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Edexcel Level 3 Award, Certificate and Diploma in Cleaning Supervision Skills (QCF)

Specification

Edexcel competence-based qualifications First registration November 2011

Issue 2

Pearson Education Ltd is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Ltd administers work-based qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

This document is Issue 2. The key change to include five additional optional units to optional group C is sidelined. Centres will be informed of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com

References to third party material made in this specification are made in good faith. Edexcel 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 include textbooks, journals, magazines and other publications and websites.)

Authorised by Martin Stretton Prepared by Amy Weaver

Publications Code BA034960

All the material in this publication is copyright © Pearson Education Limited 2013

Contents

Qualification titles covered by this specification 1

Key features of the Level 3 Award, Certificate and Diploma in Cleaning Supervision Skills (QCF) 2

What is the purpose and benefits of these qualifications? 2

Who are these qualifications for? 2

What are the potential job roles for those working towards these qualifications? 2

What progression opportunities are available to learners who achieve these qualifications? 3

What is the qualification structure for the Level 3 Award in Cleaning Supervision Skills (QCF)? 4

What is the qualification structure for the Level 3 Certificate in Cleaning Supervision Skills (QCF)? 5

What is the qualification structure for the Level 3 Diploma in Cleaning Supervision Skills (QCF)? 6

How are the qualifications graded and assessed? 8

Types of evidence (to be read in conjunction with the assessment principles in Annexe D and the evidence requirements in Annexe E) 9

Centre recognition and approval 10

Centre recognition 10

Approvals agreement 10

Quality assurance 10

What resources are required? 10

Unit format 11

Units 13

Unit 1: Supervise cleaning staff 15

Unit 2: Contribute to the implementation of systems and best practice in cleaning 21

Unit 3: Support equality, diversity and individual rights in the workplace 25

Unit 4: Develop and implement a risk assessment plan in own area of responsibility 29

Unit 5: Monitor and solve customer service problems 33

Unit 6: Give customers a positive impression of yourself and your organisation 37

Unit 7: Contribute to the control of resources 41

Unit 8: Supervise the cleaning of food areas 47

Unit 9: Provide guidance, resources and support to enable staff to minimise the risks of spreading infection when cleaning 53

Unit 10: Maintain a sustainable environment in cleaning 57

Unit 11: Train and develop cleaning staff 61

Unit 12: Examine staff turnover issues and recruit staff in a cleaning environment 67

Unit 13: Set objectives and provide support for team members 73

Unit 14: Working in Facility Services 77

Unit 15: Understanding performance management 79

Unit 16: Encourage colleague involvement in recycling 83

Unit 17: Principles of managing and resolving conflict in the workplace 87

Unit 18: Implement quality management systems 91

Further information 93

Useful publications 93

How to obtain National Occupational Standards 93

Professional development and training 94

Annexe A: Progression pathways 95

The Edexcel qualification framework for the cleaning sector 95

Annexe B: Quality assurance 97

Key principles of quality assurance 97

Quality assurance processes 97

Annexe C: Centre certification and registration 99

What are the access arrangements and special considerations for the qualifications in this specification? 99

Annexe D: Assessment Principles 101

Annexe E: Asset Skills Evidence Requirements 115

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

1

Qual

ific

atio

n t

itle

s co

vere

d b

y th

is s

pec

ific

atio

n

This

spec

ific

atio

n g

ives

you t

he

info

rmation y

ou n

eed t

o o

ffer

the

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in C

lean

ing

Super

visi

on S

kills

(Q

CF)

:

Qu

alifi

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on

tit

les

Qu

alifi

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N

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) A

ccre

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600/3

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Edex

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te in C

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ing S

uper

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(Q

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600/3

293/5

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Edex

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in C

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uper

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600/3

294/7

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Thes

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within

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they

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rec

ruited

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the

centr

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d r

egis

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ith E

dex

cel.

BA034960 – Specification – Edexcel Level 3 Award, Certificate and Diploma in Cleaning Supervision Skills (QCF) – Issue 2 – February 2013 © Pearson Education Limited 2013

2

Key features of the Level 3 Award, Certificate and Diploma in Cleaning Supervision Skills (QCF)

These qualifications:

are nationally recognised

are based on the Cleaning National Occupational Standards (NOS). The NOS, assessment principles and qualification structure(s) are owned by Asset Skills.

The Edexcel Level 3 Diploma in Cleaning Supervision Skills (QCF) has been approved as one of the components required for the Cleaning and Environmental Services Apprenticeship framework. The qualification has been designed to assess the knowledge and competence required to work in the sector.

What is the purpose and benefits of these qualifications?

These qualifications are designed for those in the cleaning industry who are either in a supervisory role or who wish to progress into a supervisory role. The qualifications require individuals to demonstrate competence against National Occupational Standards (NOS) which are based on the needs of the cleaning industry as defined by Asset Skills, the Sector Skills Council. As such they contribute to the development of skilled labour in the sector.

Who are these qualifications for?

These qualifications are for all learners aged 16 and above who are capable of reaching the required standards.

Edexcel’s policy is that the qualifications should:

be free from any barriers that restrict access and progression

ensure equality of opportunity for all wishing to access the qualifications.

Centres should be aware that for the Level 3 Certificate and Diploma qualifications, learners will be required to meet the demands of a mandatory level 4 unit, ie Unit 4 Develop and implement a risk assessment plan in own area of responsibility. Centres are advised to consider the opportunities they give to learners to meet the demands of level 4 during delivery and assessment of this unit.

What are the potential job roles for those working towards these qualifications?

Cleaning supervisor

Facilities manager


3

What progression opportunities are available to learners who achieve these qualifications?

Learners can progress from the Edexcel Level 3 Award, to the Level 3 Certificate and from the Level 3 Certificate to the Level 3 Diploma in Cleaning Supervision Skills (QCF). There are also opportunities to progress to other Edexcel qualifications such as the Edexcel Level 3 Award, Certificate or Diploma in Facilities Management Practice (QCF), Edexcel BTEC Level 3 Certificate in Facilities Management (QCF) and other Edexcel qualifications in management. Further information is available in Annexe A.


4

What is the qualification structure for the Level 3 Award in Cleaning Supervision Skills (QCF)?

Learners must achieve a minimum of six credits. Four credits from the mandatory unit in Mandatory Group A and a minimum of two credits from Option Group B.

Individual units can be found in the Units section.

Unit number

Unit reference

Unit title Credit Level

Mandatory Group A

1 J/600/6363 Supervise cleaning staff 4 3

Option Group B

2 Y/600/6366 Contribute to the implementation of systems and best practice in cleaning

2 3

3 L/600/6414 Support equality, diversity and individual rights in the workplace

4 3

5 J/601/1515 Monitor and solve customer service problems

6 3

7 H/502/4097 Contribute to the control of resources

4 3

8 H/600/6418 Supervise the cleaning of food areas

3 3

9 K/600/6419 Provide guidance, resources and support to enable staff to minimise the risks of spreading infection when cleaning

4 3

10 D/600/6420 Maintain a sustainable environment in cleaning

3 3

11 H/600/6421 Train and develop cleaning staff 4 3

12 R/601/4871 Examine staff turnover issues and recruit staff in a cleaning environment

5 3

13 M/600/9600 Set objectives and provide support for team members

5 3


5

What is the qualification structure for the Level 3 Certificate in Cleaning Supervision Skills (QCF)?

Learners must achieve a minimum of 27 credits. Sixteen credits from Mandatory Group A, a minimum of five credits from Option Group B and a minimum of six credits from Option Group C.


Unit number

Unit reference


Mandatory Group A



2 3


4 3

4 L/600/9703 Develop and implement a risk assessment plan in own area of responsibility

6 4

Option Group B


6 3

6 L/601/0933 Give customers a positive impression of yourself and your organisation

5 2

Option Group C

7 H/502/4097 Contribute to the control of resources 4 3

8 H/600/6418 Supervise the cleaning of food areas 3 3


4 3


3 3



5 3


5 3


6

What is the qualification structure for the Level 3 Diploma in Cleaning Supervision Skills (QCF)?

The learner must achieve a minimum of 37 credits. Sixteen credits from Mandatory Group A, a minimum of five credits from Option Group B and a minimum of sixteen credits from Option Group C.


Unit number

Unit reference


Mandatory Group A



2 3


4 3

4 L/600/9703 Develop and implement a risk assessment plan in own area of responsibility

6 4

Option Group B


6 3

6 L/601/0933 Give customers a positive impression of yourself and your organisation

5 2

Option Group C

7 H/502/4097 Contribute to the control of resources

4 3

8 H/600/6418 Supervise the cleaning of food areas 3 3


4 3


3 3



5 3


5 3


7

Unit number

Unit reference


Additional Optional Group C units for Apprenticeship qualification

14 L/503/9631 Working in Facilities Services 3 2

15 J/503/9353 Understanding performance management

2 3

16 T/504/6198 Encourage colleague involvement in recycling

3 3

17 H/504/6200 Principles of managing and resolving conflict in the workplace

3 3

18 A/504/6199 Implement quality management systems

2 3


8

How are the qualifications graded and assessed?

The overall grade for each qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure.

To pass a unit the learner must:

achieve all the specified learning outcomes

satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

show that the evidence is their own.

The qualifications are designed to be assessed:

in the workplace or

in conditions resembling the workplace, as specified in the assessment requirements/strategy for the sector, or

as part of a training programme.

Asset Skills Assessment Principles

The assessment principles for these qualifications have been included in Annexe D. They have been developed by Asset Skills in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on:

criteria for defining realistic working environments

roles and occupational competence of assessors, expert witnesses,

internal verifiers and standards verifiers

quality control of assessment

evidence requirements

recognition of prior learning and experience. Evidence of competence may come from:

current practice where evidence is generated from a current job role

a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace

the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification

a combination of these.


9

It is important that the evidence is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Types of evidence (to be read in conjunction with the assessment principles in Annexe D and the evidence requirements in Annexe E)

To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the examples below.

Centres should also refer to the assessment requirements/evidence requirements section within individual units for further guidance on assessment and evidence requirements.

Evidence can include:

direct observation of the learner’s performance by their assessor (O)

outcomes from oral or written questioning (Q&A)

products of the learner’s work (P)

personal statements and/or reflective accounts (RA)

outcomes from simulation, where permitted by the assessment strategy (S)

professional discussion (PD)

assignment, project/case studies (A)

authentic statements/witness testimony (WT)

expert witness testimony (EWT)

evidence of Recognition of Prior Learning (RPL).

The abbreviations may be used for cross-referencing purposes.

Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.

Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.


10

Centre recognition and approval

Centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for and be granted centre recognition as part of the process for approval to offer individual qualifications. New centres must complete both a centre recognition approval application and a qualification approval application.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres already holding Edexcel approval are able to gain qualification approval for a different level or different sector via Edexcel online.

Approvals agreement

All centres are required to enter into an approvals agreement which is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any linked codes or regulations. Edexcel will act to protect the integrity of the awarding of qualifications, if centres do not comply with the agreement. This could result in the suspension of certification or withdrawal of approval.

Quality assurance

Detailed information on Edexcel’s quality assurance processes is given in Annexe B.

What resources are required?

Each qualification is designed to support learners working in the Cleaning sector. Physical resources need to support the delivery of the qualifications and the assessment of the learning outcomes and must be of industry standard. Centres must meet any specific resource requirements outlined in Annexe D and/or Annexe E.


11

Unit format

Each unit in this specification contains the following sections.

Unit title:

Unit reference number:

QCF level:

Credit value:

Guided learning hours:

Unit summary:

Assessment requirements/evidence requirements:

Recording of evidence::

Learning outcomes:

Assessment criteria:

Evidence type:

Portfolio reference:

Date:

The unit title is approved on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

All units and qualifications within the QCF have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional.

All units have a credit value. The minimum credit value is one, and credits can only be awarded in whole numbers. Learners will be awarded credits when they achieve the unit.

A notional measure of the substance of a qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time, such as directed assignments, assessments on the job or supported individual study and practice. It excludes learner-initiated private study.

This provides a summary of the purpose of the unit.

The assessment/evidence requirements are determined by the SSC. Learners must provide evidence for each of the requirements stated in this section.

Learning outcomes state exactly what a learner should know, understand or be able to do as a result of completing a unit.

The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved.

Learners must reference the type of evidence they have and where it is available for quality assurance purposes. The learner can enter the relevant key and a reference. Alternatively, the learner and/or centre can devise their own referencing system.

This provides guidance on how evidence can be recorded.

The learner should use this box to indicate where the evidence can be obtained eg portfolio page number.

The learner should give the date when the evidence has been provided.

This code is a unique reference number for the unit.


12


13

Units


14


15

Unit 1: Supervise cleaning staff

Unit reference number: J/600/6363

QCF level: 3

Credit value: 4

Guided learning hours: 32

Unit summary

This unit is about being responsible for the work of a team. It is about giving help to others when they need it and responding appropriately when disagreements arise.

Assessment requirements/evidence requirements

This unit is subject to:

Asset Skills principles of assessment which can be found in Annexe D

Asset Skills guidance on evidence requirements which can be found in Annexe E.

Recording of evidence

The types of evidence that are presented for assessment and the submission date can be entered against each assessment criterion. Alternatively, centre documentation should be used to record this information.

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

16

Lear

nin

g ou

tcom

es a

nd a

sses

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t cr

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ia

Learn

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mes

Ass

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BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

17

Learn

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BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

18

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

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Evid

en

ce

typ

e

Po

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e st

aff

can im

pro

ve t

hei

r per

form

ance

3.6

ex

pla

in t

he

import

ance

of

show

ing r

espec

t fo

r st

aff

mem

ber

s w

hen

pro

vidin

g f

eedbac

k

3.7

ex

pla

in t

he

import

ance

of

confiden

tialit

y w

hen

pro

vidin

g f

eedbac

k to

sta

ff

3.8

ex

pla

in h

ow

pro

vidin

g s

taff

with f

eedbac

k hel

ps

to

motiva

te t

hem

and g

ain t

hei

r co

mm

itm

ent

4.1

co

llect

rel

evan

t in

form

atio

n a

bou

t th

e w

ork

that

m

ust

be

pla

nned

4.2

id

entify

the

requirem

ents

that

must

be

met

and

the

reso

urc

es t

hat

are

ava

ilable

for

the

work

4.3

al

loca

te s

taff r

esourc

es in a

way

whic

h m

akes

bes

t use

of th

eir

abili

ties

4.4

al

loca

te p

hys

ical

res

ourc

es a

ccord

ing t

o re

quirem

ents

4.5

dev

elop c

ontingen

cy p

lans

for

thin

gs

that

may

not

go t

o p

lan

4.6

ch

eck

pla

ns

with a

ppro

priat

e peo

ple

4.7

re

view

and r

evis

e pla

ns

to t

ake

into

acc

ount

feed

bac

k an

d c

han

ges

in r

equirem

ents

or

reso

urc

es

4

Be

able

to p

lan t

he

work

of cl

eanin

g

staf

f

4.8

per

form

a b

rief

ing f

or

clea

nin

g s

taff o

n t

he

pla

ns

and c

hec

k th

eir

under

stan

din

g

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

19

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

obse

rve

clea

nin

g s

taff c

arry

ing o

ut

task

s to

en

sure

thei

r w

ork

mee

ts t

he

required

sta

ndar

d

5.2

pro

vide

staf

f w

ith s

upport

as

nec

essa

ry

5

Be

able

to m

onitor

the

work

of

clea

nin

g

5.3

dea

l w

ith a

ny

pro

ble

ms

as t

hey

arise

within

the

limits

of

ow

n r

esponsi

bili

ty

6.1

pro

vide

staf

f w

ith c

lear

, obje

ctiv

e fe

edbac

k as

so

on a

s poss

ible

aft

er t

he

even

t, in a

suitab

le

envi

ronm

ent

6.2

m

ake

const

ruct

ive

sugges

tions

to s

taff a

bout

how

th

ey c

an im

pro

ve t

hei

r per

form

ance

6

Be

able

to g

ive

clea

nin

g s

taff

feed

bac

k on t

hei

r w

ork

6.3

al

low

sta

ff t

he

opport

unity

to r

espon

d t

o fe

edbac

k an

d a

gre

e nex

t st

eps

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


20


21

Unit 2: Contribute to the implementation of systems and best practice in cleaning

Unit reference number: Y/600/6366

QCF level: 3

Credit value: 2


Unit summary

This unit is for cleaning supervisors and includes:

ensuring that the systems for cleaning are consistent with the organisation’s procedures

knowing what cleaning best practice is and helping to establish systems and methods that support this.

those areas which involve the learner’s statutory obligations, such as health and safety, and other decisions regarding the environment.







BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

22

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

id

entify

fac

tors

whic

h m

ay im

pac

t on

the

imple

men

tation o

f sy

stem

s an

d p

roce

sses

for

clea

nin

g o

per

atio

ns

1

Under

stan

d h

ow

sys

tem

s an

d

pro

cess

es f

or

clea

nin

g a

re

imple

men

ted

1.2

des

crib

e m

ethods

of c

omm

unic

atin

g info

rmat

ion

to s

taff r

egar

din

g s

yste

ms

and p

roce

sses

2.1

ex

pla

in t

he

import

ance

of

monitoring s

yste

ms

and

pro

cess

es

2.2

ex

pla

in h

ow

to iden

tify

sou

rces

of

bes

t pra

ctic

e in

cl

eanin

g s

yste

ms

and p

roce

sses

2.3

des

crib

e th

e m

ethods

to e

valu

ate

syst

ems

and

pro

cess

es

2

Under

stan

d h

ow

to m

onitor

and

eval

uat

e cl

eanin

g s

yste

ms

and

pro

cess

es

2.4

ex

pla

in t

he

pro

cess

for

report

ing o

utc

om

es o

f th

e ev

aluat

ion p

roce

ss

3.1

des

crib

e th

e fa

ctors

that

shou

ld b

e ta

ken into

ac

count

when

im

ple

men

ting s

yste

ms

and

pro

cess

es f

or

clea

nin

g

3.2

im

ple

men

t sy

stem

s fo

r th

e ef

fect

ive

per

form

ance

of

clea

nin

g w

hic

h:

co

mply

with leg

al r

equirem

ents

co

mply

with b

est

pra

ctic

e

co

ntr

ibute

to im

pro

ved p

erfo

rman

ce

3

Be

able

to im

ple

men

t sy

stem

s an

d

pro

cess

es f

or

clea

nin

g a

nd

com

munic

ate

thes

e to

sta

ff

3.3

ad

vise

sta

ff a

bout

new

sys

tem

s fo

r cl

eanin

g a

nd

pro

cedure

s th

at n

eed t

o b

e im

ple

men

ted

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

m

onitor

syst

ems

and p

roce

sses

and iden

tify

are

as

for

impro

vem

ent

4.2

id

entify

sourc

es o

f bes

t pra

ctic

e in

cle

anin

g

syst

ems

and p

roce

sses

to

assi

st e

valu

atio

n

4.3

ev

aluat

e sy

stem

s an

d p

roce

sses

in p

lace

and

chan

ge

them

as

required

4

Be

able

to m

onitor,

eva

luat

e an

d

pro

vide

feed

bac

k on

sys

tem

s an

d

pro

cess

es

4.4

re

port

fin

din

gs

of t

he

eval

uat

ion p

roce

ss t

o t

he

appro

priat

e per

son

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


24


25

Unit 3: Support equality, diversity and individual rights in the workplace

Unit reference number: L/600/6414

QCF level: 3

Credit value: 4


Unit summary

This unit is for supervisors in cleaning. It is about acknowledging the equality and diversity of people and their rights and responsibilities in the workplace. Whilst it is recognised that the learner is not always in a position to change and influence structures directly, they are expected to behave proactively against discrimination.







BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

26

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

def

ine

the

term

s:

eq

ual

ity

div

ersi

ty

dis

crim

inat

ion

1.2

ex

pla

in t

he

types

of in

equal

ity

and d

iscr

imin

atio

n

that

can

occ

ur

in t

he

work

pla

ce

1

Under

stan

d t

he

term

s eq

ual

ity,

div

ersi

ty a

nd d

iscr

imin

ation

1.3

ex

pla

in t

he

pote

ntial

im

pac

t of in

equal

ity

in t

he

work

pla

ce

2.1

lis

t th

e ar

eas

of

equal

ity

and d

iver

sity

leg

isla

tion

rele

vant

to t

he

work

ing e

nvi

ronm

ent

2.2

ex

pla

in o

wn r

ights

, ex

pec

ted b

ehav

iour

and

resp

onsi

bili

ties

in r

elat

ion t

o t

he

legis

lation

2

Under

stan

d t

he

legis

lation w

hic

h

pro

vides

equal

ity

in t

he

work

pla

ce

2.3

ex

pla

in h

ow

rig

hts

, ex

pec

ted b

ehav

iour

and

resp

onsi

bili

ties

rel

ate

to o

wn job r

ole

3.1

ex

pla

in h

ow

ow

n b

ehav

iour

can h

ave

a posi

tive

or

neg

ativ

e af

fect

in r

elat

ion t

o e

qual

ity

and d

iver

sity

in

the

work

pla

ce

3.2

des

crib

e ac

tivi

ties

that

enco

ura

ge

indiv

idual

s to

be

more

val

ued

in t

he

work

pla

ce

3

Under

stan

d h

ow

beh

avio

ur

can

support

equal

ity

and d

iver

sity

in t

he

work

pla

ce

3.3

des

crib

e w

ays

in w

hic

h w

ork

pla

ce c

om

munic

atio

n

support

s eq

ual

ity

and d

iver

sity

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.4

ex

pla

in t

he

inte

rnal

support

ava

ilable

to a

ddre

ss

issu

es o

f eq

ual

ity

and d

iver

sity

3.5

id

entify

how

ow

n b

ehav

iour

and t

hat

of

oth

ers

can

support

equal

ity

and d

iver

sity

in t

he

work

pla

ce

4.1

des

crib

e how

the

pro

motion o

f eq

ual

ity

and

div

ersi

ty c

an p

rote

ct p

eople

fro

m t

he

risk

of har

m

4.2

ex

pla

in t

he

ben

efits

of pro

moting e

qual

ity

and

div

ersi

ty in t

he

work

pla

ce

4

Under

stan

d t

he

import

ance

of

pro

moting e

qual

ity

and v

aluin

g

div

ersi

ty in t

he

work

pla

ce

4.3

id

entify

work

pla

ce p

roce

dure

s w

hic

h p

rom

ote

eq

ual

ity

and d

iver

sity

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


28


29

Unit 4: Develop and implement a risk assessment plan in own area of responsibility


QCF level: 4

Credit value: 6


Unit summary

This unit helps learners promote, monitor and review health and safety in own area of responsibility.

Centres are advised to consider the opportunities they give to learners to meet the demands of level 4 during delivery and assessment of this unit.


Assessment must be carried out in a way that is consistent with the requirements outlined in Annexe D.



BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

30

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

st

ate

the

legal

req

uirem

ents

that

apply

to o

wn

role

in r

elat

ion t

o h

ealth a

nd s

afet

y

1.2

co

nsu

lt w

ith s

pec

ialis

t ad

viso

r(s)

on h

ealth a

nd

safe

ty p

olic

y an

d p

roce

dure

s

1.3

ex

pla

in a

n o

rgan

isat

ion’s

hea

lth a

nd s

afet

y re

sponsi

bili

ties

1

Under

stan

d t

he

legal

req

uirem

ents

an

d p

erso

nal

res

ponsi

bili

ties

for

hea

lth a

nd s

afet

y w

ithin

an

org

anis

atio

n

1.4

des

crib

e hea

lth a

nd s

afet

y re

sponsi

bili

ties

in o

wn

area

of

resp

onsi

bili

ty

2.1

co

mm

unic

ate

an o

rgan

isat

ion’s

writt

en h

ealth a

nd

safe

ty p

olic

y to

indiv

idual

s w

ithin

ow

n a

rea

of

resp

onsi

bili

ty

2

Be

able

to p

rom

ote

the

import

ance

of

hea

lth a

nd s

afet

y pra

ctic

es

2.2

al

loca

te s

uffic

ient

reso

urc

es t

o d

eal w

ith h

ealth

and s

afet

y is

sues

in o

wn a

rea

of

resp

onsi

bili

ty

3.1

co

nsu

lt w

ith c

olle

agues

on h

ealth a

nd s

afet

y haz

ards

and r

isks

in o

wn a

rea

of

resp

onsi

bili

ty

3.2

ac

cess

hea

lth a

nd s

afet

y haz

ards

and r

isks

in o

wn

area

of

resp

onsi

bili

ty

3.3

id

entify

haz

ards

and r

isks

that

req

uire

action t

o b

e ta

ken t

o e

nsu

re c

om

plia

nce

with leg

al a

nd

org

anis

atio

nal

req

uirem

ents

3

Be

able

to e

nsu

re t

hat

haz

ards

and

risk

s ar

e id

entified

and m

anag

ed in

ow

n a

rea

of

resp

onsi

bili

ty

3.4

dev

elop a

nd im

ple

men

t a

pla

n in o

wn a

rea

of

resp

onsi

bili

ty

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

es

tablis

h p

roce

dure

s th

at m

onitor

hea

lth a

nd

safe

ty p

erfo

rman

ce in o

wn a

rea

of

resp

onsi

bili

ty

4.2

re

view

the

hea

lth a

nd s

afet

y per

form

ance

of

own

area

of

resp

onsi

bili

ty

4

Be

able

to m

onitor

and r

evie

w h

ealth

and s

afet

y per

form

ance

and p

olic

y in

ow

n a

rea

of

resp

onsi

bili

ty

4.3

re

view

the

hea

lth a

nd s

afet

y polic

y in

ow

n a

rea

of

resp

onsi

bili

ty

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


32


33

Unit 5: Monitor and solve customer service problems


QCF level: 3

Credit value: 6


Unit summary

This unit is all about solving immediate customer service problems and changing systems to avoid repeated customer service problems.


The assessment and quality assurance requirement for this unit provides evidence towards A and V units.




BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

34

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

re

spond p

osi

tive

ly t

o c

ust

om

er s

ervi

ce p

roble

ms

follo

win

g o

rgan

isat

ional

guid

elin

es

1.2

so

lve

cust

omer

ser

vice

pro

ble

ms

when

they

hav

e su

ffic

ient

auth

ority

1.3

w

ork

with o

ther

s to

solv

e cu

stom

er s

ervi

ce

pro

ble

ms

1.4

ke

ep c

ust

om

ers

info

rmed

of

the

actions

bei

ng

take

n

1.5

ch

eck

with c

ust

om

ers

that

they

are

com

fort

able

w

ith t

he

actions

bei

ng t

aken

1.6

so

lve

pro

ble

ms

with s

ervi

ce s

yste

ms

and

pro

cedure

s th

at m

ight

affe

ct c

ust

om

ers

bef

ore

cu

stom

ers

bec

om

e aw

are

of

them

1

Solv

e im

med

iate

cust

omer

ser

vice

pro

ble

ms

1.7

in

form

man

ager

s an

d c

olle

agues

of

the

step

s ta

ken t

o s

olv

e sp

ecific

pro

ble

ms

2.1

id

entify

rep

eate

d c

ust

omer

ser

vice

pro

ble

ms

2.2

id

entify

the

options

for

dea

ling w

ith a

rep

eate

d

cust

om

er s

ervi

ce p

roble

m a

nd c

onsi

der

the

adva

nta

ges

and d

isad

vanta

ges

of

each

option

2

Iden

tify

rep

eate

d c

ust

omer

ser

vice

pro

ble

ms

and o

ptions

for

solv

ing

them

2.3

w

ork

with o

ther

s to

sel

ect

the

bes

t option f

or

solv

ing a

rep

eate

d c

ust

om

er s

ervi

ce p

roble

m,

bal

anci

ng c

ust

om

er e

xpec

tations

with t

he

nee

ds

of

the

org

anis

atio

n

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

obta

in t

he

appro

val of so

meb

ody

with s

uffic

ient

auth

ority

to

chan

ge

org

anis

atio

nal

guid

elin

es in

ord

er t

o r

educe

the

chan

ce o

f a

pro

ble

m b

eing

repea

ted

3.2

ac

tion t

hei

r ag

reed

solu

tion

3.3

ke

ep t

hei

r cu

stom

ers

info

rmed

in a

posi

tive

and

clea

r m

anner

of

step

s bei

ng t

aken

to s

olv

e an

y se

rvic

e pro

ble

ms

3

Tak

e ac

tion t

o a

void

the

repet

itio

n o

f cu

stom

er s

ervi

ce p

roble

ms

3.4

m

onitor

the

chan

ges

they

hav

e m

ade

and a

dju

st

them

if

appro

priat

e

4.1

des

crib

e org

anis

atio

nal

pro

cedure

s an

d s

yste

ms

for

dea

ling w

ith c

ust

om

er s

ervi

ce p

roble

ms

4.2

des

crib

e th

e org

anis

atio

nal

pro

cedure

s an

d

syst

ems

for

iden

tify

ing r

epea

ted c

ust

om

er s

ervi

ce

pro

ble

ms

4.3

ex

pla

in h

ow

the

succ

essf

ul re

solu

tion o

f cu

stom

er

serv

ice

pro

ble

ms

contr

ibute

s to

cust

om

er loya

lty

with t

he

exte

rnal

cust

omer

and im

pro

ved w

ork

ing

rela

tionsh

ips

with s

ervi

ce p

artn

ers

or

inte

rnal

cu

stom

ers

4

Under

stan

d h

ow

to m

onitor

and

solv

e cu

stom

er s

ervi

ce p

roble

ms

4.4

ex

pla

in h

ow

to n

egotiat

e w

ith a

nd r

eass

ure

cu

stom

ers

while

thei

r pro

ble

ms

are

bei

ng s

olv

ed

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

36

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


37

Unit 6: Give customers a positive impression of yourself and your organisation


QCF level: 2

Credit value: 5


Unit summary

This unit is about communicating with customers, and giving a positive impression when dealing with customers. By doing this, the learner will also be giving a positive impression of their organisation and the customer service it provides.


The assessment and quality assurance requirement for this unit provides evidence towards A and V units.




BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

38

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

m

eet

thei

r org

anis

atio

n’s

sta

ndar

ds

of

appea

rance

an

d b

ehav

iour

1.2

gre

et t

hei

r cu

stom

er r

espec

tfully

and in a

frien

dly

m

anner

1.3

co

mm

unic

ate

with t

hei

r cu

stom

er in a

way

that

m

akes

them

fee

l va

lued

and r

espec

ted

1.4

id

entify

and c

onfirm

thei

r cu

stom

er’s

exp

ecta

tions

1.5

tr

eat

thei

r cu

stom

er c

ourt

eousl

y an

d h

elpfu

lly a

t al

l tim

es

1.6

ke

ep t

hei

r cu

stom

er info

rmed

and r

eass

ure

d

1

Est

ablis

h r

apport

with c

ust

om

ers

1.7

ad

apt

thei

r beh

avio

ur

to r

espond t

o d

iffe

rent

cust

om

er b

ehav

iour

2.1

re

spond p

rom

ptly

to a

cust

om

er s

eeki

ng h

elp

2.2

ch

oose

the

most

appro

priat

e w

ay t

o c

om

munic

ate

with t

hei

r cu

stom

er

2.3

ch

eck

with t

hei

r cu

stom

er t

hat

they

hav

e fu

lly

under

stood t

hei

r ex

pec

tations

2.4

re

spond p

rom

ptly

and p

osi

tive

ly t

o t

hei

r cu

stom

er’s

ques

tions

and c

om

men

ts

2

Res

pond a

ppro

priat

ely

to c

ust

om

ers

2.5

al

low

thei

r cu

stom

er t

ime

to c

onsi

der

thei

r re

sponse

and g

ive

furt

her

exp

lanat

ion w

hen

ap

pro

priat

e

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

quic

kly

find info

rmat

ion t

hat

will

hel

p t

hei

r cu

stom

er

3.2

giv

e th

eir

cust

om

er info

rmat

ion t

hey

nee

d a

bout

the

serv

ices

or

pro

duct

s offer

ed b

y th

eir

org

anis

atio

n

3.3

re

cognis

e in

form

atio

n t

hat

thei

r cu

stom

er m

ight

find c

om

plic

ated

and c

hec

k w

het

her

they

fully

under

stan

d

3

Com

munic

ate

info

rmat

ion t

o

cust

om

ers

3.4

ex

pla

in c

learly

to t

hei

r cu

stom

ers

any

reas

ons

why

thei

r ex

pec

tations

cannot

be

met

4.1

des

crib

e th

eir

org

anis

atio

n’s

sta

ndar

ds

for

appea

rance

and b

ehav

iour

4.2

ex

pla

in t

hei

r org

anis

atio

n’s

guid

elin

es f

or

how

to

reco

gnis

e w

hat

thei

r cu

stom

er w

ants

and r

espond

appro

priat

ely

4.3

id

entify

thei

r org

anis

atio

n’s

rule

s an

d p

roce

dure

s re

gar

din

g t

he

met

hods

of

com

munic

atio

n t

hey

use

4.4

ex

pla

in h

ow

to r

ecognis

e w

hen

a c

ust

om

er is

angry

or

confu

sed

4

Under

stan

d h

ow

to g

ive

cust

om

ers

a posi

tive

im

pre

ssio

n o

f th

emse

lves

an

d t

he

org

anis

atio

n

4.5

id

entify

thei

r org

anis

atio

n’s

sta

ndar

ds

for

tim

elin

ess

in r

espondin

g t

o c

ust

om

er q

ues

tions

and r

eques

ts f

or

info

rmat

ion

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

40

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


41

Unit 7: Contribute to the control of resources

Unit reference number: H/502/4097

QCF level: 3

Credit value: 4


Unit summary

This unit covers the competence that hospitality supervisors require to control the use of resources – equipment, people and supplies – in their area of responsibility.


This unit assesses occupational competence. Evidence for this unit must come from the learner’s consistent achievement in the workplace or a Realistic Working Environment (RWE).




BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

42

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

co

mpar

e th

e re

sourc

es a

vaila

ble

to t

hem

with t

he

reso

urc

es t

hey

nee

d f

or t

hei

r w

ork

1.2

fo

llow

the

corr

ect

pro

cedure

s to

obta

in a

dditio

nal

re

sourc

es n

eeded

for

thei

r w

ork

1.3

dea

l w

ith a

ny

pro

ble

ms

in o

bta

inin

g r

esourc

es

follo

win

g a

gre

ed p

roce

dure

s an

d k

eepin

g r

elev

ant

peo

ple

info

rmed

1.4

ch

eck

the

qual

ity,

quan

tity

and s

uitab

ility

of

reso

urc

es b

efore

they

are

nee

ded

for

use

1.5

m

ake

sure

that

equip

men

t an

d m

ater

ials

are

co

rrec

tly

store

d a

nd m

ainta

ined

1.6

en

coura

ge

thei

r co

lleag

ues

to m

ake

effici

ent

use

of

reso

urc

es a

nd m

inim

ise

was

te

1.7

m

onitor

the

use

of

reso

urc

es in t

hei

r ar

ea o

f re

sponsi

bili

ty

1.8

m

ake

sure

that

res

ourc

es a

re u

sed e

ffec

tive

ly,

effici

ently

and in lin

e w

ith o

rgan

isat

ional

and leg

al

requirem

ents

1.9

ke

ep r

ecord

s ab

out

reso

urc

es u

p-t

o-d

ate,

ac

cura

te a

nd in t

he

spec

ifie

d p

lace

1

Be

able

to c

ontr

ibute

to

the

contr

ol

of

reso

urc

es

1.1

0

reco

mm

end w

ays

of m

akin

g b

ette

r use

of

reso

urc

es f

ollo

win

g o

rgan

isat

ional

req

uirem

ents

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

id

entify

the

equip

men

t, c

olle

agues

and s

upplie

s th

at a

re u

sed in t

hei

r ar

ea o

f re

sponsi

bili

ty

2.2

des

crib

e norm

al c

onsu

mption lev

els

for

reso

urc

es

in t

hei

r ar

ea o

f re

sponsi

bili

ty

2.3

ex

pla

in h

ow

to w

ork

out

what

res

ourc

es a

re

nee

ded

for

pla

nned

wor

k

2.4

ex

pla

in h

ow

to iden

tify

what

res

ourc

es a

re

avai

lable

for

pla

nned

work

2.5

ex

pla

in h

ow

to m

ake

sure

the

reso

urc

es a

lrea

dy

avai

lable

are

suitab

le f

or

pla

nned

work

2.6

ex

pla

in h

ow

to iden

tify

what

additio

nal

res

ourc

es

are

nee

ded

for

pla

nned

work

2.7

id

entify

the

appro

xim

ate

cost

s of

the

reso

urc

es

use

d in t

hei

r ar

ea o

f re

sponsi

bili

ty

2.8

ex

pla

in h

ow

res

ourc

e co

sts

affe

ct t

hei

r org

anis

atio

n’s

fin

anci

al t

arget

s

2.9

ex

pla

in t

he

import

ance

of

work

ing w

ithin

agre

ed

spen

din

g lim

its

2.1

0

des

crib

e th

e pro

cedure

s to

follo

w w

hen

it

is

nec

essa

ry t

o g

o b

eyond a

gre

ed s

pen

din

g lim

its

2.1

1

expla

in w

hy

it is

import

ant

to f

ollo

w t

he

corr

ect

pro

cedure

s w

hen

it

is n

eces

sary

to g

o b

eyond

agre

ed s

pen

din

g lim

its

2

Under

stan

d h

ow

to c

ontr

ibute

to t

he

contr

ol of

reso

urc

es

2.1

2

des

crib

e th

eir

org

anis

ation’s

polic

ies

for

ord

erin

g

reso

urc

es

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

3

iden

tify

who is

resp

onsi

ble

for

ord

erin

g r

esourc

es

2.1

4

iden

tify

thei

r org

anis

atio

n’s

reg

ula

r su

pplie

rs

2.1

5

des

crib

e th

e pro

cedure

s to

follo

w t

o o

bta

in

required

res

ourc

es

2.1

6

des

crib

e th

e pro

cedure

s to

sto

re t

he

reso

urc

es in

thei

r ar

ea o

f re

sponsi

bili

ty

2.1

7

expla

in h

ow

to e

nsu

re r

esourc

es a

re s

tore

d

corr

ectly

2.1

8

des

crib

e th

e ap

pro

priat

e lif

ting a

nd h

andlin

g

met

hods

and t

echniq

ues

for

reso

urc

es in t

hei

r ar

ea

2.1

9

des

crib

e th

e hea

lth a

nd s

afet

y re

quirem

ents

for

the

reso

urc

es t

hey

are

res

ponsi

ble

for

2.2

0

expla

in t

he

envi

ronm

enta

l im

pac

t of

the

reso

urc

es

they

are

res

ponsi

ble

for

2.2

1

des

crib

e th

eir

org

anis

atio

n’s

polic

ies

for:

usi

ng r

esourc

es

co

ntr

olli

ng w

aste

re

cycl

ing

2.2

2

expla

in h

ow

to c

ount,

chec

k an

d m

onitor

the

use

of

reso

urc

es

2.2

3

expla

in h

ow

to k

eep w

aste

to a

min

imum

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.2

4

expla

in h

ow

to e

nco

ura

ge

colle

agues

to m

ake

effici

ent

use

of

reso

urc

es t

o b

enef

it t

hei

r org

anis

atio

n a

nd t

he

envi

ronm

ent

2.2

5

expla

in h

ow

to m

ake

reco

mm

endat

ions

to

impro

ve t

he

use

of

reso

urc

es t

o d

ecis

ion m

aker

s in

thei

r org

anis

atio

n

2.2

6

iden

tify

the

reco

rds

they

nee

d t

o k

eep o

n t

he

use

of

reso

urc

es

2.2

7

expla

in t

he

adva

nta

ges

of

usi

ng c

ompute

rise

d

stock

con

trol sy

stem

s

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


46


47

Unit 8: Supervise the cleaning of food areas


QCF level: 3

Credit value: 3


Unit summary

This unit is about the supervision of staff who clean food areas, including kitchens, food service areas, food manufacturing premises, food production or food retailing.







BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

48

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

des

crib

e th

e lo

cation o

f th

e cl

eanin

g s

pec

ific

atio

n

within

the

busi

nes

s’ food s

afet

y m

anag

emen

t pro

cedure

s

1.2

su

mm

aris

e th

e le

gis

lative

and e

nvi

ronm

enta

l pro

cedure

s fo

r th

e cl

eanin

g a

nd w

aste

dis

posa

l in

fo

od a

reas

1.3

in

terp

ret

the

spec

ific

atio

n in o

rder

to c

asca

de

to

staf

f

1.4

des

crib

e th

e le

vels

of per

sonal

hyg

iene

required

an

d a

sses

s th

at s

taff m

ainta

in t

his

1.5

su

mm

aris

e th

e ty

pes

of hea

lth c

onditio

ns

that

nee

d t

o b

e re

port

ed

1.6

ex

pla

in w

hy

hea

lth c

onditio

ns

nee

d t

o b

e re

port

ed

and h

ow

to d

o t

his

1.7

des

crib

e th

e ty

pes

of

per

sonal

pro

tect

ive

equip

men

t w

hic

h a

re a

ppro

priat

e fo

r cl

eanin

g

oper

atio

ns

within

the

food a

rea

1

Under

stan

d t

he

pro

cedure

s in

pla

ce

to c

om

men

ce t

he

clea

nin

g o

per

atio

n

1.8

ex

pla

in h

ow

to t

ake

acco

unt

of

cultura

l an

d

div

ersi

ty iss

ues

of st

aff w

hen

pla

nnin

g t

he

clea

nin

g o

per

atio

n

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

ex

pla

in h

ow

any

pro

ble

ms

with t

he

food s

afet

y m

anag

emen

t pro

cedure

s sh

ould

be

report

ed

2.2

as

sess

the

types

of cl

eanin

g a

gen

ts w

hic

h a

re

appro

priat

e fo

r sp

ecific

cle

anin

g o

per

atio

ns

2.3

ex

pla

in t

he

risk

s as

soci

ated

with m

akin

g a

n

inco

rrec

t ch

oic

e of cl

eanin

g a

gen

t

2.4

ex

pla

in h

ow

to iso

late

food e

quip

men

t pow

er

supplie

s

2.5

ex

pla

in t

he

pro

cedure

s fo

r th

e dis

asse

mbly

, cl

eanin

g a

nd r

eass

embly

of fo

od e

quip

men

t

2.6

ex

pla

in t

he

corr

ect

pro

cedure

s fo

r th

e dis

posa

l of

was

te a

nd s

lurr

y

2

Know

the

pro

toco

ls o

f th

e cl

eanin

g

oper

atio

n

2.7

ex

pla

in h

ow

cle

anin

g e

quip

men

t sh

ould

be

clea

ned

and s

tore

d

3.1

su

mm

aris

e th

e ty

pes

of pro

ble

ms

that

may

mea

n

the

food a

rea

cannot

be

open

ed f

or

use

3.2

re

view

the

types

of pro

ble

ms

that

may

be

enco

unte

red w

ithin

ow

n a

rea

of

resp

onsi

bili

ty

3.3

ex

pla

in h

ow

pro

ble

ms

may

be

reso

lved

3.4

ex

pla

in t

he

pro

cedure

for

pro

vidin

g f

eedbac

k re

gar

din

g p

roble

ms

3

Under

stan

d t

he

pro

cedure

s in

pla

ce

to h

andle

any

pro

ble

ms

or

issu

es

3.5

ex

pla

in a

ctio

ns

that

should

be

take

n w

her

e si

gns

of

pes

t in

fest

atio

n h

ave

bee

n iden

tified

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

50

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

en

sure

that

sta

ff a

re a

war

e of

the

loca

tion o

f th

e cl

eanin

g s

pec

ific

atio

n in t

he

busi

nes

s’ f

ood s

afet

y m

anag

emen

t pro

cedure

s

4.2

ch

eck

that

sta

ff h

ave

a cl

ear

under

stan

din

g o

f th

e cl

eanin

g s

pec

ific

atio

n

4

Be

able

to c

asca

de

to s

taff r

elev

ant

info

rmat

ion

4.3

ch

eck

that

sta

ff u

nder

stan

d t

he

types

of hea

lth

conditio

ns

whic

h s

hould

be

report

ed

5.1

en

sure

that

sta

ff a

re u

sing t

he

corr

ect

equip

men

t,

clea

nin

g a

gen

ts a

nd p

erso

nal

pro

tect

ive

equip

men

t fo

r th

e sp

ecific

cle

anin

g o

per

atio

n

5.2

en

sure

that

sta

ff a

re a

war

e of

pro

cedure

s fo

r th

e is

ola

tion,

dis

asse

mbly

, cl

eanin

g a

nd r

eass

embly

of

equip

men

t

5.3

as

sess

the

clea

nin

g w

hic

h is

bei

ng u

nder

take

n is

in lin

e w

ith t

he

busi

nes

s’ f

ood s

afet

y m

anag

emen

t pro

cedure

s

5.4

en

sure

that

sta

ff d

ispose

of

was

te a

nd s

lurr

y pro

per

ly

5

Be

able

to s

uper

vise

the

under

taki

ng

of

the

clea

nin

g o

per

atio

n

5.5

as

sess

that

sta

ff h

ave

left

the

food a

rea

in a

co

nditio

n s

uitab

le f

or

use

and t

hat

equip

men

t has

bee

n s

tore

d c

orr

ectly

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

re

spond a

ppro

priat

ely

to p

roble

ms

that

hav

e bee

n

report

ed b

y st

aff

6

Be

able

to m

anag

e pro

ble

ms

or

issu

es in a

n e

ffec

tive

and

pro

fess

ional

man

ner

6.2

ap

ply

org

anis

atio

nal

pro

cedure

s w

her

e si

gns

of

pes

t in

fest

atio

n h

ave

bee

n iden

tified

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


52


53

Unit 9: Provide guidance, resources and support to enable staff to minimise the risks of spreading infection when cleaning

Unit reference number: K/600/6419

QCF level: 3

Credit value: 4


Unit summary

This unit is about providing guidance and support, including training, to cleaning operatives to enable them to minimise the risk of acquiring and spreading infection. This unit applies to supervising staff in any areas where the risk of infection is an issue.







BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

54

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

ex

pla

in t

echniq

ues

for

revi

ewin

g loca

l polic

ies

on

infe

ctio

n c

ontr

ol w

hic

h m

ight

affe

ct c

lean

ing

activi

ties

1.2

ex

pla

in t

he

mec

han

ism

s in

pla

ce f

or induct

ion

trai

nin

g a

nd s

ubse

quen

t tr

ainin

g f

or

staf

f

1.3

des

crib

e th

e pro

cedure

s in

pla

ce f

or a

cquirin

g

per

sonal

pro

tect

ive

equip

men

t an

d s

upplie

s

1.4

ex

pla

in h

ow

per

sonal

pro

tect

ive

equip

men

t an

d

supplie

s en

able

sta

ff t

o ap

ply

sta

ndar

d infe

ctio

n

contr

ol an

d p

reve

ntion p

reca

utions

1.5

des

crib

e how

to

monitor

sta

ff p

ract

ices

1.6

des

crib

e ac

tions

take

n t

o m

ainta

in r

equired

st

andar

ds

1.7

ex

pla

in o

wn r

ole

and r

esponsi

bili

ties

and t

hat

of

oth

ers

in m

inim

isin

g t

he

spre

ad o

f in

fect

ion

1.8

des

crib

e how

to

mai

nta

in r

ecord

s re

quired

by

your

area

of

activi

ty

1.9

ex

pla

in t

he

pro

cedure

s fo

r re

port

ing:

ac

ciden

ts

in

ciden

ts

is

sues

outs

ide

ow

n job r

ole

1

Under

stan

d o

rgan

isat

ional

pro

cedure

s an

d w

ork

ing p

ract

ices

for

infe

ctio

n c

ontr

ol in

ord

er t

o b

e ab

le

to s

upport

sta

ff

1.1

0

expla

in t

he

mec

han

ism

s in

pla

ce t

o en

sure

act

ions

are

take

n t

o t

ackl

e pro

ble

ms

rela

ting t

o ac

ciden

ts

and inci

den

ts

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

1

expla

in w

hy

it is

import

ant

to h

ave

an in-d

epth

kn

ow

ledge

of

org

anis

atio

nal

pro

cedure

s an

d

work

ing p

ract

ices

2.1

ex

pla

in t

o s

taff

the

rele

vant

stan

dar

d infe

ctio

n

contr

ol pre

cautions,

leg

isla

tion a

nd p

olic

ies

2.2

ex

pla

in t

o s

taff

the

hea

lth a

nd s

afet

y re

gula

tions

that

cove

r al

l ar

eas

of

resp

onsi

bili

ty

2

Be

able

to g

ive

guid

ance

to s

taff

on

polic

y an

d leg

isla

tion r

egar

din

g

infe

ctio

n c

ontr

ol

2.3

ex

pla

in t

o s

taff

why

it is

import

ant

to h

ave

an in-

dep

th u

nder

stan

din

g o

f le

gis

lation a

nd p

olic

y

3.1

des

crib

e to

sta

ff t

he

chai

n o

f in

fect

ion

3.2

des

crib

e to

sta

ff w

hat

occ

upat

ional

ly a

cquired

in

fect

ion is

and h

ow

it

can b

e pre

vente

d

3.3

ex

pla

in t

o s

taff t

he

pro

cedure

s fo

r re

ferr

ing t

o

occ

upat

ional

hea

lth f

or

advi

ce

3.4

des

crib

e to

sta

ff t

he

tech

niq

ues

for

han

d h

ygie

ne

3.5

des

crib

e to

sta

ff w

her

e to

fin

d t

he

faci

litie

s fo

r firs

t ai

d p

rovi

sion

3

Be

able

to p

rovi

de

tech

nic

al

info

rmat

ion r

egar

din

g infe

ctio

n

contr

ol

3.6

id

entify

for

staf

f th

e diffe

rent

types

of

per

sonal

pro

tect

ive

equip

men

t an

d t

he

risk

of

dev

elopin

g

alle

rgie

s fr

om

them

4.1

per

form

chec

ks t

o en

sure

that

sta

ff a

re p

rovi

ded

w

ith a

deq

uat

e su

pplie

s of

per

sonal

pro

tect

ive

equip

men

t

4

Be

able

to s

upport

sta

ff in t

hei

r in

fect

ion c

ontr

ol pra

ctic

es

4.2

Im

ple

men

t m

onitoring a

nd a

uditin

g p

roce

dure

s

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

56

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.3

pro

vide

feed

bac

k to

sta

ff o

n t

hei

r pra

ctic

es in

rela

tion t

o infe

ctio

n c

ontr

ol

4.4

im

ple

men

t per

sonal

obje

ctiv

es f

or

staf

f re

gar

din

g

infe

ctio

n c

ontr

ol

4.5

fo

llow

org

anis

atio

nal

pro

cedure

s fo

r re

port

ing

continued

poor

pra

ctic

e by

indiv

idual

mem

ber

s of

staf

f

5.1

as

sess

infe

ctio

n c

ontr

ol pro

ble

ms

and initia

te

pro

mpt

rem

edia

l ac

tion w

her

e ap

pro

priat

e

5.2

id

entify

pro

ble

ms

that

you a

re u

nab

le t

o r

emed

y an

d r

eport

them

to t

he

appro

priat

e per

son

5.3

re

view

all

report

ed a

dve

rse

even

ts t

hat

could

pose

an

infe

ctio

n r

isk

5.4

im

ple

men

t ac

tions

to t

ackl

e pro

ble

ms

rela

ting t

o

adve

rse

even

ts

5

Be

able

to s

upport

sta

ff t

o d

eal w

ith

pro

ble

ms

rela

ting t

o infe

ctio

n c

ontr

ol

5.5

an

alys

e tr

ends

of r

epor

ted a

dve

rse

even

ts a

nd

iden

tify

rec

urr

ent

pro

ble

ms

and initia

te a

ctio

ns

to

dea

l w

ith t

hem

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


57

Unit 10: Maintain a sustainable environment in cleaning

Unit reference number: D/600/6420

QCF level: 3

Credit value: 3


Unit summary

This unit is for supervision at work in the cleaning industry. It is about how to take steps to minimise damage to the environment and disturbance to habitants. The unit covers relevant policies and legislative requirements to take account of: health and safety, the environment, regulatory, statutory and operational organisational policies and risk assessments.







BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

58

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

ex

pla

in t

he

diffe

rent

met

hods

adop

ted in o

rder

to

min

imis

e en

viro

nm

enta

l dam

age

whils

t ca

rryi

ng

out

work

act

ivitie

s

1.2

ex

pla

in t

he

pro

cess

for

iden

tify

ing t

he

most

ap

pro

priat

e m

ater

ials

and e

quip

men

t fo

r th

e w

ork

ac

tivi

ty a

nd t

hei

r pote

ntial

im

pac

t on t

he

envi

ronm

ent

1.3

ex

pla

in h

ow

tools

and m

ater

ials

should

be

use

d in

ord

er t

o m

inim

ise

envi

ronm

enta

l dam

age

1

Under

stan

d h

ow

appro

ved w

ork

ing

pra

ctic

es c

an m

inim

ise

the

risk

to

the

envi

ronm

ent

1.4

ex

pla

in h

ow

to m

inim

ise

the

risk

to t

he

envi

ronm

ent

when

consi

der

ing m

ethods

of

was

te

dis

posa

l

2.1

su

mm

aris

e th

e ar

eas

of le

gis

lation r

elev

ant

to

min

imis

ing e

nvi

ronm

enta

l dam

age

2.2

ex

pla

in t

he

types

of

envi

ronm

enta

l dam

age

that

m

ay o

ccur

2

Know

the

legis

lative

req

uirem

ents

an

d t

ypes

of

envi

ronm

enta

l dam

age

that

may

occ

ur

2.3

ex

pla

in t

he

diffe

rent

types

of

corr

ective

act

ions

that

may

be

take

n t

o r

educe

envi

ronm

enta

l dam

age

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

59

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

en

sure

that

work

is

carr

ied o

ut

so t

hat

it

min

imis

es p

ollu

tion a

nd p

hys

ical

dis

turb

ance

3.2

en

sure

that

sta

ff u

se r

ecyc

lable

mat

eria

ls a

nd

pla

nt

that

will

min

imis

e pollu

tion a

nd p

hys

ical

dis

turb

ance

3.3

en

sure

that

rel

evan

t pol

icie

s an

d leg

isla

tion a

re

adher

ed t

o w

hen

work

is

carr

ied o

ut

3.4

en

sure

sta

ff d

ispose

of haz

ardous

and n

on-

haz

ardous

was

te s

afel

y an

d in a

ccord

ance

with

rele

vant

pro

cedure

s an

d p

olic

ies

3

Be

able

to e

nsu

re t

hat

sta

ff c

arry

out

clea

nin

g a

ctiv

itie

s in

a s

ust

ainab

le

man

ner

3.5

id

entify

phys

ical

dis

turb

ance

and t

ake

appro

priat

e ac

tion

4.1

re

view

and r

evis

e ex

isting p

roce

dure

s an

d

pra

ctic

es t

o c

onfo

rm t

o en

viro

nm

enta

l good

pra

ctic

e

4.2

dev

elop p

lans

to c

ontr

ibute

to

sust

ainab

le

dev

elopm

ent

with p

articu

lar

refe

rence

to t

he

conse

rvat

ion o

f:

en

ergy

w

ater

re

sourc

es

eq

uip

men

t

4

Be

able

to c

ontr

ibute

to

revi

ew

polic

ies

and p

roce

dure

s on

envi

ronm

enta

l pro

tect

ion a

nd

sust

ainab

ility

4.3

det

erm

ine

the

impac

t th

at c

lean

ing s

yste

ms

and

pro

cess

es c

an h

ave

on t

he

envi

ronm

ent

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

60

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


61

Unit 11: Train and develop cleaning staff


QCF level: 3

Credit value: 4


Unit summary

This unit is for cleaning supervisors. It is about training and updating all cleaning staff, for which the supervisor is responsible to the standard required by the organisation. It is also about ensuring staff receive feedback on their progress and achievements. The individual needs and background of staff should be taken into account at all stages in the process.







BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

62

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

def

ine

the

limits

of

ow

n r

esponsi

bili

ty for

trai

nin

g

clea

nin

g o

per

ativ

es

1

Under

stan

d o

rgan

isat

ional

re

quirem

ents

and r

esponsi

bili

ties

for

trai

nin

g

1.2

des

crib

e org

anis

atio

nal

req

uirem

ents

for

trai

nin

g

clea

nin

g s

taff

2.1

ex

pla

in t

he

leve

l of

know

ledge

and s

kills

req

uired

to

mee

t th

e st

andar

ds

of

qual

ity

and p

erfo

rman

ce

within

an a

rea

of re

sponsi

bili

ty

2.2

ex

pla

in t

he

leve

l of kn

owle

dge

of

hea

lth a

nd

safe

ty p

roce

dure

s w

hic

h is

required

by

staf

f w

ithin

ow

n a

rea

of

resp

onsi

bili

ty

2.3

def

ine

the

term

‘tr

ainin

g n

eed’

2.4

ex

pla

in h

ow

to iden

tify

tra

inin

g a

nd d

evel

opm

ent

nee

ds

taki

ng a

ccount

of p

revi

ous

exper

ience

2.5

cl

arify

who h

as o

vera

ll re

sponsi

bili

ty f

or

staf

f tr

ainin

g w

ithin

the

org

anis

atio

n

2

Under

stan

d h

ow

to c

ontr

ibute

to t

he

asse

ssm

ent

of

an indiv

idual

’s

trai

nin

g a

nd d

evel

opm

ent

nee

ds

2.6

su

mm

aris

e th

e ty

pes

of in

form

atio

n t

he

per

son

resp

onsi

ble

for

trai

nin

g r

equires

3.1

ex

pla

in t

he

ben

efits

of hav

ing a

str

uct

ure

d

trai

nin

g p

rogra

mm

e fo

r st

aff

3.2

id

entify

the

conte

nt

of tr

ainin

g r

elat

ing t

o q

ual

ity

and p

erfo

rman

ce s

tandar

ds

3

Under

stan

d h

ow

to t

rain

sta

ff t

o qual

ity

and p

erfo

rman

ce s

tandar

ds

3.3

ex

pla

in w

ays

of

putt

ing indiv

idual

s at

eas

e in

pre

par

atio

n f

or

trai

nin

g

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

63

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.4

ex

pla

in h

ow

to s

elec

t th

e m

ost

appro

priat

e w

ay o

f dem

onst

rating m

ethods

and e

quip

men

t ac

cord

ing

to:

st

aff

nee

ds

ta

sks

eq

uip

men

t bei

ng d

emonst

rate

d

3.5

des

crib

e th

e use

of

ques

tionin

g t

echniq

ues

when

tr

ainin

g s

taff

3.6

su

mm

aris

e pote

ntial

hea

lth a

nd s

afet

y risk

s w

hic

h

may

arise

during t

rain

ing a

nd m

ethods

of

min

imis

ing t

hem

4.1

ex

pla

in h

ow

to g

ive

indiv

idual

s co

nst

ruct

ive

feed

bac

k on t

hei

r pro

gre

ss

4.2

des

crib

e w

ays

of

enco

ura

gin

g s

taff t

o a

sses

s th

eir

ow

n p

rogre

ss

4

Under

stan

d h

ow

to p

rovi

de

feed

bac

k on p

rogre

ss a

nd p

erfo

rman

ce

4.3

ex

pla

in w

ays

to o

verc

ome

bar

rier

s in

div

idual

s m

ay

enco

unte

r in

mak

ing p

rogre

ss

5.1

es

tablis

h p

osi

tive

work

ing r

elat

ionsh

ips

with s

taff

5.2

id

entify

pre

vious

work

exp

erie

nce

and s

kills

of

staf

f

5

Be

able

to c

ontr

ibute

to

the

asse

ssm

ent

of

an indiv

idual

’s

trai

nin

g n

eeds

5.3

as

sess

and r

eport

on t

he

leve

l of

trai

nin

g r

equired

by

an indiv

idual

in lin

e w

ith o

rgan

isat

ional

re

quirem

ents

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

64

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

im

ple

men

t a

stru

cture

d t

rain

ing p

rogra

mm

e to

m

eet

an indiv

idual

’s t

rain

ing n

eeds

6.2

en

sure

info

rmat

ion a

nd inst

ruct

ions

are

giv

en t

o

indiv

idual

s cl

early

6.3

fo

llow

bes

t w

ork

ing p

ract

ices

in o

rder

to h

elp

oth

ers

to lea

rn e

ffec

tive

ly

6.4

dem

onst

rate

the

corr

ect

met

hods

for

oper

atin

g

clea

nin

g e

quip

men

t

6.5

re

cord

det

ails

of

trai

nin

g a

ctiv

itie

s w

hic

h h

ave

bee

n u

nder

take

n

6

Be

able

to t

rain

sta

ff e

ffec

tive

ly

6.6

as

sess

and r

ecord

cle

anin

g o

per

ativ

es’ pro

gre

ss in

line

with o

rgan

isat

ional

req

uirem

ents

7.1

pro

vide

indiv

idual

s w

ith s

truct

ure

d o

pport

unitie

s to

ass

ess

thei

r ow

n p

erfo

rman

ce

7.2

pro

vide

clea

r an

d im

par

tial

fee

dbac

k on p

rogre

ss

7.3

id

entify

and a

gre

e ac

tions

to b

e ta

ken in o

rder

to

mee

t th

e co

ntinuin

g t

rain

ing n

eeds

of

staf

f

7.4

re

port

on indiv

idual

pro

gre

ss in lin

e w

ith

org

anis

atio

nal

req

uirem

ents

7

Be

able

to p

rovi

de

feed

bac

k on

pro

gre

ss a

nd p

erfo

rman

ce

7.5

m

ake

reco

mm

endat

ions

abou

t how

tra

inin

g p

lans

can b

e ad

apte

d t

o s

uit t

he

spee

d o

f an

indiv

idual

’s

pro

gre

ss

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

65

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


66


67

Unit 12: Examine staff turnover issues and recruit staff in a cleaning environment

Unit reference number: R/601/4871

QCF level: 3

Credit value: 5


Unit summary

This unit is for cleaning supervisors who are involved in the recruitment of staff in their own area of responsibility. The unit includes looking at the reasons for recruiting, including relevant staff turnover issues.







BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

68

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

ex

pla

in h

ow

to t

alk

to c

lean

ing s

taff w

ho a

re

leav

ing t

he

org

anis

atio

n a

bout

thei

r re

asons

for

leav

ing t

o iden

tify

any

staf

f tu

rnove

r is

sues

1.2

des

crib

e how

to

iden

tify

way

s of

addre

ssin

g s

taff

tu

rnove

r is

sues

1

Under

stan

d h

ow

to e

xam

ine

staf

f tu

rnove

r in

a c

lean

ing e

nvi

ronm

ent

1.3

des

crib

e th

e org

anis

atio

nal

pro

cedure

s fo

r re

port

ing s

taff t

urn

over

iss

ues

whic

h a

re o

uts

ide

ow

n a

uth

ority

and r

esponsi

bili

ty

2.1

ex

pla

in h

ow

to r

evie

w t

he

work

req

uired

in o

wn

area

of

resp

onsi

bili

ty t

o iden

tify

any

short

fall

in:

cl

eanin

g s

taff

num

ber

s

sk

ills

and k

now

ledge

of em

plo

yed c

lean

ing

staf

f

2.2

des

crib

e how

to

prioritise

options

for

addre

ssin

g

short

falls

in c

lean

ing s

taff

num

ber

s

2.3

des

crib

e how

to

prioritise

options

for

addre

ssin

g

short

falls

in s

kills

and k

now

ledge

in t

he

exis

ting

team

2.4

ex

pla

in t

he

org

anis

atio

nal

pro

cedure

for

pro

duci

ng

and u

pdat

ing job d

escr

iptions

and p

erso

n

spec

ific

atio

ns

when

ther

e is

a n

eed t

o r

ecru

it

clea

nin

g s

taff

2

Under

stan

d t

he

recr

uitm

ent

and

sele

ctio

n p

roce

ss in a

cle

anin

g

envi

ronm

ent

2.5

ex

pla

in h

ow

to e

nsu

re t

hat

info

rmat

ion p

rovi

ded

ab

out

vaca

nci

es is

fair,

clea

r an

d a

ccura

te

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

69

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.6

ex

pla

in w

hen

to

seek

spec

ialis

t ex

per

tise

in

rela

tion t

o t

he

recr

uitm

ent

of cl

eanin

g s

taff

2.7

ex

pla

in h

ow

the

recr

uitm

ent

pro

cess

is

affe

cted

by:

le

gis

lation

co

ntr

act

requirem

ents

in a

cle

anin

g

envi

ronm

ent

2.8

ex

pla

in h

ow

to judge

whet

her

the

recr

uitm

ent

pro

cess

has

bee

n s

ucc

essf

ul in

rel

atio

n t

o r

ecen

t ap

poin

tmen

ts

2.9

ex

pla

in h

ow

to iden

tify

any

area

s w

her

e th

e re

cruitm

ent

pro

cess

cou

ld b

e im

pro

ved

3.1

dis

cuss

with c

lean

ing s

taff w

ho

are

leav

ing t

he

org

anis

atio

n t

hei

r re

asons

for

leav

ing t

o iden

tify

an

y st

aff

turn

ove

r is

sues

3.2

id

entify

way

s of

addre

ssin

g s

taff t

urn

ove

r is

sues

in

ow

n a

rea

of

resp

onsi

bili

ty

3

Be

able

to e

xam

ine

staf

f tu

rnove

r in

a

clea

nin

g e

nvi

ronm

ent

3.3

re

port

sta

ff t

urn

ove

r is

sues

whic

h a

re o

uts

ide

ow

n

auth

ority

and r

esponsi

bili

ty f

ollo

win

g

org

anis

atio

nal

pro

cedure

s

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

70

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

re

view

the

work

req

uired

in o

wn a

rea

of

resp

onsi

bili

ty t

o iden

tify

any

short

fall

in:

cl

eanin

g s

taff

num

ber

s

sk

ills

and k

now

ledge

of em

plo

yed c

lean

ing

staf

f

4.2

prioritise

the

options

for

addre

ssin

g s

hort

falls

in

clea

nin

g s

taff

num

ber

s

4.3

prioritise

the

options

for

addre

ssin

g s

hort

falls

in

skill

s an

d k

now

ledge

in t

he

exis

ting t

eam

4.4

ag

ree

for

iden

tified

vac

anci

es:

st

ages

in t

he

recr

uitm

ent

pro

cess

m

ethods

to b

e use

d

w

ho w

ill b

e in

volv

ed in t

he

recr

uitm

ent

pro

cess

4.5

se

ek s

pec

ialis

t ex

per

tise

in r

elat

ion t

o t

he

recr

uitm

ent

of

clea

nin

g s

taff w

hen

nec

essa

ry

4.6

par

tici

pat

e in

the

recr

uitm

ent

pro

cess

in

acco

rdan

ce w

ith a

gre

ed p

lans

and o

rgan

isat

ional

pro

cedure

s

4.7

ju

dge

whet

her

the

recr

uitm

ent

pro

cess

has

bee

n

succ

essf

ul in

rel

atio

n t

o r

ecen

t ap

poin

tmen

ts

4

Be

able

to f

ollo

w t

he

recr

uitm

ent

and

sele

ctio

n p

roce

ss in a

cle

anin

g

envi

ronm

ent

4.8

id

entify

any

area

s w

her

e th

e re

cruitm

ent

pro

cess

co

uld

be

impro

ved

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

71

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


72


73

Unit 13: Set objectives and provide support for team members

Unit reference number: M/600/9600

QCF level: Level 3

Credit value: 5


Unit summary

This unit helps learners to set and support individuals and teams to achieve objectives.


Assessment must be carried out in way that is consistent with the requirements outlined in Annexe D.



BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

74

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

des

crib

e th

e purp

ose

of

a te

am

1.2

se

t te

am o

bje

ctiv

es w

ith its

mem

ber

s w

hic

h a

re

SM

ART (

Spec

ific

, M

easu

rable

, Ach

ieva

ble

, Rea

listic

and T

ime-

bound)

1

Be

able

to c

om

munic

ate

a te

am’s

purp

ose

and o

bje

ctiv

es t

o t

he

team

m

ember

s

1.3

co

mm

unic

ate

the

team

’s p

urp

ose

and o

bje

ctiv

es

to its

mem

ber

s

2.1

dis

cuss

with t

eam

mem

ber

s how

tea

m o

bje

ctiv

es

will

be

met

2.2

en

sure

tea

m m

ember

s par

tici

pat

e in

the

pla

nnin

g

pro

cess

and t

hin

k cr

eative

ly

2.3

dev

elop p

lans

to m

eet

team

obje

ctiv

es

2

Be

able

to d

evel

op a

pla

n w

ith t

eam

m

ember

s sh

ow

ing h

ow

tea

m

obje

ctiv

es w

ill b

e m

et

2.4

se

t SM

ART p

erso

nal

wor

k obje

ctiv

es w

ith t

eam

m

ember

s

3.1

id

entify

opport

unitie

s an

d d

ifficu

ltie

s fa

ced b

y te

am m

ember

s

3.2

dis

cuss

iden

tified

oppor

tunitie

s an

d d

ifficu

ltie

s w

ith t

eam

mem

ber

s

3.3

pro

vide

advi

ce a

nd s

upport

to t

eam

mem

ber

s to

ove

rcom

e id

entified

difficu

ltie

s an

d c

hal

lenges

3

Be

able

to s

upport

tea

m m

ember

s id

entify

ing o

pport

unitie

s an

d

pro

vidin

g s

upport

3.4

pro

vide

advi

ce a

nd s

upport

to t

eam

mem

ber

s to

m

ake

the

most

of

iden

tified

opport

unitie

s

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

75

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

m

onitor

and e

valu

ate

indiv

idual

and t

eam

ac

tivi

ties

and p

rogre

ss

4

Be

able

to m

onitor

and e

valu

ate

pro

gre

ss a

nd r

ecognis

e in

div

idual

an

d t

eam

ach

ieve

men

t 4.2

pro

vide

reco

gnitio

n w

hen

indiv

idual

and t

eam

obje

ctiv

es h

ave

bee

n a

chie

ved

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


76


77

Unit 14: Working in Facility Services


QCF level: Level 2

Credit value: 3


Unit summary

This unit is about raising awareness of facilities services by examining the types of services offered by organisations, the job role and progression routes and how facilities services contribute to the wider business environment.


Assessment must be carried out in way that is consistent with the requirements outlined in Annexe D.



BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

78

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Sta

te t

he

role

of

a Fa

cilit

ies

Ser

vice

s org

anis

atio

n

1.2

Li

st a

ran

ge

of

typic

al s

ervi

ces

offer

ed b

y a

Faci

litie

s Ser

vice

s org

anis

atio

n

1

Know

about

the

nat

ure

and r

ange

of

serv

ices

offer

ed in t

he

Faci

litie

s se

ctor

1.3

D

escr

ibe

a ra

nge

of se

rvic

es t

hat

are

offer

ed in

the

Faci

litie

s Ser

vice

s se

ctor

2.1

D

escr

ibe

typic

al job r

ole

s w

ithin

the

Faci

litie

s Ser

vice

s se

ctor

2

Know

about

emplo

ymen

t in

the

Faci

litie

s Ser

vice

s se

ctor

2.2

Id

entify

car

eer

pro

gre

ssio

n r

oute

s in

the

Faci

litie

s Ser

vice

s se

ctor

3.1

G

ive

exam

ple

s of

both

‘har

d’ an

d ‘so

ft’ fa

cilit

ies

serv

ices

3

Under

stan

d t

he

contr

ibution

Faci

litie

s Ser

vice

s m

ake

to

org

anis

atio

ns

3.2

G

ive

exam

ple

s of

how

fac

ilities

ser

vice

s ca

n

impro

ve:

en

ergy,

wat

er a

nd w

aste

man

agem

ent

build

ing s

ervi

ces

th

e w

ork

ing e

nvi

ronm

ent

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


79

Unit 15: Understanding performance management


QCF level: Level 3

Credit value: 2


Unit summary

This unit is about developing knowledge and understanding of being able to manage performance in the workplace as required by a practising or potential first line manager.


Assessment must be carried out by portfolio of evidence.



BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

80

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

the

valu

e of

form

al a

nd info

rmal

per

form

ance

ass

essm

ent

in t

he

wor

kpla

ce

1

Under

stan

d t

he

valu

e of

asse

ssin

g

per

form

ance

to m

eet

organ

isat

ional

an

d indiv

idual

nee

ds

1.2

Exp

lain

the

role

of

the

firs

t lin

e m

anag

er in

per

form

ance

man

agem

ent

2.1

Id

entify

way

s to

ensu

re f

air

and o

bje

ctiv

e fo

rmal

as

sess

men

t

2.2

Exp

lain

how

to s

et S

MART o

bje

ctiv

es f

or

a te

am

mem

ber

2.3

Exp

lain

how

to s

et p

erfo

rman

ce s

tandar

ds

for

a te

am m

ember

2

Know

how

to m

anag

e per

form

ance

of

indiv

idual

s in

the

team

2.4

Exp

lain

how

to m

easu

re p

erfo

rman

ce a

gai

nst

ag

reed

sta

ndar

ds

3.1

Exp

lain

the

import

ance

of

feed

bac

k to

im

pro

ve

per

form

ance

3

Under

stan

d t

he

valu

e of

feed

bac

k in

th

e w

ork

pla

ce

3.2

D

escr

ibe

how

to

giv

e ef

fect

ive

feed

bac

k

4.1

Id

entify

pote

ntial

are

as o

f under

per

form

ance

in

the

work

pla

ce

4.2

Id

entify

cau

ses

for

failu

re t

o m

eet

agre

ed

per

form

ance

lev

els

4

Know

how

to m

anag

e under

per

form

ance

in t

he

work

pla

ce

4.3

D

escr

ibe

actions

to r

esto

re p

erfo

rman

ce t

o

acce

pta

ble

lev

els

BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

81

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


82


83

Unit 16: Encourage colleague involvement in recycling

Unit reference number: T/504/6198

QCF level: Level 3

Credit value: 3


Unit summary

This unit helps the learner to understand their role in an organisation’s recycling processes and to know how to involve others in recycling.







BA034960 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

d,

Cer

tifica

te a

nd D

iplo

ma

in

Cle

anin

g S

uper

visi

on S

kills

(Q

CF)

– I

ssue

2 –

Feb

ruar

y 2013 ©

Pea

rson E

duca

tion L

imited

2013

84

Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

the

org

anis

atio

ns

pro

cedure

s fo

r pro

moting r

ecyc

ling

1.2

D

escr

ibe

the

recy

clin

g s

ervi

ces

that

exi

st w

ithin

th

e org

anis

atio

n a

nd t

hei

r re

spec

tive

obje

ctiv

es

1.3

D

escr

ibe

the

princi

ple

s of

the

was

te m

anag

emen

t hie

rarc

hy

1

Under

stan

d h

ow

to e

nco

ura

ge

and

invo

lve

colle

agues

in r

ecyc

ling

1.4

Exp

lain

the

role

s an

d r

esponsi

bili

ties

of

colle

agues

ta

rget

ed t

o a

chie

ve t

he

org

anis

atio

ns

recy

clin

g

obje

ctiv

es

2.1

Exp

lain

the

org

anis

atio

n’s

rec

yclin

g o

bje

ctiv

es a

nd

the

way

s in

whic

h c

olle

agues

can

bec

om

e in

volv

ed

2.2

D

emonst

rate

to c

olle

agues

how

to a

pply

the

was

te

man

agem

ent

hie

rarc

hy

to r

ecyc

lable

s an

d o

ther

m

ater

ials

2

Be

able

to p

rom

ote

rec

yclin

g t

o

colle

agues

2.3

Apply

appro

priat

e m

ethods

of ve

rbal

and n

on-

verb

al c

om

munic

atio

n t

o p

rovi

de

info

rmat

ion o

n

recy

clin

g t

o c

olle

agues

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Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

escr

ibe

how

beh

avio

ur

can p

reve

nt

pro

ble

ms

whic

h c

ould

affec

t th

e re

cycl

ing o

f m

ater

ials

in

acco

rdan

ce w

ith o

wn r

esponsi

bili

ties

and

work

pla

ce p

roce

dure

s

3.2

Exp

lain

how

day

-to-

day

rec

yclin

g p

roble

ms

are

reso

lved

within

ow

n a

rea

of

resp

onsi

bili

ty

3

Know

how

to r

esolv

e pro

ble

ms

whic

h

could

affec

t th

e re

cycl

ing o

f m

ater

ials

3.3

Exp

lain

when

to

refe

r m

atte

rs o

uts

ide

ow

n a

rea

of

resp

onsi

bili

ty t

o a

n a

ppro

priat

e per

son

4.1

Exp

lain

the

mai

n r

esponsi

bili

ties

of

the

emplo

yer

and e

mplo

yee

under

curr

ent

legis

lation

4.2

Exp

lain

corr

ect

pro

cedure

s fo

r han

dlin

g h

azar

dous

mat

eria

ls

4.3

D

escr

ibe

per

sonal

pro

tect

ive

equip

men

t an

d

cloth

ing n

eeded

and h

ow t

hey

must

be

use

d,

clea

ned

and s

tore

d

4.4

D

escr

ibe

the

org

anis

atio

nal

acc

iden

t an

d inci

den

t re

cord

ing a

nd r

eport

ing p

roce

dure

s

4

Know

reg

ula

tion,

pro

cedure

s an

d

requirem

ents

for

recy

clin

g

4.5

Exp

lain

wher

e to

loca

te s

ourc

es o

f in

form

atio

n

and g

uid

ance

rel

atin

g t

o re

cycl

ing

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


86


87

Unit 17: Principles of managing and resolving conflict in the workplace


QCF level: Level 3

Credit value: 3


Unit summary

This unit helps the learner to develop knowledge and understanding of managing conflict and supporting individuals within a team.







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Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

com

mon c

ause

s of

conflic

t in

the

work

pla

ce

1.2

Exp

lain

tec

hniq

ues

for

pre

venting a

nd r

educi

ng

conflic

t w

ithin

a t

eam

1

Under

stan

d h

ow

conflic

ts c

an a

rise

af

fect

ing p

erfo

rman

ce in t

he

work

pla

ce

1.3

Exp

lain

the

effe

cts

of c

onflic

t on indiv

idual

and

team

per

form

ance

2.1

D

escr

ibe

suitab

le s

trat

egie

s to

hel

p p

reve

nt

or

reduce

conflic

t

2.2

D

escr

ibe

how

ver

bal

and n

on-v

erbal

lan

guag

e ca

n

pla

y an

im

port

ant

role

in r

esolv

ing c

onflic

t

2

Under

stan

d h

ow

to r

esol

ve c

onflic

t in

th

e w

ork

pla

ce

2.3

D

escr

ibe

how

a m

anag

er c

ould

pro

mote

work

ing

pra

ctic

es t

o m

inim

ise

the

effe

cts

of c

onflic

t

3.1

D

escr

ibe

legal

and o

rgan

isat

ional

pro

cedure

s fo

r dea

ling w

ith c

onflic

t an

d g

riev

ance

s

3.2

E

xpla

in h

ow to

mai

ntai

n co

mpl

ete,

acc

urat

e an

d co

nfid

entia

l rec

ords

of c

onfli

cts

and

thei

r ou

tcom

es.

3

Under

stan

d leg

al a

nd o

rgan

isat

ional

re

quirem

ents

conce

rnin

g c

onflic

t

3.3

Exp

lain

when

and w

ho t

o e

scal

ate

conflic

ts t

o in

the

org

anis

atio

n

BA034960 –

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ific

atio

n –

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nd D

iplo

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g S

uper

visi

on S

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Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


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91

Unit 18: Implement quality management systems

Unit reference number: A/504/6199

QCF level: Level 3

Credit value: 2


Unit summary

This unit is intended to assist learners gain an understanding of effective quality management systems, the processes for implementing them and how to respond when the required standards of quality are not met.







BA034960 –

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Lear

nin

g ou

tcom

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

the

rele

vant

serv

ice

pro

visi

on s

tandar

ds

1.2

D

escr

ibe

the

princi

ple

s of

diffe

rent

types

of qual

ity

man

agem

ent

syst

ems

1

Under

stan

d t

he

import

ance

of

qual

ity

man

agem

ent

syst

ems

1.3

D

escr

ibe

met

hods

use

d t

o c

hec

k fo

r qual

ity

2.1

Im

ple

men

t qual

ity

man

agem

ent

syst

ems

in

acco

rdan

ce w

ith s

ervi

ce a

gre

emen

ts a

nd

org

anis

atio

nal

pro

cedure

s

2.2

Chec

k se

rvic

e pro

visi

on a

nd q

ual

ity

agai

nst

ag

reed

req

uirem

ents

and s

pec

ifie

d s

tandar

ds

2.3

Id

entify

work

and s

ervi

ce p

rovi

sion w

hic

h f

ails

to

mee

t re

quired

sta

ndar

ds

2

Be

able

to im

ple

men

t qual

ity

man

agem

ent

syst

ems

2.4

Pr

om

ptly

imple

men

t co

rrec

tive

act

ion a

nd r

ecord

th

e re

sults

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________


93

Further information

Our customer service numbers are:

BTEC and NVQ 0844 576 0045

GCSE 0844 576 0027

The Diploma 0844 576 0028

DiDA 0844 372 2186

Administration and systems 0844 463 2535

Calls may be recorded for training purposes.

Useful publications

Related information and publications include:

Edexcel NVQs, SVQs and Competence-based Qualifications Delivery Requirements and Quality Assurance Guidance published annually

Centre Handbook for Edexcel QCF NVQs and Competence-based Qualifications published annually

Functional Skills publications – specifications, tutor support materials and question papers

Regulatory Arrangements for the Qualification and Credit Framework (published by Ofqual, August 2008)

the current Edexcel publications catalogue and update catalogue.

Edexcel publications concerning the Quality Assurance System and the internal and standards verification of vocationally related programmes can be found on the Edexcel website.

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

How to obtain National Occupational Standards

To obtain the National Occupational Standards please go to: www.ukstandards.co.uk.


94

Professional development and training

Edexcel supports UK and international customers with training related to NVQ and BTEC qualifications. This support is available through a choice of training options offered in our published training directory 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 functional skills into your programme

building effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.

The training we provide:

is active

is designed to be supportive and thought provoking

builds on best practice

may be suitable for those seeking evidence for their continuing professional development.

BA034960 –

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Annex

e A

: Pro

gres

sion

pat

hw

ays

The

Edex

cel qual

ific

atio

n f

ram

ewor

k fo

r th

e cl

eanin

g se

ctor

Level

Gen

era

l q

uali

fica

tio

ns

Dip

lom

as

BTE

C v

oca

tio

nall

y-

rela

ted

q

uali

fica

tio

ns

BTEC

sp

eci

ali

st

qu

alifi

cati

on

/

pro

fess

ion

al

NV

Q/

com

pete

nce

5

BTEC L

evel

5 A

war

d,

Cer

tifica

te,

Dip

lom

a in

Man

agem

ent

and

Lead

ersh

ip (

QCF)

4

3

BTEC L

evel

3

Cer

tifica

te in F

aci

litie

s M

anag

emen

t (Q

CF)

BTEC L

evel

3 A

war

d,

Cer

tifica

te in

Man

agem

ent

(QC

F)

Leve

l 3 A

war

d,

Cer

tifica

te a

nd

Dip

lom

a in

Cle

anin

g

Super

visi

on S

kills

(Q

CF)

Leve

l 3 A

war

d,

Cer

tifica

te a

nd

Dip

lom

a in

Fac

ilities

M

anag

emen

t Pr

actice

(Q

CF)

Leve

l 3 N

VQ

Cer

tifica

te in

Man

agem

ent

(QC

F)

BA034960 –

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Edex

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nd D

iplo

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Level

Gen

era

l q

uali

fica

tio

ns

Dip

lom

as

BTE

C v

oca

tio

nall

y-

rela

ted

q

uali

fica

tio

ns

BTEC

sp

eci

ali

st

qu

alifi

cati

on

/

pro

fess

ion

al

NV

Q/

com

pete

nce

2

Suite

of BTEC L

evel

2

Aw

ards

in C

lean

ing

Prin

ciple

s (Q

CF)

BTEC L

evel

2

Cer

tifica

te,

Dip

lom

a in

Cle

anin

g P

rinci

ple

s (Q

CF)

BTEC L

evel

2 A

war

d,

Cer

tifica

te in T

eam

Le

adin

g (

QCF)

Leve

l 2 C

ertifica

te in

Proper

ty,

Car

etak

ing

and F

aci

litie

s Ser

vice

s (Q

CF)

Leve

l 2 A

war

d,

Cer

tifica

te,

Dip

lom

a in

Cle

anin

g a

nd S

upport

Ser

vice

s Ski

lls (

QCF)

Leve

l 2 N

VQ

Cer

tifica

te in T

eam

Le

adin

g (

QCF)

1

Le

vel 1 A

war

d,

Cer

tifica

te in C

lean

ing

and S

upport

Ser

vice

s Ski

lls (

QC

F)

En

try


97

Annexe B: Quality assurance

Key principles of quality assurance

A centre delivering Edexcel qualifications must be an Edexcel recognised centre and must have approval for qualifications that it is offering.

The centre agrees, as part of gaining recognition, to abide by specific terms and conditions relating to the effective delivery and quality assurance of assessment. The centre must abide by these conditions throughout the period of delivery.

Edexcel makes available to approved centres a range of materials and opportunities to exemplify the processes required for effective assessment and provide examples of effective standards. Approved centres must use the guidance on assessment to ensure that staff who are delivering Edexcel qualifications are applying consistent standards.

An approved centre must follow agreed protocols for: standardisation of assessors; planning, monitoring and recording of assessment processes; internal verification and recording of internal verification processes and dealing with special circumstances, appeals and malpractice.

Quality assurance processes

The approach to quality assured assessment is made through a partnership between a recognised centre and Edexcel. Edexcel is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance processes where practicable. The specific arrangements for working with centres will vary. Edexcel seeks to ensure that the quality-assurance processes it uses do not inflict undue bureaucratic processes on centres, and works to support them in providing robust quality-assurance processes.

The learning outcomes and assessment criteria in each unit within this specification set out the standard to be achieved by each learner in order to gain each qualification. Edexcel operates a quality-assurance process, designed to ensure that these standards are maintained by all assessors and verifiers.

For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres offering these qualifications must be committed to ensuring the quality of the units and qualifications they offer, through effective standardisation of assessors and internal verification of assessor decisions. Centre quality assurance and assessment processes are monitored by Edexcel.


98

The Edexcel quality-assurance processes will involve:

gaining centre recognition and qualification approval if a centre is not currently approved to offer Edexcel qualifications

annual visits to centres by Edexcel for quality review and development of overarching processes and quality standards. Quality review and development visits will be conducted by an Edexcel quality development reviewer

annual visits by occupationally competent and qualified Edexcel Standards Verifiers for sampling of internal verification and assessor decisions for the occupational sector

the provision of support, advice and guidance towards the achievement of National Occupational Standards.

Centres are required to declare their commitment to ensuring quality and appropriate opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.


99

Annexe C: Centre certification and registration

Edexcel Standards Verifiers will provide support, advice and guidance to centres to achieve Direct Claims Status (DCS). Edexcel will maintain the integrity of Edexcel QCF NVQs through ensuring that the awarding of these qualifications is secure. Where there are quality issues identified in the delivery of programmes, Edexcel will exercise the right to:

direct centres to take action

limit or suspend certification

suspend registration.

The approach of Edexcel in such circumstances is to work with the centre to overcome the problems identified. If additional training is required, Edexcel will aim to secure the appropriate expertise to provide this.

What are the access arrangements and special considerations for the qualifications in this specification?

Centres are required to recruit learners to Edexcel qualifications with integrity.

Appropriate steps should be taken to assess each applicant’s potential and a professional judgement should be made about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel’s policy on learners with particular requirements.

Edexcel’s policy on access arrangements and special considerations for Edexcel qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the Equality Act 2010) without compromising the assessment of skills, knowledge, understanding or competence. Please refer to Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications for further details. www.edexcel.com.


100


101

Annexe D: Assessment Principles

The Sector Skills Council for Property Services, Housing, Cleaning Services and Facilities Management

the sector skills council for the places where we live and work

ASSESSMENT PRINCIPLES MAY 2012

POLICIES AND PRINCIPLES FOR AWARDING ASSET SKILLS COMPETENCE UNITS ACROSS ALL

FOUR NATIONS

Asset Skills 2nd Floor Sol House 19 St Katherine’s Street Northampton NN1 2QZ

Tel: 01604 233336 Fax: 01604 233573 E-mail: [email protected] Website: www.assetskills.org


102

CONTENTS

1 INTRODUCTION

2 ASSESSMENT PRINCIPLES

3 SIMULATION AND WITNESS TESTIMONY

4 RECOGNITION OF PRIOR LEARNING AND EXPERIENCE

5 EXTERNAL QUALITY ASSURANCE OF ASSESSMENT

6 FRAMEWORK CRITERIA FOR THE APPOINTMENT OF EXTERNAL

7 FRAMEWORK CRITERIA FOR THE APPOINTMENT OF INTERNAL VERIFIERS

8 FRAMEWORK CRITERIA FOR THE APPOINTMENT OF ASSESSORS


103

1 INTRODUCTION

ASSET SKILLS has worked with the Awarding Organisations offering qualifications within their footprint to develop these assessment principles for competence based units of assessment which have been submitted by Asset Skills to the appropriate national qualification and credit framework.

ASSET SKILLS, with the support of industry, is dedicated to embedding the National Occupational Standards and units of assessment into the workplace and to upholding the quality and integrity of the Standards and Units and qualifications based upon them.


104

2 ASSESSMENT PRINCIPLES FOR COMPETENCY BASED UNITS

2.1 The following principles will apply to Awarding Organisations:

2.1.1 Assessment should normally be at the candidate’s workplace, but where the opportunity to assess across the range of standards is unavailable other comparable working environments may be used, following agreement from the External Verifier.

2.1.2 A holistic approach towards the collection of evidence should be encouraged, assessing activities generated by the whole work experience rather than focusing on specific tasks.

2.1.3 Asset Skills does not prescribe a minimum number of observations. However, evidence provided must demonstrate that the candidate’s competency is consistent and reliable.

2.1.4 Assessors can only assess in their acknowledged area of occupational competence.

2.1.5 Assessors and Internal Quality Assurers/Internal Verifiers will be registered with their Approved Centre and be accountable to the organisation for their assessment practice.

2.1.6 Health and safety of customers/clients and employees must be maintained throughout the assessment process and if any person carrying out assessment or verification activities does not feel that there is due regard to health and safety then that person should refuse to continue with the activity(ies) until satisfied that due regard to health and safety is being taken.


105

3 SIMULATION AND WITNESS TESTIMONY FOR COMPETENCY BASED UNITS

There are a few occasions when simulation or witness testimony is warranted where the centre can demonstrate that performance evidence has been impossible to obtain.

The underlying reasons for either simulation or witness testimony are:

health and safety considerations

activities that would cause serious inconvenience or loss to an employer if there was an undue delay in their being carried out

Infrequently occurring activities

equality of access

3.1 Simulation

Simulation may be necessary for specific elements of the units. It is advisable that centres refer to the Awarding Organisations in these cases for clear guidelines.

Awarding Organisation guidance to centres must ensure that demands on the candidate during simulation are neither more nor less than they would encounter in a real work situation. In particular:

All simulations must be planned, developed and documented by the centre in a way that ensures the simulation accurately reflects what the unit seeks to assess

All simulations should follow these documented plans

A centre’s overall strategy for simulation must be examined and approved by the external verifier

There should be a range of simulations to cover the same aspect of the standard so that the risk of candidates successfully colluding is reduced

The physical environment for the simulation must be as realistic as possible and draw on real resources that would be used in the industry

The nature of the contingency must be realistic.

3.2 Witness Testimony

Witness testimony should not form the primary source of evidence. Centres must comply with Awarding Organisation guidance over the occupational competence and briefing of witnesses in the use of witness testimony.


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4 RECOGNITION OF PRIOR LEARNING AND EXPERIENCE

4.1 Evidence from past achievement may be included as permissible evidence within assessment methods.

4.2 Evidence of prior knowledge and understanding can be offered as supplementary evidence as long as it is a measurable assessed outcome of learning which links to the unit of assessment

4.3 Assessors should make best use of all the assessment methods available to them in ensuring the most reliable and effective use is made of claims of prior learning and experience which relate to the individual circumstances.

4.4 All candidates must demonstrate current competence with respect to recognition of prior learning (RPL).


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5 EXTERNAL QUALITY ASSURANCE OF ASSESSMENT

5.1 Awarding Organisations will operate a Risk Rating system of Approved Centres. This will be applied UK wide.

5.1.1 The Awarding Organisations will review centre risk ratings on an annual basis to ensure risk rating is still appropriate and take appropriate action to ensure quality assurance is maintained.


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6 FRAMEWORK CRITERIA FOR THE APPOINTMENT OF EXTERNAL VERIFIERS

6.1 ASSET SKILLS aims to ensure that the technical and quality aspirations of industry are met, in order to inspire confidence in the national occupational standards and qualifications.

6.2 The criteria will apply to existing and new External Verifiers (EVs).

6.3 Verification Competence

6.3.1 The appointment and competence of External Verifiers must comply with current Ofqual regulations for QCF Awarding Organisations. Awarding Organisations will ensure that External Verifiers:

Hold or be working towards an appropriate external verifier qualification and demonstrate evidence of knowledge, understanding and experience of the assessment process (together with the occupational competence requirements below).

In England, Wales, Northern Ireland new External Verifiers must achieve an

appropriate external verifier qualification within 12 months of beginning external verification.

In Scotland, all new EVs should have an assessment plan for achieving L&D

Unit 12 and be working towards achieving the awards. There is no timescale attached to the achievement of L&D Unit 12.

6.4 Occupational Competence

All External Verifiers must:

6.4.1 provide evidence of knowledge, understanding and application of the National Occupational Standards (NOS), Units of Assessment and Assessment Principles, together with technical definitions where appropriate. Awarding Organisations should cover this requirement as part of their normal appointment process.

6.4.2 have verifiable relevant experience and current knowledge of the occupational working area at or above the level being verified. This experience and knowledge must be of sufficient depth to be effective and reliable when verifying judgements about assessors’ assessment processes and decisions. External verifiers’ experience and knowledge could be verified by:

curriculum vitae and references

possession of a relevant qualification

corporate membership of a relevant professional institution

6.4.3 have up to date knowledge and experience of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements

6.4.4 have a sound in-depth knowledge of, and uphold the integrity of the NOS, Units of Assessment and these Assessment Principles

6.4.5 undertake continuous professional development to ensure that they are working to the current National Occupational Standards in assessment and verification.


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6.4.6 be aware of national issues affecting vocational education, training and qualifications in the sector.

6.4.7 have appropriate knowledge of the ASSET SKILLS framework of qualifications in relevant areas to the qualifications being externally verified.

6.4.8 demonstrate their ability to maintain credibility and retain the confidence of the industry through commitment to continuous personal and professional development.

6.4.9 provide evidence of knowledge, understanding and application of the Regulatory Authorities’ codes of practice

6.5 Awarding Organisations may have generic criteria and personnel specifications in addition to the above.


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7 FRAMEWORK CRITERIA FOR THE APPOINTMENT OF INTERNAL QUALITY ASSURERS/ INTERNAL VERIFIERS

7.1 Internal Quality Assurers/Internal Verifiers (IQAs/IVs) are appointed by an Approved Centre and approved by the Awarding Organisation through their External Verifier.

7.2 This criteria will apply to existing and new IQAs/IVs.

7.3 IQAs/IVs should only verify the decisions of assessors which fall within their area of technical and occupational competence.

7.4 IQAs/IVs should be seen as the persons responsible for an approved centre’s assessment quality in order to facilitate the assessment process and should be one of the following:

7.4.1 IQAs/IVs will be employed directly or contractually by the same organisation (approved centre) as the assessors

Or

7.4.2 Acting as a counter-signatory on a short term basis, a maximum period of 18 months, where IQAs/IVs have not yet achieved an appropriate qualification in internal verification

7.5 The appointment and competence of IQAs/IVs must comply with current Regulatory Authority regulations. IQAs/IVs will either:

a Hold or be working towards an appropriate internal verifier qualification

In England, Wales and Northern Ireland all new IQAs/IVs should achieve an

appropriate internal verifier qualification within 18 months of beginning internal quality assurance/verification duties. Internal quality assurance/verification decisions by verifiers who are still working towards certification must be countersigned by an IQA/IV who has gained certification.

In Scotland, all new Verifiers should have an assessment plan for achieving the Learning and Development (L&D) Unit 11 and be working towards achieving the award. External Verifiers will monitor progress and achievement towards the achievement of Learning and Development (L&D) Unit 11 during centre visits

All new IQAs/IVs must hold an appropriate qualification in assessment of competence

Or:

b Where employers opt for an ‘employer direct’ model, the qualification requirements specified by the regulatory authorities may be waived as described below.

The ‘employer direct’ model is where colleagues, supervisors and/or managers in the workplace are involved in the assessment process. Under this model, the employer, with the agreement of their Awarding Organisation and Asset Skills may choose between:

Achieving the appropriate regulatory body approved unit qualifications for internal quality assurance/verification


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OR

Demonstrating that the employer’s training and development activity undertaken to prepare, validate and review these quality assurance/verification roles, maps 100% to the National Occupational Standards which these qualifications are based on. The mapping process must be agreed by the Awarding Organisation as providing the equivalent level of rigour and robustness as achievement of the unit qualification.

The alternative option described above, which waivers the need for the regulatory approved units, must be confined in application to an ‘organisation by organisation’ and ‘qualification by qualification’ basis. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the Standards in association with the relevant Awarding Organisation.

7.5.2 It is desirable that all IQAs/IVs hold a relevant qualification

IQAs/IVs will:

7.5.3 have verifiable relevant experience and current knowledge of the occupational working area at or above the level being verified. This experience and knowledge must be of sufficient depth to be effective and reliable when verifying judgements about assessors’ assessment processes and decisions. IQAs’/IVs’ experience and knowledge could be verified by:

o curriculum vitae and references

o possession of a relevant qualification

o corporate membership of a relevant professional institution

7.5.4 have expertise so they have up to date knowledge and experience of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements

7.5.5 have a sound in-depth knowledge of, and uphold the integrity of the NOS, Units of Assessment and these Assessment Principles

7.5.6 be prepared to participate in training activities for their continued professional development

7.5.7 demonstrate their ability to maintain occupational competence by continuous professional development

7.5.8 undertake continuous professional development to ensure that they are working to the current National Occupational Standards in assessment and verification.

7.5.9 have knowledge of the requirements and application of the Asset Skills Assessment Principles

7.5.10 provide evidence of knowledge, understanding and application of the Regulatory Authorities’ codes of practice

7.6 Centres will be responsible for ensuring that internal quality assurers/internal verifiers plan and maintain continuous professional development

7.7 Approved Centres may have generic criteria and personnel specifications in addition to the above.


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8 FRAMEWORK CRITERIA FOR THE APPOINTMENT OF ASSESSORS

8.1 This section is intended to assist Approved Centres in the recruitment of those individuals who will act as Assessors within the Approved Centre.

8.2 Assessors are appointed by an Approved Centre and approved by the Awarding Organisation through their External Verifier.

8.2.1 They should only assess in their area of technical and occupational competence as approved by their Awarding Organisations.

8.3 Assessors should be one of the following:

8.3.1 Employed directly or contractually by the same organisation (centre) as the candidate

Or

8.3.2 Acting as a counter signatory on a short term basis (18 months) where the Centre Assessor has not yet achieved an appropriate qualification in assessment of competence

8.4 The Assessor should have the following:

Assessment Competence

Either:

8.4.1

a Hold or be working towards an appropriate qualification in assessment of competence

In England, Wales and Northern Ireland, new Assessors must achieve an appropriate qualification in assessment of competence within 18 months of beginning assessment duties. Assessment decisions by Assessors who are still working towards certification must be countersigned by an Assessor who has gained certification.

In Scotland, all new Assessors should have an assessment plan for achieving 9D and/or 9DI units and be working towards achieving the units. External Verifiers will monitor progress and achievement towards the achievement of 9D and 9DI units during centre visits.

Candidates in possession of a TQFE without having an appropriate 9D and 9DI units should undertake continuing professional development to demonstrate that they are working to the appropriate unit standard.

Or:

b Where employers opt for an ‘employer direct’ model, the qualification requirements specified by the regulatory authorities may be waived as described below.

The ‘employer direct’ model is where colleagues, supervisors and/or managers in the workplace are involved in the assessment process. Under this model, the employer, with the agreement of their Awarding

Organisation and Asset Skills may choose between: Achieving the appropriate regulatory body approved unit qualifications for assessment.


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OR

Demonstrating that the employer’s training and development activity undertaken to prepare, validate and review these assessment roles, maps 100% to the National Occupational Standards which these qualifications are based on. The mapping process must be agreed by the Awarding Organisation as providing the equivalent level of rigour and robustness as achievement of the unit qualification.

The alternative option described above, which waivers the need for the regulatory approved units, must be confined in application to an ‘organisation by organisation’ and ‘qualification by qualification’ basis. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the Standards in association with the relevant Awarding Organisation.

8.5 Occupational Competence

All assessors must

8.5.1 have verifiable relevant current industry experience and knowledge of the occupational area at or above the level being assessed. This experience and knowledge must be of sufficient depth to be effective and reliable when judging candidates’ competence. Assessors’ experience and knowledge could be verified by:

curriculum vitae and references

possession of a relevant qualification

corporate membership of a relevant professional institution.

8.5.2 have sufficient occupational expertise so they have up to date knowledge and experience of the particular aspects of work they are assessing. This could be verified by records of continuing professional development achievements

8.5.3 have a sound in-depth knowledge of, and uphold the integrity of the sector’s NOS, units of Assessment and these Assessment Principles

8.5.4 be prepared to participate in training activities for their continued professional development

8.6 Centres will be responsible for ensuring that assessors plan and maintain continuous professional development

8.7 Approved Centres may have generic criteria and personnel specifications in addition to the above.


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Annexe E: Asset Skills Evidence Requirements

In order to provide consistency across awarding organisations and centres, the following guidance has been developed.

The units which make up these qualifications may specify which documentation needs to be produced in some of the assessment criteria. This is however not always entirely clear and there should be some allowance for the ways in which different cleaning organisations work.

The primary source of evidence must be in the workplace. It is recommended that the assessment is holistic where possible and evidence should be referenced across all the units where it fits. The evidence provided must demonstrate that competency is consistent, reliable and repeatable. Evidence can be identified in the portfolio rather than having to appear in full but should be made available in a format that meets the quality assurance requirements of the awarding organisation.

Where items of evidence are confidential it is acceptable to remove information which allows individuals or organisations to be identified. Gaps can be filled by the use of personal statements and professional discussion

Simulation/realistic working environment

This should be used only as a last resort and where allowed. See the Principles of Assessment for a full definition of a realistic working environment. It is, however, unlikely that this will be necessary for this qualification.

Evidence of performance

In order to provide consistency across awarding organisations and centres the following guidance has been developed. This document gives guidance on the acceptable types of evidence. It does not mean that evidence must be provided or each type allowed.

The list overleaf gives suggested examples of the types of evidence which may be used to evidence performance.


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Observation

Materials developed by the candidate

Documents used regularly and completed to implement activities

Project materials specific to the candidate

Visual or audio records specific to the individual candidate

Staffing structures

Staff development and training records, including PDRs and training records

Risk assessments

Contract compliance documentation

Work schedules and rotas

Notes/minutes of meetings (formal and informal)

Resource requirement reviews

Customer feedback/complaint/dissatisfaction records

Reporting structures

Building plans

Action plans

Health and safety records

Emergency systems

Monitoring reports

Correspondence, emails and memos

Personal statements

Witness statements

Organisational policies and procedures

Professional discussion

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