139743 HNCD in Public Services L4 Specification

BTEC Higher Nationals

Guidance and units

Edexcel Level 4BTEC Higher Nationals in Public ServicesJuly 2003

London Qualifications is one of the leading examining and awarding bodies in the UK andthroughout the world. It incorporates all the qualifications previously awarded under theEdexcel and BTEC brand. We provide a wide range of qualifications including general(academic), vocational, occupational and specific programmes for employers.

Through a network of UK and overseas offices, our centres receive the support they need tohelp them deliver their education and training programmes to learners.

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk

References to third-party material made in this specification are made in good faith. LondonQualifications does not endorse, approve or accept responsibility for the content of materials,which may be subject to change, or any opinions expressed therein. (Material may includetextbooks, journals, magazines and other publications and websites.)

Authorised by Peter Goff

Publications Code B013371

All the material in this publication is copyright© London Qualifications Limited 2003

EDEXCEL LEVEL 4 BTEC HIGHERNATIONALS IN PUBLIC SERVICES

BTEC Higher National Certificate in Public Services

BTEC Higher National Diploma in Public Services

Contents

Qualification titles covered by this specification 1Edexcel qualifications in the National QualificationsFramework 2Introduction 3Structure of the qualification 3

BTEC Higher National Certificate 3

BTEC Higher National Diploma 3

Key features 6National Occupational Standards 7

Qualification Requirement 7

Higher-level skills 7

BTEC Higher National Certificate 7

BTEC Higher National Diploma 8

Teaching, learning and assessment 8Unit format 9

Learning and assessment 10

Grading Higher National units 10

Grade descriptors 12

Accreditation of Prior Learning (APL) 14

Quality assurance of BTEC Higher Nationals 14Centre and programme approval 14

Monitoring centres’ internal quality systems 15

Independent assessment: the role of the external examiner 15

Programme design and delivery 16Mode of delivery 16

Resources 17

Delivery approach 17

Meeting local needs 17

Locally-devised specialist units 18

Limitations on variations from standard specifications 18

Access and recruitment 18Restrictions on learner entry 19

Learners with particular requirements 19

The wider curriculum 19Spiritual, moral, ethical, social and cultural issues 19

Environmental issues 20

European developments 20

Health and safety issues 20

Useful publications 20How to obtain National Occupational Standards 21

Professional development and training 21Further information 21Units 23

Unit 1: Entry and Enquiry into Public Services 25

Unit 2: Managing People in Public Services 31

Unit 3: Financial Resources in Public Services 37

Unit 4: Management of Health and Safety in Public Services 43

Unit 5: Government and the Public Services 49

Unit 6: Independent Research into the Public Services 55

Unit 7: Sociological Aspect of the Public Services 61

Unit 8: Psychology and Human Behaviour 67

Unit 9: Equal Opportunities 73

Unit 10: Human Resources in the Public Services 79

Unit 11: Stress Management in the Public Services 87

Unit 12: Global Socio-Political Issues 93

Unit 13: Technology and Public Services 99

Unit 14: Criminology and Safer Communities 105

Unit 15: Justice and Punishment 115

Unit 16: Managing Disaster 123

Unit 17: Activity Management 131

Unit 18: Managing Physical Activity 139

Unit 19: Personal Outdoor Skills 145

Unit 20: Arts and Entertainment 153

Unit 21: Heritage Management 159

Annex A 165Qualification codes 165

QCA codes 165

Edexcel codes 165

QCA and Edexcel codes 165

Annex B 167Qualification Requirement for BTEC Higher Nationals in Public Services 167

Annex C 173Wider curriculum mapping 173

Annex D 175National Occupational Standards 175

B013371 – Guidance and units – Edexcel Level 4 BTEC Higher Nationals in Public Services– Issue 1 – July 2003

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Qualification titles covered by this specification

Edexcel Level 4 BTEC Higher National Certificate in Public Services

Edexcel Level 4 BTEC Higher National Diploma in Public Services

These qualifications have been accredited to the National Qualifications Framework (NQF).The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A.

These qualification titles are as they will appear on the learner’s certificate. Learners need to bemade aware of this when they are recruited by the centre and registered with Edexcel.Providing this happens, centres are able to describe the programme of study leading to theaward of the qualification in different ways to suit the medium and the target audience.


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NQF level

Edexcel qualifications in the National Qualifications Framework

BTEC Professional Award, Certificate,Diploma

Key skills level 5 NVQ level 5

BTEC Higher National DiplomaBTEC Higher National Certificate

BTEC Professional Award, Certificate,Diploma

Key skills level 4 NVQ level 4

BTEC National DiplomaBTEC National CertificateBTEC National Award

BTEC Diploma in Foundation Studies (Artand Design)

BTEC Award, Certificate, Diploma

Key skills level 3 GCE A LevelGCE AS LevelVCEAEA

NVQ level 3

BTEC First Diploma


Level 2 Certificate inAdult NumeracyLevel 2 Certificate inAdult Literacy

Key skills level 2 GCSE (A* – C)GCSE (Double Awards) (A* A* – CC)GCSE (Short Courses) (A* – C)Intermediate GNVQ

NVQ level 2

BTEC Introductory CertificateBTEC Introductory Diploma


Level 1 Certificate inAdult NumeracyLevel 1 Certificatein Adult Literacy

Key skills level 1 GCSE (D – G)GCSE (Double Awards) (D – G)Foundation GNVQ

NVQ level 1

Entry Level Certificate in Skills for WorkingLife

Entry Level Certificate in Personal Skills

Entry Level Certificate inAdult NumeracyEntry Level Certificate inAdult Literacy

Entry Level Certificates


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Introduction

This document contains the units and associated guidance for the National QualificationsFramework (NQF) Edexcel Level 4 BTEC Higher Nationals in Public Services. Each unit setsout the required outcomes and content and includes advice regarding appropriate delivery andassessment strategies. The guidance contains further details of the teaching, learning,assessment and quality assurance of these qualifications. It includes advice about Edexcel’spolicy regarding access to its qualifications, the design of programmes of study and deliverymodes.

Structure of the qualification

BTEC Higher National Certificate

The BTEC Higher National Certificate Public Services is a 10-unit qualification of which sixare core units.

The BTEC Higher National Certificate programme must contain a minimum of five unitsdesignated at H2 level.

BTEC Higher National Diploma

The BTEC Higher National Diploma in Public Services is a 16-unit qualification of which eightare core units.

The BTEC Higher National Diploma programme must contain a minimum of eight unitsdesignated at H2 level.


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Structure of Edexcel Level 4 BTEC Higher National Certificate in Public Services

Unit No Core units – all six units must be taken Unit levelH1 or H2

1 Entry and Enquiry into Public Services H1

2 Managing People in Public Services H1

3 Financial Resources in Public Services H1

4 Management of Health and Safety in Public Services H1

5 Government and the Public Services H2

6 Independent Research into the Public Services H2

Specialist units – choose four units

7 Sociological Aspects of the Public Services H2

8 Psychology and Human Behaviour H2

9 Equal Opportunities H2

10 Human Resources in the Public Services H2

11 Stress Management in the Public Services H1

12 Global Socio-Political Issues H2

13 Technology and Public Services H2

14 Criminology and Safer Communities H2

15 Justice and Punishment H1

16 Managing Disaster H2

17 Activity Management H1

18 Managing Physical Activity H1

19 Personal Outdoor Skills H1

20 Arts and Entertainment H1

21 Heritage Management H1

The BTEC Higher National Certificate programme must contain a minimum of five unitsdesignated at H2 level.


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Structure of Edexcel Level 4 BTEC Higher National Diploma in Public Services

Unit No Core units – all eight units must be taken Unit levelH1 or H2

1 Entry and Enquiry into Public Services H1

2 Managing People in Public Services H1

3 Financial Resources in Public Services H1

4 Management of Health and Safety in Public Services H1

5 Government and the Public Services H2

6 Independent Research into the Public Services H2

7 Sociological Aspects of the Public Services H2

8 Psychology and Human Behaviour H2

Specialist units – choose eight units

9 Equal Opportunities H2

10 Human Resources in the Public Services H2

11 Stress Management in the Public Services H1

12 Global Socio-Political Issues H2

13 Technology and Public Services H2

14 Criminology and Safer Communities H2

15 Justice and Punishment H1

16 Managing Disaster H2

17 Activity Management H1

18 Managing Physical Activity H1

19 Personal Outdoor Skills H1

20 Arts and Entertainment H1

21 Heritage Management H1

The BTEC Higher National Diploma programme must contain a minimum of eight unitsdesignated at H2 level.


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Key features

BTEC Higher Nationals are designed to provide a specialist vocational programme, linked toprofessional body requirements and National Occupational Standards where appropriate, with astrong work related emphasis. The qualifications provide a thorough grounding in the keyconcepts and practical skills required in their sector and their national recognition by employersallows progression direct into employment. BTEC Higher Nationals offer a strong emphasis onpractical skills development alongside the development of requisite knowledge andunderstanding in their sector. Learners are attracted to this strong vocational programme ofstudy that meets their individual progression needs whether this is into employment or tofurther study on degree or professional courses.

A key progression path for BTEC Higher National Certificate and Diploma learners is to thesecond or third year of a degree or honours degree programme, depending on the match of theBTEC Higher National units to the degree programme in question.

BTEC Higher Nationals in Public Services have been developed to focus on:

� providing education and training for a range of careers in public services

� providing opportunities for public service employees to achieve a nationally recognisedlevel 4 vocationally specific qualification

� providing opportunities for full-time learners to gain a nationally recognised vocationallyspecific qualification to enter employment in public services or progress to highereducation vocational qualifications such as a full-time degree in Criminology or relatedarea

� developing the knowledge, understanding and skills of learners in the field of publicservices

� providing opportunities for learners to focus on the development of higher level skills in apublic services context

� providing opportunities for learners to develop a range of skills and techniques andattributes essential for successful performance in working life.

This qualification meets the needs of the above rationale by:

� equipping individuals with knowledge, understanding and skills for success in employmentin the public services industry

� enabling progression to an undergraduate degree or further professional qualification inpublic services or related area

� providing opportunities for specialist study relevant to individual vocations and contexts

� supporting individuals employed or entering employment in the public services industry

� developing the individual’s ability in the public services industry through effective use andcombination of the knowledge and skills gained in different parts of the programme

� developing a range of skills and techniques, personal qualities and attributes essential forsuccessful performance in working life and thereby enabling learners to make an immediatecontribution to employment

� providing flexibility, knowledge, skills and motivation as a basis for future studies andcareer development in public services.


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National Occupational Standards

BTEC Higher Nationals in Public Services are designed to relate to the National OccupationalStandards in the sector at Level 4. BTEC Higher Nationals do not purport to deliveroccupational competence in the sector, which should be demonstrated in a work context.However, the qualifications provide underpinning knowledge for the National OccupationalStandards, as well as developing practical skills in preparation for work and possibleachievement of NVQs in due course.

There are currently no National Occupational Standards for public services. However, someunits in the Higher Nationals in Public Services relate to Management NVQ units. Links toManagement National Occupational Standards are indicated in each unit.

Qualification Requirement

Edexcel has published Qualification Requirements as part of the revision of BTEC HigherNationals. Qualification Requirements set out the aims and rationale of the qualifications andprovide the framework of curriculum content. They also identify the higher-level skillsassociated with the qualifications and any recognition by relevant professional bodies. TheQualification Requirement for BTEC Higher Nationals Public Services is given in Annex B.

Edexcel standard specifications titles are developed from the Qualification Requirements.Licensed centres comply with Qualification Requirements when developing BTEC HigherNationals under these standard titles.

Qualification Requirements provide consistent standards within the same vocational area andclearly identify the skills and knowledge that can be expected of any holder of an identicalBTEC Higher National. This will allow higher education institutions, employers andprofessional bodies to confidently provide progression opportunities to successful learners.

Higher-level skills

Learners will be expected to develop the following skills during the programme of study:

� analysing, synthesising and summarising information critically

� the ability to read and use appropriate literature with critical understanding

� the ability to think independently and solve problems

� the ability to take responsibility for their own learning and recognise their own learningstyle

� obtaining and integrating several lines of subject-specific evidence to formulate and testhypotheses

� applying subject knowledge and understanding to address familiar and unfamiliar problems

� recognising the moral and ethical issues of enquiry into public services and appreciating theneed for ethical standards and professional codes of conduct

� designing, planning, conducting and reporting on investigations.

BTEC Higher National Certificate

The 10-unit BTEC Higher National Certificate in Public Services provides a specialist work-related programme of study that covers the key knowledge, understanding and practical skillsrequired in the public services sector and also offers particular specialist emphasis through thechoice of specialist units.


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BTEC Higher National Certificates provide a nationally recognised qualification offeringcareer progression and professional development for those already in employment andopportunities to progress into higher education. The qualifications are mode free but they areprimarily undertaken by part-time learners studying over two years. In some sectors there areopportunities for those wishing to complete an intensive programme of study in a shorter periodof time.

This specification provides centres with a framework to develop engaging programmes forhigher-education learners who are clear about the area of employment that they wish to enter.

The BTEC Higher National Certificate in Public Service mainly offers a progression route forlearners who are employed in the public service sector.

BTEC Higher National Diploma

The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation thanthe BTEC Higher National Certificate. Higher National Diplomas are mode free but arefollowed predominately by full-time learners. They allow progression into or withinemployment in the public services sector, either directly on achieving of the award or followingfurther study to degree level.

The BTEC Higher National Diploma in Public Services provides opportunities for learners toapply their knowledge and practical skills in the workplace. Full-time learners have theopportunity to do this through formal work placements or their part-time employmentexperience.

The qualification prepares learners for employment in the public services sector and will besuitable for learners who have already decided that they wish to enter this area of work. Someadult learners may wish to make the commitment required by this qualification in order to entera specialist area of employment in public services or progress into higher education. Otherlearners may want to extend the specialism that they followed on the BTEC Higher NationalCertificate programme.

Teaching, learning and assessment

Learners must pass all 10 units on their programme of learning to be awarded a BTEC HigherNational Certificate and all 16 units to be awarded a BTEC Higher National Diploma.

The assessment of BTEC Higher National qualifications is criterion-referenced and centres arerequired to assess learners’ evidence against published learning outcomes and assessmentcriteria. All units will be individually graded as ‘pass’, ‘merit’ or ‘distinction’. To achieve apass grade for the unit learners must meet the assessment criteria set out in the specifications.This gives transparency to the assessment process and provides for the establishment ofnational standards for each qualification.

The units in BTEC Higher National qualifications all have a standard format which is designedto provide clear guidance on the requirements of the qualification for learners, assessors andthose responsible for monitoring national standards.


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Unit format

Each unit is set out in the following way.

Unit title, learning hours and NQF level

The unit title is accredited by QCA and this form of words will appear on the learner’sNotification of Performance. In BTEC Higher National qualifications each unit consists of60 guided learning hours.

Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectualdemand, complexity and depth of study, and learner autonomy.

At H1 level the emphasis is on the application of knowledge, skills and understanding, use ofconventions in the field of study, use of analytical skills and selection and organisation ofinformation.

At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,theories and practices, greater specialisation in the field of study, and an increasingindependence in systematic enquiry and analysis.

Description of unit

A brief description of the overall purpose of the unit is given, together with the key areas ofstudy associated with the unit.

Summary of learning outcomes

The outcomes of the unit identify what each learner must do in order to pass it. Learners mustachieve all the outcomes in order to pass the unit.

Content

This section picks up highlighted words from the outcomes and amplifies the content coveragerequired when addressing the outcomes. The content section will often provide lists of topics.Please note all aspects of the listed topics should be covered, except those that begin with ‘eg’,where items listed are merely indicative.

Outcomes and assessment criteria

Each unit contains statements of the evidence that each learner should produce in order toreceive a pass.

Guidance

This section is not prescriptive but provides additional guidance and amplification related to theunit to support teachers/deliverers and assessors. Its subsections are given below. Only thosesubsections which apply to the unit will appear.

� Delivery – offers guidance about possible approaches to delivery. The guidance is based onthe more usual delivery modes and is not intended to rule out alternative approaches.

� Assessment – provides advice about the nature and type of evidence that learners are likelyto need to produce. This subsection should be read in conjunction with the assessmentcriteria and the generic grade descriptors.

� Links – sets out the links between units. Provides opportunities for integration of learning,delivery and assessment. Any links to the National Occupational Standards will behighlighted here.


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� Resources – identifies the specialist resources likely to be needed to allow learners togenerate the evidence required by each unit. The centre will be asked to ensure that thisresource requirement is in place when it seeks approval from Edexcel to offer thequalification.

� Support materials – identifies, where appropriate, textbooks, videos, magazines, journals,publications and websites that may support the delivery of the unit.

Learning and assessment

The purpose of assessment is to ensure that effective learning of the content of each unit hastaken place. Evidence of this learning, or the application of the learning etc, is required for eachunit. The assessment of the evidence relates directly to the assessment criteria for each unit,supported by the generic grade descriptors.

The process of assessment can aid effective learning by seeking and interpreting evidence todecide the stage that learners have reached in their learning, what further learning needs to takeplace and how best to do this. Therefore, the process of assessment should be part of theeffective planning of teaching and learning by providing opportunities for both the learner andassessor to obtain information about progress towards learning goals. The assessor and learnermust be actively engaged in promoting a common understanding of the assessment criteria andthe grade descriptors (what it is they are trying to achieve and how well they achieve it) forfurther learning to take place. Therefore, learners need constructive feedback and guidanceabout how to improve, capitalising on strengths, with clear and constructive comments aboutweaknesses and how these might be addressed.

Assessment instruments are constructed by centres. Assessment instruments should collectivelyensure coverage of all assessment criteria within each unit and should provide opportunities forthe evidencing of all the grade descriptors. It is advised that assessment criteria andcontextualised grade descriptors are clearly indicated on each assessment instrument to providea focus for learners (for transparency and to ensure that feedback is specific to the criteria) andto assist with internal standardisation processes. Tasks/activities should enable learners toproduce evidence that relates directly to the assessment criteria and grade descriptors.

When centres are designing assessment instruments, they need to ensure that the instrumentsare valid, reliable and fit for purpose, building on the application of the assessment criteria.Centres are encouraged to place emphasis on practical application of the assessment criteria,providing a realistic scenario for learners to adopt, making maximum use of work-relatedpractical experience and reflecting typical practice in the sector concerned. The creation ofassessment instruments that are fit for purpose is vital to achievement and their importancecannot be over-emphasised.

Grading Higher National units

The assessment of BTEC Higher National qualifications will be at unit level and there will beno overall grade for either the Certificate or the Diploma. This means that learners are able toaccess the qualification through a unitised approach.

Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievementof all outcomes against the specified assessment criteria. Merit and distinction grades areawarded for higher-level achievement.

The generic merit and distinction grade descriptors listed on pages 12 – 13 are for grading thetotal evidence produced for each unit and describe the learner’s performance over and abovethat for a pass grade.


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The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequentialor holistic mode, to reflect the nature of the sector concerned.

Each of the generic merit and distinction grade descriptors can be amplified by use ofindicative characteristics. These give a guide to the expected learner performance, andsupport the generic grade descriptors. The indicative characteristics should reflect the nature ofa unit and the context of the sector programme.

The indicative characteristics shown in the table for each of the generic grade descriptors arenot exhaustive. Consequently, centres should select from the list or may construct otherappropriate indicative characteristics for their sector programme which may be drawn from theappropriate higher-level skills. It is important to note that each assessment activity does notneed to incorporate all the merit and/or distinction grade descriptors.

Contextualising the generic grade descriptors

The generic merit and distinction grade descriptors need to be viewed as a qualitative extensionof the assessment criteria for pass within each individual unit. The relevant generic gradedescriptors must be identified and specified within an assignment and the relevant indicativecharacteristics should be used to place the required evidence in context.


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Grade descriptors

Pass grade

A pass grade is achieved by meeting all the requirements defined in the assessment criteria forpass for each unit.

Merit grade

Merit descriptors Indicative characteristics

In order to achieve a meritthe learner must:

The learner’s evidence shows:

� identify and applystrategies to findappropriate solutions

� effective judgements have been made

� complex problems with more than one variable have beenexplored

� an effective approach to study and research has been applied

� select/design and applyappropriate methods/techniques

� relevant theories and techniques have been applied

� a range of methods and techniques have been applied

� a range of sources of information has been used

� the selection of methods and techniques/sources has beenjustified

� the design of methods/techniques has been justified

� complex information/data has been synthesised andprocessed

� appropriate learning methods/techniques have been applied

� present andcommunicateappropriate findings

� the appropriate structure and approach has been used

� coherent, logical development of principles/concepts for theintended audience

� a range of methods of presentation have been used andtechnical language has been accurately used

� communication has taken place in familiar and unfamiliarcontexts

� the communication is appropriate for familiar andunfamiliar audiences and appropriate media have been used


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Distinction grade

Distinction descriptors Indicative characteristics

In order to achieve adistinction the learner must:

The learner’s evidence shows:

� use critical reflection toevaluate own work andjustify valid conclusions

� conclusions have been arrived at through synthesis of ideasand have been justified

� the validity of results has been evaluated using definedcriteria

� self-criticism of approach has taken place

� realistic improvements have been proposed against definedcharacteristics for success

� take responsibility formanaging and organisingactivities

� autonomy/independence has been demonstrated

� substantial activities, projects or investigations have beenplanned, managed and organised

� activities have been managed

� the unforeseen has been accommodated

� the importance of interdependence has been recognised andachieved

� demonstrateconvergent/lateral/creative thinking

� ideas have been generated and decisions taken

� self-evaluation has taken place

� convergent and lateral thinking have been applied

� problems have been solved

� innovation and creative thought have been applied

� receptiveness to new ideas is evident

� effective thinking has taken place in unfamiliar contexts


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Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners’ previous achievements and experiencethrough the Accreditation of Prior Learning. Learners may have evidence that has beengenerated during previous study, in their previous or current employment or whilst undertakingvoluntary work that relates to one or more of the units in the qualification. Assessors shouldassess this evidence against the Higher National standards in the specifications in the normalway. As with all evidence, assessors should be satisfied about the authenticity and currency ofthe material when considering whether or not the outcomes of the unit have been met.

Full guidance about Edexcel’s policy on APL is provided on our website(www.edexcel.org.uk).

Quality assurance of BTEC Higher Nationals

The quality assurance system for BTEC Higher National qualifications, as higher-levelvocational qualifications at Level 4 on the NQF, will comprise three main components.

� approval process – a control measure to confirm that individual centres (and programmeteams) are appropriately resourced and competent to deliver a BTEC Level 4 programme ofstudy.

� monitoring of centres – a method of monitoring centres’ internal quality systems to ensureongoing fulfilment of initial requirements and, where appropriate, enhancement of thoserequirements to accommodate new qualifications.

� independent assessment – a measure that provides independence within the assessmentprocess, so that the certificated outcomes for each learner are not reliant on determinationsby individuals or groups with a vested interest in the outcome. This measure should beconsistent and reliable over time, and should not create unnecessary barriers.

Centre and programme approval

Approval to offer BTEC Higher National qualifications will vary depending on the status of thecentre. Centres that have a recent history of delivering BTEC Higher National qualificationsand have an acceptable quality profile in relation to their delivery will be able to gain approvalthrough an accelerated process. Centres that are new to the delivery of BTEC Higher Nationalqualifications will be required to submit evidence to demonstrate that they:

� have the human and physical resources required for effective delivery and assessment

� understand the implications for independent assessment and agree to abide by these

� have a robust internal assessment system supported by ‘fit for purpose’ assessmentdocumentation

� have a system to internally verify assessment decisions to ensure standardised assessmentdecisions are made across all assessors and sites.

Such applications have to be supported by the head of the centre (principal, chief executive,etc).

We communicate all approvals in writing to the head of centre in the form of a qualificationapproval letter. The approval letter will also contain a programme definition for eachqualification approved. The programme definition clearly states to the centre all units thatcomprise the qualification for which the centre is approved.


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Monitoring centres’ internal quality systems

Centres will be expected to demonstrate ongoing fulfilment of approval criteria across allprogramme areas. This should include the consistent application of policies affecting learnerregistrations and appeals, together with the effectiveness of internal examination andstandardisation processes.

Centres may opt for a review of their provision under the quality verifier/quality reviewerarrangements, which already apply to all further education centres. Alternatively, centres maypresent evidence of their operation within a recognised code of practice, such as that of theQuality Assurance Agency for Higher Education. Edexcel reserves the right to confirmindependently that these arrangements are operating to our satisfaction.

Independent assessment: the role of the external examiner

Supporting consistency and appropriateness of centre assessor decisions

For all BTEC Higher Nationals accredited at Level 4 on the NQF, Edexcel will appointappropriately qualified subject-specific external examiners to the programme in each centre.Edexcel will define the selection, appointment and training process, together with the roles andresponsibilities of the external examiners and will communicate the details to centres in acentre handbook.

The function of the external examiner will be to review and evaluate objectively the assessmentprocess and standards of learner attainment by independently reviewing, in the first year of theprogramme, a sample of learner work (including the centre-designed assignments on which thesamples are based) selected by the external examiner, from across the programme.

When they visit centres, external examiners must be afforded reasonable access to the assessedparts of the programme, including evidence of learner performance on placement. They arerequired to:

� verify that standards are appropriate for the qualification and its elements

� assist institutions in the comparison of academic standards across similar awards nationally.

Should any disparity occur between the judgement of centre assessors and that of the externalexaminer, this will be reported to the centre and to Edexcel by the external examiner. Thecentre will be required to agree appropriate corrective action as a result of this report.

Independence in confirmation of certificated outcomes

In the final year of the programme, the external examiner will revisit the centre in order toindependently assess learner work and to evaluate centre assessor decisions on final outcomes.This process of evaluation may focus upon work in units, selected by the external examiner,that present the most appropriate evidence for this exercise. The work of all learners not alreadysampled in the first year of the programme will be reviewed.

Resolution of assessments will normally be handled at the centre’s final programme reviewboard. The external examiner will be expected to endorse the outcomes of assessment beforecertification can be authorised. Should the external examiner be unable to provide suchendorsement, certification will be withheld until appropriate corrective action has taken place.(The senior subject examiner may become involved in such instances).

The external examiner will be required to prepare a written report after each visit. The reportwill include comments from the external examiner on:

� academic standards and programme specification

� academic standards and learner performance

� academic standards and assessment


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� the assessment process

� assessment meetings

� physical resources

� comments of learners

� meetings with staff

� external examiner practice

� issues arising from previous reports

� details of sampling

� general points, areas of good practice and major issues

� action points.

The external examiner report provides the mechanism by which the external examinerindependently verifies learner ability, endorses the validity of the assessment process andreleases certification for a cohort.

The report is a confidential document between Edexcel, the appointed external examiner, andthe centre to use for internal/external quality assurance processes. It provides the centre withfeedback on the external examining process and on the judgements that determine the externalexaminer’s decisions on endorsement, or otherwise, of learner outcomes.

Programme design and delivery

The qualifications consist of core units (which are mandatory) and specialist units. Thesespecialist units will be mostly optional and are designed to provide a specific focus to thequalification. Required combinations of specialist units are clearly set out in relation to eachqualification in the defined qualification structures provided in this document.

In BTEC Higher National qualifications each unit consists of 60 guided learning hours. Thedefinition of guided learning hours is ‘a notional measure of the substance of a qualification’. Itincludes an estimate of time that might be allocated to direct teaching, instruction andassessment, together with other structured learning time such as directed assignments orsupported individual study. It excludes learner-initiated private study. Centres are advised toconsider this definition when planning the programme of study associated with thisspecification.

Mode of delivery

Edexcel does not define the mode of study for BTEC Higher National qualifications. Centresare free to offer the qualifications using any mode of delivery that meets the needs of theirlearners. This may be through traditional classroom teaching, open learning, distance learningor a combination of these. Whatever mode of delivery is used, centres must ensure that learnershave appropriate access to the resources identified in the specifications and to the subjectspecialists delivering the units. This is particularly important for learners studying for thequalification through open or distance learning.

Full guidance on Edexcel’s policies on ‘distance assessment’ and ‘electronic assessment’ areprovided on our website.


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Learners studying for the qualification on a part-time basis bring with them a wealth ofexperience that should be utilised to maximum effect by tutors and assessors. Assessmentinstruments based on learners’ work environments should be encouraged. Those planning theprogramme should aim to enhance the vocational nature of the BTEC Higher Nationalqualification by:

� liaising with employers to ensure that the course is relevant to the specific needs of thelearners

� accessing and using non-confidential data and documents from learners’ workplaces

� including sponsoring employers in the delivery of the programme and, where appropriate,in the assessment

� linking with company-based/workplace training programmes

� making full use of the variety of experiences of work and life that learners bring to theprogramme.

Resources

BTEC Higher National qualifications are designed to prepare learners for employment inspecific sectors. Physical resources need to support the delivery of the programme and theproper assessment of the outcomes and, therefore, should normally be of industry standard.Staff delivering programmes and conducting the assessments should be fully familiar withcurrent practice and standards in the sector concerned. Centres will need to meet any specialistresource requirements when they seek approval from Edexcel.

Please refer to the resource section in individual units for specialist resource requirements.

Delivery approach

It is important that centres develop an approach to teaching and learning that supports thespecialist vocational nature of the BTEC Higher National qualifications. The specificationscontain a balance of practical skill development and knowledge requirements, some of whichcan be theoretical in nature. Tutors and assessors need to ensure that appropriate links are madebetween theory and practice and that the knowledge base is applied to the sector. This willrequire the development of relevant and up-to-date teaching materials that allow learners toapply their learning to actual events and activity within the sector. Maximum use should bemade of the learner’s experience.

Meeting local needs

Centres should note the qualifications set out in these specifications have been developed inconsultation with centres and employers. The units are designed to meet the skill needs of thesector and the specialist units allow coverage of the full range of employment. Centres shouldmake maximum use of the choice available to them within the specialist units in thesespecifications to meet the needs of their learners, as well as the local skills and training needsidentified by organisations such as Regional Development Agencies and Local Learning andSkills Councils.

Centres may not always be able to meet local needs using the units in this specification. In thissituation, centres may seek approval from Edexcel to make use of units from other standardNQF BTEC Higher National specifications. Centres will need to justify the need for importingunits from other specifications and Edexcel will ensure that the vocational focus of thequalification has not been diluted.


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Locally-devised specialist units

There may be exceptional circumstances where even the flexibility of importing units fromother specifications does not meet a particular local need. In this case, centres can seekpermission from Edexcel to develop a unit with us to meet this need. The cases where this willbe allowable will be very limited. Edexcel will ensure that the integrity of the qualification isnot reduced and that there is a minimum of overlap and duplication of content of existing units.Centres will need strong evidence of the local need and the reasons why the existing standardunits are inappropriate. Edexcel will need to validate these units.

Limitations on variations from standard specifications

The flexibility to import standard units from other BTEC Higher National specifications and/orto develop unique locally-devised specialist units is limited to a maximum of four units in aBTEC Higher National Diploma qualification and a maximum of two units only in anyBTEC Higher National Certificate qualification. The use of these units cannot be at theexpense of the core units in any qualification.

Access and recruitment

Edexcel’s policy regarding access to its qualifications is that:

� the qualifications should be available to everyone who is capable of reaching the requiredstandards

� the qualifications should be free from any barriers that restrict access and progression

� there should be equal opportunities for all wishing to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will includeensuring that applicants have appropriate information and advice about the qualifications andthat the qualification will meet their needs. Centres should take appropriate steps to assess eachapplicant’s potential and make a professional judgement about their ability to successfullycomplete the programme of study and achieve the qualification. This assessment will need totake account of the support available to the learner within the centre during their programme ofstudy and any specific support that might be necessary to allow the learner to access theassessment for the qualification. Centres should also show regard for Edexcel’s policy onlearners with particular requirements.

Centres will need to review the profile of qualifications and/or experience held by applicants,considering whether this profile shows an ability to progress to a Level 4 qualification. Forlearners who have recently been in education, the entry profile is likely to include one of thefollowing:

� a BTEC National Certificate or Diploma in Public Services or Business, or similardiscipline

� an AVCE/Advanced GNVQ in an appropriate vocational area

� a GCE Advanced level profile which demonstrates strong performance in a relevant subjector an adequate performance in more than one GCE subject. This profile is likely to besupported by GCSE grades at A* to C

� other related Level 3 qualifications

� an Access to Higher Education Certificate awarded by an approved further educationinstitution


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� related work experience.

Mature learners may present a more varied profile of achievement that is likely to includeextensive work experience (paid and/or unpaid) and/or achievement of a range of professionalqualifications in their work sector.

Restrictions on learner entry

The majority of BTEC Higher National qualifications are accredited on the NQF for learnersaged 16 years and over. Learners aged 15 and under cannot be registered for a BTEC HigherNational qualification.

Learners with particular requirements

Edexcel recognises that some learners, when studying vocationally-related qualifications, willhave coped with the learning demands of a course but may find the standard arrangements forthe assessment of their attainment presents an unfair barrier. This would apply to learners withknown and long-standing learning problems and to learners who are affected at, or near to, thetime of a time-constrained assessment.

Edexcel will seek to approve alternative arrangements that:

� meet the needs of learners with particular requirements

� do not confer advantage over other learners

� are commensurate with the proper outcomes from the qualification.

Details of the allowable arrangements for such learners are given in Assessment of VocationallyRelated Qualification: Regulations and Guidance relating to Learners with SpecialRequirements (Edexcel, 2002).

The wider curriculum

The study of the BTEC Higher Nationals in Public Services provides opportunities for learnersto develop an understanding of spiritual, moral, ethical, social and cultural issues and anawareness of environmental issues, health and safety considerations, and Europeandevelopments. These wider curriculum opportunities are indicated in the units as appropriate.Mapping of wider curriculum opportunities issues is provided in Annex C.

Spiritual, moral, ethical, social and cultural issues

The specification contributes to an understanding of:

� spiritual issues through an appreciation of the spiritual dimension to public services,particularly when public service is seen through a historical context, for example in Units 2and 11

� moral and ethical issues are encountered throughout the BTEC Higher Nationals in PublicServices as dealing with people will always involve the learner engaging in moral andethical issues. A more detailed analysis is given in certain units such as Units 5, 7, 9, 12and 16

� social and cultural issues are encountered throughout the BTEC Higher Nationals in PublicServices.


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Environmental issues

Learners are led to appreciate the importance of environmental issues as they engage in publicservices study as well as through experience of the public services industry, in Units 1, 4, 6 and16.

European developments

Much of the content of the BTEC Higher Nationals in Public Services is applicable throughoutEurope owing to its international nature, even though the context of delivery is within the UK.The European dimensions of public services are specifically addressed in Unit 6.

Health and safety issues

The BTEC Higher Nationals in Public Services are practically based and so health and safetyissues are encountered throughout the courses. Learners will develop awareness of the safety ofothers as well as themselves in all practical activities. Learners will also explore health andsafety issues across the public services industry, particularly in Unit 18.

Useful publications

Further copies of this document and related publications can be obtained from:

Edexcel PublicationsAdamswayMansfieldNottinghamshire NG18 4FN

Tel: 01623 467 467Fax: 01623 450 481Email: [email protected]

Related publications include:

� the current Edexcel publications catalogue and update catalogue

� Edexcel publications concerning the quality assurance system and the internal and externalverification of vocationally-related programmes may be found on the Edexcel website andin the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Pleasecheck the cost when you order.


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How to obtain National Occupational Standards

The National Occupational Standards Management NVQ at level 4 are currently availablefrom:

The Management Standards Centre (MSC)2 Savoy CourtStrandLondonWC2R 0EZ

Tel: 020 7240 2826Fax: 020 7240 2853Email: [email protected]: www.management-standards.org

Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications.This support is available through a choice of training options offered in our published trainingdirectory or through customised training at your centre.

The support we offer focuses on a range of issues including:

� planning for the delivery of a new programme

� planning for assessment and grading

� developing effective assignments

� building your team and teamwork skills

� developing student-centred learning and teaching approaches

� building key skills into your programme

� building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on the Edexcel website(www.edexcel.org.uk). You can request customised training through the website or bycontacting one of our advisers in the Professional Development and Training Team ontelephone number 020 7758 5620 to discuss your training needs.

The training we provide:

� is active – ideas are developed and applied

� is designed to be supportive and thought provoking

� builds on best practice.

Our training will also underpin many areas of the Higher Education Staff Development Agency(HESDA)/FENTO standards for teachers and lecturers working towards them.

Further information

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk.


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Unit 1: Entry and Enquiry into PublicServices

Learning hours: 60NQF level 4: BTEC Higher National – H1

Description of unitThis unit is designed to help learners to develop the analytical skills required for current andfuture study. Using a range of research methods, the unit has a practical focus that provideslearners with the opportunity to develop the skills required before undertaking small-scaleprojects. When they undertake small-scale research projects in the field of public services,learners will use both qualitative and quantitative methods of research, including statisticalanalysis. Information technology should be used for both the research and analysis of data.

Summary of learning outcomesTo achieve this unit a learner must:

1 Examine different research strategies

2 Identify and evaluate a range of research methods with regard to suitability

3 Explore a range of ethical issues which might impact on small-scale research

4 Undertake a small-scale project using a range of qualitative and quantitative methods.


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Content

1 Strategies

Strategies: empirical, intervention/non-intervention, positivist/non-positivist, actionresearch, qualitative, appropriateness

2 Research methods

Primary: researcher ie participant/non-participant, intervention/non-intervention;questionnaire design and application, eg wording, sequence, bias interviews, case studysampling, eg size of sample, response time and rate, manual or computer analysis,judgmental, quota, random, stratified, probability, focus groups, internet surveys, types ofinterview eg structured/unstructured, in-depth, individual/group, appropriateness; questionseg open/closed, setting up and managing the interview, recording information

Secondary: criteria – parameters, key words, relevance, validity, sufficiency, currency

Types: written eg books, journals, magazines, articles, newspapers, reports, minutes ofmeetings, transcripts of speeches, theses; audio-visual eg video/audio tapes, diagrams,drawings, charts, tables, films, television; sources eg libraries, internet, CD ROM,government publications, media organisations; record of data – techniques, index cards,databases, specialist computer programs, description of content, bibliography

Quantitative: measured by scientific techniques; analysis by numerical and statisticalmethods; coding/values, manual/electronic, specialist software, presentation of data

Qualitative: focuses on the interpretations made by individuals within a social setting;interpreting transcripts, coding techniques, categorisation, relationships, trends, use ofcomputers, presentation of data

Data: storage, access

3 Ethical issues

Code of ethics: negotiating access, openness of purpose, method and reporting method ofresearch, informed consent

Ethical practice: issues of reliability, honesty, access, confidentiality, anonymity, voluntaryparticipation, validity, reliability, authenticity, peer review, research aim, acknowledgingsources, plagiarism, data protection, copyright, gender, socially and morally unacceptablematerial


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4 Qualitative and quantitative methods

Qualitative: small-scale project, a project which is likely to yield useful original findingswithin the area of study but which is intentionally limited, data collection methods –survey, questionnaire, samples, non-response, interview, notes, tape-recording, case study,diaries, observation, logs

Secondary: review literature eg books, journals, library search, use of IT; review publisheddata and statistics eg Office for National Statistics; variety of sources eg media, internet;evaluation – should include reflection on the conduct of the project itself andrecommendations for future activities, further questions which could be asked around thearea of original enquiry

Quantitative: small-scale project – a project which is likely to yield useful original findingswithin the area of study but which is intentionally limited; analysis – first order and secondorder constructs, category methods, assumptions; hypothesis – specification of null andalternative hypotheses; analysis of data – dependent and independent variables, comparemeans, correlation, compare proportions; graphical methods eg bar chart, scatter graph, linegraphs, pie charts, tables, distribution graphs, use of IT; written methods eg use of thirdperson, appropriate language


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Outcomes Assessment criteria for pass

To achieve each outcome a learner must demonstratethe ability to:

1 Examine different researchstrategies

� identify a range of different strategies that areemployed in research in the public services

� explain at least four different strategies that areemployed in research in the public services

� analyse four different research strategies used in thepublic services

2 Identify and evaluate a rangeof research methods withregard to suitability

� explain and use primary and secondary methods ofresearch

� analyse and evaluate appropriate uses of qualitativeand quantitative research methods

� justify methods to be used for the project

3 Explore a range of ethicalissues which might impact onsmall-scale research

� prepare a code of ethics to be used in an originalresearch project identifying suitability for thisparticular project

� provide a rationale for ethical practice in research

4 Undertake a small-scaleproject using a range ofqualitative and quantitativemethods

� design a research question

� undertake a small-scale project using qualitative andquantitative methods

� justify the use of the chosen methodology

� formulate a hypothesis and test it using original data

� analyse the findings and decide whether to accept orreject the hypothesis

� evaluate the project and make recommendations forfuture studies


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Guidance

Delivery

This unit may be delivered in a number of ways. Centres may wish to consider ‘front loading’delivery in the form of an induction. It may also be integrated with the delivery of othermodules. In order to provide learners with the opportunity to progress to Unit 6: IndependentResearch into the Public Services in the second year of study, this unit will need to becompleted within the first year.

Delivery methods should include lectures, discussions, practical workshops, IT workshops,individual tutorials, project supervision and group tutorials. Peer review should be used as astrategy in order to give learners practical experience of research practices.

Assessment

Most of the evidence for the outcomes will be generated through the preparation for andcompletion of the project. The project should be relevant to the public services sector anddesigned to yield useful findings. Assessment should focus primarily on the practicalapplications of techniques. The project which must be agreed with the learners should bedesigned to facilitate the practical applications and should therefore remain uncomplicated indesign.

Learners should apply statistical techniques either manually or by using a computer application.

Links

This unit can be linked successfully with:

� Unit 3: Financial Resources in Public Services

� Unit 4: Management of Health and Safety in Public Services

� Unit 6: Independent Research into the Public Services

� Unit 8: Psychology and Human Behaviour

� Unit 9: Equal Opportunities

� Unit 11: Stress Management in the Public Services.

Links to wider curriculum

Delivery of this unit can contribute to the learners’ understanding of moral, ethical, social andcultural issues in the following ways:

� moral and ethical: when learners are exploring a range of issues which might impact ontheir research

� social and cultural: when learners are exploring a range of social and cultural issues whichmight impact on their research.


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Delivery of this unit can also raise learners’ awareness of, environmental issues, health andsafety considerations and European developments consistent with relevant internationalagreements in the following ways:

� environmental issues: when learners are undertaking a small scale project involvingenvironmental issues

� health and safety: when learners are undertaking a small scale project involving health andsafety issues

� European developments: when learners are undertaking a small scale project involvingEuropean issues.

Mapping of wider curriculum opportunities is provided in Annex C.

Resources

Learners will need access to a library with a variety of texts and journals associated with theirproject, as well as access to the internet and the relevant software applications.

Support materials

Textbooks

Tutors should be aware that textbooks are frequently updated and that they should use the latesteditions where available.

� Bell J – Doing your Research Project (Open University Press, 1993) ISBN 0335190944

� May T – Social Research: Issues, Methods and Process (Open University Press, 2001)ISBN 0335206123

� Robson C – Real World Research: A Resource for Social Scientists and Practitioner-researchers (Regional Surveys of the world) (Blackwell, 2001) ISBN 0631213058

Websites

Websites that support the development of this unit include those of public services associationsand employers. The following may be useful:

� Office for National Statistics www.ons.gov.uk

Learners should use information obtained from the internet with caution. Not all theinformation found in web pages can be verified.


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Unit 2: Managing People in Public Services


Description of unitThis unit focuses on the principles of management appropriate to management of people andteam leadership within public services. It offers the opportunity to explore the managementskills and techniques required to work effectively within the public services sector. The unitexplores organisational structures and cultures commonly found within public services,emphasising the importance of people as a key resource. It sets this resource within the contextof employment legislation and processes. Finally, the unit explores the concept of leadershipwithin a management context and the need for different approaches and management skills,according to the context and personnel involved.


1 Examine the structure and culture of a public service

2 Investigate a range of management models appropriate to management of staff in a publicservice

3 Examine how a public service handles human resources in terms of people and processes

4 Examine the nature of leadership and the use of multi-disciplinary aspects in publicservices.


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Content

1 Structure and culture

Public services: central and local government, Army, Royal Navy, Royal Marines, RoyalAir Force, Police, Emergency Fire Services, Her Majesty’s Prison Services (HMPS), YouthJustice sector

Structure: types of organisational structures, the typical public service hierarchicalstructure, communications and issues, span of control

Culture: history, tradition and culture in the public services, use of humour, attitudestowards ‘customers’, institutional attitudes, perceptions of public services, custom andpractice, development of culture in uniformed and non-uniformed public services egemployment and integration of women

2 Management models

Approaches: the scientific approach, behavioural approach, management science approach,systems approach, contingency approach

Techniques: management by objectives, management by exception, ‘golden rule’management, management by consensus, scientific management, work study, the balancebetween autocracy and democracy

Issues: managers – born or trained? The ‘rights’ of managers and ‘rights’ of workers,psychometric testing, motivation theories

3 People and processes

People: the human resource function in a range of uniformed and non-uniformed publicservices organisations, attitudes of staff to human resourcing

Processes: selection procedures, consultative procedures, Joint Consultative Committees,disciplinary, grievance and dispute procedures, principles and practice, role of trade union/staff association, relationships between the manager and staff representatives, the nature ofrepresentation, differences between uniformed and non-uniformed public services

Legislation: Employment Protection Acts, Equal Opportunity legislation, Health and Safetyat Work Act 1974, Trade Union legislation, industrial tribunals

4 Leadership

Leadership: leadership styles in the public services eg laissez-faire, dictatorial,consultative, autocratic, the value of choice of leadership style, measurement of leadershipstyle, difference in leadership styles between uniformed and non-uniformed public services

Teams: multi-disciplinary bodies, the need for a multi-disciplinary approach, lead bodies ina complex environment, resolution of conflicting needs


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1 Examine the structure andculture of a public service

� present a critical analysis of the organisationalstructure relative to a public service of their choice

� analyse the general culture of a public servicerelated to its history and development

2 Investigate a range ofmanagement modelsappropriate to management ofstaff in a public service

� evaluate at least three different recognisedmanagement models used in three public services

� analyse the personal qualities and training requiredwhich enable good management in the publicservices

3 Examine how a public servicehandles human resources interms of people andprocesses

� summarise the basic principles of human resourcemanagement including relevant legislation

� analyse examples of disciplinary and grievanceprocedures, their purpose and practice within agiven public service

� evaluate the role of trades unions or staffassociations within a given public service

4 Examine the nature ofleadership and the use ofmulti-disciplinary aspects inpublic services

� analyse at least four different styles of leadershipappropriate to managing within a public service

� evaluate the need for a multi-disciplinary approachwithin a public service and describe how this can beachieved


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Guidance

Delivery

Discussion groups may be useful in generating avenues of discovery. Variety in delivery can beachieved by the use of role-play in suitable areas of the unit. The learner’s own criticalappraisal is central to the achievement of the learning outcomes and the delivery of the unitshould encourage an investigative approach.

Assessment

Evidence of outcomes may be in the form of any of the following:

� an investigation into a public service organisation: its structure, culture, history anddevelopment

� a critical appraisal of investigated models of management

� an investigation into the personal qualities and potential training requirements of a managerin a public service

� assessed role-play of both management and staff associations in such processes asdisciplinary hearings, grievance procedures, counselling interviews

� learner-led seminars on leadership styles appropriate to public services

� written assignment evaluating the use of multi-disciplinary teams.

It is recommended that assessment criteria are combined into one or two written or orallypresented assignments.

Links

This unit can be linked successfully with, and provides an introduction to, human resourceissues within public services, which may be explored further in Unit 10: Human Resources inthe Public Services. It also complements Unit 8: Psychology and Human Behaviour, Unit 9:Equal Opportunities, Unit 11: Stress Management in the Public Services, Unit 16: ManagingDisaster and Unit 18: Managing Physical Activity. Other management issues are examined inUnit 3: Financial Resources in Public Services and Unit 4: Management of Health and Safetyin Public Services and Unit 17: Activity Management.

This unit also relates directly to units in the NVQ level 4 in Management, particularly:

� Unit A4: Contribute to improvements at work

� Unit C5: Develop productive working relationships

� Unit C8: Select personnel for activities

� Unit C10: Develop teams and individuals to enhance performance

� Unit C15: Respond to poor performance in your team.


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Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical,social and cultural issues in the following ways:

� spiritual: when learners are discussing history, tradition and culture in the public services

� moral and ethical: when learners are investigating the use of management models

� social and cultural: when learners are examining how a public service handles its humanresources in terms of people and processes.


Resources

Written resource material can be found in library texts such as those listed below.

It would be useful to include visits from speakers from human resource management, tradesunions, managers in public services and representatives of other organisations interacting with agiven public service eg a health service, magisterial or risk management expert.

Support materials

Textbooks


� Huczynski A and Buchanan D – Organisational Behaviour: An Introductory Text (PrenticeHall, Oxford, 1999) ISBN 0877781265

� Mullins L J – Management and Organisational Behaviour – 5th Ed (FinancialTimes/Pitman Publishing, London, 2001) ISBN 0273651471

� Tyson S and York A – Human Resource Management Made Simple – 3rd Ed (Butterworth-Heinemann, Oxford, 1996) ISBN 0750620390

� Tyson S and York A – The Essence of Organisational Behaviour (Prentice HallInternational (UK) Ltd, Exeter, 1992) ISBN 0132848376

Websites

� Advisory Conciliation and ArbitrationServices

www.acas.org.uk

� Articles and statistics www.personneltoday.com

� Bi-monthly journal of the CharteredInstitute of Personnel and Development

www.peoplemanagement.co.uk

� Chartered Institute of Personnel andDevelopment website with a range oflearning resources

www.cipd.co.uk

� Commission for Racial Equality www.cre.org.uk

� Disability Rights Commission www.drc.gb.org.uk

� Employment questions and answers www.compactlaw.co.uk

� Equal Opportunities Commission www.eoc.org.uk

� Health and Safety Executive www.hse.gov.uk


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� Link to news items and reports www.guardian.co.uk

� Up to date intelligence on employmentissues (Incomes Data Services)

www.incomesdata.co.uk


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Unit 3: Financial Resources in PublicServices


Description of unitThe aim of this unit is to introduce learners to the issue of funding and its importance to publicservice organisations, as well as the financial constraints placed on public service organisations.It is a broad-based unit providing a general overview of funding sources, and the issues whichinfluence funding.

Learners will examine the sources of finance and learn how to interpret and use financialinformation in the day-to-day management of public service organisations. The unit willdevelop the learners’ abilities to identify sources of financial information and how these can beused in the decision-making process. Learners will examine financial control within theservices and how the external influences and requirements for financial accountability aremanaged.

The unit also equips learners with an understanding of the political context in which publicservice organisations must function. This will involve an evaluation of the impacts of theexternal operating environment and the need to adopt organisational strategies to ensureeffective service delivery.

Additionally, it provides for the development of a solid base for understanding how publicservice organisations operate. This can be built on in other units.


1 Examine the sources of finance available to public service organisations

2 Investigate the use of financial information within a variety of differing public serviceorganisations

3 Investigate the impact of external influences on the day-to-day financial management ofpublic services

4 Examine the levels of financial accountability, which regulate the provision of publicservices.


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Content

1 Sources of finance

Financial: definition, uses, purpose

Government: central government grants, direct central government funding, departmentalbudgets, voted money, specific grants

Local authority: local authority finance eg Standard Spending Assessment, fees andcharges, precepts and European funding, local taxation eg Community Charge and theUniform Business Rate

Private sector: contract income, Private Finance Initiative

Budgets: economic stability, central government budgetary cycle, funding levels, serviceprovision, annual reviews, policy reviews, councillors and officers

Benefits/limitations: management structure, local democracy, policy initiatives, strategicplanning, financial control, standing orders, levels of accountability, capping levels, ultravires

Impact: corporate plan, decision-making process, management team, service levels,decentralisation, allocation of resources, European funding

2 Financial information

Financial information: published budgets, annual reports, statistical returns, internalaccounts, performance indicators, financial records, financial regulations

Audit: right of inspection, external monitoring reports, District Auditor, Local GovernmentOmbudsman, National Audit Office, National Audit Commission

Purpose/uses: regulatory framework, legal requirements, disclosure of interest,performance measurement

3 External influences

Political environment: national/regional/local politics, central government policies anddepartmental initiatives

Public: public opinion, media, client groups, professional associations, trade unions,pressure groups

Issues: value for money, best value, privatisation, contracting out and Public and PrivatePartnership, accountability

4 Financial accountability

Budgets: capital, revenue, incremental, rational and zero-based

Accountability: financial reporting, managerial, performance analysis and internal audit


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1 Examine the sources offinance available to publicservice organisations

� describe the major sources of finance available topublic service organisations

� identify and discuss the benefits and limitations ofsources of finance on organisational performance

� assess the future impact of funding levels on thedecision-making processes within two public serviceorganisations

2 Investigate the use offinancial information withina variety of differing publicservice organisations

� explain the purpose and use of different forms offinancial information

� explain the legal and regulatory influences on theproduction of financial information

� compare and contrast financial information for twopublic service organisations

3 Investigate the impact ofexternal influences on theday-to-day financialmanagement of publicservices

� comprehensively review all the external influenceswhich could impact upon the financial managementof public services

� critically evaluate the range of current financialinitiatives available to support service levels withinthree public service organisations

4 Examine the levels offinancial accountability,which regulate the provisionof public services

� define the different types of budgets, their purposeand use

� explain the importance of financial reporting and theneed for managerial responsibility in order to ensurethe effective use of financial resources

� analyse the different types of performance analysisused to assess levels of service delivery in publicservice organisations


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Guidance

Delivery

Learners should be exposed to a variety of real problems or case studies to gain knowledge ofdifferent aspects of financial management. Role-plays can be used to enable learners tounderstand the difficulties surrounding the provision of services to client groups withinconstantly changing political and financial constraints.

Learners will need to gain an understanding of the political environment in which publicservice organisations operate, and will need to be able to identify the external pressures andconstraints placed upon their operations. They are not required, in this unit, to actuallyconstruct financial reports or carry out auditing practices and procedures.

Assessment

Evidence of outcomes may be in the form of written or oral assignments. Evidence is likely tobe produced at outcome level although opportunities exist for covering more than one outcomein an assignment. Evidence of outcomes may be in the form of any of the following:

� an investigation into a specific public service organisation: its sources of finance, publishedbudgets, external influences and levels of accountability

� assessed role playing of the financial management and decision-making processesassociated with the preparation of an annual budget for a public service organisation

� an individual or group-written assignment based around investigations of real problems orcase-study materials

� learner-led discussions on financial information and accountability appropriate to publicservices

� a critical appraisal of investigated models of financial management within public sectororganisations.

Learners will need to analyse financial information from a variety of public services to assessthe present political climate and the impact of government policies and initiatives. Learnersmust investigate how public service organisations interact with the external environment.

Links

This unit can be linked successfully with Unit 1: Entry and Enquiry into Public Services,Unit 2: Managing People in Public Service, Unit 5: Government and the Public Services andUnit 6: Independent Research into the Public Services.


� Unit B3: Manage the use of financial resources

� Unit D4: Provide information to support decision making.


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Delivery of this unit can contribute to the learners’ understanding of moral and ethical issues inthe following ways:

� moral and ethical: when learners are discussing financial accountability of the publicservices

Delivery of this unit can also raise learners’ awareness of European developments consistentwith relevant international agreements in the following ways:

� European developments: when learners are examining the sources of finance available topublic service organisations.


Resources

Learners should have access to a learning resource centre with a good range of financial andpolitical texts. Journals, newspapers, annual reports and government statistics should supportthe texts. Tutors will need to ensure that learners have up-to-date information about fundinglevels, government policies and local initiatives.

Learners should obtain published financial reports from individual public service organisationsand central government departments. Much of the information required is also published via theinternet.

Government quangos, monitoring bodies, professional bodies, trade unions and pressure groupscan be useful sources of information.

Support materials

Textbooks

Tutors should be aware that textbooks are frequently updated and that they should use the latesteditions where available. This is a practical unit and textbook materials should be used forreference purposes only. There is a range of general textbooks that relate to this unit, includingthe following.

� Blake R and Mouton J – The Managerial Grid 3 (Gulf Publishing, 1994)ISBN 0884152529

� Blundell B and Murdock A – Managing in the Public Sector (Butterworth-Heinemann,1995) ISBN 0750621958

� Castles F G – Comparative Public Policy: Patterns of Post-War Transformation (EdwardElgar Publishing, 1999) ISBN 1858988233

� Chapman D and Cowdell T – New Public Sector Marketing (FT Prentice Hill, 1998)ISBN 0273623478

� Colebatch H K – Policy (Open University Press, 2002) ISBN 0335209718

� Day P and Klien R – Accountabilities: Five Public Services (Tavistock, 1987)ISBN 0422793507

� Flynn N – Public Sector Management (Prentice Hall, 2001) ISBN 0273646346

� Harrison M – Principles of Operation Management (FT Prentice Hall, 1998)ISBN 0273614509

� Hill T – Essence of Operations Management (Prentice Hall, 1993) ISBN 0132848457


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� Hill M – The Policy Process in the Modern State (Prentice Hall, Europe, 1997)ISBN 0132692260

� Issac-Henry et al – Management in the Public Sector: Challenge and Change (Thomson,1996) ISBN 0412737507

� Jones B and Pendlebury M – Public Sector Accounting (Prentice Hall, 2000)ISBN 0273646265

� Lucey T – Management Information Systems (Continuum International, 2001)ISBN 0826454070

� Mallabar N – Local Government Administration (Business Education Publishers Limited,1991) ISBN 0907679382

� Pinches G – Essentials of Financial Management (Longman, 1995) ISBN 06739820X

� Pye K and Yates R – British Politics – Ideas and Concepts (Nelson Thornes, 1990)ISBN 074870227X

� Ranson S and Stewart J – Management for the Public Domain (Macmillan, 1994)ISBN 0333495578

� Walsh K – Public Services and Market Mechanisms (Macmillan Press, 1995)ISBN 033358807X

Websites

Websites that support the unit include those of public services associations and employers.

� Audit Commission www.audit-commission.gov.uk

� Home Office www.homeoffice.gov.uk

� Institute for Public Policy Research www.ippr.org.uk

� Metropolitan Police www.met.police.uk

� Her Majesty’s Prison Service www.hmprisonservice.gov.uk

� Stationery Office www.official-documents.uk

� This is Britain (80 local newspapers) www.thisisbritain.co.uk



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Unit 4: Management of Health and Safety inPublic Services


Description of unitThis unit will raise awareness of health and safety and its role within public services. It isimportant for learners to identify and understand the different health and safety requirements inthe various public service organisations. The unit will allow learners to examine relevantlegislation and understand the responsibilities placed on individuals and organisations. Learnerswill apply their knowledge and understanding by undertaking risk assessment and proposingstrategies for accident prevention.


1 Examine the importance of the management of health and safety in public serviceorganisations

2 Review relevant legislation and evaluate its role in a named public service

3 Apply the legislation in practice by undertaking risk assessment in a named public service

4 Propose strategies for health and safety and accident prevention in a named public service.


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Content

1 Public service organisations

Public service organisation: eg central and local government, Army, Royal Navy, RoyalMarines, Royal Air Force, Police, Emergency Fire Services, Her Majesties Prison Service,Youth Justice sector

Importance: legislative requirements, ethical and moral considerations, financial matters,provision of a safe working environment for all employees, visitors and contractors:identification of risks and taking appropriate steps to reduce the risk of injury and ill health,managing safety more effectively, contribution to the overall safety of the organisation

2 Legislation

Legislation: purpose, use, employee duties, co-operation, purpose and role of safetyrepresentatives, safety committees; implications for non-employees, temporary workers,controllers of premises

Regulatory instruments: the Health and Safety at Work Act 1974, the Management ofHealth and Safety at Work Regulations 1999; The Reporting of Injuries, Diseases andDangerous Occurrences Regulations 1995 (RIDDOR); HSG65 ‘Successful Health andSafety Management’; role of the Health and Safety Executive, Factory Inspectorate, LocalAuthority Inspections, national and local policies, the Institute of Occupational Health andSafety (IOSH)

Consequences: eg accidents, injuries, incidence rates, epidemiological analysis, accidentinvestigation, investigation procedures, interviews, compensation, working days lost,changes in the working environment

Policies: health and safety policy, organising workplace precautions, planning andimplementation, measuring performance, reviewing performance, audit procedures forhealth and safety performance

Responsibilities: individuals, organisations, shared, roles, documents, procedures, costs

3 Risk assessment

Risk assessment: definition, types, hazards, risks, risk control, workplace precautions,working safely, risk control hierarchy, risk control systems, risk reduction, documentation,inventories, recording risk assessments, audit procedures

Responsibility: civil and criminal eg reasonable care, negligence, levels of duty, personalcompetence, training, senior management, line managers, supervisors, trained employees,procedures, assessing risks, audit; outcomes eg penalties

Methodology: inside, outdoors, specific regulations, methods of documentation, actionplans


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4 Accident prevention

Prevention: specialist knowledge, creative thinking, planning, co-ordinating, what/when/where/why/who, common factors, solutions, safe systems of work, permits to work,Personal Protective Equipment (PPE), active monitoring, checklists

Definition: eg fatality, major injury, minor injury, ill health, damage to property, near miss,hazard, environment, production loss or increased liabilities

Incidents: definition, attention scale, planning and prevention, relationship to accident, riskrating, likelihood, severity, calculating risk

Investigations: types, purposes, uses, investigation procedures, human factors, observationand recording, site visits, interviewing, establishing rapport, recording interviews, draftingreports, designing remedial actions, giving feedback


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1 Examine the importance ofthe management of health andsafety in public serviceorganisations

� explain the importance of managing health andsafety in at least two contrasting public services ie,one uniformed, one non-uniformed

2 Review relevant legislationand evaluate its role in anamed public service

� explain the function of the Health and SafetyExecutive

� evaluate the importance of health and safetylegislation

� investigate and evaluate the cost to a public serviceof accidents, injuries and compensation

� explain the roles of individuals and organisations inrelation to the ‘duty of care’

3 Apply the legislation inpractice by undertaking riskassessment in a named publicservice

� undertake risk management

� assess correctly a given risk

� evaluate the implications with regard to a publicservice

� respond to the outcomes using the correctdocumentation for a specified public service

4 Propose strategies for healthand safety and accidentprevention in a named publicservice

� assess accident prevention in relation to health,injury, property, the environment and lost workingdays for a public service

� prepare a strategy for health, safety and accidentprevention in a public service

� describe in detail how incidents can be investigated


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Guidance

Delivery

This unit can be delivered in a variety of ways. Case studies, videos, role-plays, student-centredlearning and live data, can all be used to enhance the delivery and student learning within thisunit. This approach can be applied to all the outcomes of the unit.

Assessment

Evidence of outcomes may be in the form of the following:

� a learner pack, which would involve the learner investigating the relevant legislation andanswering set questions and liaising with a public service department in order to understandlocal policies and procedures

� an investigation into a public service organisation, its policies, procedures and roles andresponsibilities

� an investigation into a major incident involving health and safety issues and the resultingenquiry

� a group assignment which would include a risk assessment of a given location.

Links

This unit can be linked successfully with Unit 1: Entry and Enquiry into Public Services,Unit 2: Managing People in Public Services, Unit 9: Equal Opportunities, Unit 10: HumanResources in the Public Services, Unit 11: Stress Management in the Public Services, Unit 16:Managing Disaster and Unit 17: Activity Management.



� moral and ethical: when learners are examining the importance of the management ofhealth and safety in public service organisations

� social and cultural: when learners are discussing the roles of individuals in health andsafety.

Delivery of this unit can also raise learners’ awareness of, environmental issues and health andsafety considerations in the following ways:

� environmental issues: when learners are assessing accident prevention in relation to theenvironment

� health and safety: when learners are discussing health and safety legislation throughout theentire unit.



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Resources

Companies such as Video Arts (www.videoarts.com), and local enterprise centres provide avariety of videos, which may assist in covering the topics.

Public service websites are useful in providing information and case studies.

Support materials

Textbooks


There are a large number of textbooks and publications, which cover the unit content. Examplesare:

� Chandler P – An A-Z of Health and Safety Law (Kogan Page, 1999) ISBN 0749430680

� McGuiness P and Smith L – Health and Safety Handbook: A One-Step Guide forManagers: Practical Handbook Series (Spiro Press, 1999) ISBN 1858355907

Booklets

� Health and Safety Executive – Essentials of Health and Safety at Work: Guidance Booklet(HSE, 1994) ISBN 071760716X

Websites

Websites that support the development of this unit include those of public services associationsand employers. The following may also be useful:

� Chartered Institute of Environmental Health www.cieh.org.uk

� Health and Safety Executive www.hse.gov.uk/hsehome.htm

� Information on radiation and waste safety www.iaea.org/ns/resanet/index.html

� International Atomic Energy Agency www.iaea.org

� International Commission on Non-Ionising RadiationProtection

www.icnirp.de

� NIOSH National Institute for Occupational Safety andHealth

www.cdc.gov/niosh/homepage.html

� Nuclear Energy Agency www.nea.fr/web.html

� Radiation Safety www.radiation.org.uk

� The International Commission on RadiologicalProtection

www.icrp.org

� World Health Organisation www.who.int



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Unit 5: Government and the PublicServices


Description of unitThis unit has been designed to provide learners with an understanding of governmentalstructures, and the associated legislative and policy-making powers. It examines this at variouslevels of governmental authority, ranging from the European Union through national andregional authorities to local government.

Learners will examine public policy making and current political issues. The unit will placethese within the context of macroeconomic policy objectives, and the instruments for achievingthem. Learners will also focus on local and regional policies which affect public serviceorganisations.


1 Investigate various levels of governmental structure and their powers

2 Evaluate public policy-making at national government level and its impact on publicservice organisations

3 Evaluate the implications of macroeconomic policy for public sector funding

4 Examine local and regional economic policies and evaluate their effects on public serviceorganisations.


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Content

1 Levels of governmental structure

Institutions: European, national, regional, local government

Responsibilities: European, national, regional, local government

Issues: co-operation and conflict, democratic mandates, democratic deficit, subsidiarity

2 Public policy-making

Government decisions: political pressure, pressure groups eg trade unions; key mediapressure concerning public policy, parliamentary process, lobby impact, ideology andpolicy, civil service, spending rounds

Impact on public services: financial, organisational, short term, long term, medium term,implications of sector related public policy for the funding of selected public sectorindustries eg Emergency Fire Services, Bain Report

3 Macroeconomic policy

Policy objectives: economic growth, balance of payments stability, full employment, pricestability, budget balance eg meeting Euro convergence criteria; policy tradeoffs

Instruments: fiscal policy eg boost to NHS; monetary policy eg exchange rates, interestrates in collaboration with Bank of England

Effects: short-term, medium-term, long-term

Implications for public sector organisations: budgetary stability; trend towards PrivateFinance Initiatives (PFI) eg hospitals, London Underground, schools; impact on planninghorizons

4 Local and regional economic policies

Policy: local, regional, urban, rural, inner city

Agencies: regional development agencies, regional government offices, regional chambersof commerce, local authorities, Training and Enterprise Councils, development agencies,other agencies

Programmes: European Social Fund, European Regional Development Fund, otherprogrammes eg Education and Learning Wales (ELWa)

Public services: relationship with other agencies, role in policies and programmes, impacton operations


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1 Investigate various levels ofgovernmental structure andtheir powers

� demonstrate four levels of governmental authority

� analyse responsibilities and roles at each level

� analyse the differences between the powers andauthority of each level, with particular regard topublic services

2 Evaluate public policy-making at nationalgovernment level and itsimpact on public serviceorganisations

� analyse the impact of public policy on the work ofthree selected government departments

� analyse the impact of public policy on three electedpublic service organisations

3 Evaluate the implications ofmacroeconomic policy forpublic sector funding

� explain the main principles of macroeconomicpolicy

� explain the effect of instruments on achievement ofpolicy goals

� analyse the short- and long-term effects of policydecisions

� evaluate the effectiveness of policy instruments forachieving economic objectives in the UnitedKingdom

4 Examine local and regionaleconomic policies andevaluate their effects onpublic service organisations

� analyse two local, and one regional economic policyobjectives

� explain the processes and agencies involved

� evaluate the impact of local/regional economicpolicy on a public service organisation at bothregional and local level


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Guidance

Delivery

This unit can be delivered in a variety of ways: case studies, videos, student-centred learningand live data can all be used to enhance the delivery and learning within this unit.

Assessment


� a learner pack which would involve the learner investigating the relevant governmentstructures and policies

� an investigation into the impact of structures and policies on public service organisations

� case studies – evaluating the effects of structures and policies on public serviceorganisations.

Links

This unit can be linked successfully with Unit 3: Financial Resources in Public Services andUnit 12: Global Socio-Political Issues.



� moral and ethical: when learners are discussing public policy making

� social and cultural: when learners are examining local and regional economic policies.

Delivery of this unit can also raise learners’ awareness of European developments consistentwith relevant international agreements in the following ways:

� European developments: when discussing for example the European Social Fund and theEuropean Regional Development Fund.


Resources

Sufficient library resources and access to public services must be available to enable learners toachieve this unit. Texts should be supported by the use of broadsheet newspapers and politicaljournals. Appropriate television and radio programmes should also used where possible.

Support materials

Textbooks


� Griffiths A and Wall S – Applied Economics – 9th Ed (FT Prentice Hal1, 2001)ISBN 0273651528


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� Myers D, Maunder P, Wall N – Economics Explained (Harper Collins, 2000)ISBN 0003277585

� Stiglitz J and Walsh C – Economics (WW Norton and Company Ltd, 2003)ISBN 0393977585

Websites


� Bank of England www.bankofengland.co.uk

� Financial Times www.ft.com

� Office for National Statistics www.statistics.gov.uk

� Policies of the European Union http://europa.eu.int

� Sociology Update www.updates.co.uk



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Unit 6: Independent Research into thePublic Services


Description of unitThis unit is designed to allow learners to progress from the skills and techniques acquired inUnit 1: Entry and Enquiry into Public Services. The unit allows learners to undertake a detailedstudy into an area of personal interest within the public services sector, such as the currentculture and operation and the issues which impact strongly on the service. The study should useboth primary and secondary sources of information, and should be an exploration of a currentmajor issue facing a service. The study undertaken should build on knowledge, skills andunderstanding achieved in other units. Tutor approval should be sought before commencingstudy.


1 Prepare a research proposal relating to a specified area of the public services

2 Carry out the research project into a specified area of the public services

3 Conduct research using primary and secondary sources of information

4 Present and evaluate the findings with regard to the initial proposal.


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Content

1 Research proposal

Hypothesis: definition, suitability, skills and knowledge to be gained, aims, objectives,terms of reference, duration

Methodology: choice and rationale in terms of the research question or hypothesis

Action plan: activities, task dates, review dates, monitoring/reviewing process, strategy

2 Research project

Preparation: identifying ideas/topics/areas of investigation, research question(s), scope andfeasibility, hypothesis, literature search, agreeing the process, action plan, timetable andprocedure, monitoring and revision

Methodology: literature search eg library, internet, sector data sources; pure and appliedresearch, developmental, longitudinal, survey, case study, action research, research anddevelopment, concepts and theories, terminology, validity and reliability, primary andsecondary research

Qualitative data analysis: application – interpreting transcripts, coding techniques,categorisation, relationships, trends, use of computers; presentation of data

Quantitative data analysis: use of – coding/values, manual/electronic methods, specialistsoftware; presentation of data eg, bar/pie charts, graphs, statistical tables, comparison ofvariables, trends, forecasting

3 Primary and secondary sources

Primary: questionnaires – type, layout, distribution, data gathered by original research bythe learner; itineraries – types, bias, selecting, interviews, heading and verification, time,place, style, codes of ethics

Secondary: books, journals, library search, use of IT, internet, media

4 Present and evaluate

Presentation: accepted written report format, by viva voce or oral presentation, writtenreport, diagrammatic or graphical figures

Criteria: purpose, editing, format, sequencing success

Methodology: critiques of the methods used in the study

Critically analyse: evidence of the findings

Recommendations: recommendations for the future conduct of the service chosen

Areas for future research: any further areas for study, which the project has identified

Presentation: IT, audio, visual aids, time, pace, delivery

Evaluation: planning, objectives, focus, benefits, difficulties


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1 Prepare a research proposalrelating to a specified area ofthe public services

� identify a research question or hypothesis andjustify choice

� state the chosen methodology and justify it in termsof the research question

� prepare an action plan with target dates and methodsfor monitoring and updating

2 Carry out the researchproject into a specified areaof the public services

� prepare the research project and agree process andaction plan with supervisor

� monitor and revise schedule when required

� collect and review data using appropriate methods,including primary and secondary researchtechniques

� analyse and interpret appropriate qualitative andquantitative data

3 Conduct research usingprimary and secondarysources of information

� review the literature and other secondary sourcesused relating to the proposal chosen

� undertake primary research relating to the proposal

� devise a code of ethics for the conduct of the study

� describe and justify the chosen methodology

4 Present and evaluate thefindings with regard to theinitial proposal

� present and summarise the findings using suitablemethods

� evaluate the methodology used and criticallyanalyse the findings

� propose recommendations based on the findingswhich identify and justify areas for future research


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Guidance

Delivery

Relevant formal delivery for this unit should have been given in Unit 1: Entry and Enquiry intoPublic Services. It is therefore, envisaged that most of the delivery for this unit will be inworkshops, discussion groups, group tutorials and individual tutorials. A programme ofindividual tutorial support sessions should be scheduled. It is also recommended that learnersestablish a system of peer review and support to provide all parties with the opportunity toexercise sound critical judgements on the studies provided.

Assessment

Evidence for this unit should be generated through a written assignment/report, demonstrating asound understanding of research methods and protocol. The study should show evidence ofboth primary and secondary research. It should look at the present day and the current cultureand operation of the service, with a view on the issues which impact most strongly on theservice. There should be an appreciation of historical events which impact most strongly oncurrent structure and operations. Learners will need to demonstrate the ability to workindependently, and to provide evidence of an individual approach in the finished work.Learners will require close supervision and organised tutor support in order to design a studywhich is realistic, achievable and economically viable within the scope of the unit. The tutor’sapproval should be given before learners start the study.

Links

Learners should have successfully achieved Unit 1: Entry and Enquiry into Public Services,before commencing this unit. The unit also links with Unit 3: Financial Resources in PublicServices.

This unit offers learners the opportunity to develop their interest in a particular service andlinks may be established with all other units on the programme.



� moral and ethical: could be covered when learners are carrying out their research project

� social and cultural: could be covered when learners are carrying out their research project.


� environmental issues: could be covered when learners are carrying out their researchproject

� health and safety: could be covered when learners are carrying out their research project

� European developments: could be covered when learners are carrying out their researchproject.



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Resources

Tutors will need to establish availability of the required resources to support the independentstudy before allowing the learner to proceed with the proposal.

Where learners are engaged in primary research, the tutor must check that access has beennegotiated and that ethical research procedures are being followed.

Learners should have access to IT and to appropriate public service professionals for examplePolice, Fire Service, Ambulance Service, Armed Services or Local Government.

Support materials

Textbooks

Tutors should be aware that textbooks are frequently updated and should use the latest editionswhere available.

Relevant books must be made available, for example.

� Bell J – Doing your Research Project (Open University Press, 1993) ISBN 0335190944

� Lock D – Project Management (Gower Publications, 2000) ISBN 056608225X

� Robson C – Real World Research: A Resource for Social Scientists and Practitioner-researchers (Regional Surveys of the world) (Blackwell, 2001) ISBN 0631213058


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Unit 7: Sociological Aspect of the PublicServices


Description of unitThe aim of this unit is to develop awareness of the influences society has on individuals andgroups, and to focus on learners’ abilities to make decisions for themselves. Learners willexamine structural influences and their impact on individuals and groups. This will enable themto apply this knowledge to public service organisations. The unit will involve an evaluation ofhow social structures impact on individual agencies. It will develop learners’ understanding ofhow workplace cultures can influence employees and service delivery.


1 Examine the social development of individuals and groups

2 Examine the construction of a range of social structures in society

3 Investigate public service cultures and critically assess how they influence servicedelivery.


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Content

1 Individuals and groups

Individuals: conscious and self-conscious thinking actors, agency, reflexivity, and theability of the individual to influence outcomes; compliance, negotiation and deviancy

Groups/cultures: special structure, the alloy of structure and agency through whichindividuals form the norms, values and rules in a group; rewards and sanctions that groupsuse to pressure actors to conform and the choices actors must make; does culture standstill?

Structural influences: nature and nurture; childhood, family and environment; educationand paid work; consumption and leisure activities

Public services: structure, types of organisational structures, the typical public service andpractice

2 Social structures

Cultural: nationality, ethnicity, religion, age, wealth/class, divisions

The family: nuclear, extended, single parent, fostering, orphans

Sexualities: bisexual, celibate, heterosexual, lesbian/gay, transsexual, transvestite

Gender: the social construction of masculinity and femininity; feminism and patriarchy,divisions

3 Public service cultures

Working cultures: the development and implementation of formal and informal culturalnorms, values and rules in the workplace

Influences: formal and informal culture in the public services eg cop or canteen culture;Police Federation, fire brigade’s union, institutional racism and the outcome for ethnicminority communities, stereotyping, sexism and homophobia and the outcome for youthand other groups, Home Office targets for recruitment of ethnic minorities and females,community policing and reactive fast response policing, tradition, honour, inter-servicerivalry


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1 Examine the socialdevelopment of individualsand groups

� analyse how structure and agency impact on thesocial development of individuals

� evaluate the social construction of groups

2 Examine the construction of arange of social structures insociety

� evaluate major structural social divisions in society

� analyse how the individual can react to socialstructures

3 Investigate public servicecultures and critically assesshow they influence servicedelivery

� evaluate how public service cultures develop

� critically assess how public service cultures impacton the service and delivery in at least one publicservice


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Guidance

Delivery

Whenever possible, the links between academic theory and ‘real’ outcomes for the individual insociety should be examined. One way of doing this would be to trace, through a series of casestudies, how society influences the individual and their behaviour. In particular, it is hoped thatconsiderable emphasis will be placed on the choices that individuals can make when they areconfronted by cultural influences in their day-to-day living and at work.

The delivery of the unit should encourage an investigative approach in order to facilitate thelearning process. Relevant television and radio programmes, videos, role-plays, individualtutorials, discussion groups, group tutorials, live data and direct consultation with appropriatesections of public services may also prove to be useful in generating avenues of discovery.

Learners will need to gain an understanding of the political, economic, social and structuralinfluences under which public service organisations are required to operate, and they will needto identify their impact on individuals and groups. Visits to relevant public services should beused to underwrite the reality of political and economic influences on the delivery of publicservices. Visiting speakers can also be used to forge links with appropriate public services inorder to widen participation in the learning process.

Assessment

Evidence of outcomes could be in the form of written assignments or projects. The assignmentscould be based on real issues or case studies. Learning and assessments can be across units, atunit level or at outcome level. Evidence could be at outcome level although opportunities existfor covering more than one outcome in an assignment. Evidence of outcomes may be in theform of the following:

� a learner pack, which would involve the learner investigating the social development ofindividuals and groups and which would focus on the availability of individuals’ to makedecisions for themselves

� an investigation into structural influences and their impact on individuals and groups

� role-plays and structured critiques identifying and evaluating the construction of a range ofsocial cultures in society

� a group assignment, which would involve learners investigating public service cultures andtheir impact on service delivery

� analyses and evaluative reports resulting from reflective practices and self-assessment – toidentify the influences on individuals and groups

� case studies on the Home Office targets for recruitment, community policing and reactivefast response policing

� research into chosen fields of public service cultures – assessing, analysing and comparingformal and informal cultural norms, values and rules in the workplace.

Links

This unit can be linked successfully with Unit 9: Equal Opportunities, Unit 14: Criminologyand Safer Communities and Unit 15: Justice and Punishment.


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� spiritual: when learners are discussing the social development of individuals and groups

� moral and ethical: when learners are discussing social structures

� social and cultural: when learners are discussing the social development of individuals andgroups and public service culture.


Resources

Sufficient library resources and access to the public services must be available to enablelearners to achieve this unit. Texts should be supported by use of broadsheet newspapers andpolitical journals. Television and radio programmes should also be used where appropriate.

Support materials

General literature

� Bilton T et al – Introductory Sociology – 4th Ed (Macmillan, 2002) ISBN 0333945719

� Giddens A – Sociology (Polity, 2001) ISBN 0745623115

� Marsh I et al – Making Sense of Society: Introduction to Sociology (Longman, 1996)ISBN 0582228956

Service specific

� Dawson G – Soldier Heroes (Routledge, 1994) ISBN 0415088828

� Graef R – Talking Blues (Harper Collins, 1989) ISBN 0002724367

� Macpherson W – The Stephen Lawrence Inquiry (The Stationery Office, 1999)ISBN 0101426240

� Young M – An Inside Job: Policing and Police Culture in Britain (Open University Press,1991) ISBN 019825296X

More specialised

� Collinson D L and Hearn J (eds) – Men as Managers, Managers as Men: CriticalPerspectives on Men, Masculinities and Management (Sage, 1996) ISBN 0803989296

� Cockburn C and Campling J – In the Way of Women: Mens’ Resistance to Sex Equality inOrganisations (Macmillan, 1991) ISBN 0333549120

� Donald J and Rattansi A – Race Culture and Difference (Sage, 1992) ISBN 0803985800

� Hearn J – The Violences of Men: How Men Talk About and How Agencies Respond toMen’s Violence to Known Women (Sage, 1998) ISBN 0803979401

� HMI – Equality and Fairness in the Fire Service: A Thematic Review by HM Fire ServiceInspectorate (Home Office, 1999)

� Walby S – Theorising Patriarchy (Blackwell, 1990) ISBN 0631147691


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Websites

Public service associations’ and employers’ websites would be useful for this unit.

Sociology websites such as www.socresonline.org.uk provide many current debates on culturalinfluences including public service cultures, particularly those involving racism and sexism.

� All UK legislation/publications online www.tsoonline.co.uk

� American Psychology Association www.apa.org

� Association of Police Authorities www.apa.police.uk

� Central Police Training & Development Agency www.centex.police.uk

� Central Office of Information www.coi.gov.uk

� Commission for Racial Equality www.cre.gov.uk

� Devon College Libraries Psychology www.pcfe.ac.uk

� Directory of Emergency Services www.emergency.com

� Equal Opportunities Commission www.eoc.org.uk

� Government Information/Communication Service www.gics.gov.uk

� HM Prison Service www.hmprisonservice.gov.uk

� Home Office Directorates & Lists www.homeoffice.gov.uk/direct.htm

� Home Office Research & Statistics Directorate www.homeoffice.gov.uk/rds/index.htm

� Information on local police forces www.police.uk

� Institute of Occupational Safety and Health www.iosh.co.uk

� Keeping children safe on the internet www.wiseuptothenet.co.uk

� Metropolitan Police Service www.met.police.uk

� National Drugs Helpline www.ndh.org.uk

� National Statistics (Official UK Statistics) www.staistics.gov.uk

� National Youth Agency www.nya.org.uk

� Official Government booklets and publications www.ukop.co.uk

� Transport & General Workers’ Union www.tgwu.org.uk

� Trades Union Congress www.tuc.org.uk

� Unison (The Public Sector Union) www.unison.org.uk

� Yahoo psychology/sociology www.yahoo.org

� Youth Justice Board www.youth-justice-board.gov.uk



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Unit 8: Psychology and Human Behaviour


Description of unitThis unit will enable learners to examine psychological theories and practices in relation topublic service work. The unit develops an understanding of people, and how they inter-relatewith each other and with organisations. Learners will be able to evaluate their own personaldevelopment and the unit offers opportunities for demonstrating skills in interpersonalcommunication. The unit also requires the learner to explore a range of motivation theories andto investigate the factors that lead to effective teamwork.


1 Examine different approaches to psychology relating to the workplace

2 Examine how psychology can be used to benefit the individual and the organisation

3 Investigate interpersonal skills in relation to oppressive practices and behaviour

4 Appraise the range of psychological theories of motivation at work.


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Content

1 Approaches to psychology

Approaches: cognitive, humanistic, behaviourist eg observational learning, modelling

Psychology: human and interpersonal relationships, development of organisational culture

Organisation and individual: perception, work behaviour, ability

Individual behaviour: personality eg Hans Eysenck – personality theory, traits and types,understanding self and others

2 Benefit the individual and the organisation

Benefits to individual: communication – submissive, assertive, aggressive, techniques;learning – behaviourism and learning theory; styles eg Kolb (1976), Piaget, Bandura –social learning theory, Julian Rotter

Organisation: conflict management – need to know yourself, levels of conflict, systematicapproaches; attitude – Batari’s Box/Conflict Cycle, origins of attitude, benefits, costs,group psychodynamics = psychodynamic theories of group tensions, studies of in groupsand out groups eg Caron (1980) work on group performance, Isabel Menzies

3 Oppressive practices and behaviour

Prejudice: Allport’s Scale of Discrimination, organisation and individual, origins ofprejudice, conscious and unconscious discrimination, modern racism scale eg McConahay(1986)

4 Theories of motivation at work

Motivation theories: Maslow’s Hierarchy of Needs, drive-reduction, arousal, incentive,cognitive theories eg expectancy theory, equality theory, goal-setting theory; reinforcementtheories eg positive, negative

Teambuilding: John Adair’s Circles, I/we/it three circles approach to leadership, teamwork– Cohesion eg Caron (1980) Group Performance, Steiner (1972), The Ringleman Effect,Social Loafing

Leadership: theories eg the great man theory, power and influence theory, behaviouristtheory, situational theory, contingency theory, transactional theory, transformational theory

Rewards: decision-making, decentralised and centralised, electronic supervision, jobclarity, role conflict, job enrichment


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1 Examine differentapproaches to psychologyrelating to the workplace

� describe the main approaches to psychology

� examine human and interpersonal relationships

� evaluate how perception and work behaviour canaffect individuals and the organisation

� examine individual behaviour in a public service

2 Examine how psychology canbe used to benefit theindividual and theorganisation

� apply different styles of communication

� apply a systematic approach to conflict management

� explain how attitude can affect individuals and theorganisation

3 Investigate interpersonalskills in relation tooppressive practices andbehaviour

� evaluate Allport’s Scale of Discrimination onindividuals and the organisation

� evaluate own prejudices in a public service

4 Appraise the range ofpsychological theories ofmotivation at work

� explain the different motivation theories and theirapplication within a public service

� critically evaluate how teambuilding, leadership andmotivation are linked

� analyse the factors that lead to effective teamwork


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Guidance

Delivery

This unit can be delivered in a variety of ways. Case studies, videos, role-plays, student-centredlearning and live data, can all be used to enhance the delivery and student learning within thisunit. This approach can be applied to all the outcomes of the unit.

Assessment


� assignments researching interpersonal behaviour in a given public service context

� role-plays demonstrating communication styles and attitudes

� group tasks evaluating different approaches to psychology and their usefulness within apublic service

� an assessment outlining the range of psychological theories of motivation at work.

Links

This unit has links with Unit 1: Entry and Enquiry into Public Services, Unit 2: ManagingPeople in Public Services, Unit 9: Equal Opportunities, Unit 10: Human Resources in thePublic Services, Unit 11: Stress Management in the Public Services and Unit 15: Justice andPunishment.

This unit also relates directly to units in the NVQ level 4 in Management, particularlyUnit C5: Develop productive working relationships.



� spiritual: when learners are examining different approaches to psychology

� moral and ethical: when learners are investigating oppressive practices and behaviour

� social and cultural: when learners are investigating oppressive practices and behaviour.


Resources

Companies such as Video Arts (www.videoarts.com), Flex Learning Media and localEnterprise centres provide a variety of videos, which may assist in covering the topics.

Relevant websites are useful in providing information and case studies.


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Support materials

There are a large number of textbooks that cover the areas contained within this unit. Examplesare:

� Banyard P and Hayes N – Psychology: Theory and Application (Nelson Thornes, 1994)ISBN 0412464403

� Baron R and Byrne D – Social Psychology (Allyn and Bacon, 1999) ISBN 0205298044

� Bartol K and Martin D – Management (Irwin/McGraw-Hill, 1994) ISBN 00071152067

� Coolican H et al – Applied Psychology (Hodder and Stoughton, 1996) ISBN 0340630922

� Eysenek M W – Perspectives on Psychology (Principles of Psychology Series LEA, 1994)ISBN 0863772552

� Wetherell M – Identities, Groups and Social Issues (Sage Publications, 1996)ISBN 0761950389

� Management in Context: Managing People (National Extension College, 1999)ISBN 185356818X

Websites

� Video Arts www.videoarts.com


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Unit 9: Equal Opportunities


Description of unitThe aim of this unit is to enable learners to identify and critically discuss the sociologicalproblems caused by prejudice and discrimination within society today. Learners will focus onthe analysis and assessment of provisions and protection in current legislation and includeorganisational policies and anti-discriminatory practices. This will enable learners tounderstand why prejudice and discrimination have no place within the public services.


1 Investigate the causes and consequences of prejudice and discrimination

2 Evaluate the protection provided to individuals by current legislation

3 Review and evaluate a range of organisational policies and Anti-DiscriminatoryPractices (ADPs)

4 Describe and evaluate ‘equality’ and how it can be achieved.


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Content

1 Prejudice and discrimination

Prejudice: definition, types, where, when, why, individual control, causal factors,identifying forms and listing types

Discrimination: definition, types, individual control, manifestation, perpetual behaviour,effects, victim behaviour

Self-reflection: values, beliefs and judgements; influence of family, peer groups, media andtradition; cause and effect of stereotyping

Causes and consequences: coping strategies

Theories and models: G W Allport – showing escalation of behaviour as response todiscrimination; responses to dominance (acquiesce, resist, withdraw); coping strategies

2 Current legislation

Legislation: Sex Discrimination Act 1975, Equal Pay Act 1970 and The Equal Pay(Amendment) Act 1983, Race Relations Act 1976, Disability Discrimination Act 1995,Disabled Persons Employment Act 1944 and 1958, Disabled Persons Act 1981, The Crime& Disorder Act 1998, Durability Discrimination Act 1998

Context: employment legislation (overview), racially motivated crime, discrimination,prejudice and inequality (who is affected but not protected), gaps in current legislation

Advisory services: eg Advisory, Conciliation and Arbitration Service (ACAS), CitizensAdvice Bureau, Commission for Racial Equality, Rights for Women, Royal Association forDisability and Rehabilitation (RADAR), Runnymede Trust, Trade Union Congress,Stonewall

Procedures: areas protected, areas with no protection

3 Organisational policies and anti-discriminatory practices

Organisational policies: from a range of public services eg Police, Emergency FireServices, Armed Services, Local Government

Equal opportunity: reasons, rationale, purpose (why do public services need such adocument); operation (how does the policy provide protection for an individual);accountability (who is accountable – the employer or the perpetrator); effect on current orfuture workers

Trade unions: role support, legal aspects, ethos, history, provision and support formembers, effect on employees and working standards, future prospects

Grievance procedures: impact, working models including – process, timescales, impact,effectiveness; effects on victim (psychological, self-esteem, future in public service),effects on perpetrator (psychological, self-esteem, future in public service), effects onorganisation

Anti-discriminatory practices: as used by the public services eg Police, Emergency FireServices, Armed Services, Local Government

Definitions: terminology, victim, perpetrator


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4 Equality and how it can be achieved

Equality: definition and understanding, need for equality in public services, requirements,including working practices, literature, job opportunities; codes of practice and ethics forachievement of equality in public services

Discrimination and harassment: effects on victim (psychological, self-esteem, future inpublic service), effects on perpetrator (psychological, self-esteem, future in public service),effects on organisation, public perception and customer base

Work place culture: language eg ‘canteen culture’ and ‘office banter’, humour and practicaljokes, challenging inappropriate behaviour, coping strategies

New provisions: legislation, directives


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1 Investigate the causes andconsequences of prejudiceand discrimination

� critically analyse how prejudice occurs

� describe the forms of prejudice and the effects ofprejudice and discrimination

� describe the coping strategies used by the victims ofdiscrimination and prejudice

� critically analyse and evaluate how an individualwould comprehend and control their own prejudices

2 Evaluate the protectionprovided to individuals bycurrent legislation

� critically discuss the provisions set out in legislationto protect people from discrimination, on thegrounds of race, sex or disability

� evaluate the procedures open to victims ofdiscrimination, critically analysing the results oftopical ‘case studies’

� explain where discrimination exists in other sectionsof society and identify those areas where there is noprotection provided by current legislation

3 Review and evaluate a rangeof organisational policiesand Anti-DiscriminatoryPractices (ADPs)

� critically analyse and assess the policies of twochosen public services

� critically evaluate the reasoning and rationale forthese policies

� describe the role of the trade union or likeorganisation and evaluate the support that may begiven to a victim of discrimination

� describe and evaluate the impact that the grievanceprocedure may have on the victim, the perpetrator(s)and the organisation

4 Describe and evaluate‘equality’ and how it can beachieved

� evaluate the term ‘equality’ taking into accountorganisation and individual interpretations andneeds

� analyse the effects that prejudice and discriminationhave on the victim, the perpetrator(s), theorganisation, the customer/service user

� evaluate equality in public service and proposeadaptations, improvements and new provisions


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Guidance

Delivery

This unit can be delivered in a variety of ways. Case studies, student-centred learning and directconsultation with selected areas of a public service can all be used to enhance the delivery andlearning.

Assessment


� assignments – involving reading material outlining issues of discrimination and prejudice;discussing in written format your findings and understanding

� analyses and evaluative reports resulting from reflective practices and self-assessment – toidentify how culture and values impact upon behaviour

� research into legislation which provides protection to victims of discrimination

� case studies – the outcome of industrial tribunals, assessing how this affects the decision-making process and provides guidelines for future cases

� research into chosen fields of public service – assessing, analysing and comparing policiesand procedures.

Links

This unit can be linked successfully with Unit 1: Entry and Enquiry into Public Services,Unit 2: Managing People in Public Services, Unit 4: Management of Health and Safety inPublic Services, Unit 7: Sociological Aspects of the Public Service, Unit 8: Psychology andHuman Behaviour, Unit 10: Human Resources in the Public Services, Unit 11: StressManagement in the Public Services and Unit 17: Activity Management.



� spiritual: when learners are investigating causes and consequences of prejudice anddiscrimination

� moral and ethical: when learners are investigating causes and consequences of prejudiceand discrimination

� social and cultural: when learners are investigating causes and consequences of prejudiceand discrimination.



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Resources

There are numerous publications available in libraries, which may be useful research resources.

Issues around discrimination remain high profile and are regularly documented in the media.The BBC has produced a number of training videos highlighting issues of discrimination, eg‘Skin’ and ‘Cross-Culture Communication’, which highlight issues of prejudice.

Support materials

Textbooks


� Allport G W – The Nature of Prejudice (Perseus Books, 1988) ISBN 0201001799

� Clements P and Spinks T – The Equal Opportunities Guide: How to Deal with EverydayIssues of Unfairness (Kogan Page, 1996) ISBN 0749421037

� Collins H – Equality in the Workplace (Blackwell, Oxford, 1995) ISBN 0631193936

� Thimju N – Croner’s Discrimination (Croner Publications) ISBN 1855243857

Other publications

Equal Opportunities Commission:

� A Short Guide to Equal Opportunities for Employers (1986)

� A Short Guide to the Equal Opportunities Commission (1993)

� Women & Men in Britain (1993)

Videos

� BBC: Skin

� BBC: Cross-Culture Communication

Websites

Websites that support the development of this unit and offers advice and information, relatingto legislation and issues of human rights. The following may be useful:

� Commission for Racial Equality www.open.gov.uk

� Disability Discrimination Act www.disability.gov.uk

� Equal Opportunities Commission www.eoc.org

� Institute of Race Relations www.homebeat.co.uk

� National Disability Council www.disability-council.gov.uk

� Stonewall (professional lobbyinggroup for lesbian and gay equality inthe UK)

www.stonewall.org.uk

� UK Employment Law www.emplaw.co.uk



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Unit 10: Human Resources in the PublicServices


Description of unitThis unit provides an introduction to the concepts and practices of human resource managementin the public services. The aim of this unit is to give learners an understanding of the personnelfunction through the consideration of systems and frameworks, which create and sustain theemployment relationships within public services.


1 Examine human resource management in the public services

2 Evaluate the procedures and practices used to recruit suitable employees for the publicservices

3 Establish the effectiveness of principles and procedures for monitoring and promotingemployees

4 Examine voluntary and involuntary forms of employee exit from the public services.


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Content

1 Human resource management

Human resource: definition, purpose, aims, recruitment, staff planning, staff audit, jobdesign

Background: historical context, the welfare tradition, industrial relations tradition, controlof labour tradition

Theories: Hawthorn et al

Current approach: introduction of term ‘human resource management’, difference betweenhuman resource and personnel; political, economic, social context of change; humanresource management within public service organisational structures

Organisational objectives: process of objective setting, formulation of objectives, hierarchyof objectives, timescales

2 Recruit

Recruitment: recruitment policy, public service recruitment procedures, job analysis, jobdescription, person specification, recruitment methods used across both uniformed and non-uniformed public services, use of media in public service recruitment

Human resource planning: definitions, purpose, organisational objectives, corporate plan,forecasting, processes, limiting factors

Selection: public service selection procedures, design of application forms, selectionmethods, offer of employment, induction, evaluation of process, entry tests, ethical andlegal issues

3 Monitoring and promoting

Appraisal: definition, purpose of appraisal, procedures and techniques, application ofprocedures, the appraisal interview

Reward management: factors determining pay, incentive schemes, promotion requirements,legal framework on pay and benefits, motivation, leadership styles, performance evaluation

Discipline and grievance: in uniformed and non-uniformed public services definition,model disciplinary procedure, disciplinary interviews, grievance procedures, grievanceinterviews

Promotion: training and development


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4 Employee exit

Employee protection: legal framework in the four countries of the United Kingdom andacross the European Union, employer/employee rights, dismissal – wrongful, unfair andjustified, role of industrial tribunals in uniformed and non-uniformed public services

Termination: retirement, resignation including specific issues relating to Armed Services,termination of contract, exit interviews, resettlement

Human aspects: procedure for dismissal, notice of dismissal, re-training

Redundancy: definition, selection criteria, outline of procedure, selection for redundancy,re-training (job enrichment, de-skilling)

Exit procedures: questionnaires, interviews

Dismissal: processes, procedures


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1 Examine human resourcemanagement in the publicservices

� explain the historical development of humanresource management in a chosen public service

� analyse organisational objectives involving humanresource management for a chosen public service

2 Evaluate the procedures andpractices used to recruitsuitable employees for thepublic services

� analyse the process for human resource planning ina chosen public service

� evaluate the systematic approach to recruitment fora chosen public service

� investigate and compare the selection proceduresused for two different public service organisations

3 Establish the effectiveness ofprinciples and procedures formonitoring and promotingemployees

� evaluate the application of appraisal procedures fora chosen public service

� evaluate the effectiveness of disciplinary andgrievance procedures used by two different publicservice organisations

4 Examine voluntary andinvoluntary forms ofemployee exit from thepublic services

� evaluate employee exit procedures used by twodifferent public service organisations

� critically analyse the management of processes andprocedures used for employee dismissal in twodifferent public service organisations

� evaluate the selection criteria used for redundancyfor a chosen public service


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Guidance

Delivery

The unit can be delivered in a variety of ways. Case studies, role-plays and student-centredlearning can all be used to enhance the delivery and learning within the unit.

Investigations of human resource policies and practices within public service organisations andtalks from human resource management practitioners within public services can both developunderstanding and provide support for the knowledge-base established within the unit.

Assessment

Evidence of outcomes may be in the form of assignments, investigations of specific publicservice organisations or case studies.

The following are suggestions, for possible methods of evidence collection:

� learners could use their own experience and possible public service connections as a basisfor collection and analysis of human resource management policies and practices

� a group role-play assignment which simulates a panel selection interview, an individualrole-play of an employee appraisal interview and an evaluation of the whole humanresource process.

Links

This unit can be linked successfully with Unit 2: Managing People in Public Services, Unit 4:Management of Health and Safety in Public Services, Unit 8: Psychology and HumanBehaviour, Unit 9: Equal Opportunities, Unit 11: Stress Management in the Public Servicesand Unit 18: Managing Physical Activities.



� moral and ethical: when learners are examining human resource behaviour

� social and cultural: when learners are discussing monitoring, promoting and voluntary andinvoluntary forms of employee exit from an organisation.


Resources

Journals are a valuable source of information, eg Police (monthly), Soldier (monthly), Policeand Health Trust annual plans.

Companies such as Video Arts (www.videoarts.com) and Melrose produce a variety of videoswhich may be useful in covering human resource topics.

Relevant public service worldwide web user sites are also useful in providing information.

Other sources of information can be provided by organisations, eg Advisory, Conciliation andArbitration Service (ACAS) and the Institute of Personnel and Development (CIPD).


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Support materials

Textbooks


There is a wide range of textbooks which cover the areas contained in the unit. Examples are:

� Armstrong M – A Handbook of Personnel Management in Practice (Kogan Page, 1995)ISBN 0749415479

� Barrington H and Reid M – Training Interventions (CIPD, 1999) ISBN 0852928041

� Beardwell I and Holden L – HRM A Contemporary Perspective (FT Prentice Hall, 1997)ISBN 0273622307

� Bee F and Bee R – Training Needs Analysis and Evaluation (CIPD, 1994)ISBN 0852925476

� Bolton T – Human Resource Management – An Introduction (BSS) (Blackwell, 1994) ISBN0631196269

� Bratton J and Gold J – Human Resource Management: Theory and Practice – MacmillanBusiness (Macmillan, 1999) ISBN 0333732073

� Brookes J – Training, Development and Competence – A Practical Guide to Levels 3 and 4NVQs in Training and Development (Kogan Page, 1995) ISBN 0749414626

� Cole G A – Management Text Books: Personnel Management (Continuum InternationalPublishing, 1997) ISBN 1858051673

� Dransfield R et al – Human Resources Management for Higher Awards (Heinemann, 1996)ISBN 0435455281

� Foot M and Hook C – Introducing Human Resource Management (Prentice Hall, 2002)ISBN 0273651439

� Graham HT – Human Resource Management (Pitman, 1998) ISBN 0273637673

� Hackett P – Introduction to Training: Training Essentials (CIPD, 1997) ISBN 0852926332

� Marchington M and Wilkinson A – Core Personnel and Development: People andOrganisations (CIPD, 2000) ISBN 0852928084

� Martin M and Jackson T – Personnel Practice: People and Organisations (CIPD, 2002)ISBN 0852929412

� Reid M and Barrington H – Training Interventions: Promoting Learning Opportunities(CIPD, 1999) ISBN 0852928041

� Thompson R and Mabey C – Developing Human Resources (Institute of Management,Butterworth-Heinemann, 1994) ISBN 0750618248

� Torrington D and Hall L – Personnel Management HRM – 3rd Ed (Prentice Hall, 1995)ISBN 0132157829

� Tyson S and York A – Human Resource Management (Longman, 1996) ISBN 0750620390

� Weightman J – Managing Human Resources (CIPD, 1993) ISBN 0852925204

� Human Resource Management – Business Basics (BPP Publishing, 1995)ISBN 0751720763


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Magazines and journals

� Employment Gazette

� Human Resource Management Journal

� International Human Resource Management Journal

� People Management

� Personnel Review

� Police

� Police and Health Trust Annual plans

� Solider

� Training and Development Journal

� Training Officer

Websites

� Chartered Institute of Personnel and Development (CIPD) www.cipd.co.uk

� Video Arts www.videoarts.com


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Unit 11: Stress Management in the PublicServices


Description of unitThe aim of this unit is to enable learners to recognise symptoms of stress and its associatedbehaviour. Learners will investigate the origins of stress and its relationship to the publicservices. Learners will have the opportunity to examine the work and theories of experts in thearea. They will be able to evaluate their own personality and relate this to their own levels ofstress, as well as that of others. Learners will acquire the skills necessary to cope with stressfulsituations, and with their own stress, by using stress management techniques.


1 Examine what stress and ‘stressors’ are

2 Critically analyse physical and mental symptoms of stress

3 Investigate a range of personality types

4 Evaluate and apply stress management techniques.


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Content

1 Stress and ‘stressors’

Stress: different definitions, life experiences, post-traumatic stress, individual ororganisational, good stress v bad stress

‘Stressors’: origins including work problems, life map, relationship difficulties, financialworries, emotional and mental, physical and environmental

Organisation and individual: relationships, self-esteem

2 Symptoms of stress

Symptoms: mental, emotional, physical, behavioural

Theories: eg work of Dr Hans Selye

Stages: General Adaptation Syndrome, alarm, resistance and exhaustion, fight or flight

3 Personality types

Types: A, B, or C

Characteristics: associated behaviour, fast operators, workaholism, social, marital,ambition, success, anger, aggressiveness

Behavioural signs: marital, alcoholism, nervous disorders, insomnia

Self: self-assessment, honesty, traits, behaviour

4 Stress management techniques

Techniques: eg breathing exercise, communication, information, instruction, progressivemuscle relaxation, meditation, visualisations

Mental: self-esteem, cognitive behaviour therapy, medication and counselling

Physical: breathing, relaxation, quick tips, fitness, eating, sleeping, assertiveness


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1 Examine what stress and‘stressors’ are

� explain the main definitions of stress

� evaluate levels of stress

� analyse post-traumatic stress in relation toindividuals and the organisation

� describe the origins of individual stress

2 Critically analyse physicaland mental symptoms ofstress

� analyse the different stages of stress

� describe the mental, emotional and behaviouralsigns in relation to individuals within a publicservice

3 Investigate a range ofpersonality types

� investigate the three main personality types anddescribe the behaviour associated with each type

� analyse the problems with each type

� assess own personality type and evaluate itsbenefits/costs and disadvantages to a public service

4 Evaluate and apply stressmanagement techniques

� evaluate a range of stress management techniquesand detail their effect on an individual and a publicservice

� summarise the main theories applied to stressmanagement


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Guidance

Delivery

The unit can be delivered in a variety of ways. Case studies, videos, role-plays, student-centredlearning, live data, relevant television programmes, individual tutorials, discussion groups,group tutorials and direct consultation with appropriate personnel from public servicesorganisations can all be used to enhance the delivery and learning within this unit. Thisapproach can be applied to all of the unit.

Learners will need to gain knowledge and understanding of the origins of stress and itsrelationship to public services. Visits to relevant public services should be used to furtherunderwrite the reality of the potential levels of stress to be encountered by those who workwithin public services. Visiting speakers can also be used to forge links with appropriate publicservices in order to widen participation in the learning process.

Assessment


� a learner diary which requires the learner to complete meditation techniques, answerquestions, keep a record of stressful situations and how they have been dealt with

� an investigation into a public service organisation, its structure and culture, and the policiesthe personnel department has for dealing with stress

� an investigation into a major incident and its impact on the persons involved

� a group assignment, which could include an assessment and evaluation of personality types.

Links

This unit can be linked successfully with Unit 1: Entry and Enquiry into Public Services,Unit 2: Managing People in Public Services, Unit 4: Management of Health and Safety inPublic Services, Unit 8: Psychology and Human Behaviour, Unit 9: Equal Opportunities,Unit 10: Human Resources in the Public Services and Unit 16: Managing Disaster.



� spiritual: when learners are discussing the mental symptoms of stress and personality types

� moral and ethical: when learners are discussing the mental symptoms of stress andpersonality types

� social and cultural: when learners are discussing the mental symptoms of stress andpersonality types.

Delivery of this unit can also raise learners’ awareness of, environmental issues in thefollowing ways:

� environmental issues: when learners are discussing environmental stressors.



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Resources

Companies such as Video Arts (www.videoarts.com), and local enterprise centres provide avariety of videos, which may assist in covering the topics in the unit.

Support materials

Textbooks

Tutors should be aware that textbooks are frequently updated and should use the latest editionswhere available. This is a practical unit and textbook materials should be used for referencepurposes only. There are a range of general textbooks and work relating to this unit, includingthe following.

� Alexander D A, Walker L G, Innes G and Irving BL – Police Stress at Work (The PoliceFoundation, 1993) ISBN 0947692304

� Turkington C A – Stress Management for Busy People (McGraw-Hill, 1998)ISBN 0070655359

� White Dr A – Treating Anxiety and Stress (John Wiley and Sons Ltd, 2000)ISBN 0471493066

� Wilkinson G – Understanding Stress (Family Doctor Publications) ISBN 1898205914

Video

� Video Arts

Websites

Websites that support the development of this unit include those of public service associationsand employers. The following may be useful in providing information and case studies:

� Advice on health matters www.channel4.com

� Advice on mental health problems www.mentalhealth.org.uk

� BBC news health related matters www.bbc.co.uk/health/mental/stress

� Critical psychiatry page www.dbdouble.co.uk

� Department of Health www.doh.gov.uk


� Health scenarios for young people www.leeds.ac.uk/ahead4health

� International Stress Management Association www.isma.org.uk

� Mental health issues [email protected]

� Mind in Manchester’s home page www.poptel.org.uk

� Nottingham Trent University stress management www.ntu.ac.uk

� Panic/anxiety disorders help and support www.panicdisorder.miningco.com

� Profile of work-related stress issues www.workstress.net

� Provides information and practical tips on stress www.teachhealth.com

� Stress Management Education www.unl.edu

� Stress management techniques www.mindtools.com

� Student academic resource site www.arc.sbc.edu/time


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� Student health and wellbeing www.cs3.brookes.ac.uk/student/services

� The American Institute of Stress www.stress.org

� Trauma information page www.trauma-pages.com



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Unit 12: Global Socio-Political Issues


Description of unitThis unit will develop learners’ knowledge and understanding of current global issues, many ofwhich will have a direct impact on the public services. Learners will gain an understanding ofhow the institutions of the world work together, and the pressures put upon them. Thisknowledge is invaluable to learners seeking to enter the armed forces, and is also important toall public service managers in an increasingly international setting.


1 Analyse the major economic and environmental issues facing the world, together withtheir implications for the future

2 Examine the causes of current conflicts, and the changing role of the military

3 Analyse different political systems, and how they are changing to meet global pressures.


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Content

1 Economic and environmental issues

Major economic issues: globalisation and the growth of trans-national corporations, globalcommunications and e-commerce, third world debt, the north/south divide, trade disputeseg between US and EU

Major environmental issues: global warming and other global environmental threats,attempts at regulation and control, differing responses between states, governments andpublic eg pollution quotas and their trade, BNFL and nuclear reprocessing, GeneticallyModified Organisms (GMOs).

Public service involvement: public order and policing, disaster management, internationalco-operation

2 Causes of current conflicts

Nationalism and religious fundamentalism: rise of nationalism eg Kosovo, East Timor, andformer Yugoslavia; the rise of religious fundamentalism and its links with conflict egAfghanistan, Iraq, Israel; the added effects of competition for resources eg water or oil inMiddle East and diamonds in West Africa

International terrorism: causes, effects, use by pariah states eg Iraq; effectiveness inachieving desired aims, emergence of Al Quieda and related organisations, changes interrorism since 9/11/2001

Peacekeeping operations: control of multi-national military organisations, rules ofengagement, impartiality, eg Bosnia, Kosovo, East Timor, Gulf War; the role of the UN egwar against Iraq

The role of the media: engaging public in events, atrocities and war crimes, influence onpolitical and military decisions, propaganda, eg Kosovo, Chechnya, Northern Ireland

3 Different political systems

Military rule and influence: including recent examples such as Pakistan, Fiji, Indonesia,Iraq and Russia, where the military have control over, or significant influence on, policy;examples should cover a range from military dictatorships through to background pressureon civilian rulers

Effectiveness of international organisations in dealing with global issues: a range of issuesincluding multi-national military intervention, policing actions, dealing with refugees andinfluencing the internal affairs of ‘problem’ states, eg Iraq; to include reference to theUnited Nations, North Atlantic Treaty Organisation (NATO), the World TradingOrganisation (WTO) and other international organisations

Recent political change: eg the collapse of communism and the break up of the Sovietsphere of influence, the rise of China, political change in Africa, change in the EU sinceGerman re-unification; other examples, both current and likely in the future could besubstituted, eg Indonesia, Turkey, North Korea, Palestine


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1 Analyse the major economicand environmental issuesfacing the world, togetherwith their implications for thefuture

� explain the major economic issues

� analyse the effects of the world economy ondeveloped and developing states

� describe the current main threats to the globalenvironment

� compare the different approaches to current globaleconomic and environmental problems, includingtheir implications for the future

2 Examine the causes ofcurrent conflicts, and thechanging role of the military

� describe the role of nationalism and fundamentalismin recent international conflicts

� investigate the causes and effects of internationalterrorism

� analyse the effectiveness of recent peace-keepingoperations

� describe the role of the media in internationalconflict and its resolution

3 Analyse different politicalsystems, and how they arechanging to meet globalpressures

� examine the circumstances in which military ruleoccurs, with recent examples

� evaluate the effectiveness of internationalorganisations in managing global issues

� analyse a recent example of political change andglobal pressure


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Guidance

Delivery

The unit can be delivered in a variety of ways. Case studies, role-plays and student-centredlearning can all be used to enhance the delivery and learning within the unit.

Examination of current global socio-political issues will produce case studies and opportunitiesfor research. Use of media reports on current conflicts and political systems could lead toeffective debate and analysis.

Assessment

Evidence of outcomes may be in the form of assignments, investigations of specific issues,conflicts or systems, or case studies.

The following are suggestions that can be used to support the evidence collected:

� assignments – written reports or accounts discussing findings and providing valid thoroughconclusions

� case studies examining current conflicts and identifying the impact on the public services.

Links

This unit can be linked successfully with Unit 5: Government and the Public Services andUnit 13: Technology and Public Services.



� moral and ethical: when learners are analysing major economic and environmental issuesfacing the world

� social and cultural: when learners are analysing the causes of current conflicts.

Delivery of this unit can also raise learners’ awareness of, environmental issues and Europeandevelopments consistent with relevant international agreements in the following ways:

� environmental issues: when learners are analysing major economic and environmentalissues facing the world

� European developments: when learners are analysing and discussing differing politicalsystems.


Resources

This unit emphasises contemporary issues and successful delivery of the unit will depend onengaging learners in world affairs as they are reported. For this reason the majority of researchand reading should take place using reputable news and current affairs sites on the internet,broadsheet newspapers and TV programmes such as ‘Panorama’ and ‘World in Action’. Careshould be taken that just one issue, eg terrorism since 9/11, does not hijack the whole unit.However, judicious use of a case study, such as the influence of Osama Bin Laden, could cover


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a large part of the unit. Care should also be taken that the unit is delivered sensitively and doesnot either present a partisan point of view or upset learners from particular ethnic groups.

Support materials

Textbooks

Tutors should be aware that textbooks are frequently updated and should use the latest editionswhere available. As the emphasis of this unit is on contemporary issues any suggested list ofreadings, even for theoretical background will quickly become outdated. However, there is agreat deal of contemporary writing post 9/11 that will remain relevant for a few years.

Websites


� American slant on the news www.cnn.com

� Good news archives and search engine forinternational stories

www.bbc.co.uk

� Typical of many newspaper sites, freeregistration

www.telegraph.co.uk

The following are websites of useful organisations:

� For the other side of the economicargument.

www.greenpeace.org

� Foreign and Commonwealth Office sitegives policy and current information

www.fco.gov.uk

� NATO official site www.nato.int

� World Trade Organisation site www.wto.org

� UN website locator for UN and relatedorganisations

www.unsystem.org

The following website is also useful:

� Comment and news on every kind ofemergency from tornadoes to terrorists

www.emergency.com



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Unit 13: Technology and Public Services


Description of unitThe aim of this unit is to develop learners’ understanding of the role of technology in the publicservices. It covers technological change in society at large, as well as developments within theservices, examining how both benefits and difficulties are managed. The unit focuses on theeffects of advancing technology on crime prevention, weapon systems and the design of publicservice equipment. Scientific concepts are covered at a basic level, the emphasis being on thepractical way in which technology affects the functioning of the public service.


1 Analyse the effect of technological advances on operations and training in the publicservices

2 Analyse the effects of technological change on crime and crime prevention

3 Investigate and explain the technological design criteria for public service equipment

4 Analyse the effect of communications technology on the public services.


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Content

1 Operations and training

Recent changes and their effects: operational effectiveness, reduced need for staff,recruitment and job descriptions, look at examples from all major services

Training changes: initial training, upgrading and retraining, safety and liability, eg quickcuffs and CS sprays, paramedic equipment and training, Army Apache helicopters and thetraining needs of pilots

Adverse effects: resistance to technological change, the implications of reliance ontechnological solutions to public service problems, increased demand from the public, cost

2 Crime and crime prevention

Forensic science: crime detection and evidence gathering, DNA matching, intimate samplesand civil liberties, expert witnesses and confused juries, reversing miscarriages of justice

Computer crime: policing the internet, hacking, pornography and child abuse, financialcomputer crime, using computers in fighting crime, eg Holmes

Technology and terrorism: terrorist devices, design and use; anti-terrorism and countermeasures, terrorists and weapons of mass destruction

Surveillance and detection: capabilities of modern surveillance systems, CCTV andprivacy, phone tapping, civil liberties

3 Technological design criteria

Procurement systems and design: trials, ‘in-house’ design or ‘off the peg’, timescales,principles of design, technological life span, desirable versus essential elements

Economic considerations: tendering, costs, supporting home industry and capabilities, ‘thepeace dividend’, technological inflation

4 Communications technology

Recent changes: satellite communications, GPS, secure radio equipment, monitoring, panicbuttons, resistance to interference and jamming, range and frequency allocation

Effects on operations: robustness of equipment, weight and portability, back up systems,interoperability with allies or neighbouring forces, security


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1 Analyse the effect oftechnological advances onoperations and training inthe public services

� explain how the public services adapt totechnological change

� evaluate how technological advances alter training,recruitment and employment opportunities in thepublic services

� analyse changes in service operations brought aboutby technological change

2 Analyse the effects oftechnological change oncrime and crime prevention

� explain the implications for the justice system ofrecent advances in forensic science

� explain the difficulties and opportunities given tocrime investigators by the use of computers

� evaluate the threat posed by technologicallyadvanced terrorists

� evaluate the moral issues surrounding the use ofmodern surveillance and detection systems

3 Investigate and explain thetechnological design criteriafor public service equipment

� examine and explain the design and procurement ofan item of public service equipment

� explain the economic implications of technologicaladvance in the public services

4 Analyse the effect ofcommunications technologyon the public services

� explain and analyse recent changes incommunications and related technology

� evaluate the effects of advances in communicationson operations and training within the public services


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Guidance

Delivery

This unit can be delivered in a variety of ways. Case studies, videos, relevant televisionprogrammes, student-centred learning and live data can all be used to enhance delivery andlearning.

Assessment


� assignments – written reports or accounts discussing findings and outlining the form ofinvestigation conducted

� recording and analysing technological advances, change and design

� case studies – analysing actual examples of technological advances and change.

Links

This unit can be linked successfully with Unit 12: Global Socio-Political Issues, Unit 14:Criminology and Safer Communities and Unit 15: Justice and Punishment.



� moral and ethical: when learners are discussing issues relating to crime and crimeprevention

� social and cultural: when learners are discussing issues relating to crime and crimeprevention.

Delivery of this unit can also raise learners’ awareness of, health and safety considerations andEuropean developments consistent with relevant international agreements in the followingways:

� health and safety: when learners are discussing issues relating to safety and liability

� European developments: when learners are discussing the applications of technology acrossthe world.


Resources

Sufficient library resources and access to the public services must be available to enablelearners to achieve this unit. Texts should be supported by broadsheet newspapers and politicaljournals. Television and radio programmes should be used as appropriate.


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Support materials

Textbooks


� Jane’s Weapon System: 1988-89 – 10th Ed (Jane’s Information Group, 1988)ISBN 0710608551

� Miller H – Traces of Guilt: Forensic Science and The Fight Against Crime (Simon andSchuster, 1996) ISBN 1575000067

� Murphy S – No Fire No Thunder: The Threat of Chemical and Biological Weapons (NewYork University Press, 1984) ISBN 0853456623

� Waddington P – Arming an Unarmed Police: Policy and Practice in the MetropolitanPolice (The Police Foundation, 1988) ISBN 0947692096

Websites


The following are media sites:

� American slant on the news www.cnn.com

� Good news archives and search engine for scienceand technology stories

www.bbc.co.uk

� Typical of many newspaper sites, free registration www.telegraph.co.uk

The following are websites from useful organisations:

� Foreign and Commonwealth Office site gives policyand current information

www.fco.gov.uk

� Home Office site for statistics and information on theemergency services

www.ho.gov.uk

� North Atlantic Treaty Organisation official site forequipment, rationale and policy

www.nato.int

� UN website locator for UN and related organisations www.unsystem.org

These are other useful sites:

� A directory of all the emergency services’ web sitesthroughout the UK

www.britishservices.co.uk/emergency

� Comment and news on every kind of emergency fromtornadoes to terrorists

www.emergency.com



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105

Unit 14: Criminology and Safer Communities


Description of unitThe aim of this unit is to give learners an opportunity to understand the aspects of criminalbehaviour and to examine and analyse the major criminal activity theories. This unit alsofocuses on the reporting, recording and interpretation of crime, as well as the efficiency of thejudicial system.

The unit also offers the opportunity to explore concepts of crime reduction and the ‘multi-agency’ approach to safer communities. Learners will be required to research and analysecurrent policies and strategies being used to combat crime and improve community safety. Thisshould involve a range of agencies eg Community Policing Board, Constabularies, LocalAuthorities, County Councils, Social Services and businesses.


1 Investigate the major theories of criminal behaviour and causal factors

2 Analyse and evaluate the methods used to report, record and interpret crime

3 Explore effects and evaluate the efficiency of the judicial system

4 Examine the sociological effects of crime

5 Investigate and evaluate current policies and strategies to combat crime and improvecommunity safety.


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Content

1 Theories of criminal behaviour

Theories: validity

Research information: eg British Crime Survey, The MacPherson Report

Perpetrators: forms of criminal proceedings, offender programmes, rehabilitation andsupport in relation to offender ethnicity

Victims: victim support, social services, social pressures

Causal factors: genetic, validity, parental and family

Influences: peer pressure, fashion and trends

Factors: social climate, environment (housing, schooling, further education) and financialinfluences, repeat victimisation, concepts of ethnicity

2 Report, record and interpret crime

Report: UK police service record systems, crime reporting

Record: current methods, use of information technology, regional variations

Interpret: Home Office Directives

Recording process: categories of crime

Methodology: construction and interpretation of statistics, current and potential uses, crimepattern analysis – procedures, positive and negative aspects

Statistical information: actual and recorded crime

3 Judicial system

System: processes, structure, composition, personnel, inter-relationships

Juvenile and youth justice: current policies, methodology used to combat ‘youth crime’;The Crime and Disorder Act 1998; local authority – role and responsibilities; fast tracking– the Neary Report; repeat offending

Prosecution of offenders: strategies of agencies involved; Crown Prosecution Service remit,focus, roles, responsibilities, Magistrates and Crown Courts: structure, features, sentencing;diversionary schemes and community alternatives, consequential deterrent effect on re-offending, Probation Service, Her Majesty’s Prison Service


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4 Sociological effects of crime

Sociological: definition

Victim issues: victimisation studies including: National Crime Survey; vulnerable membersof society eg women, the elderly, gay men and lesbians, ethnic minorities, children

Public feeling and perceptions: current systems – effectiveness, gaps; media portrayal,community concerns

Victim support: role of public service; statutory and voluntary agencies, support groups egVictim Support, Witness Support, Rape Crisis, The Samaritans

Public services: responses

5 Current policies and strategies

Policies: local authorities, multi-agency and partnership approach – purpose/focus,structure, funding

Strategies: safer communities, crime reduction and crime prevention

Legislation: Crime and Disorder Act 1998 (and subsequent UK/EU legislation)


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1 Investigate the major theoriesof criminal behaviour andcausal factors

� describe and critically evaluate the validity ofrelevant theories concerning criminal behaviour anddeviancy

� analyse and evaluate the cultural aspects of criminalbehaviour and explore factors effected by ethnicity

� explain the factors, which may account for criminalactivity

(i) by an individual or group of people

(ii) in a specified area

(iii) at a particular location

2 Analyse and evaluate themethods used to report,record and interpret crime

� analyse current policing methodology and publicexpectations

� analyse and explain the differential between actualand recorded crime

� describe and evaluate the crime recording process

� evaluate the use of statistical information

� explain the use of information technology in crimedetection

3 Explore effects and evaluatethe efficiency of the judicialsystem

� explain the current policies for tackling juvenile andyouth crime

� describe the processes required to take an offenderthrough the judicial system

� explain the role of the Crown Prosecution Serviceand the structure and features of Magistrates’ andCrown Courts

� evaluate the alternative methods to deal withoffenders and explain the consequential deterrenteffect on re-offending


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4 Examine the sociologicaleffects of crime

� describe the key areas in victimisation studies

� analyse community concerns and safety issues andassess the needs of groups or individuals sufferingvictimisation

� evaluate public service responses to the victims ofcrime

� identify statutory and voluntary agencies or supportgroups and evaluate the services provided

� analyse the effect of media reporting on the publicperception of crime

5 Investigate and evaluatecurrent policies andstrategies to combat crimeand improve communitysafety

� explain the key issues within current legislationconcerning crime reduction

� evaluate the workings, structure and funding ofmulti-agency groups or partnerships within thepublic service

� evaluate a range of strategies used to combat crimeand improve community safety

� analyse a current crime problem within a chosenlocation and devise a crime reduction initiativeinvolving a public service


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Guidance

Delivery

This unit can be delivered in a variety of ways. Case studies, student-centred learning and directconsultation with selected areas of the public services can all be used to enhance the deliveryand learning.

External visits, for example to Magistrates’ and Crown Courts, are an effective way of helpinglearners to understand how processes and procedures are put into practice. Visiting speakerscan also be used to forge links with the public services and to widen participation in thelearning process.

Learners will need to gain knowledge and understanding of the current policies and strategiesbeing used to combat crime and improve community safety. Particular reference must be madeto the range of organisations involved in both the ‘Multi-Agency’ and Partnership Approaches.

Assessment

Evidence of outcomes may be in the form of written or oral assignments.

Evidence is likely to be produced at outcome level although opportunities exist for coveringone or more outcome in an assignment. Evidence of outcomes may be in the form of thefollowing:

� assignments – written reports or accounts discussing findings and outlining the forms ofresearch conducted

� research into the provisions listed in legislation, requiring local authorities to take action –taking into account local policies and aspects of funding

� case studies – the introduction of community safety into local towns, business parks,residential areas and rural communities

� research into the agencies tasked to make the community a safer place.

Links

This unit can be linked successfully with Unit 7: Sociological Aspects of the Public Services,Unit 13: Technology and Public Services and Unit 15: Justice and Punishment.



� spiritual: when learners are discussing the major theories of criminal behaviour

� moral and ethical: when learners are examining the sociological effects of crime

� social and cultural: when learners are examining the sociological effects of crime.

Delivery of this unit can also raise learners’ awareness of environmental issues in the followingways:

� environmental issues: when learners are discussing environmental factors contributing tocriminal behaviour.


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Resources

Journals, newspapers, annual reports and government statistics should support texts. Televisiondocumentaries frequently cover issues in relation to criminology and community safety.

Most local authorities and police services have websites offering information and adviceconcerning community safety and crime and disorder.

Support materials

Textbooks


� Leng R, Taylor R and Wasik M – Blackstone’s Guide to the Crime & Disorder Act 1998(Blackstone’s Press, 1998) ISBN 1854318489

� Maguire M et al – The Oxford Handbook of Criminology (Oxford University Press, 1997)ISBN 0198764855


� Guide to Forming Partnerships

� Home Office – Crack Crime

� National Crime Survey

Websites



� An introductory guide to the Crime andDisorder Act 1998

www.homeoffice.gov.uk/cdact

� Archival projects in the United Kingdom www.hmc.gov.uk


� Beginner’s guide to prisons the Englandand Wales

www.tphbook.dircon.co.uk

� British Official Publications resource www.soton.ac.uk


� Central Police Training & DevelopmentAgency

www.centex.police.uk

� Court Service in England & Wales www.courtservice.gov.uk

� Crime and Disorder Act 1998 www.homeoffice.gov.cdact

� Crime Prevention – CCTV Initiatives www.homeoffice.gov/crimprev/cctv

� Crime Prevention Strategies www.homeoffice.gov/crimprev/cpindex

� Crime Reduction Initiative www.crimereduction.gov.uk

� Criminal Cases Review Commission www.ccrc.gov.uk


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� Criminal Compensation Appeals Panel www.cicap.gov.uk

� Criminal Injuries Compensation Authority www.cica.gov.uk

� Criminal Justice System www.cjsonline.org

� Criminal Records Bureau www.crb.gov.uk

� Crown Prosecution Service www.crownoffice.gov.uk


� Drugs Misuse information www.doh.gov.uk/drugs

� Forensic Science Service www.forensic.gov.uk

� Government drugs strategy www.drugs.gov.uk

� Government Information/CommunicationService

www.gics.gov.uk

� Her Majesty’s Courts Service Inspectorate www.mcsi.gov.uk/home.htm

� Her Majesty’s Inspectorate ofConstabulary

www.homeoffice.gov.uk/hmic.htm

� Her Majesty’s Inspectorate of Prisons www.homeoffice.gov.uk/hmipris

� Her Majesty’s Stationery Office www.hmso.gov.uk

� HM Prison Service www.hmprisonservice.gov.uk


� Home Office directorates and lists www.homeoffice.gov.uk/direct.htm

� Home Office research and statisticsDirectorate

www.homeoffice.gov.uk/rds/index.htm

� Human Rights Unit (Lord Chancellor’s) www.humanrights.gov.uk



� Law Commission For England & Wales www.lawcom.gov.uk

� Legal Advice Portal www.justask.org.uk

� Lord Chancellor’s Department www.lcd.gov.uk

� Magistrates’ Courts Service Inspectorate www.mcsi.gov.uk/home.htm


� National Association for the Care andResettlement of Offenders

www.nacro.org

� National Crime Squad www.nationalcrimesquad.police.uk

� National Criminal Intelligence Services(NCIS)

www.ncis.goc.uk


� National Statistics (Official UK Statistics) www.statistics.gov.uk


� Official Documents Online www.official-documents.co.uk


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� Official Government booklets andpublications

www.ukop.co.uk

� Police Advisory Board www.home.uk.com/pab_review.cfm

� Police Complaints Authority www.pca.gov.uk

� Police Information TechnologyOrganisation

www.pito.org.uk

� Public Record Office www.pro.gov.uk

� Review of Criminal Courts www.criminal-courts-review.org.uk

� Serious Fraud Office www.sfo.gov.uk

� Strategic thinking and policy analysis www.strategy-unit.gov.uk


� UK On Line www.ukonline.gov.uk



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115

Unit 15: Justice and Punishment


Description of unitThe aim of this unit is to develop learners’ understanding of the criminal justice system. Thisunit will develop knowledge and understanding of the system by examining how it deals withoffenders. There is a particular focus on young offenders. The unit also allows learners to givea critical examination of current and developing strategies, at local and national level, aimed atreducing the number of young offenders.

The unit develops knowledge of the links between groups and behaviour and the agenciesworking in the area. Learners will be required to research and review the impact of crossagency approaches in dealing with young offenders. This should involve a range of agencies egSchools, Youth Justice Board, Police, Probation Service, Youth Court (Magistrates), YouthOffending Unit and Social Services.


1 Examine the composition and roles of the judiciary and magistracy

2 Explore the issues surrounding the ethical dilemmas in sentencing

3 Develop, evaluate and review a strategy for the reduction of anti-social behaviouramongst young people

4 Investigate the impact of cross-agency approaches in dealing with young offenders.


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Content

1 Judiciary and magistracy

Judiciary: structure, social composition, processes of appointment, legal standing,authority, role, influence on policy, accountability, powers, guidelines

Magistracy: structure, social composition, processes of appointment, legal standing,authority, role, influence on policy, accountability, powers, guidelines

Relationships: between judiciary and magistracy, with state, with government, with otherbodies, government policies to increase controls and impartiality

2 Ethical dilemmas in sentencing

Sentencing policies: guidelines, issues of seriousness and severity, current policies,Criminal Justice Act 1991 (sec. 95) key issues and subsequent legislation where relevant

Perspectives on punishment: goals/objectives, effectiveness, justification, deterrence,reform, prevention, retribution

Sentencing trends: current trends, public confidence, risk management

Costs: available resources – physical, human, financial; costs of prosecution, sentencing,costs of imprisonment, other punishments including eg tagging

Particular groups: criminal justice and gender issues, racial issues, vulnerable people,young offenders

3 Strategy for the reduction of anti-social behaviour

Strategy: develop – identify risks, risk reduction pre-crime and post-crime, controlmeasures pre-crime and post-crime; performance targets, review – practical application,performance targets, measurable outcomes, identification of provision, distribution ofeffort, feedback loop; evaluate – opportunities for improvement, planning, proposing andimplanting changes, analysis of wider impact of strategy

Anti-social behaviour: definition, Law Commission proposals for tackling anti-socialbehaviour; legislation eg crime and Disorder Act 1998, Government White Papers egRespect and Responsibility – Taking a Stand Against Anti-Social Behaviour March 2003

Research: theories on anti-social behaviour, problem identification, cycle of anti-socialbehaviour; factors involved in introducing young people to the cycle of anti-socialbehaviour, present position, factors leading to crime, target outcome, previous approaches,agencies involved


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4 Cross-agency approaches

Agencies: probation service, social services, prison service, national agencies eg AlcoholConcern

When: pre-crime, post-crime, pre-conviction, post-conviction

Who: partnerships available eg Crime and Disorder Patnerships, structures available,distribution of effort

Approaches: the role of resettling of offenders

Case disposal: cross-agency co-operation


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1 Examine the composition androles of the judiciary andmagistracy

� describe the appointment procedures for judges andmagistrates and their implications for judicialindependence

� explain the control and accountability of thejudiciary and magistracy with respect to justice andpunishment

� evaluate the policies pursued by government toenhance measures of control over judicialimpartiality

2 Explore the issuessurrounding the ethicaldilemmas in sentencing

� analyse the key issues that arise from theimplementation of sec.95 of the Criminal JusticeAct 1991, and the impact they have on criminaljustice

� critically evaluate the objectives of punishment in amodern society

� explain the relationship between sentencing trendsand public confidence

� explain how the costs of prosecution and sentencingimpact on available resources

3 Develop, evaluate and reviewa strategy for the reductionof anti-social behaviouramongst young people

� explain the main factors, which are likely tointroduce young people to the cycle of anti-socialbehaviour

� explain and analyse and explain the relationshipbetween those factors above and the factors leadingto crime

� develop a strategy to have an impact on those riskfactors

� demonstrate the ability to communicate effectivelywith the client groups and appropriate personnel

4 Investigate the impact ofcross-agency approaches indealing with young offenders

� explain the role of agencies involved and analysehow they are responding to pre-crime, post-crime,pre-conviction and post-conviction

� explain the role of agencies in young offender casedisposal

� explain the role of the agencies involved inresettling the offenders


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Guidance

Delivery

This unit can be delivered in a variety of ways. Case studies, student-centred learning and directconsultation to relevant areas of public services can all be used to enhance the delivery.

External visits to for example, Magistrates and Crown Courts are an effective way of helpinglearners to understand how processes and procedures are put into practice. Visiting speakerscan also be used to forge links with the public services and to widen participation in thelearning process.

Learners will need to gain a knowledge and understanding of the impact made by cross-agencyapproaches being used to deal with young offenders. Particular attention must be paid to theirinteraction with young offenders and the approaches adopted during the course of their day-to-day operations.

Assessment

Evidence of outcomes may be in the form of written or oral assignments.

Evidence is likely to be produced at outcome level although opportunities exist for coveringone or more outcomes in an assignment. Evidence of outcomes may be in the form of:

� assignments – written reports or accounts of findings and the research conducted

� research into the legislation, policies and guidelines involved in dealing with offenders

� case studies – the impact of crime and disorder reduction strategies in local areas, eg rural,residential and business communities

� working with organisations involved in the reduction of crime and the resettling ofoffenders

� a strategy for the reduction of anti-social behaviour amongst a particular group of youngpeople.

Links

This unit can be linked successfully with Unit 7: Sociological Aspects of the Public Services,Unit 8: Psychology and Human Behaviour, Unit 13: Technology and Public Services andUnit 14: Criminology and Safer Communities.



� moral and ethical: when learners are discussing issues surrounding ethical dilemmas insentencing

� social and cultural: when learners are discussing anti-social behaviour.



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Resources

There are several publications available as listed below, which would be useful researchresources together with the use of a variety of relevant television programmes, deal with theissues considered in this unit.

Particular reference should be made to the Government internet site www.open.gov.uk, whichoffers a great deal of information and advice concerning justice and punishment.

Support materials

Textbooks

Tutors should be aware that textbooks are frequently updated and should use the latest editionswhere available:

� Hudson B – Understanding Justice (Open University Press, 1996) ISBN 0335193293

Other publications

� Criminal Justice System in England and Wales (Home Office Research and StatisticsDepartment)

� Home Office Statistics publication under sec. 95 of the Criminal Justice Act (1991)

� Misspent Youth – Young People and Crime (Audit Commission Report, 1996)

� Misspent Youth 98 – The Challenge of Youth Justice (Audit Commission Report, 1998)

� Murray C et al – Does Prison Work (Civitas: Institute for the Study of Civil Society, 1997)

� NACRO Annual Review

� Safer Society (NACRO Publication)

� The Government’s Crime Reduction Strategy (Home Office Publication)

Websites

Websites that support the development of this unit include those of public service associationsand employers. The following may be useful:




� Central Police Training & DevelopmentAgency

www.centex.police.uk

� Court Service in England and Wales www.courtservice.gov.uk

� Crime and Disorder Act, 1998; YouthJustice Act, 1999; Criminal Justice Act,1991

www.hmso.gov.uk

� Crime Prevention – CCTV Initiatives www.homeoffice.gov/crimprev/cctv

� Crime Prevention Strategies www.homeoffice.gov/crimprev/cpindex

� Crime Reduction Initiative www.crimereduction.gov.uk

� Criminal Cases Review Commission www.ccrc.gov.uk

� Criminal Compensation Appeals Panel www.cicap.gov.uk


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� Criminal Injuries Compensation Authority www.cica.gov.uk

� Criminal Justice System www.cjsonline.org

� Criminal Records Bureau www.crb.gov.uk

� Crown Prosecution Service www.crownoffice.gov.uk


� Drugs Misuse Information www.doh.gov.uk/drugs

� Forensic Science Service www.forensic.gov.uk

� Government Drugs Strategy www.drugs.gov.uk

� Government Information/CommunicationService

www.gics.gov.uk

� Her Majesty’s Courts Service Inspectorate www.mcsi.gov.uk/home.htm

� Her Majesty’s Inspectorate ofConstabulary

www.homeoffice.gov.uk/hmic.htm

� Her Majesty’s Inspectorate of Prisons www.homeoffice.gov.uk/hmipris



� Her Majesty’s Prison Service www.hmprisonservice.gov.uk


� Home Office directorates and lists www.homeoffice.gov.uk/direct.htm

� Home Office research and statisticsDirectorate

www.homeoffice.gov.uk/rds/index.htm

� Human Rights Unit (Lord Chancellor’s) www.humanrights.gov.uk



� Law Commission For England and Wales www.lawcom.gov.uk

� Legal Advice Portal www.justask.org.uk

� Lord Chancellor’s Department www.lcd.gov.uk

� Magistrates’ Courts Service Inspectorate www.mcsi.gov.uk/home.htm


� National Association for the Care andResettlement of Offenders

www.nacro.org

� National Crime Squad www.nationalcrimesquad.police.uk

� National Criminal Intelligence Services(NCIS)

www.ncis.goc.uk


� National Statistics (Official UK Statistics) www.statistics.gov.uk



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� Official government booklets andpublications

www.ukop.co.uk

� Official Documents Online www.official-documents.co.uk

� Police Advisory Board www.home.uk.com/pab_review.cfm

� Police Complaints Authority www.pca.gov.uk

� Police Information TechnologyOrganisation

www.pito.org.uk

� Prisons and policies www.hmprisonservice.gov.uk/news/search.asp

� Public Record Office www.pro.gov.uk

� Review of Criminal Courts www.criminal-courts-review.org.uk

� Serious Fraud Office www.sfo.gov.uk

� Strategic thinking and policy analysis www.strategy-unit.gov.uk




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Unit 16: Managing Disaster


Description of unitThe aim of this unit is to introduce learners to the roles and systems of the emergency servicesin the event of a disaster. The unit enables learners to achieve an understanding of the need toplan, review and update strategies and procedures. Learners will investigate contingency-planning exercises carried out in advance of a major incident occurring.

The unit also focuses on how incidents are dealt with and their possible effects. It also requireslearners to develop a simulated disaster scenario for use in training exercises. Learners willdesign a major disaster, or incident, allocate roles and responsibilities to all the public servicesinvolved in order that the participants can look at ways in which agencies work together toprovide the most effective response. They will also be required to analyse and evaluate theimpact of such a disaster, or incident, on both individuals and the local community.

An appropriate simulated disaster scenario could be developed by reference to recent disastersand major incidents such as the Cardiff floods, the Clapham rail crash, Flixborough, the capsizeof the ‘Herald of Free Enterprise’ ferry, the King’s Cross underground fire, Ladbroke Groverail crash, Hillsborough Stadium disaster, the Lockerbie air crash, the Towyn floods, Hatfieldrail crash and the Kegworth air crash.


1 Analyse the roles of the emergency services in a range of disaster or major emergencysituations

2 Investigate the emergency planning system

3 Develop a simulated disaster scenario

4 Evaluate the medium- and long-term effects of a given disaster.


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Content

1 Roles of the emergency services

Roles: definitions, requirements of the event, difficulties encountered which may requiread-hoc variations, multi-disciplinary requirements

Emergency services: Police, Fire, Ambulance Service, Military, Local Government

Disasters: floods, storms, earthquakes, landslides, air crashes, train crashes, explosions

Command: gold, silver, bronze levels

Legislation: eg Fire Services Act 1971, Appropriation Acts (revised annually), GreaterLondon Authority Act 1999

2 Emergency planning system

Planning: to pre-empt disaster, to deal with disasters, to deal with aftermath

Causes of disaster: human error, technological, natural, combination crime sceneseg terrorist bomb, air crash, corporate manslaughter

Levels: national, local, regional

Roles: national, regional and local emergency planning officers, Emergency PlanningCollege

Incident exercises: values, purpose, aims, objectives

Responsibilities: roles of organisations involved

Exercises: full simulations, table-top exercises, paper exercises, partial exercises, the valueand need for exercises

3 Simulated disaster scenario

Scenario: the components that would need to be designed

Design: scenario, which would, if presented as a tabletop exercise, stretch the ability ofemergency service managers in solving the problems presented

Roles: identities and roles of other agencies, voluntary services

4 Medium- and long-term effects

Medium-term: sociological, individuals, families, local communities, environmental,emergency service personnel

Long-term: survivors, the bereaved, public services personnel, public

Post-major disaster: eg storm of 1987, floods in 2000, Lockerbie air crash, Paddingtontrain crash, earthquake in Mexico

Treatment: signs, symptoms and treatment of post-traumatic stress disorder (PTSD),counselling, lessons to be learned for future prevention


125




1 Analyse the roles of theemergency services in arange of disaster or majoremergency situations

� critically evaluate, using video and media evidence,the role and organisation of the main emergencyservices in at least one recent disaster scenario

� explain the three levels of command and thesubsequent interrelationship of the emergencyservices

2 Investigate the emergencyplanning system

� explain the causes of three recent disasters andanalyse the variations in role and organisation of themain emergency services within each disaster

� review and evaluate how emergency planning isundertaken at national and local levels and definethe responsibilities of each organisation involved

� critically evaluate the need and value of majorincident exercises

3 Develop a simulated disasterscenario

� devise a simulated major incident scenario whichwould test the ability, in a table top exercise, of allagencies likely to be involved in such an incident, torespond to and deal with the situation

� explain the respective responsibilities of all agencieswhich could be involved in dealing with majorincidents

4 Evaluate the medium- andlong-term effects of a givendisaster

� using examples of past major disasters, in the UKand abroad, analyse the medium- and long-termeffects of three different disasters on the survivors,the bereaved, the members of the public servicesinvolved and the environment and consider theplanning considerations for the future

� research and analyse the effects and treatment forpost-traumatic stress disorder


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Guidance

Delivery

This unit has a practical focus and encourages personal research and contact with officers fromvarious public services. This can be achieved by arranging visits to public services to emphasisethe reality of dealing with a major disaster or incident. Visiting speakers can also be used toforge links with appropriate public services.

Case studies, videos, television news footage, television documentaries, role-play and live datacan be useful in examining the causes of disasters and incidents and highlighting problems tobe solved by the public services.

The design of a major incident scenario could be used for learners to carry out as a practicalexercise as well as offering an opportunity for learners to analyse the planning requirements fordealing with such a disaster. Discussion groups could be used to analyse and evaluate findingsfrom a given scenario, with learners being encouraged to identify, and critically comment upon,the complex problems to be solved by the public services involved.

Assessment


� an evaluation from video recordings of the roles and organisation of the emergency services

� a critique of the emergency planning system at local, regional and national level

� a design for a simulated disaster in table-top exercise form

� case study on a recent disaster, using research including interviews and availabledocumentation, and written with appropriate conclusions and recommendations

� an analysis of short, medium and long-term effects of a range of recent disasters.

Critical appraisal is the method most likely to be effective in generating the necessary evidenceby using researched factual material within an academically rigorous submission of evidence.Presentation can be in assignment or research project form, or as visually-aided oralpresentations.

Links

This unit can be linked successfully with Unit 2: Managing People in Public Services, Unit 4:Management of Health and Safety in Public Services and Unit 11: Stress Management in thePublic Services.



� moral and ethical: when learners are discussing the medium and long-term effects ofdisasters

� social and cultural: when learners are discussing the medium and long-term effects ofdisasters.


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� environmental issues: when learners are discussing the medium and long-term effects ofdisasters

� health and safety: when learners are discussing the role and responsibilities of the differentpublic services during major disasters

� European developments: when learners are discussing legislation affecting the emergencyservices and the environment.


Resources

Resource material should include a copy of a local disaster plan for one or more of theemergency services as well as local emergency planning department plans.

There are opportunities to include visiting speakers such as emergency planning officers,emergency service command staff, and voluntary agencies. The following may be of help whendelivering this unit:

� publications, videos and training seminars from the Emergency Planning College –www.underoak.co.uk

� literature, reports and live data from public services and local authority offices

� participation in civil protection exercises

� access to emergency facilities

� video recordings of actual disasters or media coverage of disasters will be essential.

Support materials

Textbooks

� Guide to Emergency Planning (Paramount Publications, 1992) ISBN 094766503X

� Wallace W A – Management of Disasters and their Aftermath (BMJ Publishing Group,1994) ISBN 0727908413

� Brook R – An Introduction to Disaster Theory for Social Workers (Social WorkMonographs, 1990) ISBN 0946751706

Other publications


� Emergency Planning Guidance to Local Authorities – (HMSO, 4 volumes – various dates)

� HMSO – Dealing with Disaster (HMSO, 1992)

� Dealing with Fatalities During Disasters: Report of the National Working Party (HomeOffice, 1994)

� Great Britain Disasters Working Party: Disasters, Planning for a Caring Response(HMSO, 1991)

� Rescue: A History of British Emergency Services (Channel 4 Television, 1994)


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� Local Government Finance (England) – Special Grant Report (No. 49) (Stationery Office,1999)

� Health and Safety Executive – A Guide to the Control of Major Accident HazardsRegulations 1999 (Sudbury, 1999)

Publications and documents from the Emergency Planning College including:

� Emergency Planning College – Crisis and the Media (Easingwold Paper No 2, 1991)

� Emergency Planning College – Lessons Learned from Crowd-Related Disasters(Easingwold Paper No 4, 1992)

� Emergency Planning College – Problems Associated with Large-Scale Evacuations(Easingwold Paper No 5, 1993)

� Emergency Planning College – A Digest of Some Well-Known Disasters (Easingwold PaperNo 8, 1994)

� A Caring Response to Major Disaster

� A Co-ordinated Response to Disaster

� Home Office Emergency Planning College

� N Wales (Towyn) Floods

� Response to Civil Disaster

� The Clapham Rail Crash


� Ambulance UK

� Disasters

� Fire

� Firefighter

� In Attendance

� On the Bell

� Police Review

Websites


� Emergency Planning for Nuclear Accidents www.rpii.ie

� UK Government Information on Emergenciesand Disasters

www.co-ordinate.gov.uk

� Maritime and Coastguard Agency www.mcga.gov.uk

� Emergency Planning Society www.emergplansoc.org.uk

� Association of Ambulance Trusts www.ambex.co.uk

� Emergency Planning College www.epcollege.gov.uk

� British Red Cross – Disaster CounsellingMaterials

www.redcross.org

� Links to Relief Agencies www.act-intl.org

� Information on Major Emergencies www.nlm.nih.org


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� Education in Emergencies and Disasters www.unicef.org

� Department for International Development www.dfid.gov.uk

� Community Safety Site www.derbyshire-fire-service.co.uk

� Road Safety Site www.herts.police.uk

� Royal Society for the Prevention ofAccidents

www.rospa.co.uk

� London Emergency Services Liaison Panel www.leslp.gov.uk

� The Fire Service College – Morton in Marsh www.fireservicecollege.ac.uk

� National Safety Council www.nsc.org

� Major Airline Disasters www.airdisaters.co.uk

� Tornado and Storm Research Organisation www.torro.org.uk



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Unit 17: Activity Management


Description of unitThe aim of this unit is to enable learners to manage public service sector outdoor activities andresidential experiences. The unit will enable learners to recognise the central role of an outdooror a residential activity as a training event for personnel drawn from both operational andsupport areas across one of the public services.

The unit focuses on the knowledge, skills and understanding required to oversee themanagement of an outdoor activity, residential or training event, from the planning stagethrough to implementation, review and evaluation. It also highlights the profile of such eventswith client groups.

The unit will be achieved through a practical activity as well as through an element of research.The activity must demonstrate an in-depth knowledge of the theoretical and practical issuesassociated with this management function.


1 Investigate relevant legislation and guidelines regarding the management of outdooractivities and residential experiences

2 Take part in the strategic planning of outdoor activities or residentials

3 Demonstrate the ability to manage, review and evaluate outdoor activities or residentials

4 Investigate the impact of management, leadership and group work skills in theundertaking of outdoor activities or residentials.


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Content

1 Legislation and guidelines

Legislation: UK legal and ethical framework of responsibility, licensing, permits,accreditation, health and safety, site inspection and selection

Guidelines: National Governing Body (NGB), national guidelines, codes of practice,government circulars, personal and group responsibility, policies in support of people withparticular needs

2 Strategic planning

Planning: statutory requirements, identification and availability of resources, timescaleplanning, critical path analysis, contingency planning, risk assessment and monitoring,budgeting, liaison with service providers and suppliers

Objective setting: corporate identity, mission statement, strategies, organisational policiesand procedures, external influences, client needs, employee expectations

3 Manage, review and evaluate

Manage: prioritising workloads, setting work objectives, time management, channels ofcommunication, allocation of resources both physical and human, delegating responsibility,co-ordinating and controlling activities, working within organisational constraints andlimitations, meeting objectives

Review: practical application of procedures, the feedback loop, performance standards andindicators, information gathering, managing quality and monitoring systems, measuring andcorrecting performance, problem solving and decision making

Evaluate: identifying opportunities for improvement, planning, proposing andimplementing changes to improve operations, identifying the wider implications of changewithin the organisation

4 Management, leadership and group work skills

Management: structuring tasks and groups, motivating people to work well, directingoperations, co-ordinating the activities of individuals and groups, communicatinginstructions and receiving information

Leadership: major categories of styles, effectiveness and appropriateness of each withindifferent situations, contingency theories, motivation theories, internal and external factors

Group work: identifying stages in group development, group dynamics, group roles andselection, conflict resolution, decision making, group behaviour and discipline to achievegoals, internal and external activities


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1 Investigate relevantlegislation and guidelinesregarding the management ofoutdoor activities andresidential experiences

� explain the main requirements of the variousstatutes affecting the management of outdoor andresidential activities

� describe different forms of licensing bodies,accreditation centres, codes of practice and ethicalframeworks of responsibility in relation toappropriate national guidelines

� explain how outdoor and residential activities canbe adapted in order that people with particular needsmay participate

2 Take part in the strategicplanning of outdoor activitiesor residentials

� examine objectives of the activity or residential anddocument all research

� prepare a plan of events for a given activity orresidential which responds to regulatory andresource requirements, identifies potential problemsand includes appropriate contingency plans

� produce and explain a budget and timescales usedfor planning an activity or residential explain theterm ‘risk assessment’

� prepare a risk assessment plan for a given activity orresidential

3 Demonstrate the ability tomanage, review andevaluate outdoor activities orresidentials

� explain the appropriate management skills requiredto co-ordinate the activities of individuals andgroups

� demonstrate the ability to communicate effectivelywith client groups and operational personnel

� produce appropriate documentation to gather clientfeedback

� analyse the findings and relate these to theimplementation of future operations

4 Investigate the impact ofmanagement, leadershipand group work skills in theundertaking of outdooractivities or residentials

� examine and evaluate the skills and attributesrequired to manage a group for a given activity orresidential

� explain the basis of teamwork and models ofleadership

� evaluate the leadership qualities needed tosuccessfully manage a group undertaking an activityor residential


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Guidance

Delivery

This is an ‘active’ unit, which ideally mixes the development of practical experience withtheoretical input. Delivery methods should include lectures, discussions, case studies, videos,practical workshops, guest speakers, individual tutorials, project supervision and grouptutorials.

Wherever possible, visits to relevant destinations, eg outward bound centres, youth hostels,management centres and residential facilities are an effective way of enabling learners to fullyunderstand the planning, management and review of an outdoor activity, residential or trainingevent. This approach can be applied to all outcomes of the unit.

Direct consultation with specialist personnel from public service organisations can be used toenhance both delivery and learning. Role-play can be used to enable learners to understand thedifficulties surrounding the provision of services to client groups with a diverse range of needs.

Learners should be encouraged to develop their skills and knowledge in a learning environment,and then in more realistic settings.

Assessment

In order to achieve evidence for this unit, learners should undertake the planning,implementation and evaluation of a series of outdoor activities or residentials. These shoulddiffer in nature, scope and size, and provide opportunities for learners to undertake a range ofroles in a practical situation. They should involve both internal and external venues in order toprovide appropriate experience. Evidence of outcomes may be in the form of any of thefollowing:

� a learner information pack, which would involve the learner investigating the relevantlegislation and guidelines regarding the management of outdoor activities and residentialexperiences

� a written report on a series of practical exercises which require learners to work with alocal public service organisation to plan, run and review outdoor activities or residentials

� learners could in small groups or individually, plan and deliver a development and learningprogramme as an integral part of a substantial (ie two – three day) outdoor activity orresidential experience for a ‘client’ group similar to themselves

� an investigation into the provision of services to client groups with a diverse range of needs

� assessed role-playing of the design, implementation, management and review of an outdooractivity, residential or training event

� a reflective logbook and portfolio of documentation generated will provide evidence oftasks and responsibilities undertaken.

Learners will require close supervision and organised tutor support in order to design anactivity, residential or training event that is realistic and achievable within the scope and rangeof the unit. It is recommended that peer, self and client review could form a valuable addition totutor observation and assessment.


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Links

This unit can be linked successfully with Unit 2: Managing People in Public Services, Unit 4:Management of Health and Safety in Public Services, Unit 9: Equal Opportunities and Unit 18:Managing Physical Activity.


� Unit A2: Manage activities to meet requirements

� Unit A4: Contribute to improvements at work

� Unit B2: Manage the use of physical resources

� Unit B3: Manage the use of financial resources

� Unit C8: Select personnel for activities

� Unit C10: Develop teams and individuals to enhance performance

� Unit D4: Provide information to support decision making

� Unit G1: Contribute to project planning and preparation

� Unit G2: Co-ordinate the running of projects.



� moral and ethical: when learners are discussing the management of individuals duringoutdoor activities or residentials

� social and cultural: when learners are discussing the management of individuals duringoutdoor activities or residentials.

Delivery of this unit can also raise learners’ awareness of, environmental issues, health andsafety considerations in the following ways:

� environmental issues: when learners are investigating relevant legislation and guidelines forthe management of outdoor activities and residentials

� health and safety: when learners are discussing the management of individuals duringoutdoor activities or residentials.


Resources

Learners should obtain information packs and guides on licensed outdoor activity andresidential centres from local authorities and the Adventure Activities Licensing Authority. Theinternet provides a number of useful sites (in particular www.aala.org).

There are many monthly publications focused on one or more outdoor activity, whose backissues form extensive reference material. Some examples include Horizons, High, Canoe Focus,Footloose and Climber and Rambler.


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Support materials

Textbooks

� Dalley S – Accommodation for Groups (Backpackers Press, 1997) ISBN 0952338165

� Dubost S and Knight P – Group Activities for Personal Development (SpeechmarkPublishing Ltd, 2001) ISBN 0863883370

� Forsyth P – Running An Effective Training Session (Gower Publishing, 1994)ISBN 0566076195

� Graham J – Outdoor Leadership Handbook (Mountaineers Books, 1997)ISBN 0898865026

� Havens M – Bridges to Accessibility (Russell Square House Publishing Ltd, 1996)ISBN 0840378912

� Hickson A – Creative Action Methods in Groupwork (Speechmark Publishing Ltd, 2001)ISBN 0863884075

� Jones K – Icebreakers (Gulf Publishing Company, 1997) ISBN 0884154076

� McCann, Erickson and Windsor – The Duke of Edinburgh’s Award Handbook (Duke ofEdinburgh’s Award Scheme, 2000) ISBN 0905425154

Other publications

� Adventure Activities Licensing Authority (Cardiff) – Guidance Documentation on theAbove Legislation

� Adventure Education – The Outdoor Source Book

� Christopher E and Smith L – Leadership Training

� HMSO Publishing – Five Steps to Risk Assessment (Health and Safety Executive)

� HMSO Publishing – The Activity Centres (Young Persons’ Safety Act) (1995)

� HMSO Publishing – The Adventure Activities Licensing Regulations (1996)

� Hunt J – Ethical Issues in Experiential Education

� Hunt J and Hitchin P – Residential Course Planner

� Nicholls D – Health and Safety Manual

� Ogilvie K – Leading and Managing Groups in the Outdoors

� Parker G and Kropp R – Team Building: A Source of Activities for Trainers

� SCOPE – Leisure and Outdoor Activities: Safety Guidelines

� Smart Dr P – Evaluating Training

� St John Ambulance, British Red Cross – First Aid Manual Volume 7 (Dorling Kindersley,2002)


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� Canoe Focus

� Climber

� Footloose

� High

� Horizons

� Rambler

Websites

Websites that support the development of this unit include those of public service associationsand employers. The following may be useful:

� Adventure Activities Licensing Authority www.aala.org

� Association for Outdoor Learning www.adventure-ed.co.uk

� Black Mountain Activities www.blackmountain.co.uk

� British Red Cross www.redcross.org.uk

� Department for Employment and Education www.dfee.gov.uk

� Devon County Council www.devon-cc.gov.uk

� Ecotravel www.ecotravel.com


� Mountain Gear www.mgear.com

� National Parks of the Southwest www.swparks.com

� Outdoor Channel www.outdoorchannel.com

� Outdoor World Magazine www.basspro.com/medial.com

� St John Ambulance www.sja.org.uk

� The Duke of Edinburgh’s Award www.theaward.org

� The Stationery Office www.ukstate.com

� World Outdoor Web www.w-o-w.com



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Unit 18: Managing Physical Activity


Description of unitThe aim of this unit is to develop learners’ understanding of the issues relating to physicalfitness in the public services. The unit has a practical focus that provides learners with theopportunity to identify the differing standards of fitness required for continuing employment inthe various public service organisations.

This unit will allow learners to examine the principles of fitness training methods, design afitness programme for a specific public service role and evaluate its overall effectiveness.Learners will further apply their knowledge and understanding by undertaking an analysis ofhow effective physical fitness programmes can benefit individual public services in general.


1 Describe and compare fitness needs for public service personnel in their different roles

2 Examine the components of physical fitness and explain the principles of the variousfitness training methods

3 Create a fitness programme suitable for a specified role in a public service and evaluate itseffectiveness

4 Explore how the implementation and use of effective physical fitness programmes canbenefit the public services.


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Content

1 Fitness needs

Public service fitness requirements for recruits: strength, power, flexibility, stamina, speedand agility; testing procedures for these areas and norms

Specific public service roles: eg firearms officer, paratrooper, marine, firefighter

The fitness needs for those roles: eg physical, mental, environmental and situationaldemands on individual’s fitness

2 Components of physical fitness

Fitness training principles: overload, specificity, variation, adaptability, reversibilityapplied to intensity, duration frequency and progression

Fitness and the individual: gender, body type eg mesomorphic, composition of muscle foranaerobic and aerobic exercise, personality

Types of fitness training programme: interval, fartlek, pyramids, plyometrics, long,continuous, circuits, stretching, resistance

3 Fitness programme

Measuring fitness components: testing procedures for multi-stage fitness test, cooper,estrand, sit and reach, standing broad jump, sergeant jump, back extensions, chin-ups

Exercise prescription and programme planning: group or individual programme, rewardsand incentives, instruction style and quality including motivation; goal setting to achievetargets

Causes of injuries whilst at work and training: job fatigue, safety, unfit for jobrequirements, over-worked and over-training; controversial and high riskexercises/activities, use of training equipment and free weights

Methods of preventing injuries: safety guidelines, risk assessment, warm up, cool down,specific training and rest periods

4 Effective physical fitness programmes

Physical and mental support: motivation, encouragement, awareness of others, competition

Self-defence training programmes: building confidence, reaction to others and environment

Barriers to effective training programmes: eg shift work, stress at work, personality

Benefits of effective training programmes: increased fitness levels, muscle tone, reactiontime, and concentration, decreased fatigue, weight, resting heart rate


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1 Describe and compare fitnessneeds for public servicepersonnel in their differentroles

� describe the physical fitness requirements of recruitsfor at least two public services

� analyse and compare the fitness requirements of atleast three different public service roles

2 Examine the components ofphysical fitness and explainthe principles of the variousfitness training methods

� describe the various components of physical fitnesstraining

� explain the important features of the principles offitness training

� evaluate the benefits of using a variety of fitnesstraining methods

3 Create a fitness programmesuitable for a specified role ina public service and evaluateits effectiveness

� analyse fitness levels achieved in a public servicefitness training programme

� develop a fitness programme for a specific rolewithin the public services

� identify possible injuries to public service personneland evaluate strategies for their prevention

4 Explore how theimplementation and use ofeffective physical fitnessprogrammes can benefit thepublic services

� evaluate the benefits of effective physical fitnessprogrammes for the public services

� explain how the public services could developfitness training in the future

� evaluate and compare the welfare structures in atleast two public services


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Guidance

Delivery

This is an ‘active’ unit that ideally mixes the development of practical experience withtheoretical input. Delivery methods should include formal lectures, case studies, videos, role-play, individual tutorials, practical workshops, project supervision and group tutorials.

Learners must be encouraged to actively contribute to their own learning experience throughdiscussion seminars and through practical experience in researching and compiling a fitnessprogramme for a specified role in a public service.

Liaison with fitness specialists drawn from local and national public services is highlyrecommended. Wherever possible visits to relevant public service organisations to observe, andtake part in, fitness programmes would be highly valuable. Guest speakers should be invited toadd relevance and validity.

Assessment

The following examples of evidence are suggestions, included as a guide to possible methods ofevidence collection. We encourage the integration of assignment methods wherever possible.Evidence of outcomes may be in the form of any of the following:

� a group research assignment, which demonstrates the fitness needs of personnel employedin the public services

� a case study, which explores the components of physical fitness and demonstrates theprinciples of training

� a presentation of the results of action research on the value of various fitness trainingmethods

� a role-play, which evaluates fitness levels and demonstrates strategies for injury prevention.

Links

This unit can be linked successfully with Unit 2: Managing People in Public Services, Unit 10:Human Resources in the Public Services and Unit 17: Activity Management.

This unit also relates directly to units in the NVQ level 4 in Management, particularlyUnit C10: Develop teams and individuals to enhance performance.



� environmental issues: when learners are discussing environmental and situational demandson an individual’s fitness

� health and safety: when learners are studying all aspects of this unit.



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Resources

This unit can be delivered in a variety of ways. Case studies, videos, relevant televisionprogrammes, student-centred learning and live data can all be used to enhance the delivery andlearning within this unit. Access to physical fitness training equipment is important, either on-site or through arranged visits.

There are many monthly publications focused on personal fitness programmes, whose backissues form extensive reference material. Some examples include FHS Faster, Higher,Stronger; Leisure Manager; Leisure Management and Sport Psychology.

Support materials

Textbooks

� Bean A – The Complete Guide to Sports Nutrition (A & C Black, 2003) ISBN 0713667419

� Blaxter M – Health & Lifestyles (Routledge, 1990) ISBN 0415001471

� Day E and Day K – Sports Fitness for Women (Batsford, 1986) ISBN 0713446927

� Eshuys J (et al) – Fundamentals of Health and Physical Education (Heinemann, 1991)ISBN 0435130005

� Farrally M – An Introduction to the Structure Of The Body (Coachwise, 1995)ISBN 1850601690

� Grisogono V – Sports Injuries: A Self-Help Guide (John Murray, 1989) ISBN 0719541115

� Howley E T and Franks D B – Health Fitness Instructor’s Handbook (Human Kinetics,1997) ISBN 0873229584

� Keay W – Duke of Edinburgh’s Award: Expedition Guide (Ordnance Survey, 1995)ISBN 0319008967

� Marieb E – Essentials of Human Anatomy & Physiology (Benjamin Cummings, 2002)ISBN 0805353852

� Ostrow A C – Directory of Psychological Tests in the Sports and Exercise Sciences(Fitness Information Technology, 2002) ISBN 1885693400

� Rosser M – Body Fitness and Exercise (Hodder and Stoughton, 2001) ISBN 0340789565

� Sprunt K – An Introduction to Sports Mechanics (National Coaching Foundation, 1996)ISBN 0947850392

� Watson A W S – Physical Fitness and Athletic Performance (Longman, 1996)ISBN 0582091101


� FHS Faster

� Higher

� Leisure Management

� Leisure Manager

� Sport Psychology

� Stronger


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Websites

The following websites may be useful:

� British Olympic Association www.olympics.org.uk

� Department for Culture, Media and Sport www.culture.gov.uk

� Fitness Resource www.netsweat.com

� Sports Media – physical education for everyone www.sports-media.org

� The Virtual Library of Sport www.sportsvl.com

� Which – independent magazine www.which.net



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Unit 19: Personal Outdoor Skills


Description of unitThis unit aims to develop learners’ basic technical skills in land and water-based outdooractivities. Through participation in a range of outdoor skills training, learners will becomeaware of, and begin to develop, the technical competencies that are required in the safemanagement of groups in the outdoors. Learners will understand the key issues essential topersonal safety when participating in outdoor activities. They will consider these safety issuesand their impact upon planning schedules, decision-making processes, and end decisions.Learners will demonstrate competence in basic first-aid skills, and consider the changingdynamics of administrating first aid and managing emergency procedures in the outdoors.Learners will also develop an understanding of the tools and frameworks used to criticallyevaluate themselves and others in the context of skill development in outdoor activities. Theywill complete a personal outdoor skills audit and within this understand the learning processesinvolved in the development of skill acquisition. Finally learners will complete an action planfor continued personal skill development. This will allow them to evaluate their current skilllevel in a variety of outdoor-based skills and identify personal progression in outdoor-basedskill development.


1 Demonstrate basic skills and techniques in water-based activities

2 Demonstrate basic skills and techniques in land-based activities

3 Examine the key issues in maintaining personal safety in an outdoor adventurousenvironment

4 Evaluate personal skill development in outdoor adventurous activities.


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Content

1 Water-based

Kayak: basic flat-water kayak strokes, safety techniques eg kayak rescues, eskimos rolls,river grading, analysis of strokes, handling of craft

Sailing: handling of craft, basic sailing skills, safety techniques eg rescue and selfassistance, rules of the road, weather and wind conditions, coastal environment, tidalsystems

Selection of equipment: appropriate equipment choice, safe management and storage ofequipment, hazards of using equipment

Water-based journey: journey planning, sustained skill performance, proficient use ofequipment, managing self effectively, environmental awareness, efficient route finding,awareness of group, effective decision making

2 Land-based

Navigation: map-reading skills, use of different maps, use of compass eg taking bearings,walking on bearings, navigation across varying terrain, micro-navigation skills egidentifying contour features, relocating position, pacing

Climbing: belaying techniques, climbing route choice, basic rope work and rope care,various single pitch climbing, various indoor wall climbing, competence in basic climbingskills, awareness of climbing hazards

Selection of equipment: appropriate equipment choice, safe management and storage ofequipment, hazards of using equipment

Overnight expedition: route planning, wild camping skills, proficient use of equipment,managing self effectively, environmental awareness, competence across different terrains,efficient route finding, awareness of group, effective decision making

3 Maintaining personal safety

Personal safety planning: sources of reference eg guide books, national governing bodies,periodicals, magazines; understanding of route cards and similar planning tools,identification of limiting factors, interpretation of risk factors

Decision making: consideration of factors such as weather, ability level, equipment, fitness,health problems and limitations, speed of change of variables, ability to manage riskassessments.

First aid/emergency procedures: knowledge of appropriate procedures eg place and people,demonstrating competent decision making, appropriate use of emergency equipment,awareness of risk factors of outdoor environment eg weather, hypothermia, emergencydistress signals


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4 Personal skill development

Personal outdoor skills audit: evaluation of actual skill level, using self, peer and tutorassessment against agreed criteria and alignment with governing body skill assessmentguidelines eg Mountain Walking Leader Training Board (MLTB), British Canoe Union(BCU)

Outdoor skill development and acquisition: learning styles, aspects of skill acquisition,stages of skills learning and progression, Kolb’s learning cycle

Action plan: objective setting using SMARTER goals, building engrams and cognitiveprocessing, attitudes to learning, progression of skills learning, awareness of governingbody skills assessment criteria eg MLTB, BCU


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1 Demonstrate basic skills andtechniques in water-basedactivities

� demonstrate core competencies in managing selfsafely in different water-based environments

� demonstrate a range of basic kayak skills on flatwater

� demonstrate a range of basic sailing skills

� select appropriate equipment for a range of water-based activities

� plan and carry out a water-based journey

2 Demonstrate basic skills andtechniques in land-basedactivities

� demonstrate core competencies in managing selfsafely across different outdoor terrain

� demonstrate a range of basic skills in effectivenavigation

� demonstrate a range of basic skills in climbingsafely

� select appropriate equipment for mountain-basedexpeditions and single pitch climbing

� plan and carry out an overnight expedition

3 Examine the key issues inmaintaining personal safetyin an outdoor adventurousenvironment

� plan effectively a wide range of outdoor-basedactivities and journeys

� demonstrate effective decision making whenparticipating safely in outdoor activities

� demonstrate First Aid key competencies

� demonstrate knowledge of emergency procedures ina wide range of outdoor activities

4 Evaluate personal skilldevelopment in outdooradventurous activities

� produce a personal outdoor skills audit

� analyse the stages of outdoor skills development

� evaluate the learning process of outdoor skillsacquisition

� produce an action plan for continued personaloutdoor skills development


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Guidance

Delivery

The unit provides the underpinning level of technical skills in outdoor activities that need to beachieved when working in an outdoors adventurous environment. This unit should, therefore,engage learners in their own skill development and be managed at the appropriate pace forindividual learning needs. The teaching approach should ensure that, alongside teachingphysical skills, care and attention is given to the psychological safety of participants. If theprogression of skills is introduced too rapidly, learners will fail to gain the underpinningconfidence and motivation required to continue skill development, as required in outdooradventurous activities.

Alignment with National Governing Body Awards may be appropriate, however, this shouldnot provide the focus for achievement in this unit. Instead the core competencies required inapproaching participation in a wide range of outdoor activities should be achieved, for examplepersonal safety, equipment choice, evaluation of personal skill, and appropriate skilldevelopment.

It would be useful for learners to consider risk assessment issues in the outdoor activities theyparticipate in. This will give them an understanding of how outdoor adventurous activities canbe managed safely. Although this unit is about individual performance, the dynamics of thegroup’s process still need to be attended to, and it would also be useful for learners to translatetheir own experience of learning outdoor skills to approaches taken to teaching in an outdoorenvironment.

Assessment

Learners should develop practical outdoor skills in a variety of outdoor-based activities. Theyshould demonstrate an ability to themselves competently and safely in a variety of outdooradventure environments. This should include at least one land-based and one water-basedactivity. They should be aware of the variety of factors that affect the completion of outdooractivities.

Learners should be demonstrating a growing level of understanding and confidence in theperformance of outdoor skills, alongside detailed awareness of the changing dynamics of avariety of outdoor adventurous environments. This unit is essentially practical and anappropriate assessment may include a learning log, which would contain an initial assessment,comments on skill development and a concluding action plan with appropriate goals. Alongsidethis would be a written assignment that gives a detailed plan of a land-based expedition orwater-based journey. This would then ensure that learners are not just assessed merely on theirphysical competence. This would also allow learners to demonstrate, along with skillperformance, competence in the stages of effective planning strategies, equipment choice, riskassessment and decision-making skills.

In the acquisition of outdoor skills learners should demonstrate an ability to break down skilldevelopment into progressive stages and evaluate their own levels of skill learning. Theyshould be able to demonstrate an ability to manage themselves independently in a variety ofoutdoor environments. This requires them to make appropriate equipment choices, appropriatechoices of outdoor venues, and an ability to be self-sufficient.


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Learners should examine the variety of National Governing Body Awards that providequalifications in outdoor activities and consider their own skill competencies in correlation tothese skill and assessment criteria. Learners would benefit from completing a recognised first-aid qualification and need to demonstrate knowledge of how first aid techniques are managed inoutdoor adventure environments. Where appropriate, learners may work towards theachievement of National Governing Body Awards, however, this should not become the keygoal of this unit’s study.

Links



� environmental issues: when a learner is planning and carrying out overnight expeditions

� health and safety: when learners are studying all aspects of this unit.


Support materials

Textbooks


� Andrews R. – Dinghy Sailing (Crowood, 1995) ISBN 1852239018

� Annat M – Canoeing: The Outward Bound Handbook (Ward Lock, 1995)ISBN 0706373081

� Bond B – The Handbook of Sailing (Pelham Books, 1992) ISBN 0720720168

� Fyffe A and Peter I – The Handbook of Climbing (Pelham Books, 1997) ISBN 0720720540

� Graham J – Outdoor Leadership: Technique, Common Sense and Self-confidence (Seattle:The Mountaineers, 1997) ISBN 0898865026

� Goddard D and Neuman U – Performance Rock Climbing (Stackpole Books, 1994)ISBN 0811722198

� Keay W – Land Navigation (Ordnance Survey, 1994) ISBN 0319008452

� Mcneill C, Cory-Wright J and Renfew T – Teaching Orienteering: Human Kinetics(Harvey House Publications, 1997) ISBN 0880118040

� Rowe R – Canoeing Handbook (Bromley Books) ISBN 0953139565

Videos

� British Mountaineering Council: Climbing Rock

� British Mountaineering Council: Safety on Mountains


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� Canoe Focus

� Canoeist

� Climber

� High

� Horizons

Websites


� The British Mountaineering Council www.thebmc.co.uk

� Royal Yachting Association www.rya.org.uk



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153

Unit 20: Arts and Entertainment


Description of unitThis unit is designed to give an over arching view of the arts and entertainment industry with aparticular emphasis on the management, operation and funding of live performance. The unitexplores the industry’s dynamic structure through an identification of trends in the public,private and voluntary sectors’ involvement in the world of the arts and entertainment. A rangeof activities and venues and the corresponding levels of public usage and support are explored.This will provide the learner with an insight into the management and operation of a range ofactivities and venues; the influence of contrasting financial practices and the underlying trendsin all three sectors of the arts and entertainment industry.

This unit has links with professional qualifications such as the Institute of Leisure and AmenityManagement Certificate and Diploma.


1 Investigate the range of activities offered by the public, private and voluntary sectors

2 Examine the influence of contrasting financial practices

3 Examine the management and operation of different types of venues

4 Investigate current and future trends in the arts and entertainment industry.


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Content

1 Range of activities

Activity: by type eg public, private, voluntary; by performers eg professional, semi-professional, amateur; by venue eg venue-specific, touring, festivals; by art forms eg liveperformance – including music, opera, theatre, dance, cabaret, comedy; visual arts andcrafts eg exhibitions; film and video eg recording, photography

Audiences: national usage figures, age and socio-economic breakdown, spectator andparticipatory activity, widening choice

Venues: dedicated spaces eg theatres, concert halls, arts centres, clubs, cinemas, galleries;non-dedicated spaces eg streets, schools, pubs, homes, outdoor spaces, community halls;urban rural provision

2 Contrasting financial practices

For-profit sector: (private) areas of provision eg cinemas, West End theatre, popular musicand recording industry, bingo, television, clubs; opportunity-led provision, commercialsponsorship

Not-for-profit sector: (public and voluntary) the role of the Government and fundingagencies, non-statutory provision, Arts Council, regional arts boards, local authorities,voluntary organisations eg 'Friends'; principles of revenue and capital subsidy, the NationalLottery, arts sponsorship; direct and indirect economic benefits

3 Management and operation

Influences: status ie for-profit, not-for-profit; direction eg programming, scheduling;administration eg staffing, budgeting, resource planning

Audience and performance needs: front-of-house operations, box office, security, cleaningand maintenance, catering and bars, technical and production staff, performers

Marketing needs: publicity, promotion, point-of-sale, media relations

4 Current and future trends

Employment: managerial and supervisory levels in each sector; marketing, technical,production, administration

Future trends: purpose-built, multi-purpose facilities, partnership funding, commercialapproach to management, new technologies, cultural provision as part of majorinternational sports events


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1 Investigate the range ofactivities offered by thepublic, private and voluntarysectors

� analyse the scope of the industry, differentiating andcomparing sectors

� classify the range of performing arts andentertainment activities against their audienceprofiles and venues

� explore audience backgrounds and levels of supportfor arts and entertainment activities, in particularwhy significant changes in such support haveoccurred

� explain how these findings influence the way inwhich activities are produced, where they are put onand how they are distributed to the public

2 Examine the influence ofcontrasting financialpractices

� describe the broad scope of the sector’s contributionto the national economy

� describe the principles of capital and revenue in theindustry

� compare contrasting types of commercial operationwithin the industry

� define the roles of national, regional and localfunding agencies and authorities including the roleof commercial and private sponsorship in the not-for-profit sector

� examine the relationship between types of artsproduction and the manner in which they are funded

3 Examine the managementand operation of differenttypes of venues

� explain why management and operational strategiesdiffer between types of venue, given differences inrevenue generation and other constraints

� explain how areas of work and responsibility areallocated to ensure effective venue administrationand direction and how sector activity affects suchpractice

� analyse how the needs of audiences andproduction/performance personnel affect currentmanagement practice

� describe the main promotional and advertisingmethods used by the industry


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4 Investigate current andfuture trends in the arts andentertainment industry

� analyse current opportunities and future trends inthe employment market

� identify possible future changes in the fundingarrangements, both capital and revenue, for arts andentertainment facilities

� describe the changing nature of facility design andconstruction

� explain possible changes in the managementregimes in arts and entertainment complexes of thefuture


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Guidance

Delivery

This unit uses both primary and secondary research methods, project-based enquiries, casestudy discussion and contact with arts practitioners and managers. This will enable the learnersto understand and explain the context within which arts practitioners operate.

It is advisable for research and analysis to be undertaken at two levels. It is important that at thenational level statistics such as participation rates by age gender and socio-economic groupingare identified and analysed. The complex nature of the industry however, means that obtainingsuch findings is time consuming and it is suggested that this work should be carried out inteams with information pooled.

At the local level learners could concentrate individually on the investigation of one or twocontrasting local venues and that the subsequent analysis of findings is undertaken within theover arching context of the national arts and entertainment industry.

Assessment

Assessment could be of a formative inter-linked nature to enable learners to develop and buildupon the knowledge and skills identified in the learning outcomes.

Assessment should be structured to allow and encourage learners to become engaged in boththe national and local contexts of the arts and entertainment industry. Assessment could includeopportunities such as:

� the national context through examination of nationally collated statistics (DCMS AnnualReports, Leisure Tracking Survey, the Henley Centre, Target Group Index, BMRBInternational, General Household Survey etc)

� material accessed through contacts with the industry and/or professional bodies eg sitevisits, visiting speakers etc

� the use of local facility and activity managers and practitioners who are willing to give apractical ‘value added’ dimension to the theory base.

Links



� moral and ethical: when learners are examining and discussing financial practices in thearts and entertainment world

� social and cultural: when learners are investigating the range of activities offered by allproviders in the arts and entertainment world.

Delivery of this unit can also raise learners’ awareness of, environmental issues and Europeandevelopments consistent with relevant international agreements in the following ways:

� environmental issues: when learners are discussing venues for arts and entertainment

� European developments: when learners are discussing future trends in the arts andentertainment world.


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Resources

There are many publications focused on Arts and Entertainment such as:

� local and national press

� company, agency, venue reports eg SWET, Arts Council, RABs, BBC

� local authority information eg economic development, tourism and visitor material

� professional bodies eg ILAM, EAM, LA

� Charitable Trust publications eg Carnegie, Gulbenkian, Rowntree

� statistics provided by eg DCMS Annual Reports, Leisure Tracking Survey, the HenleyCentre, Target Group Index, BMRB International, General Household Survey etc.

Support materials

Textbooks


� Pick J and Anderton M – Arts Administration (Spon Press, 1995) ISBN 041918970X

� Waters I – Entertainment, Arts and Cultural Services (Longman, 1994) ISBN 0582239052

� Torkildsen G – Leisure and Recreation Management (Spon Press, 1999)ISBN 041922940X


� Leisure Manager

� Leisure Management

� NME

� Sight and Sound

� The Stage

Websites


� 24-hour museum information www.24hourmuseum.org.uk

� Arts Council www.artscouncil.org.uk

� Department for Culture, Media and Sport www.dcms.gov.uk

� Institute of Leisure and Amenity Management www.ilam.co.uk

� Rank Group www.rank.com

� Regional Arts Organisations www.arts.org.uk

� What’s On www.whatson.com

� Yellow Pages www.yell.co.uk



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Unit 21: Heritage Management


Description of unitThe aim of this unit is to investigate heritage management and its role within the leisure sector.Through this unit learners will gain an awareness of definitions of heritage, the organisationsinvolved in the management of heritage, the role and importance of interpretation within theheritage industry and issues relevant to the heritage sector.


1 Investigate heritage within the contexts of natural, constructed and cultural resources

2 Explore the role of heritage attractions within the leisure industry

3 Examine the ownerships and organisations involved in the heritage industry

4 Explore the role of interpretation within the heritage industry.


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Content

1 Natural, constructed and cultural resources

Heritage: definitions of heritage, and analysis of its importance and interest

Natural: aspects of heritage including landscape, coastlines, national parks, forests,woodlands, wildlife, other habitats; the impact of the leisure industry on the conservationand sustainability of such sites

Constructed: the built heritage environment eg museums, buildings, monuments, artefacts,archaeological sites, transport and industrial heritage

Cultural heritage: the role of the heritage industry in shaping and sustaining culturalidentity; regional and national costume, song, dance, folklore and language

2 Role of heritage attractions

The use of heritage: education, research, recreation, entertainment

Importance: visitor levels and usage rates for exemplar sites, the overall status of heritageas a leisure activity, income generation

Conflicts of interest: access versus conservation, erosion, impact of visitors on sites andtheir immediate environments, the presentation of culture to visitors

The future of heritage: the conservation threats imposed by further growth, the potentialrole and impact of new technologies eg virtual reality

3 Ownerships and organisations

The ownership of heritage: sites in public and private ownership, their objectives andincome generation, their role in education and conservation; control of access andpreservation of cultural heritage; the role and operation of charitable trusts

Organisations: structure and broad remits of the National Trust, government agencies,quangos and voluntary bodies eg the Civic Trust, Environment Agency, the CountrysideCommission, the National Parks, wildlife trusts, government departments, regional/localauthority departments and specialist conservation groups

Roles and responsibilities: funding, advisory and legislative roles of relevant organisations;inter-relationships between heritage organisations

4 Role of interpretation

Interpretation: importance of interpretation to the visitor experience; the relevance of athematic approach to interpretation

Media for interpretation: published material, audio-visual, interactive technology, dramaand role-play, audio and other sensory techniques

Meeting audience needs: the importance of establishing audience needs for effectiveinterpretation; language levels, combination of interpretative media to achieve appropriateeffects


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1 Investigate heritage within thecontexts of natural,constructed and culturalresources

� define the term ‘heritage’ and categorise a range ofexamples

� evaluate potential conflicts between leisureactivities and the conservation of heritage resources

2 Explore the role of heritageattractions within the leisureindustry

� analyse the importance of heritage as a leisureactivity

� evaluate the potential role and impact of technologyon the heritage industry

3 Examine the ownerships andorganisations involved in theheritage industry

� identify different forms of ownership within theheritage industry

� explain the roles of a range of organisationsinvolved in the management of heritage sites

� summarise the structures of key heritageorganisations and their inter-relationships

4 Explore the role ofinterpretation within theheritage industry

� describe the role of interpretation within theheritage industry

� evaluate the various media relevant to interpretation

� prepare a basic interpretation plan for a specificheritage site which takes into account potentialaudiences and their needs


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Guidance

Delivery

Much of the background information required for this unit can be delivered through lecturesand seminars This should include a wide range of heritage case studies to help emphasise thediversity of the sector and the variety of organisations involved in the management of heritage.The delivery programme should include as many site visits as possible so that learners can beencouraged to evaluate a range of approaches to conservation and interpretation in practice.The nature of the unit content also permits a wide range of opportunities for independentresearch.

Using a case study approach within the assignment will promote the development of skills ofanalysis and synthesis. The consideration of issues such as conservation versus access withinthe unit is an ideal mechanism for developing analytical and critical skills.

Assessment

This unit could be assessed through the presentation of a comparative study of two heritagesites, one to be taken from each of two of the identified contexts.

The presentation could be in written format, or delivered orally. Where an oral presentation isused as the basis for assessment, the learner should submit relevant supporting material,including an account of research sources.

Whichever form of submission is used, the following areas should be included in the study:

� categorisation of the sites being compared

� an analysis of the scale of the sites in terms of their role as visitor attractions and theircontribution to local economies

� potential conflicts between leisure activities and the sustainability of the sites and theirlocal environments

� the impact of the different forms of ownership on the sites

� an outline of the heritage management organisations relevant to the sites and their potentialcontribution to their management and development

� an evaluation of existing forms of interpretation used in the sites, and a plan outlining theirimprovement using a range of media.

Links



� spiritual: when learners are discussing the role of heritage attractions

� moral and ethical: when learners are examining the ownership of a range of heritage sites

� social and cultural: when learners are discussing cultural heritage.


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Delivery of this unit can also raise learners’ awareness of, environmental issues in thefollowing ways:

� environmental issues: when learners are investigating the role of heritage in, for example,education and conservation, access versus conservation, erosion and threats to the future ofheritage.


Resources

Textbooks


� Ashworth G and Howard P (eds) – European Heritage Planning and Management(Intellect Books, 1999) ISBN 1841500054

� Goodey B – Heritage Interpretation Management (John Wiley and Sons, 1997)ISBN 0471971200

� Hall CM and McArthur S – Integrated Heritage Management (The Stationery OfficeBooks, 1998) ISBN 0471974048

� Hooper-Greenhill E – Museums and their Visitors (Heritage: Care and Management)(Routledge, 1994) ISBN 0415068576

� Merriman N – Beyond the Glass Case: the Past, the Heritage and the Public (University ofLondon Institute, 2000) ISBN 0905853377

Videos

� English Heritage: Living History

� English Heritage: Protecting our Past

� English Heritage: Sitework:

� English Heritage: The Past Replayed

� English Heritage: Role Up

� Fulcrum/Channel 4: Using Museums

� National Trust: A Watching Brief

� National Trust: Keeping House

Websites


Many relevant heritage management organisations have their own websites, for example:

� Castle Howard www.castlehoward.co.uk

� Longleat www.longleat.co.uk

� Shakespeare’s Stratford www.stratford.co.uk


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In addition most major heritage sites have their own websites, for example:

� English Heritage www.english-heritage.org.uk

� The Heritage Lottery Fund www.hlf.org.uk

� The National Trust www.nationaltrust.org.uk



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Annex A

Qualification codes

Each qualification title, or suite of qualification titles with endorsements, is allocated twocodes, as are the individual units within a qualification.

QCA codes

The QCA National Qualifications Framework (NQF) code is known as a QualificationAccreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unitcode.

The QCA qualification and unit codes will appear on the learner’s final certificationdocumentation.

The QANs for qualifications in this publication are:

100/3054/2 Edexcel Level 4 BTEC Higher National Certificate in Public Services

100/3059/1 Edexcel Level 4 BTEC Higher National Diploma in Public Services

Edexcel codes

The Edexcel codes enable approval, registration, assessment and certification, they will appearon documentation such as the Student Report Form (SRF) and the programme definition. TheEdexcel codes are not provided in this publication. The Edexcel codes will link automatically tothe QCA codes for certification purposes.

QCA and Edexcel codes

All QCA and Edexcel qualification and unit codes will be published in a booklet, which will bemade available on the Edexcel website. It will provide a comprehensive catalogue of all thequalifications and units available to centres. It will be useful for centres when making futuredecisions about centre choice units.


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Annex B

Qualification Requirement for BTEC Higher Nationals in Public Services

This Qualification Requirement should be read in conjunction with overarching guidance fromEdexcel.

Rationale

BTEC Higher Nationals using the title Public Services should be developed to focus on:

� providing education and training for a range of careers in public services

� providing opportunities for public services employees to achieve a nationally recognisedlevel four vocationally specific qualification

� providing opportunities for full-time learners to gain a nationally recognised vocationallyspecific qualification to enter employment in public services or progress to highereducation vocational qualifications such as a degree in Public Services or a related areasuch as Criminology, etc

� developing the knowledge, understanding and skills of learners in the field of publicservices

� providing opportunities for learners to focus on the development of higher level skills in apublic services context

� providing opportunities for learners to develop a range of skills and techniques andattributes essential for successful performance in working life.

Aims of the qualification

Qualifications in Public Services meet the needs of the above rationale by:

� equipping individuals with knowledge, understanding and skills for success in employmentin the public services

� enabling progression to an undergraduate degree or further professional qualification inPublic Services or a related area such as Criminology

� providing opportunities for specialist study relevant to individual vocations and contexts

� to support individuals employed or entering employment in the public services

� developing the individual’s ability in the public services through effective use andcombination of the knowledge and skills gained in different parts of the programme

� developing a range of skills and techniques, personal qualities and attributes essential forsuccessful performance in working life and thereby enable learners to make an immediatecontribution to employment

� providing flexibility, knowledge, skills and motivation as a basis for future studies andcareer development in public services.


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Mandatory curriculum

Managing people in public services: examining and analysing the public services,investigating the reasons for preferred hierarchical structures in both uniformed and non-uniformed services. The cultures commonly found within both uniformed and non-uniformedpublic services should be examined and explanations sought for their origins, in turn offeringthe opportunity to explore why public services are different to other organisations. Centralisingaround the importance of people as a key resource, and how this fits within the context ofemployment legislation and the processes and procedures commonly used in the publicservices. The exploration of the range of management skills and techniques required to workeffectively within both uniformed and non-uniformed public services should be included.Quantification within management approaches is emphasised together with the issuessurrounding psychometric testing of employees. Exploring the concept of leadership within amanagement context and the need for different approaches and management skills for bothuniformed and non-uniformed services, according to the context and personnel involved.

Financial resources in public services: introducing learners to the issue of funding and itsimportance to public service organisations as well as the financial constraints placed on publicservice organisations. Providing a general overview of funding sources and the issues whichinfluence funding. Examining the sources of finance and learning how to interpret and usefinancial information in the day-to-day management of public service organisations willdevelop the learners’ ability to identify sources of financial information and how these can beused in the decision-making process. Examine financial control within the services and how theexternal influences and requirements for financial accountability are managed. Understandingof the political context in which public service organisations must function involving anevaluation of the impacts of the external operating environment and the need to adoptorganisational strategies to ensure effective service delivery.

Management of health and safety in public services: assisting the learner to develop anunderstanding of welfare and safety issues in the workplace, exploring the relevant health andsafety legislation to identify the legal and ethical implications to public service organisations.Providing an opportunity to review current working practices and emergency policiesimplemented by a chosen public service including the roles, responsibilities and duty of careplaced upon an individual within that organisation. Providing an opportunity to demonstrateknowledge and understanding of safe working practices by undertaking risk assessment andproposing strategies for accident prevention. Also providing an introduction to the multi-agencyapproach adopted by public service organisations to deal with major incidents.

Government and the public services: providing an understanding of governmental structures,the associated legislative and policy-making powers examining this at various levels ofgovernmental authority, ranging from the European Union through national and regionalauthorities to local government. Examining public policy making and current political issues,placing these within the context of macroeconomic policy objective, and the instruments forachieving them. Also focusing on local and regional policies that affect public serviceorganisations.

Independent research into the public services: allowing learners to undertake a detailedstudy into an area of personal interest within the public services, the current culture andoperation and the issues which impact strongly on the service. The study should use bothprimary and secondary sources of information, and should be an exploration of a current majorissue facing a service. The study undertaken should build on knowledge, skills andunderstanding that have been achieved in other units.


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Sociological aspects of the public services: to develop learner awareness of the influencessociety has on individuals and groups and to focus on individuals’ ability to make decisions forthemselves. Examining structural influences and their impact on individuals and groups willenable them to apply this knowledge to public service organisation and management within thepublic services. This will involve an evaluation of how social structures impact on individualagencies and it will develop learners’ understanding of how workplace cultures can influenceemployees and service delivery.

Psychology and human behaviour: examining psychological theories and practices in relationto public service work. Developing an understanding of people, and how they inter-relate witheach other and with organisations. Learners will be able to evaluate their own personaldevelopment and will be able to demonstrate skills in interpersonal communication. Alsoexploring a range of motivation theories and to investigate the factors that lead to effectiveteamwork.

Optional curriculum

Equal Opportunities: to identify and critically discuss the sociological problems caused byprejudice and discrimination within society today, focusing on the analysis and assessment ofprovisions and protection in current legislation, including organisational policies and anti-discriminatory practices. Enabling learners to understand why prejudice and discriminationhave no place within the public services.

Human Resources in the public services: to provide an introduction to the concepts andpractices of Human Resource Management within the public services and an understanding ofthe personnel function through the consideration of systems and frameworks, which create andsustain the employment relationships within public services.

Stress management in the public services: to recognise the signs and symptoms of stress.

To investigate the meaning of the terms stress and stressors identifying the links to the publicservice, analysing current works and theories by acknowledged practitioners to provide anunder-pinning knowledge. Researching the psychological and physiological effects of stressexplaining how this impacts upon an individual and the subsequent changes in behaviourpatterns. There is an opportunity to research the policies and working practices adopted bychosen public service to combat stress in the work place, taking into account current legislation.Learners will be able to research and analyse the methodology adopted to tackle stress in thework place.

Global socio-political Issues: developing knowledge and understanding of current globalissues, many of which will have a direct impact on the public services. Gaining anunderstanding of how the institutions of the world work together, and the pressures put uponthem.

Technology and public services: to develop learners’ understanding of the role of technologyin the public services covering technological change in society at large, as well as developmentswithin the services, examining how both benefits and difficulties are managed. Focusing on theeffects of advancing technology on crime prevention, weapon systems and the design of publicservice equipment covering scientific concepts at a basic level, the emphasis being on thepractical way in which technology affects the functioning of the public service.

Criminology and safer communities: the aim of this unit is to give learners an opportunity tounderstand aspects of criminal behaviour and to examine and analyse the major criminalactivity theories. Focusing on the reporting, recording and interpretation of crime, as well as theefficiency of the Judicial System, offering the opportunity to explore concepts of crimereduction and the ‘Multi-Agency’ approach to safer communities.


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Justice and punishment: to provide learners with an opportunity to understand the concepts ofjustice and punishment, examining the composition, roles and responsibilities of the variouscriminal justice agencies, the magistracy and the judiciary, and recognising how they interact.Exploring the various sentencing options available to criminal courts when dealing with adult,juvenile and mentally disabled defendants, assessing the issue of consistency in sentencing bylooking at the practice and principles applied when sentencing defendants. Enabling the learnerto examine specific studies on crime prevention, and research into social, community andgovernment initiatives.

Managing disaster: to introduce learners to the roles and systems of the emergency services inthe event of a disaster occurring and an understanding of the need to plan, review and updatestrategies and procedures. Investigating contingency planning exercises carried out in advanceof a major incident occurring focusing on how incidents are dealt with and their possibleeffects.

Activity management: to manage public service sector outdoor activities and residentialexperiences enabling them to recognise the central role of an outdoor or a residential activity asa training event for personnel drawn from both operational and support areas across one of thepublic services. Focusing on the knowledge, skills and understanding required to oversee themanagement of an outdoor activity, residential or training event, from the planning stagethrough to implementation, review and evaluation and highlighting the profile of such eventswith client groups.

Managing physical activity: to develop learners’ understanding of the issues related tophysical fitness in the public services and providing the opportunity to identify different fitnessstandards and how personnel can maintain them effectively in particular roles.

Personal outdoor skills: to develop learners basic technical skills in land and water-basedoutdoor activities, through participation in a range of outdoor skills training, becoming aware ofand beginning to develop the technical competencies that are required in the safe managementof groups in the outdoors. Understanding the key issues essential to personal safety inparticipation in outdoor activities and considering these safety issues and their impact uponplanning schedules, decision-making processes, and end decisions. Demonstrating competencein basic first aid skills, and considering the changing dynamics of administrating first aid andmanaging emergency procedures in the outdoors. Developing an understanding of the tools andframeworks used to critically evaluate themselves and others in the context of skilldevelopment in outdoor activities, completing a personal outdoor skills audit and covering thelearning processes involved in the development of skill acquisition.

Arts and entertainment: to give an over-arching view of the arts and entertainment industrywith a particular emphasis on the management, operation and funding of live performance.Exploring the industry’s dynamic structure through an identification of trends in the public,private and voluntary sectors. Providing an insight into the management and operation of arange of activities and venues, the influence of contrasting financial practices and theunderlying trends in all three sectors of the arts and entertainment industry.

Heritage management: to investigate heritage management and its role within the publicsector, gaining an awareness of definitions of heritage, the organisations involved in themanagement of heritage, the role and importance of interpretation within the industry andissues relevant to heritage.

Professional body recognition

The BTEC Level 4 Higher Nationals in Public Services have been submitted for support to theInstitute of Fire Engineers, the Royal Navy, Royal Marines, Royal Air Force and Army. Thereis no single body that represents this sector.


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Links to National Standards

There is the opportunity for programmes in public services to provide some of the underpinningknowledge, understanding and skills for the Level 4 NVQ in Management.

Higher level skills and abilities

Learners will be expected to develop the following skills during the programme of study:

� analysing, synthesising and summarising information critically

� the ability to read and use appropriate literature with critical understanding

� the ability to think independently and solve problems

� the ability to take responsibility for their own learning and recognise their own learningstyle

� obtaining and integrating several lines of subject-specific evidence to formulate and testhypotheses

� applying subject knowledge and understanding to address familiar and unfamiliar problems

� recognising the moral and ethical issues of enquiry into public services and appreciating theneed for ethical standards and professional codes of conduct

� designing, planning, conducting and reporting on investigations.

Entry prerequisites

There are no particular entry requirements for this qualification, Please refer to Edexcelguidance on entry requirements (to be developed). Learners who enter with at least one of thefollowing are likely to benefit more readily from a public services programme:

� a BTEC National Certificate or Diploma in Public Services or Business, or a similardiscipline

� an AVCE/Advanced GNVQ in an appropriate vocational area

� a GCE Advanced level profile which demonstrates strong performance in a relevant subjector an adequate performance in more than one GCE subject. This profile is likely to besupported by GCSE grades at A* to C

� other related Level 3 qualifications

� an Access to Higher Education Certificate awarded by an approved further educationinstitution

� related work experience.


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Annex C

Wider curriculum mapping

Issues

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Spiritual � � � � � � �

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Environmental issues � � � � � � � � � � � �

Health and safetyconsiderations

� � � � � � � �

European developments � � � � � � � �


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Annex D

National Occupational Standards

Mapping against the Level 4 NVQ in Management

The following grid maps the knowledge covered in the Level 4 NVQ in Management against the underpinning knowledge of the Edexcel Level 4 BTEC HigherNational Certificate/Diploma in Public Services.

HNC/D titles

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Unit A2: Manage activities to meetrequirements

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Unit A4: Contribute to improvementsat work

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Unit B2: Manage the use of physicalresources

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Unit B3: Mange the use of financialresources

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Unit C5: Develop productiveworking relationships

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Unit C8: Select personnel foractivities

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HNC/D titles

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Unit C10: Develop teams andindividuals to enhance performance

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Unit C15: Respond to poorperformance in your team

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Unit D4: Provide information tosupport decision making

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Unit G1: Contribute to projectplanning and preparation

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Unit G2: Co-ordinate the running ofprojects

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st220703\LT\PD\LEVELS 1-4 2003 B013371 HN IN PUBLIC SERVICES L4.DOC.1-185/2

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