...Resources 31 4 3HRC Sept. 2011 Purpose and aim of unit This core unit provides an introduction to the role of human resources and learning and development (HR/L&D) within an organisation and the environmental context. By the end of this unit the learner will have developed their understanding of how HR activities support an organisation’s strategy and assist the achievement of business objectives and how these are shaped by internal and external factors. This unit is suitable for persons who: are aspiring to, or embarking on, a career in HR/L&D are working in the field of HR/L&D in a support role and wish to develop their knowledge and skills have responsibility for HR/L&D activities and decisions within an organisation without a specialist function are employees or independent consultants within the field of HR/L&D wish to understand the role of HR/L&D in the wider, organisational and environmental context. Learning outcomes On completion of this unit, learners will: 1 Understand the purpose of an organisation and its operating environment. 2 Understand the structure, culture and functions of an organisation. 3 Understand how HR activities support an organisation. 1 Equivalents in Ireland = 5; Scotland = 6 CIPD unit 3HRC - Version 2 - 17.03.10 1 Unit content Indicative content is provided for each of the learning outcomes of the unit. The content is neither prescriptive nor exhaustive but should enable achievement of the learning...
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...3DLA F211B CIPD Assessment Activity Template |Title of unit/s |Delivering Learning and Development Activities | |Unit No/s |3DLA | |Level |Foundation | |Credit value |6 | |Assessment method |Written, Observation | |Learning outcomes: | | | |1. Be able to create an environment conducive to learning. | |2. Be able to plan and deliver learning and development programme activity to individuals and groups. | |3. Know how to review learning and development activities | |All activities should be completed ...
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...Combined Supporting Notes and Technical Specifications including Units for ------------------------------------------------- ILM Level 5 NVQ Diploma in Management (8331) Version 4 20/08/2010 © The Institute of Leadership and Management (ILM) 2012 © The Institute of Leadership and Management (ILM) 2012 Supporting Notes for ILM QCF NVQs | This document is intended for current ILM centres and contains supporting notes for ILM National Vocational Qualifications (NVQs) in the QCF. The main purpose of this document is to act as a refresher to help reacquaint our centres with some of the key sections covered in the ILM Centre Manual and provide guidance to assist a centre in preparing to deliver an ILM NVQ. This a generic document and should always be read in conjunction with the ILM QCF NVQ Qualification Specifications Part 2 Technical Info document and the ILM Centre Manual (www.i-l-m.com/centres). IMPORTANT NOTES: * This document replaces the previous ILM NVQ Level 2, 3, 5, and 7 General Qualification Information for QCF NVQs. * 2011 SCQF SVQs are now standalone products and are no longer S/NVQs. They have separate specifications to meet SQA and SCQF requirements. Please refer to our SVQ webpage’s for detail and SVQ resources section online * Centres should be aware that the specifications for NQF Team Leading and Management NVQs at Levels 2, 3, 4, 5 should continue to be followed for learners who have been registered on this version of the...
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...Merit P5 P16 P6 M1 P7 M2 P8 M3 Distinction P9 D1 P10 D2 P11 D3 Learning Outcomes How self managed learning can enhance lifelong development Responsibility for own personal and professional development Implement and continually review own personal and professional development plan Demonstrate acquired interpersonal and transferable skills Comments: Assessor's Signature: Referred Date: Late: Yes No Internal Verification: Yes No I declare that the work I am submitting for assessment contains no section in copied in whole or part from any other source, unless it is explicitly by means of quotation mark or by mean of wholly indented paragraphs. I declare that I have also acknowledged such quotations by providing detailed references in an approved format. I understand that unidentified and unreferenced copying both constitutes plagiarism which is an offence. Student Signature: ___________________ Date: ______________________________ Received: _________________ Date: _____________________ WILLIAMS COLLEGE EDEXCEL Level 5 BTEC Higher Nationals Programme: Business Management Module 13: Personal and Professional Development Scenario You as a student of HND Business Management class is about to finish your first year of qualification, have started thinking of your personal and professional development. At the end of your first year of qualification you need to assess yourself on the basis of your previous experience and...
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...Deliverables: Learning Outcome 1 (to be met by assessment requirements 1.1 and 1.2) Merit criterion: To achieve M1 you need to research in depth on one major organ in any 3 functional systems. To achieve M2 you will have to mention appropriate references and valid academic sources for gaining information. Distinction Criteria: To achieve D2 you will have to explain any 2 examples of Feedback regulation in detail. Task 2 (L.O-2: 2.1, 2.2, 2.3 and M2, M3, D1). A 25 year old individual is working full time as a volunteer in a charity organization. His daily job is to distribute leaflets door to door and take part in charity events. He is now preparing for a marathon run organized by his charity foundation which will be held in 6 months’ time. (2.1) Explain how his body responds to his physical activities (particularly in relation to musculo-skeletal system, cardiovascular system and respiratory system). (2.2) Discuss how body responses are explained by cellular and tissue structure and physiology. (2.3)Further, identify how his body will coordinate its internal activities. Deliverables: Learning Outcome 2 (to be met through assessment requirements 2.1, 2.2 and 2.3) Merit criterion: To achieve M2 you will have to mention appropriate references and valid academic sources for gaining information. To achieve M3 you have to identify and analyze the effects of physical activity on special anatomical features of the body...
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...Development Activities Level 31 Credit value 6 Unit code 3DLA Unit review date Sept. 2011 Purpose and aim of unit This core unit will provide the knowledge and skills required to deliver planned learning and development (L&D) activities, for example one-to-one, small group and large group sessions. The need for learning and development arises for diverse reasons, including both individual self-assessment and organisational assessment. A learning and development needs analysis may identify organisational challenges or problems affecting employees, for example major organisational change; the introduction of new operations or systems and/or the maintenance of existing operations or systems. The identification of learning and development needs may also arise during an induction process. This unit will review adult learning principles and the learning cycle, but the main focus will be on the importance of creating and maintaining a positive learning environment and the knowledge and skills required for the actual delivery of an activity or session. This unit is suitable for persons who: are aspiring to, or embarking on, a career in HR/L&D are working in the field of HR/L&D in a support role and wish to develop their knowledge and skills have responsibility for HR/L&D activities and decisions within an organisation without a specialist function wish to develop their knowledge, skills and capabilities in delivering learning and development activities. Learning...
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...Product Actions 1. 2. 3. 4. 5. 4. Strengths Weaknesses Opportunities Threats 6. Areas of Distribution Points of Sale Correction of On-trade vs. Off-trade Imbalance Share of Wallet Promotion Actions 1. Bibliography MCDI 35 Assessment 4 – Group 5 Shipment Retail Price Estimates (Off-trade) Retail Price vs. Competition 2014 Sales Needed to Reach Objective Placement Actions 1. 2. 3. 4. 2. SWOT 1. 2. 3. 4. Pricing Actions 1. 2. 3. 4. 5. New Product Type of Consumer Region Ansoff Matrix Local Production vs Import Campaign 3 1.1. Situation To Date: Company size • HQ in United Kingdom. • Over 33,000 employees • 10 subsidiaries + 1 associate (Moët Hennessy) • Property, plants & equipment = 945 million GBP (30 Jun 2013) • Goodwill value = 1,377 million GBP (30 Jun 2013) MCDI 35 Assessment 5 – Group 2 Annual Report 2013 – Diageo. https://www.diageo.com/.../Diageo_AR_2013_LoRes_MASTER_FINAL.pdf 4 1.2. Situation To Date: Product Range 30 brands Brands combined value = 6,244 million GBP (30 Jun 2013) Superpremium / Deluxe Premium Segments: Mainstream Value MCDI 35 Assessment 5 – Group 2 Annual Report 2013 – Diageo. https://www.diageo.com/.../Diageo_AR_2013_LoRes_MASTER_FINAL.pdf 5 1.2. Situation To Date: Product Range MCDI 35 Assessment 5 – Group 2 Annual Report 2013 – Diageo. https://www.diageo.com/.../Diageo_AR_2013_LoRes_MASTER_FINAL.pdf 6 1.3. Situation To Date:...
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...Lecturer Name: Edexcel Registration No Assignment No.: QCF/M/601/1024 Assignment Name: Unit 45- Business Ethics Date Due: Date Submitted: Declaration I declare that this assessment item is my own work, except where acknowledged, and has not been submitted for academic credit elsewhere, and acknowledge that the assessor of this item may, for the purpose of assessing this item: • Reproduce this assessment item and provide a copy to another member of the University and/or; • Communicate a copy of this assessment item to a plagiarism checking service (which may then retain a copy of the assessment item on its database for the purpose of future plagiarism checking). I certify that I have read and understood the Institute Rules in respect of Student Academic Misconduct. Date Student Signature B. MARKER TO COMPLETE Comment : Grade Date Marker’s Signature Assignment Title & Number: Number – QCF/M/601/1024 Learning Outcomes Covered: Outcome1 Understand different ethical perspectives in business Outcome2 Understand business objectives from an ethical perspective Outcome3 Understand ethics in workplace relationships Outcome4 Be able to assess a current ethical issue in a business. Assessment Criteria Covered: 1.1, 1.2, 1.3 2.1, 2.2, 2.3 3.1 4.1, 4.2 Issue Date: Submission Date : • Check carefully the hand in date and the instructions given with the assignment. Late submissions will not be accepted. • Ensure...
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...standards. The document set is designed to support software development activities. It provides a framework for use in undergraduate software engineering projects, both individual and team-based, that helps students to learn best practice. A supplementary report describes the content of each document in more detail. 1. Background. Projects form an important part of the education of software engineers. They form an active method of teaching, as defined by Piaget, leading to a "training in self-discipline and voluntary effort" [1], which is important to software engineering professionals. Two purposes served by these projects are: education in professional practice, and outcomes-based assessment, as identified in the ACM/IEEE Computing Curricula 2001 [2]. An infrastructure must be provided whereby the students are well guided in their learning, yet have an opportunity to display their individual achievements for the purposes of assessment. This corresponds to the ‘ integrational’ and ‘ differential’ modes of education as described by Cook in “Educational Measurement” [11]. Software engineering projects, as defined by the IEEE/EIA, consist of a number of development activities [10]. Each activity is characterised by a set of deliverables, normally in the form of code or documentation. Providing a structured template for software documentation assists both the educational and the assessment aspects of a software engineering...
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...1 ORGANISING PRINCIPLES 1.1 Background to Assessment Centres An assessment centre (AC) ‘is a process by which an individual, or group, is assessed by a team of judges using a comprehensive and integrative set of techniques’ (Feltham, 1989). The design and implementation of the AC must be carefully planned with contemporary literature in mind to derive a clear and unbiased assessment of the participants and their ability to meet agreed competencies. Marchington (2000) outlined several principles of AC design, that were applied throughout the design process: • Sensitivity • Validity • Reliability • Sufficiency • Cross-referenced • Currency • Ownership • Cost Effectiveness The application of these principles will be adhered to as far as relevant, to guarantee the success of the assessment centre. 1.2 Competency-based Assessment The recognition and application of competencies facilitate the assessment centre. A competency can be defined as ‘the ability to perform in a range of work-related activities with the knowledge and understanding required for performance’ (Rogers, 1973). The fundamental driver of a successful AC is in the designer’s ability to draw out the necessary competencies from the job description and person specification to apply them to the task design. 2 ASSESSMENT CENTRE DESIGN 2.1 Job Description 2.2 Person Specification 2.3 Developing Competencies 2.3.1 Stage One: Brainstorming Several...
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... | |Unit Title: |Tutor’s Name: | |Aspects of Contract and |D.K Hashani shashiprabha | |Negligence for Business | | |Assignment Title & Number: |Learning Outcomes Covered: |Assessment Criteria Covered: | | |Outcome1: | | | |Understand the essential |See the following “Notes to | | |elements of a valid contract |Students” the assessment | | |in a business context |criteria covered in this | | |Outcome2: |assignment. | | |Be able to apply the elements of a contract in business | | | |situations...
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...Unit 1 : Business Environment Unit Code : Y/601/0546 Assignment No : 1 Assignment Title : Assessment of Business Environment for an organization of your Choice Date Set : 10/10/2014 Due Date : 25/12/2014 Learning Outcome Covered: 1. Understand the organisational purposes of businesses 2. Understand the nature of the national environment in which businesses operate 3. Understand the behaviour of organisations in their market environment 4. Be able to assess the significance of the global factors that shape national business activities Grading Opportunities Available: Outcomes/Grade Descriptors | P 1.1 | P1.2 | P 1.3 | P 2.1 | P 2.2 | P 2.3 | P 3.1 | | | | | | | | | Outcomes/Grade Descriptors | P 3.2 | P 3.3 | P 4.1 | P 4.2 | P 4.3 | M 1 | M 2 | | | | | | | | | Outcomes/Grade Descriptors | M 3 | D 1 | D 2 | D 3 | | | | | | COMMENTS: P (PASS) – Learner should able to demonstrate the ability to explain each outcome as per to the Assessment information page of this assignment. M (MERIT) - Expected Qualities of the Learner’s work at Merit level will be accordingly to the merit descriptions of this assessment information page. D (DISTINCTION) – Expected Qualities of the Learner’s work at Distinction level will be accordingly to the distinction descriptions of this assessment information page. Assessor: Afzal Munna, QTLS Signature: Afzal Munna Date: IV COMMENTS: ...
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...|Programme |Edexcel BTEC Levels 4 and 5 Higher Nationals in Health and Social | | |Care | |Unit Title: Physiological Principles|Unit : 12 |Date Issued: | |for Health and Social Care | |5 May 2014 | |Student Name |St Patrick Student ID No.: |Date of final | | | |Submission: | | | |2 August 2014 | | |Edexcel Registration No.: | | |Unit Leader: Physiology teaching |Internal Verifier Name: | |team. |Mr Hasa Ram | Rules and regulations: |Plagiarism is presenting somebody else’s work as your own. It includes: copying information directly from the Web or books without | |referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing | |coursework from another student and submitting it as your own work. Suspected plagiarism will be...
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...ASSESSMENT FRONT SHEET Programme: HND BTEC Edexcel Unit Number and Title: Personal and professional development Unit Level: QCF Level 5 Module Tutor: AKM Asaduzzaman patwary The word limit is Minimum: 2500 Specification of Assessment • Unit abstract This unit is designed to enable learners to assess and develop a range of professional and personal skills in order to promote future personal and career development. It also aims to develop learners’ ability to organise, manage and practise a range of approaches to improve their performance as self-directed learners in preparation for work or further career development. The unit emphasises the needs of the individual but within the context of how the development of self-management corresponds with effective team management in meeting objectives. Learners will be able to improve their own learning, be involved in teamwork and be more capable of problem solving through the use of case studies, role play and real-life activities.----Ai assignment er answer er moddhe tara kintu apnar nijer development somporke answer expect kortechen...even apni Jodi SWOT analysis koren toa apnar nijer upore...tai vul korbenna answer korar time...third person er upore likhbenna...direct apnar nijer upore likhben....such as my/I LO1 Understand how self-managed learning can enhance lifelong development 1.1 evaluate approaches to self-managed learning. P1 1.2 propose ways in which lifelong learning in personal and professional...
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...QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’...
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