-off events bookings Internal e.g.: from another part of the same organisation; colleagues;

External e.g.: individuals; other businesses, including suppliers. The candidate should be able to give examples of each and explain how their needs and expectations may differ. Customer expectations are what customers think should happen and how they believe they should be treated when asking for or receiving customer service. The candidate will need to explain how customer expectations are formed, e.g. through own experience; what they see or hear; word of mouth. The candidate should be able to explain how an individual can contribute to meeting customer expectations positively and professionally, e.g.: interacting effectively with customers and clients; using appropriate verbal and non-verbal communication skills The benefits of building positive relationships with customers in terms of organisation’s reputation, repeat business and working relationships. The candidate will need to describe the basic duties carried out in a receptionist role, e.g.: welcoming visitors; escorting visitors; security procedures; appointments/bookings management; receiving packages giving information.

They will need to describe the receptionist’s importance in creating a good first impression for the organisation: how to present a positive image in terms of, e.g.: personal presentation; communication, both verbal and non-verbal; attitude and behaviour; confidentiality; knowledge and professionalism. Purposes e.g.: first impressions; meeting expectations; maintaining organisation’s image. The candidate will need to explain a range of procedures relating to visitor control and why this is important. They will need to be aware of what constitutes a breach of security and its possible impact. The candidate will need to be aware of the types of information that are sensitive and should therefore not be disclosed, both in terms of individuals and the organisation.

Assessment Method

This unit will be assessed by:

• An externally set and internally marked assignment
• An online test

Unit 203Managing Information and producing documents

Unit SummaryThe unit will enable learners to acquire knowledge and understanding of the significance of information technology in a business environment; managing electronic/paper based information and the skills required for producing documents that are fit for purpose.

Credit Value20

Guided Learning Hours80

Mandatory/Optional:Mandatory

Grading:P, M, D

Learning Outcome 1

Understand the purpose of information technology in a business environment

The learner can:

• 1.1. Identify different types of information technology that may be used for work tasks
• 1.2. Outline the benefits of using information technology for work tasks.
• 1M1. Analyse the key challenges associated with the use of specific ICT software in an organisation.
• 1D1. Assess the risks and dangers to organisational performance when adopting the use of specific ICT software in an organisation.

Learning Outcome 2

Understand how to manage electronic and paper based information

The learner can:

• 2.1. Explain the purpose of agreeing objectives and deadlines for researching information
• 2.2. Identify different ways of researching, organising and reporting information
• 2.3. Describe procedures to be followed for archiving, retrieving and deleting information, including legal requirements, if required.
• 2.4. Explain why confidentiality is critical when managing information.
• 2M1. Assess the significance of adopting the use of both paper based and electronic based information in an organisation.
• 2D1. Analyse the procedures for enhancing security of data when storing organisational information and data.

Learning Outcome 3

Understand the purpose of producing documents that are fit-for-purpose

The learner can:

• 3.1. Identify reasons for producing documents that are fit-for-purpose
• 3.2. Describe different types and styles of documents and when they are used.

Learning Outcome 4

Know the procedures to be followed when producing documents

The learner can:

• 4.1. Identify reasons for agreeing the purpose, content, layout, quality standards and deadlines for the production of documents
• 4.2. Describe ways of checking finished documents for accuracy and correctness, and the purpose of doing so
• 4.3. Explain the purpose of confidentiality and data protection procedures when preparing documents
• 4.4. Compare different types of documents that may be produced from notes and the formats to be followed
• 4.5. Explain the procedures to be followed when preparing text from notes.
• 4M1. Analyse the factors that may enhance accuracy in creating and keeping organisational records and documents.
• 4D1. Critically analyse the significance of keeping organisational information and data in electronic format.

Essential Content

The use of, e.g.: word processing; spread sheets; databases; internet/email and presentation software. Benefits in terms of: speed; access; quality; editing; collaborative working and security Agreeing objectives and deadlines in terms of, e.g.: detail required; end use of information; available time; available resources. The candidate should explain the importance of gaining full information in order to carry out research efficiently, accurately and to deadline. They should also be aware of possible legal restrictions on use of information.

Research by both electronic, e.g.: internet/intranet; CDs/DVDs; microfiche and using paper-based methods, e.g.: libraries; journals/periodical and files. In terms of, e.g.: readability; accuracy; ease of use; impact and organisation’s reputation. Documents may be both internal and external to the organisation and include: letters; memos/emails; faxes; reports; minutes/agendas; newsletters and flyers/posters The candidate should be able to identify the importance of gaining full information in order to produce documents efficiently, accurately and to deadline across the range identified in learning outcome 3.2. Reasons in terms of: efficiency accuracy; organisation’s reputation.

The candidate will need to understand the message conveyed by the standard of the documents produced. They should be able to describe the importance of accuracy in figures, dates/times, names, addresses and contact detail and the possible outcomes if these are not accurate. Documents may be checked using spell check, grammar check, proof-reading, track changes. The candidate needs to state the types of information that are sensitive and the requirements of Data Protection Act in protecting personal information. They should be able to explain practical procedures to take to keep confidential information secure, both paper-based and electronic. Types of documents e.g.: messages and minutes of meetings.

Assessment Method

This unit will be assessed by:

• An externally set and internally marked assignment
• An online test

Unit 204Change Management in a Business Environment

Unit SummaryThis unit will help learners to acquire knowledge and understanding of the factors which cause changes in a business environment; how to manage change and react to change effectively.

Credit Value20

Guided Learning Hours80

Mandatory/Optional:Mandatory

Grading:P, M, D

Learning Outcome 1

Understand why change happens in a business environment

The learner can:

• 1.1. Explain reasons for change in a business environment.
• 1M1. Analyse the factors associated with managing change in an organisation.
• 1D1. Assess the procedure for managing change in an organisation

Learning Outcome 2

Understand the purpose of supporting change in a business environment

The learner can:

• 2.1. Identify reasons for reviewing working methods, products or services
• 2.2. Describe types of support that people may need during change
• 2.3. Explain the benefits of working with others during change
• 2M1. Analyse the reasons why an organisation needs to embrace change.

Learning Outcome 3

Understand how to respond to change in a business environment

The learner can:

• 3.1. Explain the purpose of responding positively to changes in working methods, products or services
• 3.2. Identify ways of responding positively to change.
• 3M1. Analyse the dangers associated with an organisation’s hesitance in responding to change in a positive manner.
• 3D1. Analyse the factors that need to be considered in order to manage and implement change successfully.

Essential Content

Candidates should be able to identify reasons for change including: mergers; new ownership; loss of revenue; changes in legislation; rising costs; new strategies; new technology; economic/political changes; relocation; introduction of new products/services changes in procedures/systems. Candidates should be able to identify reasons for reviewing working methods. This can include: loss of sales; new technology; new competitors; changing markets; economic factors; customer feedback; continuous improvement; to meet legislative requirements. Types of support required during change include: recognition of success; support of colleagues/team; assessment of training needs; effective communication; stress management and involvement with changes.

The candidate should be able to identify the purpose of responding positively to change i.e.:responding in a positive way can reduce workplace stress; a positive response can increase motivation and individual involvement with the change; it can give an opportunity to gain new skills and encourage new challenges which builds confidence. The candidate should identify positive behaviour to demonstrate understanding of how to respond in a positive way e.g.: contributing ideas; communicating problems supporting decisions for improvement; supporting others and requesting support where appropriate.

Assessment Method

This unit will be assessed by:

• An externally set and internally marked assignment
• An online test

Unit 205: Supporting Business Events

Unit Summary: This unit will enhance learners’ knowledge and understanding of the principles of supporting business events; supporting business events in a professional manner and solving problems associated with the organisation of business events.

Credit Value: 20

Guided Learning Hours: 80

Mandatory/Optional: Mandatory

Grading: P, M, D

Learning Outcome 1

Understand how to support the organisation of a business event

The learner can:

• 1.1. Describe the range of support activities that may be required when organising a business event
• 1.2. Identify ways of providing support before, during and after a business event.
• 1M1. Analyse the challenges associated with managing business events.
• 1D1. Analyse own role in the management of a business event.

Learning Outcome 2

Understand the purpose of displaying professional and helpful behaviour whilst supporting a business event and how to do so

The learner can:

• 2.1. Explain the purpose of displaying professional and helpful behaviour when supporting a business event
• 2.2. Describe ways of exhibiting professional and helpful behaviour whilst supporting a business event.
• 2M1. Analyse the steps to be taken when planning a business event.
• 2D1. Assess the outcomes of a business event indicating the identified reasons for the outcomes.

Learning Outcome 3

Understand how to deal with problems encountered when supporting a business event

The learner can:

• 3.1. Identify the types of problems that may occur when supporting a business event
• 3.2. Identify ways of dealing with problems when supporting a business event.
• 3M1. Discuss a problem which arose in chosen business event and your role in solving such problem.

Essential Content

Candidates should be able to identify an administrator’s role in providing support e.g.: work to agreed tasks; work to agreed budget; researching suitable venues; arrange hire of venue; promotion of event; organising resources, e.g. delegate packs; arranging catering, special requirements; travel arrangements; resources for different types of events Ways of providing support, i.e.: Before – hire and booking of venue, send out invitations, organise catering, booking speakers, booking equipment, sending, monitoring and following up invitations, arranging travel/accommodation, reconfirming arrangements, checking contracts, and preparing delegate packs.

During - arrive early, check all arrangements have been met, check delegate packs have been delivered and organised, meet and greet delegates respond to delegate needs/answer questions, resolve problems, give out evaluations. After - clear and vacate venue, return any hired goods, collect and collate event evaluations, end out certificates of attendance, settle accounts. Purpose in terms of: themselves; their organisation; the venue. Create a good first impression, maintain the organisational image, make delegates feel value and respected

Ways of exhibiting professional and helpful behaviour in terms of: personal presentation; attitude; preparation and knowledge of venue and event; problem solving abilities Types of problems e.g.: venue not being available; venue not being adequate for event; speakers failing to arrive; refreshments late, or not up to standard; failure of equipment; heating problems; delegate packs/materials do not arrive; delegates do not arrive; accommodation/transport problems. Ways of dealing with problems e.g.: personal planning e.g. spare packs, back up equipment, contact list; negotiation e.g. with venue staff; flexibility in dealing with problems.

Assessment Method

This unit will be assessed by:

• An externally set and internally marked assignment
• An online test

Unit 206: Principles of maintaining stationery stock

Unit Summary: This unit will enable learners to acquire knowledge and understanding of maintaining stationery stock; why an organisation needs to ensure the availability of stationery and keep appropriate stationery stock levels.

Credit Value: 20

Guided Learning Hours: 80

Mandatory/Optional: Mandatory

Grading: P, M, D

Learning Outcome 1

Understand why stationery stock needs to be available

The learner can:

• 1.1. Explain the purpose of making sure stationery stock is maintained and controlled
• 1.2. Describe factors that may affect the future level of demand for stationery stock
• 1.3. Explain the purpose of making sure value for money is obtained when ordering stock.

Learning Outcome 2

Understand how to maintain stationery stock levels

The learner can:

• 2.1. Describe how to order, receive, store and dispose of stationery items
• 2.2. Explain how to carry out a stock-take of stationery stock items.
• 2M1. Analyse the problems associated with stock-take of stationery stock items.
• 2D1. Critically analyse the procedure for stock-take of stationery stock in a chosen organisation.

Essential Content

Candidates should be able to differentiate between the control and maintenance of stock levels

e.g.: Maintenance – to ensure staff can rely on stationery being available when required; Control – security of stationery supplies; cost of supplies; avoid pilferage; control of expenditure; avoid deterioration of stock; Factors e.g.: new business, change of plans, orders cancelled, new products, shelf-life, redesign of organisation stationery, computerisation of systems, relocation/downsizing; Purpose e.g. efficient use of resources; quality of goods v price; and minimising overheads. Ways of ensuring value for money include: obtaining quotations, ordering in bulk where; appropriate, discounts where available. Ordering needs: good stock control, maximum and minimum levels of stock; cost and availability of storage space; knowledge of ordering procedures. Receiving stationery stock: check delivery note, report any discrepancies; record receipt of stock using organisational procedures.

Storing for storage of stock: according to frequency of use, shelf-life, weight; rotation of stock and essential storage conditions should be considered; knowledge of organisational procedures for issuing stock. Disposal of stock: recycle when possible; Control of Substances Hazardous to Health (COSHH). Regulations should be observed where appropriate; security to be considered; knowledge of organisation procedures for disposal of stock. Stock-take: keep records of items in and out; count physical stock; check records against physical stock and report discrepancies.

Assessment Method

This unit will be assessed by:

• An externally set and internally marked assignment
• An online test

National Occupational Standards

In the process designing the Elite Qual qualifications consideration has been given to relevant National Occupational Standards. This has helped to ensure that the qualification content and approach to assessment aligns closely to the needs of employers. Where they exist, and are appropriate, National Occupational Standards (NOS) and professional body standards have been used to establish unit content.

Sector specific Competences

These are skills related to the business and administration sector. Learners must acquire skills that industry wants. Acquisition of such competences will enhance the employability of learners on completion of their studies. The qualification has been designed with these in mind and the learning outcomes and essential contents of units provide learning opportunities for learners to acquire these skills and competences. These include: Computer literacy; data management; project management; leadership, financial management; problem solving; presentation; formal written and oral communication skills.

Learner Progression

Learners who achieve all the units of the qualification shall be awarded the Elite Qual Level 3 Diploma in Business and Administration and may progress on to higher education qualifications at Level 4 or move into a career field related to this qualification.

Quality Assurance

Teaching and Learning Resources

Attendance:

Although the qualification has been designed for one year full time study, Centres must also ensure that learners achieve 80% attendance as having taken part in lessons and learning activities which form essential part of the guided learning hours. Attendance monitoring is therefore a key aspect of the programme management for the delivery of Elite Qual qualifications and therefore learner attendance records must be kept for external verification and audit trail purposes.

External Moderation:

This is an essential aspect of the quality assurance process. In addition to internal verification activities carried out by Centres, Elite Qual will appoint an external verifier whose task is to review the programme delivery and assessment and ascertain the extent to which the qualification standards are being met by the Centre. Detailed schedules for annual external verification will be published by Elite Qual at the beginning of each academic year in order that centre activities are carried out in a timely manner to be ready for external verification. Where the external verification outcomes indicate that the Centre has met all the quality delivery and assessment standards, the centre can move to the certification stage and claim certificates for those learners who have achieved all the units of the qualification.

Policies

Recognition of Prior Learning (RPL)

Centres may accept students from different equivalent centres. However, their pre- qualification and credit / unit exception will be facilitated upon producing the previous centre completion evidence which includes transcript, subject list they covered in previous centres. The starting point for any learner wishing to apply for RPL is to reflect on their experience in order to identify relevant achievement. Centres must ensure that RPL should think about evidence of knowledge and experience gained:

• At work
• In any relevant voluntary work and leisure activities
• In formal or informal education and training - for example, adult education courses or in company training
• From independent study

RPL learners will need to understand the relevant assessment requirements associated with the units they are claiming. Then they will be able to work towards assembling evidence to support these claims.

Providing evidence of achievement

Learners who wish to apply for RPL will need to provide a portfolio of evidence to show that they have covered the requirements of the units or modules. The portfolio, prepared by the learner must set out the programme assessment requirements claimed, together with any supporting evidence. Professional discussions or oral assessment can be used to contribute towards portfolio evidence. They must be documented and can be supported by audio/video recordings. In considering the evidence, the Assessor/Head of Programme must assess the validity, authenticity, currency, relevance and sufficiency (see below for definitions) If the assessor judges that the evidence submitted is not sufficient to meet the requirements of the unit or module, it will be necessary to seek additional evidence. This may be done by the learner:

• Undergoing an oral assessment
• Completing an appropriate assignment
• Completing a written test
• Carrying out a demonstration
• A combination of the above

Registration & Certification Policy

Aim:

This policy aims to ensure that individual learners are registered onto the correct programme within agreed timescales; to claim valid learner certificates within agreed timescales; construct a secure, accurate and accessible audit trail and to ensure that individual learner registration and certification claims can be tracked to the certificate which is issued for each learner.

In order to do this, Centres must register each learner within the awarding body requirements; provide a mechanism for programme teams to check the accuracy of learner registrations; make each learner aware of their registration status; inform the awarding body of withdrawals, transfers or changes to learner details; ensure that certificate claims are timely and based solely on internally verified assessment records; audit certificate claims made to the awarding body; audit the certificates received from the awarding body to ensure accuracy and completeness and keep all records safely and securely for three years post certification.

Assessment Policy

Aim:

This policy aims to ensure that assessment methodology is valid, reliable and does not disadvantage or advantage any group of learners or individuals; the assessment procedure is open, fair and free from bias and to national standards and that there is accurate and detailed recording of assessment decisions.

In order to do this, Centres must:

Ensure that learners are provided with assignments that are fit for purpose, to enable them to produce appropriate evidence for assessment. The delivery of the programme should consider producing a clear and accurate assessment plan at the start of the programme/academic year with clear, published dates for handout of assignments and deadlines for assessment. Assessors must ensure that learner's evidence is assessed using only the published assessment and grading criteria and that assessment decisions are impartial, valid and reliable. The Programme team must develop assessment procedures that will minimize the opportunity for malpractice; maintain accurate and detailed records of assessment decisions; maintain a robust and rigorous internal verification procedure; provide samples for standards verification as required by the awarding organization; monitor standards verification reports and undertake any remedial action required; share good assessment practice between all Centre programme teams; ensure that Centre assessment methodology and the role of the assessor are understood by all staff and provide resources to ensure that assessment can be performed accurately and appropriately.

Internal Verification Policy

Aim:

This policy aims to ensure there is a well-trained Lead Internal Verifier in each subject area and to ensure that internal verification is valid, reliable and covers all Assessors and programme activity. It will also ensure that the internal verification procedure is open, fair and free from bias and ensure that there is accurate and detailed recording of internal verification decisions.

In order to do this, Centres must:

Where required by the qualification, a Lead Internal Verifier is appropriately appointed for each subject area, is registered with Elite Centre for Education and has undergone the necessary standardization processes. Also, each Lead Internal Verifier must oversee the implementation of effective internal verification systems in their subject area and that all staff are briefed and trained in the requirements for current Internal Verification procedures. The Centre must have effective internal verification roles clearly defined, maintained and supported Furthermore, Centres must ensure that internal verification is promoted as a developmental process between staff and that standardized Internal Verification documentation is provided and used. All Centre assessment instruments must be verified as fit for purpose. An annual Internal Verification schedule must be linked to assessment plans; an appropriately structured sample of assessment from all programmes, units and Assessors is Internally Verified to ensure Centre programmes conform to national standards. To enhance the quality assurance process, Centres must secure records of all Internal Verification activity and the outcome of Internal Verification must be used to enhance future assessment practice.

feedback

The maximum period for students to obtain assignment feedback is two weeks. In effect therefore tutors/assessors may give assignment feedback anytime within this two week window. Every effort should be made to give timely feedback to students to gain from any constructive leads to improve their work. The timeliness of assessment feedback is of the essence to ensure that learners have ample time revise work done in line with developmental feedback given. Although assessment feedback needs to be detailed and developmental, it must not be overly prescriptive

Academic Appeals Policy

Aim:

This policy aims to create opportunity for the learner to enquire, question or appeal against an assessment decision; attempt to reach agreement between the learner and the Assessor at the earliest opportunity; standardise and record any appeal to ensure openness and fairness; facilitate a learner’s ultimate right of appeal to the Awarding Body, where appropriate and protect the interests of all learners and the integrity of the Elite Qual and the qualification.

In order to do this, Centres must:

Centres must inform the learner at induction, of the Academic Appeals Policy and procedure; record, track and validate any appeal; forward the appeal to the Awarding Body when a learner considers that a decision continues to disadvantage her/him after the internal appeals process has been exhausted. To enhance this process, Centres must keep appeals records for inspection by the Awarding Body for a minimum of 18 months; have a staged appeals procedure. Elite Qual will take appropriate action to protect the interests of other learners and the integrity of the qualification, when the outcome of an appeal questions the validity of other results. The appeals process and outcomes must be monitored to inform quality improvement.

Assessment Malpractice Policy

Aim:

This policy aims to ensure that there are systems in place to identify and minimize the risk of malpractice by staff or learners. It also aims to ensure that there are systems in place to respond to any incident of alleged malpractice promptly and objectively; standardize and record any investigation of malpractice to ensure openness and fairness; to impose appropriate penalties and/or sanctions on learners or staff where incidents (or attempted incidents) of malpractice are proven and to protect the integrity of the Centres and Elite Qual qualifications.

In order to do this, Centres must:

Centres must seek to avoid potential malpractice by using the induction period and the learner handbook to inform learners of the college’s policy on malpractice and the penalties for attempted and actual incidents of malpractice; show learners the appropriate formats to record cited texts and other materials or information sources; ask learners to declare that their work is their own; ask learners to provide evidence that they have interpreted and synthesized appropriate information and acknowledged any sources used.

Centres must conduct an investigation in a form commensurate with the nature of the malpractice allegation. Such an investigation will be supported by the Head of Centre and all personnel linked to the allegation. It will proceed through the following stages:

• Make the individual fully aware at the earliest opportunity of the nature of the alleged malpractice and of the possible consequences should malpractice be proven
• Give the individual the opportunity to respond to the allegations made
• Inform the individual of the avenues for appealing against any judgment made
• Document all stages of any investigation.
• Where malpractice is proven, this college will apply the following penalties / sanctions:
• A failure will be awarded as learner having failed to achieve the learning outcomes and the unit.

Definition of Malpractice by Learners

The elements of malpractice may include the following:

• Improper assistance to candidates
• Inventing or changing marks for internally assessed work (coursework or portfolio evidence) where there is insufficient evidence of the candidates’ achievement to justify the marks given or assessment decisions made
• Failure to keep candidate coursework/portfolios of evidence secure
• Fraudulent claims for certificates
• Inappropriate retention of certificates
• Assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner
• Producing falsified witness statements, for example for evidence the learner has not generated
• Allowing evidence, which is known by the staff member not to be the learner’s own, to be included in a learner’s assignment/task/portfolio/coursework
• Facilitating and allowing impersonation
• Misusing the conditions for special learner requirements, for example where learners are permitted support, such as an amanuensis, this is permissible up to the point where the support has the potential to influence the outcome of the assessment
• Falsifying records/certificates, for example by alteration, substitution, or by fraud
• Fraudulent certificate claims, that is claiming for a certificate prior to the learner completing all the requirements of assessment.