HND Public Services FULL-TIME YEAR 1
Unit 1: Small-scale Research Projects in
Public Services
Unit code: L/502/9472
QCF level: 4
Credit value: 15
• Aim
This unit aims to give learners the opportunity to develop techniques for information gathering
in public services. Learners will develop and apply the skills necessary for small scale
qualitative and quantitative research within an ethical context.
• Unit abstract
This unit is designed to help learners develop the skills required for information gathering and
research in the field of public services within an ethical context. Using a range of research
methods, the unit has a practical focus which gives learners the opportunity to develop the
skills they need before undertaking small scale projects. In their research, learners will use
both qualitative and quantitative methods including statistical analysis.
Information technology is commonly used for both the research and analysis of data and
appropriate software is essential for the completion of this unit.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand sources for the collection of information for public services
2 Understand the usage of research strategies for small scale public service projects
3 Understand the importance of ethical issues which should be considered that might impact
on small scale research
4 Be able to undertake small scale projects.
Unit content
1 Understand sources for the collection of information for public services
Sources of information: published data including books, journals, magazines, articles,
newspapers, reports, minutes of meetings, transcripts of speeches, theses; audiovisual eg
video/audio tapes, diagrams, drawings, charts, tables, films, television; sources eg libraries,
internet, CD ROM, local, national and international government information and statistics;
media organisations
Problems with information: limitations of primary and secondary data; degrees of accuracy;
errors and omissions; delays in publication of data; Freedom of Information Act 2000;
disclosure of public data; Data Protection Act 1998
Use of data by public services: to inform; in provision of public services; in planning for future
services; for research; uses in deciding performance eg league tables, performance tables;
links to funding including formula for the funding of specific services
2 Understand the usage of research strategies for small scale public service projects
Strategies: empirical; intervention/non-intervention; positivist/non-positivist; action research,
qualitative; appropriateness; recording of data (techniques, index cards, databases, specialist
computer programs, description of content, bibliography)
Primary: researcher including participant/non-participant, intervention/non-intervention;
questionnaire design and application eg wording, sequence, bias; interviews; case study;
sampling eg size of sample, response time and rate; manual or computer analysis; types of
sample, judgemental, quota, random, stratified, probability, focus groups, internet surveys;
types of interview eg structured/unstructured, in-depth, individual/group; setting up and
managing the interview; recording information; appropriateness; questions eg open and
closed, avoiding leading questions
Secondary: criteria, parameters, key words, relevance, validity, sufficiency, currency; the
storage and access of data; review literature eg books, journals, library search, use of IT;
review published data and statistics eg Office for National Statistics; variety of sources eg
media, internet, published materials
3 Understand the importance of ethical issues which should be considered that might
impact on small scale research
Code of ethics: negotiating access; openness of purpose; method and reporting method of
research; informed consent
Ethical practice: issues of reliability; honesty; access; confidentiality; anonymity; voluntary
participation; validity; authenticity; peer review; research aim; acknowledging sources
plagiarism; data protection; copyright; socially and morally unacceptable material
Data: storage; access; data protection
4 Be able to undertake small scale projects
Small scale project: a project which is likely to yield useful original findings within the area of
study but which is intentionally limited; data collection methods eg survey, questionnaire
including non-response, samples, interview, notes, tape recording, case study, diaries,
observation, logs
Quantitative: measured by scientific techniques; analysis by numerical and statistical
methods; coding/values; manual/electronic; specialist software; presentation of data; analysis
eg first order and second order constructs, category methods, assumptions; hypothesis eg
specification of null and alternative hypotheses; analysis of data eg dependent and
independent variables, compare means, correlation, compare proportions; graphical methods
eg bar chart, scatter graph, line graphs, pie charts, tables, distribution graphs
Qualitative: focuses on the interpretations made by individuals; written methods eg use of
third person, appropriate language; interpreting transcripts; coding techniques; categorisation;
trends; use of computers; presentation of data
Undertaking research: surveys; qualitative methods; analysis of existing datasets; review;
interpretation and application of research findings
Evaluating findings: reviewing outcomes against plan and objectives
Making recommendations for possible further studies: including reflection on the conduct of
the project itself and recommendations for future activities eg further questions which could
be asked around the area of original enquiry
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand sources for the collection of information for public services
1.1 evaluate the importance of sources of information used by the public services
1.2 explain the limitations on uses of data and problems that may arise
1.3 appraise the uses of data to aid decision making in the public services
LO2
Understand the usage of research strategies for small scale public service projects
2.1 evaluate strategies that are employed in small scale research in the public services
2.2 explain the ways in which primary sources of information are used in small scale public
service projects
2.3 assess the value of secondary sources of information for small scale public service
projects
LO3
Understand the importance of ethical issues which should be considered that might impact on
small scale research
3.1 analyse appropriateness of codes of ethics used in research projects
3.2 justify the rationale for ethical practice in research
3.3 assess ethical problems that may arise from the storage of data
LO4
Be able to undertake small scale projects
4.1 design small scale research projects with appropriate hypotheses
4.2 justify the use of chosen methodologies
4.3 undertake research based on project design
4.4 present findings in an appropriate format
4.5 evaluate findings and hypotheses
4.6 develop recommendations for further studies.
Guidance
Links
This unit can be linked with a number of the core and optional units, specifically:
• Unit 3: Fair Treatment in Public Services
• Unit 4: Managing Public Sector Finance
• Unit 6: Research Project
• Unit 8: Psychology of Human and Criminal Behaviour
• Unit 11: Managing Stress in Public Services
• Unit 12: Health and Safety Management in Public Services.
Essential requirements
It is essential that learners have access to the internet and computers with appropriate
software for statistical analysis.
Delivery
This unit can be delivered in a number of ways. Centres may wish to consider ‘front loading’
delivery in the form of an induction. The unit can also be integrated with delivery of other
units.
Delivery methods should include lectures, discussions, practical workshops, IT workshops,
individual tutorials, project supervision and group tutorials. Peer review should be used as a
strategy to give learners practical experience of research practices.
Assessment
Most of the evidence for the learning outcomes will be generated through the preparation for
and completion of the project. The project should be designed to yield useful findings and
should ideally focus on the public services sector, but it is the use of the skills that is being
assessed in this unit and therefore, could be completed in other sector contexts. Assessment
should focus on the practical applications of techniques. The project, which must be agreed
between tutors and learners, should be designed to facilitate the practical applications and
should therefore remain uncomplicated in design.
Learners should use statistical techniques, preferably via a computer application.
Employer engagement and vocational contexts
Centres should try to establish relationships with local public service organisations to bring
realism and relevance to their research.
Unit 2: Organisations and Behaviour
Unit code: H/601/0551
QCF level: 4
Credit value: 15
• Aim
The aim of this unit is for learners to develop an understanding of individual and group
behaviour in public service organisations and to examine current theories and their
application in managing behaviour in the workplace.
• Unit abstract
This unit focuses on the behaviour of individuals and groups within public service
organisations. It explores the links between the structure and culture of public service
organisations and how they interact and influence the behaviour of the workforce.
The way in which an organisation structures and organises its workforce will affect the culture
that develops within the organisation. This system of shared values and beliefs will determine
and shape the accepted patterns of behaviour of an organisation’s workforce. The culture in
public service organisations can be very different to the culture in business or industrial
organisations.
The structure and culture of an organisation are key factors which contribute to motivating the
workforce at all levels of the organisation. This culture is integral to the work that the
organisations undertake and the risks that might be faced and encapsulates the way in which
structure and culture contribute to patterns of behaviour in the workplace.
This unit will develop learner understanding of the behaviour of people within public service
organisations and the significance of organisational design on shaping that behaviour.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the relationship between organisational structure and culture
2 Understand different approaches to management and leadership
3 Understand ways of using motivational theories in organisations
4 Understand mechanisms for developing effective teamwork in organisations.
Unit content
1 Understand the relationship between organisational structure and culture
Types of organisation and associated structures: functional; product-based; geographically
based; multi-functional and multi-divisional structures; matrix; centralisation and
decentralisation; common structures used in public services; organisational charts; rank
structure; spans of control; internal and external network structures; flexible working
Organisational culture: classification of organisational culture (power culture, role culture, task
culture, person culture); cultural norms and symbols within public services; values and beliefs;
development of organisational culture within public services
Diagnosing behavioural problems: concepts; principles; perspectives; methodology
Perception: definition; perceptual selection; perception and work behaviour in public services;
attitude of public services employees; ability and aptitude required for public service work;
intelligence
Significance and nature of individual differences: self and self-image; personality and work
behaviour within public services; conflict
Individual behaviour at work: personality, traits and types; its relevance in understanding self
and others within public services
2 Understand different approaches to management and leadership
Frames of reference for leadership activities: opportunist; diplomat; technician; achiever;
strategist; magician; pluralistic; transformational; change
Development of management thought: scientific management; classical administration;
bureaucracy; human relations approach; systems approach; contingency approach;
approaches commonly used within public services
Functions of management within public services: planning; organising; commanding;
coordinating; controlling
Managerial roles within public services: interpersonal; informational; decisional
Nature of managerial authority within public service organisations: power; authority;
responsibility; delegation; conflict
3 Understand ways of using motivational theories in organisations
Motivational theories: Maslow’s Hierarchy of Needs; Herzberg’s Motivation – Hygiene theory;
McGregor’s Theory X and Y; Vroom and Expectancy theories; Maccoby, McCrae and Costa –
personality dimensions; use of theory within public service organisations
Motivation and performance: rewards and incentives; motivation and managers; monetary
and non-monetary rewards; motivation within public service organisations
Leadership: leadership in public service organisations; managers and leaders; leadership
traits; management style; contingency approach; leadership and organisational culture;
ethical leadership
Leadership and successful change in public service organisations: pluralistic;
transformational; communications; conflict
4 Understand mechanisms for developing effective teamwork in organisations
Teams and team building: groups and teams; informal and formal groups; purpose of teams
in public services; selecting team members; team roles; Belbin’s theory; stages in team
development; team building; team identity; team loyalty; commitment to shared beliefs; multidisciplinary teams in public services
Team dynamics: group norms; decision-making behaviour; dysfunctional teams;
cohesiveness and its importance to public services
Impact of technology on team functioning: technology available to different services;
communication systems within services; changes in technology; networks and virtual teams;
global and cross-cultural teams
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the relationship between organisational structure and culture
1.1 compare and contrast different organisational structures and cultures
1.2 explain how the relationship between an organisation’s structure and culture can impact
on the performance of the business
1.3 discuss the factors which influence individual behaviour at work
LO2
Understand different approaches to management and leadership
2.1 compare the effectiveness of different leadership styles in different organisations
2.2 explain how organisational theory underpins the practice of management
2.3 evaluate the different approaches to management used by different organisations
LO3
Understand ways of using motivational theories in organisations
3.1 discuss the impact that different leadership styles may have on motivation in
organisations in periods of change
3.2 compare the application of different motivational theories within the workplace
3.3 evaluate the usefulness of a motivation theory for managers
LO4
Understand mechanisms for developing effective teamwork in organisations
4.1 explain the nature of groups and group behaviour within organisations
4.2 discuss factors that may promote or inhibit the development of effective teamwork in
organisations
4.3 evaluate the impact of technology on team functioning within a given organisation.
Guidance
Links
This unit links to the following units within this specification:
• Unit 8: Psychology of Human and Criminal Behaviour
• Unit 10: Human Resources in the Public Services.
Essential requirements
There are no essential or unique resources required for the delivery and assessment of this
unit.
Employer engagement and vocational contexts
Links with local public service employers would be useful, particularly with supervisory
personnel who could provide an insight into the management and motivation of teams on a
daily basis.
Unit 3: Fair Treatment in Public Services
Unit code: H/502/9476
QCF level: 4
Credit value: 15
• Aim
The aim of this unit is for learners to understand the importance of fair treatment within a
public service context.
• Unit abstract
This unit enables learners to understand legislative provision for the protection of individuals
against discrimination and the different procedures open to victims of unfair treatment.
Learners will be able to critically evaluate organisational policies and practices to support fair
treatment within a public service context, giving a rationale for the specific policy. Learners
will investigate how fair treatment can be achieved within a public service context and
understand why discrimination has no place within the public services.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand discriminatory behaviour
2 Understand how legislation and organisational policies can support the protection of
individuals
3 Understand how fair treatment can benefit the work of public services.
Unit content
1 Understand discriminatory behaviour
Prejudice: definition; origins of prejudice; types of prejudice; stereotyping; implications for
public services
Discrimination: definition; direct and indirect discrimination; Lawrence enquiry and institutional
racism; Allport’s Scale of Discrimination; implications for public services
Working practices: internal and external customers; routine and non-routine activities;
provision of information and literature; communication with internal and external customers;
training and educating staff
Impact: impact of prejudice and discrimination on the operation of public service organisations
including treatment of members of the public; the effects that prejudice and discrimination
have on victims and perpetrators; treatment of colleagues in own organisation; treatment of
personnel in partner organisations; quality of service provision; image of public service
organisations; media portrayal; public perception
2 Understand how legislation and organisational policies can support the protection of
individuals
Fair treatment legislation and regulations: Employment Equality (Age) Regulations 2006;
Disability Discrimination Act (DDA) 1995; Sex Discrimination Act (SDA) 1975; Employment
Equality (Sex Discrimination) Regulations 2005; Race Relations Act (RRA) 1976;
Employment
Equality (Religion or Belief) Regulations 2003; Human Rights Act 1998; Employment Equality
(Sexual Orientation) Regulations 2003; Equality Act 2006; Equality Act 2010
Advisory Services: including Advisory, Conciliation and Arbitration Service (ACAS); Citizens
Advice Bureau (CAB); Equality and Human Rights Commission (EHRC); Rights of Women;
Royal
Association for Disability and Rehabilitation (RADAR); trade unions; Liberty; inspectorates
and advisory bodies eg Police Complaints Commission, Independent Monitoring Board (IMB)
for
Prisons
Organisational policies: of uniformed public services; of non-uniformed public services;
grievance procedures; how public service employers present legal responsibilities of fair
treatment for staff within organisational policies
Fair treatment: reason; rationale; purpose; impact on daily operation; accountability to
management and watchdogs; impact on current and future employees and customers
Trade unions: role to represent members; ethos; impact of trade union activity on employees
and working standards
Anti-discriminatory practices: currently in place within uniformed and non-uniformed public
services eg recruitment and promotion initiatives, fair treatment policies, service accessibility
3 Understand how fair treatment can benefit the work of public services
Fair treatment: definition; the importance and need for fair treatment in public services;
requirements including working practices, within literature, within job opportunities, within
codes of practice and ethics
Prejudice and discrimination: effects on the victim including psychological, impact on
selfesteem and future within public service; effects on the perpetrator including psychological,
impact on self-esteem, future within public service; effects on organisation including public
perception
Work place culture: language eg ‘canteen banter’; humour and practical jokes; challenging
inappropriate behaviour; coping strategies
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand discriminatory behaviour
1.1 explain what is discrimination and fair behaviour with reference to current theory and
practice
1.2 explain the impact of direct and indirect discrimination on working practices within public
services
1.3 analyse the effects that prejudice and discrimination have on victims and perpetrators
1.4 analyse the effects that prejudice and discrimination have on organisations and their
customers
LO2
Understand how legislation and organisational policies can support the protection of
individuals
2.1 explain the provisions set out in current legislation to protect individuals from
discrimination
2.2 assess the advisory services available to victims of discrimination
2.3 evaluate fair treatment policies employed by public services
2.4 evaluate the role of organisations that uphold the rights of employees and the public
LO3
Understand how fair treatment can benefit the work of public services
3.1 explain how equality for personnel and the public can be supported by organisations
3.2 analyse the long-term benefits for the public and employees of achieving fair treatment
within public services.
Guidance
Links
This unit can be linked to:
• Unit 1: Small-scale Research Projects in Public Services
• Unit 2: Organisations and Behaviour
• Unit 8: Psychology of Human and Criminal Behaviour
• Unit 9: Sociological Aspects of the Public Services in Contemporary Society
• Unit 11: Managing Stress in Public Services
• Unit 12: Health and Safety Management in Public Services
• Unit 18: Public Service Activity Management.
Essential requirements
Learners should have access to legislation covering discrimination, for example via the
internet.
Delivery
This unit can be delivered in a variety of ways including using case studies, learner-centred
learning and direct consultation with select areas of public services.
Assessment
Evidence can be in the form of written reports, essays, presentations and discussions.
Employer engagement and vocational contexts
Links with human resource departments within public services to discuss policies relating to
fair treatment would be advantageous.
Unit 4: Managing Public Sector Finance
Unit code: K/502/9477
QCF level: 5
Credit value: 20
• Aim
To ensure learners understand the allocation of and accountability for public sector funding
and the ways that public services report financial performance.
• Unit abstract
This unit introduces learners to the funding of public service organisations and the financial
constraints placed on those organisations. It is a broad-based unit providing a general
overview of funding sources and the issues which influence funding.
Learners will examine the whole range of sources of finance, including alternative sources.
Learners will develop an understanding of how the use and interpretation of financial
information supports the day-to-day management of public service organisations and the
achievement of their strategic and operational objectives.
The unit will help learners identify sources of financial information and how they can be used
in the decision-making process. Learners will examine financial control within the public
services and how the external influences and requirements for financial accountability are
managed.
The unit gives learners an understanding of the political context in which public service
organisations must function. Learners will evaluate the external operating environment and
the need to adopt organisational strategies to ensure effective service delivery.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the sources of finance available to public service organisations
2 Understand financial accountability in a public service context
3 Understand how financial information is used by the public sector to achieve organisational
objectives
4 Understand the impact of external influences on public service finances.
Unit content
1 Understand the sources of finance available to public service organisations
Sources of public sector funding: central taxation; income tax; corporation tax; VAT; local
taxation; council tax; business rates; income and rents charged by public service
organisations; interest on investments received by public service organisations
Alternative sources of finance for public services: EU funding; National Lottery; Public Private
Partnership (PPP); Private Finance Initiative (PFI); alternative approaches to the funding of
public services including contracting out of service provision to private and third sector
organisations and privatisation of provision, disposal of saleable assets
Funding allocation: central government budgetary cycle; funding allocation including revenue
and capital funding; public sector funding reviews; allocation of funds by public sector
organisations to meet statutory and non-statutory activity; historic and zero-based budget
allocation
2 Understand financial accountability in a public service context
Accountability: need for public service financial accountability and transparency at national
and local level; accountability in reporting financial performance; performance analysis and
reporting; role of media; role of legislation eg FOI Act 2000; accountability to the electorate
Role of audit and inspection: role of audit and inspectorates in disseminating good practice;
promoting better management and decision making; effective use of taxpayer resources;
maintaining public confidence in effective use of funds; information provided by audit services
and inspectorates in their published reports
3 Understand how financial information is used by the public sector to achieve
organisational objectives
Financial information: information eg published budgets, annual reports, statistical returns,
internal accounts, performance indicators, financial records, financial regulations
Researching financial information: published public services financial and performance data
including internet and printed publications
Use of financial data by public services: to measure value for money in a public service; to
review ways in which costs could be reduced; to consider the impact of cost savings on
standards of service provision; to propose alternative funding sources to support public
service provision; to benchmark; to review procurement methods; to measure efficiency and
effectiveness; to justify retaining delivery within the public service or contracting out, to
achieve strategic and operational objectives eg minimum service levels, response times,
crime-reduction targets, recruitment targets
4 Understand the impact of external influences on public service finances
Financial management and reporting in public services: capital and revenue budgets; cost
centres; resource accounting; inflationary factors; overheads; public service accounting
methods; use of information communication technology (ICT) in managing and reporting on
finance
Efficiency and effectiveness: defining vision and purpose in the public service context; setting
performance targets for service delivery including central government targets, local targets,
sustainability, social, environmental and economic targets; definitions and measures of
efficiency, effectiveness and productivity in a public service; how public service standards are
determined and applied; potential impact of funding reductions on standards of public service
provision
Procurement and contracting services: procurement and contracting processes in the public
services; defining and measuring value for money; the advantages and disadvantages of
public service delivery through contracts with other organisations including other public
services, third sector and private sector organisations; public service in-house bidding for
contracts; internal service level agreements (SLAs); competition and contestability in bidding
for public service contracts
Political environment: impact of international, European, national, regional and local politics
on funding allocation; central government policies, priorities and initiatives; role of media and
public opinion in funding allocation
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the sources of finance available to public service organisations
1.1 describe the types of sources of finance available to public service organisations
1.2 critically analyse the allocation of public service funding in different public services
LO2
Understand financial accountability in a public service context
2.1 analyse the role of audit and inspection in maintaining accountability
2.2 evaluate how public services are held accountable to the public
LO3
Understand how financial information is used by the public sector to achieve organisational
objectives
3.1 explain how public service organisations can use financial information to achieve their
strategic and operational objectives
3.2 analyse, using examples, how published financial information can be used to evaluate the
financial performance of public service organisations
LO4
Understand the impact of external influences on public service finances
4.1 explain how public service organisations report on and manage financial performance
4.2 evaluate how efficiency and effectiveness are measured by public service organisations
4.3 evaluate good practice methods of managing procurement and contracting of services in
the public sector
4.4 evaluate the impact of the political environment on the funding of public service
organisations.
Guidance
Links
Higher Nationals in Business units
• Unit 2: Managing Financial Resources and Decisions
• Unit 9: Management Accounting: Costing and Budgeting
• Unit 10: Financial Accounting and Reporting
• Unit 11: Financial Systems and Auditing.
Higher Nationals in Public Services
• Unit 5: Government, Decision-Making and the Public Services
• Unit 7: Personal and Professional Development
• Unit 10: Human Resources in the Public Services.
Delivery
It is recommended that specific public service organisations (spanning examples from the
emergency services, armed forces and central and local government) are used to develop
case study material to support unit delivery. The 2010 Comprehensive Spending Review and
the 2010 Strategic Defence Review both provide significant case study material which can be
used on an on-going basis over the next five years as they are implemented and the public
sector adjusts to altered and reduced funding patterns.
Key case studies could come from a variety of government departments such as the Ministry
of Defence, the Ministry of Justice and the Department for Communities and Local
Government all of which have had to make large adjustments in their funding of the services
they are responsible for. In addition, role play can be used to enable learners to understand
the difficulties surrounding the provision of services to client groups within constantly
changing political and financial constraints. Role playing service and service user can be
illuminating in examining the differences between the financial priorities of the service and the
general public.
Assessment
Learners will need to investigate at least two public services in depth to support their
assessed work. It is recommended that they be encouraged to select two contrasting public
services (for example a locally-based service and a national service, or a uniformed service
and a non-uniformed service). This will enable the learner to develop a depth and breadth of
public sector financial information and enable them to compare and contrast different
approaches.
Employer engagement and vocational contexts
Ideally, visiting speakers from the finance departments of a number of public services should
be used to support delivery.
Involvement of personnel from audit and/or inspection would also be helpful to speak about
managing public service finances.
Unit 9: Sociological Aspects of the Public
Services in Contemporary Society
Unit code: K/502/9480
QCF level: 4
Credit value: 20
• Aim
The aim of this unit is to give learners an understanding of sociology and the impact of
contemporary society on public services.
• Unit abstract
The unit enables learners to develop an understanding of the construction of social structures
in society and the tensions between structure and agency. Learners will explore culture,
family, sexuality and gender and how they contribute to the structure of society.
Learners will explore the development of individuals and groups and the structural influences
on society.
Learners will look at how contemporary society is structured in terms of political, economic,
social and cultural factors and the factors in society that contribute to change. They will
explore a wide range of contemporary issues in society and how they can impact on
availability and provision of public services.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the construction of social structures in society
2 Understand the development of individuals and groups
3 Understand the structure of contemporary society
4 Understand the impact of contemporary issues on the public services.
Unit content
1 Understand the construction of social structures in society
Structure and agency: structures in society; socialisation; agency including individual
autonomy and independence; tensions
Key theorists/thinkers: including Marx, Durkheim, Goffman, Bernard, Weber
Culture: nationality; ethnicity; religion; age; wealth/class; divisions
Family: nuclear; extended; single parent; foster; orphans; cross-cultural
2 Understand the development of individuals and groups
Individuals: key theories of socialisation process of individuals (conscious, self-conscious
thinking); participants; agency; reflexivity and the ability of the individual to influence
outcomes; compliance within society; deviancy
Groups/cultures: formation of groups/cultures; formation of norms, values and rules in a
group; rewards and sanctions that groups use to pressure participants to conform; choices
participants must make
Structural influences: nature and nurture; childhood and family environment; education and
employment; leisure activities; health and wellbeing; impact of structural influences on society
3 Understand the structure of contemporary society
Societal change: demographic including population profiles, national, regional and local;
economic including poverty, wealth, employment, social benefits; technology including
internet, social networking, internet crime; healthcare
Political and economic factors: systems of stratification including age, gender, race, social
class; households, marriage and divorce
Social factors: family; community; education; work; unemployment; leisure
Cultural values and beliefs: ethnicity; religious beliefs; distribution of wealth
Impact on public services: changing demands for public services from different groups in
society; impact of demography, economy, technology on need for public services
4 Understand the impact of contemporary issues on the public services
Contemporary issues: including immigration, demographic profile, retirement age, stress,
substance abuse, gun crime, social networking, unemployment, healthcare, education, adult
literacy, homelessness, human trafficking, sweat shops, child labour, prostitution, child
poverty, ‘date’ rape
Impact of contemporary issues for the public services: including availability of resources and
services, accessibility of services, increase in crime, increase in job related stress, efficiency
of service, quality of service
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the construction of social structures in society
1.1 explain the tensions between structure and agency
1.2 describe the key influences on the construction of social structure in society
1.3 assess the contribution of key thinkers to social structures in society
LO2
Understand the development of individuals and groups
2.1 explain key theories of the socialisation of individuals in society
2.2 discuss the key factors that influence the development of groups in society
2.3 assess the impact of structural influences on society
LO3
Understand the structure of contemporary society
3.1 describe how political, social and economic constructs can be used to categorise society
3.2 review how current trends in societal change might shape social expectations
3.3 discuss the influence of cultural values and beliefs in society
3.4 evaluate the implications of changes in society for the public services
LO4
Understand the impact of contemporary issues on the public services
4.1 discuss contemporary issues within society
4.2 analyse the impact of contemporary issues on the public services.
Guidance
Links
This unit has links to the following units in this specification:
• Unit 1: Small Scale Research Projects in Public Services
• Unit 2: Organisations and Behaviour
• Unit 10: Human Resources in the Public Services
• Unit 11: Managing Stress in Public Services
• Unit 15: Crime Reduction and Community Safety.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Delivery
This unit can be delivered in a variety of ways. Case studies, learner-centred learning and
direct consultation with selected areas of the public services can all be used to enhance the
delivery of this unit.
Assessment
Evidence of learning outcomes could be in the form of written assignments, discussions or
presentations. The assignment work could be based on case studies or actual events.
Employer engagement and vocational contexts
Guest speakers from community policing initiatives, Local Authorities, fire service, paramedics
would enhance the delivery of this unit.
Centres should try to establish relationships with appropriate public services in order to help
set the context for learners.
Unit 17: Emergency Planning and the Public
Services
Unit code: Y/502/9491
QCF level: 5
Credit value: 20
• Aim
To explore the role of public services in contingency planning for emergency situations.
• Unit abstract
This unit will introduce learners to the emergency planning that is undertaken by the public
services as well as how disasters are managed by the public services. Learners will
investigate the planning, review and updating of strategies and procedures that are used by
the public services. Learners will examine the contingency-planning exercises that public
services undertake in advance of a major incident taking place.
The unit will focus on the impact of incidents and how they are dealt with by the public
services.
Learners will develop a simulated disaster scenario that could be used in training exercises,
allocating roles and responsibilities to the public services involved. Learners will evaluate how
the various agencies work together in order to provide an effective response to incidents.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the role of the public services in planning for major emergency situations
2 Understand the emergency planning system
3 Understand the impact of emergency situations
4 Understand key elements of emergency plans
5 Be able to develop a simulated disaster planning scenario.
Unit content
1 Understand the role of the emergency services in planning for major emergency
situations
Roles of the public services: role played by the public services in planning for major
emergency situations; Category One Responders including police, ambulance service, fire
and rescue services, local authorities, health protection agency, port authorities and health
authorities; Category Two Responders including utility providers, transport providers, Health
and Safety Executive; supporting organisations including third sector organisations
Interagency working: interaction between emergency and other services when planning for
and dealing with major emergency situations; levels of command including strategic, tactical
and operational; knowledge of objectives agreed at planning meetings; joint training for major
emergency situations
Common responsibilities: common objectives including saving lives, preventing escalation,
protecting the environment, restoring normality (where possible), contributing to the debriefing
process; agency specific objectives, including those of local authorities, police, other agencies
Legislative requirements: Civil Contingencies Act 2004; Contingency Planning Regulations
2005; any subsequent amendments or new legislation introduced in relation to planning for
and dealing with major emergency situations
2 Understand the emergency planning system
Reasons for planning: to pre-empt disaster and major emergency situations; to prepare public
services to deal with and coordinate major emergency situations; to promote and facilitate
interagency working
Planning systems: integrated emergency preparedness (anticipation, assessment, prevention,
preparation, response and recovery); emergency risk assessment at national, regional and
local levels; national risk assessment; national risk register; risk assessment at regional level
eg regional resilience forums; risk assessment at local level including local resilience forums,
community risk registers
Main considerations in planning process: assessment including identification of possible
incidents; risk assessment and hazard prevention; preparedness including planning for both
known and unforeseen hazards; responses by public services including emergency services,
local authorities, voluntary organisations; recovery including activities required to return to
normality; types of plans including local authority major incident guide
Incident exercises: types of incident exercises including full simulations, table-top exercises,
paper-based exercises, partial exercises; the value and need of incident exercises
3 Understand the impact of emergency situations
Definitions of major emergency situations: Civil Contingency Act 2004 definitions including
subsequent amendments; types of major incident eg Hull floods, London Bombing 2005;
Glasgow Airport attack 2007
Medium-term impacts of disaster: sociological impact; impact on individuals; families of
victims; local communities and the public services personnel; environmental impacts
Long-term impact: impact on survivors of the incident including grief, bereavement,
depression, guilt; impact on public service personnel including anxiety, depression,
posttraumatic stress disorder; impact on the environment including damage to infrastructure,
impact on wildlife and landscape including reduced accessibility
4 Understand key elements of emergency plans
Key elements: emergency response principles (anticipation, preparedness, subsidiarity,
direction, information, integration, cooperation and continuity); mitigation; preparedness;
response; recovery; services involved; review opportunities; rehearsal opportunities
5 Be able to develop a simulated disaster planning scenario
Scenario: consideration of type of scenario including full scenario, partial scenario, table-top
scenario or paper-based scenario; rationale for type of scenario selected; components that
would need to be designed for selected scenario; aims and objectives eg for scenario to test
the ability of agencies involved to respond to and deal with the situation, to identify any gaps
in planning
Issues for consideration in disaster planning scenario: hypothetical situation, location of
planned incident; initial conditions including weather, environmental, number of civilians
involved; staged evolution of scenario; evaluation of progress at timed intervals during
scenario; formal evaluation of scenario outcome
Post-scenario responsibilities: debrief of scenario by all agencies; reviews of simulated
response procedures; evaluation of preparedness as a result of the scenario exercise
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the role of the emergency services in planning for major emergency situations
1.1 explain the role played by the public services in emergency planning
1.2 evaluate inter-agency working between public services in emergency situations using
procedures and plans in place
1.3 analyse the responsibilities of the public services to meet the legislative requirements of
emergency planning
LO2
Understand the emergency planning system
2.1 explain the importance of emergency planning for major emergency situations
2.2 analyse the planning systems used by public services when developing emergency plans
2.3 explain the main considerations that public services must respond to when planning for
emergency situations
2.4 analyse the importance of incident exercises for major emergency situations
LO3
Understand the impact of emergency situations
3.1 evaluate the medium-term impact that emergency situations have had on the public,
public service personnel and the environment
3.2 evaluate the long-term impact that emergency situations have had on the public, public
service personnel and the environment
3.3 critically evaluate the strengths and areas for improvement of the emergency service
response
LO4
Understand key elements of emergency plans
4.1 analyse key elements of different emergency plans
4.2 recommend improvements to emergency plans
LO5
Be able to develop a simulated disaster planning scenario
5.1 develop emergency simulated disaster planning for scenarios
5.2 justify the emergency plan applied in simulated disaster planning scenarios
5.3 propose strategies that the public services can use to improve the emergency planning
process.
Guidance
Links
This unit links to the following units in the Edexcel Level 3 BTEC Nationals in Public Services:
• Unit 14: Responding to Emergency Service Incidents
• Unit 15: Planning and Management of Major Incidents.
Essential requirements
Learners will need to be familiar with current practices in contingency planning and the
current legislative requirements for emergency services.
Delivery
This unit should have a practical focus. Learners should be encouraged to undertake
research, talking to a variety of emergency service personnel. Research could be enhanced
through visits to emergency service establishments, including emergency planning offices.
This will show learners the importance of emergency planning.
When delivering learning outcome 1, the tutor can consider the role of public services,
including local authority objectives (maintenance of normal community services, evacuation,
emergency telephone numbers, accommodation and rest/reception centres, creation of a
unified response procedure, support to emergency services) and police objectives (collate
and distribute casualty information, preserve crime scene, investigate cause, identify dead,
ensure access and egress at incident, control the cordons, crowd control).
When delivering learning outcome 2, the use of case studies, video clips, news footage and
documentaries will help learners understand the planning process. This will also enable
learners to see the advantages and disadvantages of the different sorts of disaster planning
scenario that emergency services use, and the considerations that must be taken into
account during the planning process. The unit content indicates the main aspects, but this
should not be seen as an exhaustive list, and the content may be replaced if more up-to-date
guidance and requirements are issued by central government.
When delivering learning outcome 3 the use of video evidence and case studies would help
learners develop their analytical skills in relation to the effects of emergency situations such
as the London Bombing (2005), the Hull floods (2007), the Buncefield oil refinery fire (2005)
and Grayrigg train crash (2007). When looking at these emergencies, it would be useful to
examine any emergency plans or reports that have been produced in response to the
emergency so that learners can develop understanding for learning outcome 4.
The development of a disaster plan for a simulated scenario for learning outcome 5 can be
used as an opportunity for learners to undertake a practical exercise which demonstrates their
understanding of the different types of scenario in which the emergency services participate.
Learners should be encouraged to analyse different scenarios before deciding upon their
own. They should be given the opportunity to identify, analyse and critically comment on the
problems that must be solved by the emergency services when preparing for emergency
situations.
Assessment
Learners need to produce written evidence for the unit. It can be supported by observation
records and witness testimony of demonstration of the ability to develop appropriate disaster
planning for scenarios.
To achieve learning outcome 1 learners should produce evidence that clearly shows their
understanding of the role that differing emergency services play in a range of incident
exercises.
They should ensure that they evaluate the ways that the emergency services work together in
emergency situations. It is important that learners link the responsibilities of emergency
services to the current legislative requirements, as indicated in the unit content. However any
subsequent legislation should replace that listed in the unit content.
For learning outcome 2, learners should be given access to a range of emergency plans, in
order to evaluate the different types of incident exercises. Learners must also explain the
main considerations that emergency services must make when contingency planning.
Learning outcome 3 requires learners to evaluate the medium – and long–term effects of the
incident on all involved and the environment. Learners should select an appropriate situation
that allows them to fully evaluate their findings, showing both the strengths of the emergency
service response and the areas where improvements can be made.
Evidence for learning outcome 4 could link into evidence developed for learning outcome 3,
for example by analysing the emergency plans that were in place for the emergency situation
discussed for learning outcome 3. Recommendations for improvements to these plans must
also be made.
Learning outcome 5 requires learners to develop their own disaster plan for a scenario. They
should be able to justify the type of plan (table top, full scenario, partial scenario or paperbased) and develop the hypothetical situation. Once this has been finalised, learners should
show how they have anticipated risks and given due consideration to all issues in the unit
content, including the post-scenario responsibilities. Evidence for this learning outcome can
be in the form of a formal presentation.
Employer engagement and vocational contexts
It would be useful for learners to have contact with emergency service employees, particularly
those currently involved in contingency planning. This could take place through visits or via
talks from guest speakers. It is important that learners are given case studies to investigate in
relation to emergency situation response, and details of how these are planned for by the
emergency services, and the local authority contingency planning department.
Minutes of the local resilience forum meetings may also enhance delivery of this unit.
Unit 18: Public Service Activity
Management
Unit code: H/502/9493
QCF level: 4
Credit value: 15
• Aim
The aim of this unit is to enable learners to manage activities in the public sector such as
outdoor activities, residential experiences and training events.
• Unit abstract
The aim of this unit is to enable learners to understand how public sector activities for
example outdoor activities, residential and training events, are managed and the role of these
activities within the public services. The unit will enable learners to recognise the important
role of public sector activities for both operational and support personnel within the public
services.
The unit focuses on the knowledge, skills and understanding required to oversee the
management of public sector activities, including planning, review and evaluation.
The unit will be achieved through the use of practical activities as well as the demonstration of
theoretical knowledge. Any activities undertaken should demonstrate an in-depth knowledge
of the theoretical and practical issues associated with the management function of public
sector outdoor activities, residential and training events.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the legislation and guidance related to the management of public sector
activities
2 Be able to prepare strategic plans for the management of public sector activities
3 Be able to manage public sector activities
4 Be able to evaluate public sector activities.
Unit content
1 Understand the legislation and guidance related to the management of public service
activities
Types of public sector outdoor activities, residentials and training events: strategic and
operational activity; business planning; organisational objectives and targets;
routine/nonroutine activities; formal/informal eg meetings, staff training sessions; exhibitions;
receptions; conferences; team-building activity
Legislation: UK legal framework including legislation governing fair treatment, employment,
health and safety; key legal requirements include human rights, freedom of information, data
protection; organisationally specific legislation such as permits, site inspection and selection
Guidelines: eg national guidelines; codes of practice; government circulars; personal and
group responsibility; policies in support of people with particular needs
2 Be able to prepare strategic plans for the management of public service activities
Planning: role of strategy; missions; visions; objectives; goals; impact on managers; targets;
when to plan; who should be involved; role of planning; planning process
Objective setting: organisational policies and procedures; external influences; service user
needs; employee expectations
Organisational objectives: types of performance measures and how to determine and set
them; cost/benefit analysis; risk analysis; the value of a customer-focused culture; the
importance of prevention rather than correction; importance of developing a continual
improvement culture and how to involve others; planning, proposing, implementing and
evaluating change
3 Be able to manage public service activities
Management skills: prioritising workloads including structuring tasks and groups, setting work
objectives, time management, channels of communication, motivating people to work well in
the activity; allocation of resources both physical and human; directing activities of individuals
and the group; working within organisational constraints and limitations; meeting objectives;
carrying out strategic plans
Communication skills: written and verbal communications; communication with individuals
and groups; checking effectiveness of communication
Review techniques: practical application of procedures; using techniques such as the
feedback loop, performance indicators, information gathering; managing quality; monitoring
systems; measuring and correcting performance during the activity; problem solving and
decision making during the activity and also during the review process
4 Be able to evaluate public service activities
Evaluation: identifying opportunities for improvement; planning, proposing and implementing
changes to improve operations; identifying wider implications of change; measurement of
performance against objectives
Impact: on organisers of activities; impact on participants in activities; impact on teams;
impact on organisation; impact on wider society; impact on environment
Improvement: how to identify and implement improvement for future activities based on
evaluation feedback
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the legislation and guidance related to the management of public service
activities
1.1 assess the legislative requirements public services must meet when managing their
selected activities
1.2 evaluate the guidelines which public services must adhere to
LO2
Be able to prepare strategic plans for the management of public service activities
2.1 set realistic objectives for performance
2.2 prepare strategic management plans to meet objectives
LO3
Be able to manage public service activities
3.1 explain the management skills required to coordinate the activities of individuals and
groups
3.2 manage public service activities in accordance with strategic plans
3.3 communicate effectively with client groups and operational personnel to meet objectives
3.4 design systems to gather client feedback
LO4
Be able to evaluate public service activities
4.1 evaluate findings of feedback to recommend improvements for the management of
activities
4.2 evaluate the impact of public service activity feedback on public services and participants.
Guidance
Links
This unit links to the following units:
• Unit 7: Personal and Professional Development
• Unit 19: Personal Outdoor Skills.
Essential requirements
Learners will need to be familiar with current practices in the management of activities and
current legislative requirements.
Delivery
This unit should have a practical focus and learners should be encouraged to undertake
research.
They should have contact with a public service personnel who involved with organising events
such as community open days. Visits to public service establishments will help learners to
understand the importance of activity management in public services work.
For learning outcome 1 tutors should ensure that they cover the current UK and ethical
framework of responsibility as laid down in national guidelines. Guidelines can be accessed
through the relevant government website and also from national governing bodies. Learners
should be shown how to access this information and how legislation and guidance can affect
the selection and management of appropriate activities.
For learning outcome 2 learners should be given the opportunity to investigate a range of
activities and then encouraged to select an appropriate activity to plan. This activity may or
may not be carried out to completion, but it would be useful in the development of learning for
the activity to be undertaken. Public services are involved with an extensive range of
community based activities, and it may be possible to gain employer input at this stage to
assist learners with their investigation. Learners should be given formative assessment
opportunities to ensure that the activity which they select is appropriate to the assessment of
the unit.
For learning outcome 3 tutors should use case studies or scenarios for the delivery of the
types of management skills required in order to coordinate the activities of groups and
individuals.
Practice scenarios would be useful for learners to understand how they should manage
activities and the skills that they should demonstrate.
Tutors should provide information about different review mechanisms used in the public
services in relation to the management of activities. It may be useful to involve guest
speakers and visits to public service organisations to allow learners to fully develop their
knowledge of the systems available before selecting the one they wish to use to review. It is
worth noting here that the focus should be on the management of the activity and not just the
running of the activity.
To address learning outcome 4, tutors will need to ensure that learners have a good grasp of
methods that can be used to evaluate the impact of an activity on all of those involved. Tutors
should ensure that they cover all groups listed in the unit content. Learners should be
provided with access to different evaluation methods and taught how they can use them to
evaluate and suggest improvements to activities.
Assessment
Learners have to produce written evidence for the unit; this can be supported with observation
records and witness testimonies. Assessment for this unit could be through a holistic
assessment related to a real or fictional activity that encompasses all the learning outcomes.
Ideally, the activity would be undertaken, but if not, it can be assessed through a fictional
scenario-based assignment.
To achieve learning outcome 1, learners need to assess the current legislation and provide
reasons for the guidelines that are in place. This should be undertaken in the context of the
plan for an activity that they are to manage (either through role play, a fictional scenario or
real activity).
For learning outcome 2, learners need to plan the activity showing how they will prepare for
the activity, and relating the plan to the identified legislation. Learners can submit minutes of
meetings, agreed objectives and a project management plan as evidence for this outcome.
To achieve learning outcome 3, learners should show their ability to manage and review
planned activities. If the activity was undertaken, then this should be a review of the activity
against the agreed objectives. If the activity was scenario based, then the review should show
the activities that would be undertaken by the team once the activity was completed. It is
important that the focus of the review process is on the management of the activity, not the
activity itself.
Learning outcome 4 should be a culmination of the previous assessment activities. In this
learning outcome, learners should review and evaluate the impact of the activity (either real or
fictional) on all those involved. It is important that learners consider all groups as indicated in
the unit content, and then move on to suggest ways to minimise the effects of the activity on
the groups discussed.
Employer engagement and vocational contexts
It would be useful for learners to have contact with public service employees, particularly
those currently involved in activity management. This may take place through visits or talks by
guest speakers. It is also important that learners are given case studies to investigate in
relation to activities that public services manage, including community-based events, and how
they are planned for and reviewed by the public services.
HND Public Services FULL-TIME YEAR 2
Unit 5: Government, Decision Making and
the Public Services
Unit code: M/502/9478
QCF level: 5
Credit value: 20
• Aim
The aim of this unit is to provide learners with an understanding of how governments and their
decision-making powers impact on UK public services.
• Unit abstract
Learners will analyse the four major levels of government that have an impact on UK public
services. Learners will examine the roles and responsibilities and decision-making powers at
each level of government. Learners will apply this learning to demonstrate how public servicerelated policies and decisions affect daily operations of public services. Learners will focus on
UK economic policy and the principles of macroeconomic policy. Learners will study a range
of national and local economic policies and how these affect service delivery for public
services.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the different levels of government
2 Understand the impact of macroeconomic policy on the UK economy
3 Understand the implications of local, national and European policy for the public services.
Unit content
1 Understand the different levels of government
Institutions: local; regional; devolved; national and European government
Roles and responsibilities of the different levels of government: eg decision-making treaties,
regulations, directives, resolutions, statutes, bylaws, budget setting powers locally and
nationally
Issues: co-operation and conflict between different levels of government; democratic
mandates; democratic deficit; subsidiarity
2 Understand the impact of macroeconomic policy on the UK economy
Principles of macroeconomic policies: economic growth; budget deficit; balance of payments;
employment; inflation
Policy instruments: fiscal; monetary; exchange rate; supply side; demand management
Effects: short–, medium-, and long–term
3 Understand the implications of local, national and European policy for the public
services
Key policy areas: including sustainability, reducing carbon emissions, human rights, regional
development, anti-social behaviour, immigration and inter-agency co-operation
Agencies of the different levels of government: regional development agencies; regional
government offices; regional chambers of commerce; local authorities and other agencies
Public services impact: including relationships with other agencies, role in policies and
programmes, impact on operations
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the different levels of government
1.1 explain the different levels of government
1.2 analyse the roles and responsibilities of the different levels of government
1.3 analyse the decision-making powers of the different levels of government
1.4 analyse how the decisions of the different levels of government impact on UK public
services
LO2
Understand the impact of macroeconomic policy on the UK economy
2.1 analyse the main principles of macroeconomic policy
2.2 evaluate, using examples, how government uses policy instruments to achieve a
sustainable economy
2.3 analyse the effects of economic policy decisions on the
UK economy
LO3
Understand the implications of local, national and European policy for the public services
3.1 analyse local, national and European policy objectives
3.2 critically evaluate the implication of local, national and European policy upon UK public
services.
Guidance
Links
This unit can be linked with:
• Unit 4: Managing Public Sector Finance
• Unit 13: The Global Environment.
Essential requirements
There are no essential requirements for this unit.
Delivery
This unit can be delivered in a variety of ways, including using case studies and
presentations.
Assessment
A range of different assessment methods are suitable for this unit, including written reports,
essays and presentations.
Employer engagement and vocational contexts
Links with government at any level would be advantageous for the delivery of this unit.
Unit 6: Research Project
Unit code: K/601/0941
QCF level: 5
Credit value: 20
• Aim
To develop learners’ skills of independent enquiry and critical analysis by undertaking a
sustained research investigation of direct relevance to their higher education programme and
professional development.
• Unit abstract
This unit is designed to enable learners to become confident using research techniques and
methods. It addresses the elements that make up formal research, including the proposal, a
variety of research methodologies, action planning, carrying out the research itself and
presenting the findings. To complete the unit satisfactorily, learners must also understand the
theory that underpins formal research.
The actual research depends on the learner, the context of their area of learning, their focus
of interest and the anticipated outcomes. The unit draws together a range of other areas from
within the programme to form a holistic piece of work that will make a positive contribution to
the learner’s area of interest. Learners should seek approval from their tutors before starting
their research project.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand how to formulate a research specification
2 Be able to implement the research project within agreed procedures and to specification
3 Be able to evaluate the research outcomes
4 Be able to present the research outcomes.
Unit content
1 Understand how to formulate a research specification
Research formulation: aims and objectives; rationale for selection; methodology for data
collection and analysis; literature review; critique of references from primary sources
eg questionnaires, interviews; secondary sources eg books, journals, internet; scope and
limitations; implications eg resources
Hypothesis: definition; suitability; skills and knowledge to be gained; aims and objectives;
terms of reference; duration; ethical issues
Action plan: rationale for research question or hypothesis; milestones; task dates; review
dates; monitoring/reviewing process; strategy
Research design: type of research eg qualitative, quantitative, systematic, original;
methodology; resources; statistical analyses; validity; reliability; control of variables
2 Be able to implement the research project within agreed procedures and to
specification
Implementation: according to research design and method; testing research hypotheses;
considering test validity; reliability
Data collection: selection of appropriate tools for data collection; types eg qualitative,
quantitative; systematic recording; methodological problems eg bias, variables and control of
variables, validity and reliability
Data analysis and interpretation: qualitative and quantitative data analysis – interpreting
transcripts; coding techniques; specialist software; statistical tables; comparison of variables;
trends; forecasting
3 Be able to evaluate the research outcomes
Evaluation of outcomes: an overview of the success or failure of the research project
planning; aims and objectives; evidence and findings; validity; reliability; benefits; difficulties;
conclusion(s)
Future consideration: significance of research investigation; application of research results;
implications; limitations of the investigation; improvements; recommendations for the future
areas for future research
4 Be able to present the research outcomes
Format: professional delivery format appropriate to the audience; use of appropriate media
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand how to formulate a research specification
1.1 formulate and record possible research project outline specifications
1.2 identify the factors that contribute to the process of research project selection
1.3 undertake a critical review of key references
1.4 produce a research project specification
1.5 provide an appropriate plan and procedures for the agreed research specification
LO2
Be able to implement the research project within agreed procedures and to specification
2.1 match resources efficiently to the research question or hypothesis
2.2 undertake the proposed research investigation in accordance with the agreed
specification and procedures
2.3 record and collate relevant data where appropriate
LO3
Be able to evaluate the research outcomes
3.1 use appropriate research evaluation techniques
3.2 interpret and analyse the results in terms of the original research specification
3.3 make recommendations and justify areas for further consideration
LO4
Be able to present the research outcomes
4.1 use an agreed format and appropriate media to present the outcomes of the research to
an audience.
Guidance
Links
This unit can be linked to single or several units in the programme, depending on the
research topic and the context of the area of learning. It can be linked to Unit 23: Work-based
Experience giving learners the opportunity to carry out research in the same organisation
where they undertook their placement.
Essential requirements
Tutors will need make sure that there are sufficient resources available to support
independent study before learners proceed with their proposal.
Employer engagement and vocational contexts
Centres should try to establish relationships with appropriate organisations within the public
services sector in order to bring realism and relevance to learners’ research projects.
Unit 7: Personal and Professional
Development
Unit code: T/601/0943
QCF level: 5
Credit value: 15
• Aim
This unit aims to help the learner become an effective and confident self-directed employee.
This helps the learner become confident in managing own personal and professional skills to
achieve personal and career goals.
• Unit abstract
This unit is designed to enable learners to assess and develop a range of professional and
personal skills for their 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 career development.
The unit emphasises the needs of the individual within the context of self-management of
personal and professional development. Learners will be able to improve their own learning,
be involved in teamwork and through the use of case studies, role play and real-life activities
be more capable of problem solving.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand how self-managed learning can enhance lifelong development
2 Be able to take responsibility for own personal and professional development
3 Be able to implement and continually review own personal and professional development
plan
4 Be able to demonstrate acquired interpersonal and transferable skills.
Unit content
1 Understand how self-managed learning can enhance lifelong development
Self-managed learning: self-initiation of learning processes; clear goal setting eg aims and
requirements, personal orientation achievement goals, dates for achievement, self-reflection
Learning styles: personal preferences; activist; pragmatist; theorist; reflector eg reflexive
modernisation theory; Kolb’s learning cycle eg apply to problem-solving and teamwork
activities
Approaches: learning through research; learning from other eg public service personnel,
mentoring/coaching, seminars, conferences, interviews, use of the internet, social networks,
use of bulletin boards, news groups
Effective learning: skills of personal assessment; planning; organisation and evaluation
Lifelong learning: self-directed learning; continuing professional development; linking higher
education with further education, Recognition of Prior Learning, Apprenticeships, Credit
Accumulation and Transfer Schemes; to meet job requirements eg for desired public service
to establish benefits.
Assessment of learning: improved ability range with personal learning; evidence of improved
levels of skills eg required for desired public service; feedback from others; learning
achievements and disappointments
Public service context: own specific learning goals in relation to desired public service career;
assessment of prior learning; identifying requirements of desired public service
2 Be able to take responsibility for own personal and professional development
Self-appraisal: skills audit (personal profile using appropriate self-assessment tools);
evaluating self-management; personal and interpersonal skills; leadership skills
Development plan: current performance; future needs; opportunities and threats to career
progression; aims and objectives; achievement dates; review dates; learning
programme/activities; action plans; personal development plan
Portfolio building: developing and maintaining a personal portfolio
Transcripts: maintaining and presenting transcripts including curriculum vitae
Public service context for personal and professional development: considerations (fitness
plans setting specific goals for desired public service, practising and undertaking
psychometric testing, barb tests, entrance tests, health, education requirements, option to join
young firefighters, specials, TA practice to enhance employment opportunity, voluntary work,
interviews); barriers to entry of public services (including spending cuts, government priorities,
health, criminal records, age restrictions to entrance)
3 Be able to implement and continually review own personal and professional
development plan
Learning styles and strategies: types of styles; awareness of own personal style; impact of
personal style and interactions with others; learning from others; formal learning and training;
observation; mentoring; supervision; tutorials; informal networks; team members; line
managers; other professionals
Evaluation of progress: setting and recording of aims and objectives; setting targets;
responding to feedback; re-setting aims and targets; establishing and recognising strengths
and weaknesses; directions for change; cycles of activity (monitoring, reflecting and planning)
Public service context: learners to evaluate own performance for desired public service role
4 Be able to demonstrate acquired interpersonal and transferable skills
Interpersonal and transferable skills: personal effectiveness (ability to communicate effectively
at all levels, initiative, self-discipline, reliability, creativity, problem solving)
Verbal and non-verbal communication: effective listening; respect for others’ opinions;
negotiation; persuasion; presentation skills; assertiveness; use of ICT
Delivery formats: ability to deliver transferable skills using a variety of formats; working with
others (team player); flexibility/adaptability; social skills
Time management: prioritising workloads; setting work objectives; using time effectively;
making and keeping appointments; reliable estimates of task time
Public service context: successful completion of teamwork activities; need for attendance and
punctuality; importance of interpersonal and transferable skills for desired public service
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand how self-managed learning can enhance lifelong development
1.1 evaluate approaches to self-managed learning
1.2 propose ways in which lifelong learning in personal and professional contexts could be
encouraged
1.3 evaluate the benefits of self-managed learning to the individual and organisation
LO2
Be able to take responsibility for own personal and professional development
2.1 evaluate own current skills and competencies against professional standards and
organisational objectives
2.2 identify own development needs and the activities required to meet them
2.3 identify development opportunities to meet current and future defined needs
2.4 devise a personal and professional development plan based on identified needs
LO3
Be able to implement and continually review own personal and professional development plan
3.1 discuss the processes and activities required to implement the development plan
3.2 undertake and document development activities as planned
3.3 reflect critically on own learning against original aims and objectives set in the
development plan
3.4 update the development plan based on feedback and evaluation
LO4
Be able to demonstrate acquired interpersonal and transferable skills
4.1 select solutions to work-based problems
4.2 communicate in a variety of styles and appropriate manner at various levels
4.3 evaluate and use effective time management strategies.
Guidance
Links
This unit can be linked to:
• Unit 1: Small Scale Research Projects in Public Services
• Unit 6: Research Project
• Unit 18: Public Service Activity Management
• Unit 19: Personal Outdoor Skills.
Essential requirements
Access to current recruitment policies and processes in public service organisations is
essential for this unit.
Delivery
Activities carried out in this unit could be integrated with other units in the HNs in Public
Services.
Assessment
A personal development portfolio or progress file should be put together by the learner. It
should contain all information and personal records ‘owned’ by the learner, including planning
and monitoring progress towards the achievement of personal objectives.
Regular review meetings should be held by the tutor, to monitor learners’ progress.
Employer engagement and vocational contexts
Centres should try to establish relationships with appropriate public services and a local
careers service, to provide current recruitment information.
Unit 13: The Global Environment
Unit code: D/502/9489
QCF level: 5
Credit value: 20
• Aim
The aim of this unit is to develop learners’ understanding of major global economic and
environmental issues as well as areas of current conflict. Learners will also learn about
different international organisations and their political systems as well as how the media
impacts on the public services.
• Unit abstract
Learners will explore major current economic and environmental issues and the impact they
can have on the global economy. Current conflicts from around the globe will also be
explored, with learners investigating the causes, impact and involvement of both national and
international organisations. Learners will examine key international organisations and how
they work with differing political systems. This will develop learners’ understanding of how
regime change can occur and how international organisations manage these changes.
Learners will also investigate the impact of communications media on the portrayal of national
and global events and the work of the public services.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the major economic and environmental issues in a global context
2 Understand current global conflicts
3 Understand how international organisations work with differing political systems
4 Understand the impact of communications media on global issues.
Unit content
1 Understand the major economic and environmental issues in a global context
Major economic issues: employment; poverty; recession; Gross Domestic Product /Gross
National Product; barriers to trade and globalisation; developing world debt; impact of
economic issues on countries
Major environmental issues: global warming and associated problems; flooding; drought;
pollution; transport; emissions; disease
Solutions: actions by international organisations including trade restrictions/ removal of trade
barriers, quotas; strategies for sustainable development including Rio Earth Summit (1992)
and Agenda 21; UK Government strategies including ‘Securing the Future’; current EU
strategies including directives and legislation
2 Understand current global conflicts
Different ideologies: political; religious; nationalism; fundamentalism; links to conflicts eg Iraq,
Afghanistan, Rwanda, Balkan States
Causes of conflict: including politics, nationalism, religion, ideology, land and resources,
historical rivalry, ethnic conflict
Links to terrorism: eg Northern Ireland, Iraq, Afghanistan, IRA, PIRA, al-Qaeda; terrorist
atrocities, Omagh, 9/11, London Bombings, Chechnya, changes in terrorism
Impact of conflict on UK public services: peacekeeping including ensuring the safety of the
local population and fair elections eg in Iraq, Bosnia, Sierra Leone; training eg Iraq; security
and evacuation of UK nationals
Role of UK and international organisations: UK public services including military, policing,
border agencies; UK government; EU and joint EU public services including military, policing,
border agencies; armed forces under auspices of NATO, UN; role of NATO, UN, UNICEF,
WHO; rules of engagement, peacekeeping mandates
3 Understand how international organisations work with differing political systems
Political change: recent political change including collapse of communism, growth of the EU,
Iraq, Afghanistan, African States, military regimes eg Burma
International organisations and their roles: NATO, UN, EU; roles in specific countries;
humanitarian role of international institutions including humanitarian aid programmes, disaster
relief, peacekeeping, reconstruction, providing for refugees and asylum seekers; international
actions including war crimes tribunals, UN resolutions, imposition of sanctions, trade
embargos, political pressure
4 Understand the impact of communications media on global issues
Different forms of communications media: television; radio; newspapers; film; electronic
media; internet; social networking; speed of communication; accuracy; use; reach
Communications media reporting for global issues: bias; influence on outcomes; local;
national; international; state owned; freedom of information; use of communications media by
governments, individuals and other organisations eg pressure groups, charities, terrorist
groups
Portrayal of public services in global issues: in different events including conflict, humanitarian
roles, terrorist activities; reporting of local and global issues concerning public services
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the major economic and environmental issues in a global context
1.1 examine the major economic issues in the global environment
1.2 describe the effects of economic issues on countries
1.3 analyse current environmental issues in a global context
1.4 evaluate solutions used by national and international organisations for global
environmental issues
LO2
Understand current global conflicts
2.1 explain how conflicts can be caused by differing ideologies
2.2 evaluate links between conflicts and terrorism
2.3 evaluate the impact of conflict on UK and international public service organisations
2.4 analyse the roles of national and international organisations in recent conflicts
LO3
Understand how international organisations work with differing political systems
3.1 examine recent examples of political change internationally
3.2 evaluate the effectiveness of international organisations’ management of recent political
change situations
LO4 Understand the impact of communications media on global issues
4.1 describe the different forms of communications media in today’s society
4.2 analyse media reporting of recent global issues
4.3 analyse recent media portrayal of public services involved in global issues.
Guidance
Links
This unit has links with:
• Unit 5: Government, Decision-Making and the Public Services
• Unit 16: Technology and Public Services.
Essential requirements
Learners require access to a range of media relating to public services, for example,
newspapers, TV, internet, radio.
Delivery
This unit can be delivered in a variety of ways. Case studies, student-centred discussions and
presentations will enhance delivery.
Assessment
A range of different assessment methods would be suitable for this unit, including written
reports, presentations or discussions.
Employer engagement and vocational contexts
This unit would benefit from visits/guest speakers from both the military and the media. Links
with charities which have had involvement in recent conflicts would also enhance delivery.
Unit 15: Crime Reduction and Community
Safety
Unit code: D/502/9492
QCF level: 5
Credit value: 15
• Aim
The aim of this unit is to give learners an understanding the methods used to combat crime
and reduce anti-social behaviour so leading to the development of safer communities.
• Unit abstract
This unit will give learners the opportunity to explore concepts of crime reduction and the
‘multiagency’ approach to safer communities. Learners will consider the methods used to
report and record crime as well as interpret the resulting information. Learners will also be
required to research and analyse the current policies and strategies being used to combat
crime and improve community safety. This should involve a range of agencies, eg Community
Policing Board, constabularies, local authorities, county councils, social services and
businesses.
The unit enables learners to critically examine of current and developing strategies, at local
and national level, aimed at reducing the number of offenders. The unit also develops
knowledge of the links between groups and behaviour and the agencies working in the area.
Learners will be required to research and review the impact of cross-agency approaches in
dealing with offenders.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the use of methods for recording crime
2 Understand the current policies and strategies used by the public services to combat crime
and improve community safety
3 Understand the strategies for the reduction of anti-social behaviour
4 Understand the impact of interagency approaches in dealing with offenders
5 Understand the sociological effects of crime.
Unit content
1 Understand the use of methods for recording crime
Reporting of crime: UK police service record systems; crime reporting
Recording of crime: current methods; use of information technology including for recording
crime, crime detection; regional variations; categories of crime
How crime statistics support strategies for dealing with crime: construction and interpretation
of statistics; current and potential uses; crime pattern analysis – procedures; positive and
negative aspects; statistical information including actual and recorded crime; use of statistical
information
Influences on crime processes and crime recording methods: Home Office Directives; public
expectations of policing methods eg transparent, accurate, informative
2 Understand the current policies and strategies used by the public services to combat
crime and improve community safety
Types of policies to combat crime and improve community safety: of local authorities; of multiagency and partnership approach including the purpose/focus, structure, funding of such
partnerships
Strategies to combat crime and improve community safety: for current crime problems; safer
communities; crime reduction and crime prevention; town planning initiatives
Legislation: relevant crime reduction and community safety legislation including subsequent
amendments eg Crime and Disorder Act 1998; Criminal Justice Act 2003; Criminal Justice
and
Immigration Act 2008; subsequent UK/EU legislation
3 Understand the strategies for the reduction of anti-social behaviour
Risk factors: development strategy including identifying risks
Anti-social behaviour: definition; Law Commission proposals for tackling anti-social behaviour;
legislation eg crime and Disorder Act 1998, Government White Papers eg Respect and
Responsibility – Taking a Stand Against Anti-Social Behaviour March 2003 and subsequent
publications
Research: theories on anti-social behaviour, problem identification, cycle of anti-social
behaviour; factors involved in introducing people to the cycle of anti-social behaviour; present
position; factors leading to crime; target outcome; previous approaches; agencies involved
Strategies: development including risk reduction pre-crime and post-crime, control measures
pre-crime and post-crime; performance targets, review including practical application,
performance targets, measurable outcomes, identification of provision, distribution of effort,
feedback loop; evaluation including opportunities for improvement, planning, proposing and
implanting changes, analysis of wider impact of strategy
4 Understand the impact of interagency approaches in dealing with offenders
Agencies: police; probation service; social services; prison service; third sector eg Alcohol
Concern
Responses to offenders: pre-crime; post-crime; pre-conviction; post-conviction; pre–
sentence; post-sentence; after completion of sentence
Who: partnerships available eg Crime and Disorder Partnerships, structures available,
distribution of effort
Resettlement of offenders: support with drug and alcohol misuse; financial exclusion;
temporary accommodation; homelessness; chaotic lifestyle; separation from children and
families; domestic violence and abuse
Case disposal: cross-agency cooperation
5 Understand the sociological effects of crime
Public perceptions of crime: media reporting of crime; fear of crime; community perceptions
and responses to crime; impact of crime on individuals and communities; vigilante groups
Victim issues: victimisation studies including National Crime Survey; vulnerable members of
society eg elderly, women, children, people with disabilities
Impact of crime: impact on victims including physical and emotional impact; impact of crime
on society including financial; fear of crime; criminal justice system
Victim support: role of public services in supporting victims and witnesses; initiatives including
neighbourhood watch, community policing; support groups including Victim
Support, Witness Service, Rape Crisis, The Samaritans; support available from public
services including police, social services
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the use of methods for recording crime
1.1 analyse how public and directive expectations are met through current policing methods
1.2 evaluate the effectiveness of different methods of recording crime
1.3 evaluate how statistical information gained from crime recording methods supports public
service strategies
LO2
Understand the current policies and strategies used by the public services to combat crime
and improve community safety
2.1 explain key current legislative issues related to crime reduction
2.2 critically evaluate the workings of multi-agency groups and partnerships within the public
services
2.3 evaluate the structure of multi-agency groups and partnerships within the public services
2.4 evaluate public service strategies and policies used to combat crime and improve
community safety
2.5 analyse how current crime problems can be used to devise a crime reduction initiative for
public services
LO3
Understand the strategies for the reduction of anti-social behaviour
3.1 explain the main risk factors that are likely to introduce people to the cycle of anti-social
behaviour
3.2 analyse the relationship between risk factors that are likely to introduce people to the
cycle of anti-social behaviour and the factors leading to crime
3.3 develop strategies to minimise risk factors for the community
LO4
Understand the impact of interagency approaches in dealing with offenders
4.1 critically analyse how relevant agencies are dealing with offenders
LO5
Understand the sociological effects of crime
5.1 analyse influences on public perception of crime
5.2 evaluate the impact of crime on victims
5.3 evaluate support available to victims and witnesses to recommend improvements.
Guidance
Links
This unit has links to the following units in this specification:
• Unit 8: Psychology of Human and Criminal Behaviour
• Unit 14: Justice and Punishment.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Delivery
This unit can be delivered in a variety of ways. Case studies, student-centred learning and
direct consultation with selected areas of the public services can all be used to enhance the
delivery and learning. Learners will need to gain knowledge and understanding of the current
policies and strategies being used to combat crime and improve community safety. Particular
reference must be made to the range of organisations involved in both the multi-agency and
partnership approaches.
Assessment
Evidence may be in the form of written or oral assignments.
Evidence is likely to be produced at learning outcome level although opportunities exist for
covering one or more outcomes in an assignment. Evidence of outcomes could be in the form
of the following:
• assignments – written reports or accounts discussing findings and outlining the forms of
research conducted
• research into the provisions listed in legislation, requiring local authorities to take action –
taking into account local policies and aspects of funding
• case studies covering the introduction of community safety into local towns, business parks,
residential areas and rural communities
• research into the agencies tasked to make the community a safer place.
Employer engagement and vocational contexts
Visiting speakers from a range of agencies could be used to enhance delivery.
Unit 19: Personal Outdoor Skills
Unit code: K/502/9494
QCF level: 4
Credit value: 15
• Aim
This unit aims to enable learners to take part, and to lead groups safely, in a variety of
outdoor skills training in both land and water environments.
• Unit abstract
This unit covers the key issues that are essential to personal safety when participating in
outdoor activities in land and water environments. Learners will consider these safety issues
and their impact on planning schedules and the decision-making process. Learners will
develop the technical competencies required for the safe management of groups in the
outdoors. They will also learn how to manage emergency procedures in the outdoors.
Learners will develop an understanding of the tools and frameworks used to critically evaluate
themselves and others in the context of skill development in outdoor activities. Through
completing a personal outdoor skills audit they will learn about the processes involved in skill
acquisition.
Learners will complete an action plan for their continued personal skills development. This will
allow them to evaluate their current skill level in a variety of outdoor-based activities and
identify personal progression in outdoor-based skills development.
• Learning outcomes
On successful completion of this unit a learner will:
1 Be able to carry out outdoor adventurous activities
2 Understand the risk, safety and emergency procedures in outdoor adventurous
environments
3 Be able to manage groups in outdoor adventurous environments
4 Be able to plan for personal skill development in outdoor adventurous activities.
Unit content
1 Be able to carry out outdoor adventurous activities
Types of outdoor adventurous activities: land based; water based
Navigation: map-reading skills; use of different maps; use of compass eg taking bearings,
walking on bearings, navigation across varying terrain; micro-navigation skills eg identifying
contour features, relocating position, pacing
Selection of equipment: equipment procurement and sourcing; appropriate equipment choice;
safe management and storage of equipment; hazards of using equipment
Expedition requirements: route planning; wild camping skills; proficient use of equipment;
managing self effectively; environmental awareness; competence across different terrains;
efficient route finding; awareness of group; effective decision making
2 Understand the risk, safety and emergency procedures in outdoor adventurous
environments
Personal safety planning: sources of reference eg guide books, national governing bodies,
periodicals, magazines; understanding of route cards and similar planning tools; identification
of limiting factors; interpretation of risk factors
Decision making: consideration of factors eg weather, ability level, equipment, fitness, health
problems and limitations; speed of change of variables; ability to manage risk assessments;
accountability; clarity; timeliness; qualification
First aid/emergency procedures: knowledge of appropriate procedures eg place and people;
demonstrating competent decision making; appropriate use of emergency equipment;
awareness of risk factors of outdoor environment eg weather, hypothermia, emergency
distress signals
3 Be able to manage groups in outdoor adventurous environments
Management skills: leading; mission statements; tactics; organisational structures; divisions;
coordination; information flows; control of tasks; distribution of authority to job holders;
staffing; recruitment; hiring; training; evaluating; directing; motivating; group dynamics;
communications; discipline; control; measuring performance; reporting performance;
improving performance; developing guidelines
Leadership skills: becoming a leader; leadership qualities; power and authority; types of
authority (French and Raven – charismatic, legitimate, expert, reward, coercive); authority
and responsibility; team, task and individual needs (Adair); people skills; models of different
leadership styles such as the continuum of leadership behaviour (Tannenbaum and Schmidt);
different methods of developing leaders (training courses, coaching, mentoring, companies’
own universities, action learning, partnerships with key academics); changing methodology in
leadership development programmes
4 Be able to plan for personal skill development in outdoor adventurous activities
Personal outdoor skills audit: evaluation of actual skill level; using self, peer and tutor
assessment against agreed criteria and alignment with governing body skill assessment
guidelines eg Mountain Leader Training England (MLTE), British Canoe Union (BCU)
Outdoor skill development and acquisition: learning styles; aspects of skill acquisition; stages
of skills learning and progression; Kolb’s learning cycle
Action plan: objective setting using SMART goals; building engrams and cognitive processing;
attitudes to learning; progression of skills learning; awareness of governing body skills
assessment criteria eg MLTE, BCU
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Be able to carry out outdoor adventurous activities
1.1 produce appropriate strategies to overcome routine issues when navigating during
outdoor adventurous activities
1.2 select appropriate equipment choices for outdoor adventurous activities
1.3 demonstrate appropriate expedition skills for identified outdoor adventurous activities
LO2
Understand the risk, safety and emergency procedures in outdoor adventurous environments
2.1 explain the steps taken to minimise the potential risks inherent in outdoor activities
2.2 analyse the decision making process to identify issues of clarity and accountability
2.3 explain practical first aid and emergency procedures required to meet specified problems
during outdoor adventurous activities
LO3
Be able to manage groups in outdoor adventurous environments
3.1 use theoretical knowledge to assess potential management scenarios which could arise
with groups during outdoor activities
3.2 use appropriate group management techniques during outdoor activities
3.3 produce guidelines for leadership scenarios which could arise during outdoor activities
3.4 use appropriate leadership styles during outdoor activities
3.5 review effectiveness of leadership styles used during outdoor activities
LO4
Be able to plan for personal skill development in outdoor adventurous activities
4.1 produce action plans for personal outdoor skills development for specified scenarios
4.2 produce personal outdoor skills audits for specified scenarios
4.3 analyse the stages of outdoor skills development
4.4 evaluate the learning process of outdoor skills acquisition.
Guidance
Essential requirements
Learners must have access to both land– and water–based environments and take part in
practical activities demonstrating basic skills and techniques. Learners must take part in and
plan an overnight expedition showing effective judgements in decisions, risk assessment and
emergency procedures. Each learner must produce a personal outdoor skills audit with an
action plan for their continued personal outdoor skills development.
Delivery
This unit provides the underpinning technical skills in outdoor activities that need to be
achieved when working in an outdoor adventurous environment. This unit should engage
learners in their own skill development and be managed at an appropriate pace for individual
learning needs.
Alongside teaching physical skills, care and attention should be given to the psychological
safety of participants. If the skill progression is done too rapidly, learners will not gain the
underpinning confidence and motivation required to continue their skill development as
required in outdoor adventurous activities.
The core competencies and focus required for achievement in this unit are participation in a
variety of outdoor activities ensuring personal safety, making sound equipment choices,
evaluating personal skills and appropriate skill development.
It would be useful for learners to consider risk assessment issues in the outdoor activities they
choose to participate in which will give them first-hand understanding of how these activities
can be managed safely.
Although this unit is about individual performance, the dynamics of the group need to be
recognised. Learners will need to apply their own experience of learning outdoor skills to their
approaches of dealing with the group and teaching in an outdoor environment.
Assessment
This unit is essentially practical and learners should demonstrate the ability to maintain
themselves competently and safely in a variety of outdoor adventurous environments. This
should include at least one land-based and one water-based activity. They should be aware
of the variety of factors that affect the completion of outdoor activities. This can be evidenced
through an observation/witness statement.
An appropriate assessment could include a learning log, which would contain an initial
assessment, comments on skill development and a concluding action plan with relevant
goals.
Learners should plan and carry out an overnight expedition which would allow them to
demonstrate their skill performance, competence in the stages of effective planning
strategies, equipment choice, risk assessment and their decision-making skills. Alongside the
practical element of the expedition there should be a written assignment giving a detailed plan
with appropriate goals. This could be done as a PowerPoint presentation.
Learners should examine the variety of national governing body awards that provide
qualifications in outdoor activities and consider their own skill competencies in correlation to
these skill and assessment criteria. Learners would benefit from completing a recognised first
aid qualification and need to demonstrate knowledge of how first aid techniques are managed
in outdoor adventure environments. Where appropriate, learners may work towards the
achievement of national governing body awards, although this should not become the key
goal of this unit’s study.
Learners need to demonstrate an ability to manage themselves independently and
competently in a variety of outdoor environments, particularly managing groups and
recognising the changing dynamics of a variety of outdoor adventurous environments.
In the acquisition of outdoor skills, learners should demonstrate an ability to break down skill
development into progressive stages and evaluate their own levels of skill learning. They
should be able to demonstrate an ability to manage themselves independently in a variety of
outdoor environments. This requires them to make appropriate decisions.
Employer engagement and vocational contexts
Links with local uniformed public service organisations/employers would enhance delivery of
this unit.
Unit 21: Employability Skills
Unit code: A/601/0992
QCF level: 5
Credit value: 15
• Aim
This unit provides learners with the opportunity to acquire honed employability skills required
for effective employment.
• Unit abstract
All learners at all levels of education and experience require honed employability skills as a
prerequisite to entering the job market. This unit gives learners an opportunity to assess and
develop understanding of their own responsibilities and performance in, or when entering, the
workplace.
The unit considers the skills required for general employment, such as interpersonal and
transferable skills, and the dynamics of working with others in teams or groups, including
leadership and communication skills.
The unit also deals with the everyday working requirement of problem solving. This includes
the identification or specification of the ‘problem’, strategies for its solution and then
evaluation of the results through reflective practices.
• Learning outcomes
On successful completion of this unit a learner will:
1 Be able to determine own responsibilities and performance
2 Be able to develop interpersonal and transferable skills
3 Understand the dynamics of working with others
4 Be able to develop strategies for problem solving.
Unit content
1 Be able to determine own responsibilities and performance
Own responsibilities: personal responsibility; direct and indirect relationships and adaptability;
decision-making processes and skills; ability to learn and develop within the work role;
employment legislation; ethics; employment rights and responsibilities
Performance objectives: setting and monitoring performance objectives
Individual appraisal systems: uses of performance appraisals eg salary levels and bonus
payments, promotion strengths and weaknesses, training needs; communication; appraisal
criteria eg production data, personnel data, judgemental data; rating methods eg ranking,
paired comparison, checklist, management by objectives
Motivation and performance: application and appraisal of motivational theories and
techniques; rewards and incentives; manager’s role; self-motivational factors
2 Be able to develop interpersonal and transferable skills
Effective communication: verbal and non-verbal–awareness and use of body language;
openness and responsiveness; formal and informal feedback to and from colleagues; ICT as
an effective communication medium; team meetings
Interpersonal skills: personal effectiveness; working with others; use of initiative; negotiating
skills; assertiveness skills; social skills
Time management: prioritising workload; setting work objectives; making and keeping
appointments; working steadily rather than erratically; time for learning; reliable estimate of
task time
Problem solving: problem analysis; researching changes in the workplace; generating
solutions; choosing a solution
3 Understand the dynamics of working with others
Working with others: nature and dynamics of team and group work; informal and formal
settings; purpose of teams and groups eg long-term corporate objectives/strategy; problem
solving and short-term development projects; flexibility/adaptability; team player
Teams and team building: selecting team members eg specialist roles, skill and
style/approach mixes; identification of team/work group roles; stages in team development
eg team building, identity, loyalty, commitment to shared beliefs, team health evaluation;
action planning; monitoring and feedback; coaching skills; ethics; effective leadership skills eg
setting direction, setting standards, motivating, innovative, responsive, effective
communicator, reliable, consistent
4 Be able to develop strategies for problem solving
Specification of the problem: definition of the problem; analysis and clarification
Identification of possible outcomes: identification and assessment of various alternative
outcomes
Tools and methods: problem-solving methods and tools
Planning and implementation: sources of information; solution methodologies; selection and
implementation of the best corrective action eg timescale, stages, resources, critical path
analysis
Evaluation: evaluation of whether the problem was solved or not; measurement of solution
against specification and desired outcomes; sustainability
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Be able to determine own responsibilities and performance
1.1 develop a set of own responsibilities and performance objectives
1.2 evaluate own effectiveness against defined objectives
1.3 make recommendations for improvement
1.4 review how motivational techniques can be used to improve quality of performance
LO2
Be able to develop interpersonal and transferable skills
2.1 develop solutions to work-based problems
2.2 communicate in a variety of styles and appropriate manner at various levels
2.3 identify effective time-management strategies
LO3
Understand the dynamics of working with others
3.1 explain the roles people play in a team and how they can work together to achieve shared
goals
3.2 analyse team dynamics
3.3 suggest alternative ways to complete tasks and achieve team goals
LO4
Be able to develop strategies for problem solving
4.1 evaluate tools and methods for developing solutions to problems
4.2 develop an appropriate strategy for resolving a particular problem
4.3 evaluate the potential impact on the business of implementing the strategy.
Guidance
Links
This unit links with the following units:
• Unit 6: Research Project
• Unit 7: Personal and Professional Development
• Unit 23: Work-based Experience
It also links with the following Asset Skills cross-sectoral Employability Matrix:
• B2.4: Plan and manage time, money and other resources to achieve goals
• B3.3: Find and suggest new ways to achieve goals and get the job done and achieve goals
• B4.5: Plan for and achieve your learning goals
• C1.1: Understand the roles people play in a group and how you can best work with them
• C1.7: Lead or support and motivate a team to achieve high standards
• C2.6: Find new and creative ways to solve a problem.
Essential requirements
Access to a range of work-related exemplars (for example appraisal and development
systems, team health checks, job descriptions, action plans, communication strategies) will
help in delivering this unit. Case studies based on relevant sectors, workshops, career talks
and work-based mentors will also be useful in the teaching and learning aspect of the unit.
Learners should generate assessment evidence through a range of possible activities,
including individual work placements, project management, research reports, development of
case studies, working with others (for example employee-supervisor roles, teamwork, group
work) and everyday communication within the workplace.
HND Public Services PART-TIME YEAR 1
Unit 1: Small-scale Research Projects in
Public Services
Unit code: L/502/9472
QCF level: 4
Credit value: 15
• Aim
This unit aims to give learners the opportunity to develop techniques for information gathering
in public services. Learners will develop and apply the skills necessary for small scale
qualitative and quantitative research within an ethical context.
• Unit abstract
This unit is designed to help learners develop the skills required for information gathering and
research in the field of public services within an ethical context. Using a range of research
methods, the unit has a practical focus which gives learners the opportunity to develop the
skills they need before undertaking small scale projects. In their research, learners will use
both qualitative and quantitative methods including statistical analysis.
Information technology is commonly used for both the research and analysis of data and
appropriate software is essential for the completion of this unit.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand sources for the collection of information for public services
2 Understand the usage of research strategies for small scale public service projects
3 Understand the importance of ethical issues which should be considered that might impact
on small scale research
4 Be able to undertake small scale projects.
Unit content
1 Understand sources for the collection of information for public services
Sources of information: published data including books, journals, magazines, articles,
newspapers, reports, minutes of meetings, transcripts of speeches, theses; audiovisual eg
video/audio tapes, diagrams, drawings, charts, tables, films, television; sources eg libraries,
internet, CD ROM, local, national and international government information and statistics;
media organisations
Problems with information: limitations of primary and secondary data; degrees of accuracy;
errors and omissions; delays in publication of data; Freedom of Information Act 2000;
disclosure of public data; Data Protection Act 1998
Use of data by public services: to inform; in provision of public services; in planning for future
services; for research; uses in deciding performance eg league tables, performance tables;
links to funding including formula for the funding of specific services
2 Understand the usage of research strategies for small scale public service projects
Strategies: empirical; intervention/non-intervention; positivist/non-positivist; action research,
qualitative; appropriateness; recording of data (techniques, index cards, databases, specialist
computer programs, description of content, bibliography)
Primary: researcher including participant/non-participant, intervention/non-intervention;
questionnaire design and application eg wording, sequence, bias; interviews; case study;
sampling eg size of sample, response time and rate; manual or computer analysis; types of
sample, judgemental, quota, random, stratified, probability, focus groups, internet surveys;
types of interview eg structured/unstructured, in-depth, individual/group; setting up and
managing the interview; recording information; appropriateness; questions eg open and
closed, avoiding leading questions
Secondary: criteria, parameters, key words, relevance, validity, sufficiency, currency; the
storage and access of data; review literature eg books, journals, library search, use of IT;
review published data and statistics eg Office for National Statistics; variety of sources eg
media, internet, published materials
3 Understand the importance of ethical issues which should be considered that might
impact on small scale research
Code of ethics: negotiating access; openness of purpose; method and reporting method of
research; informed consent
Ethical practice: issues of reliability; honesty; access; confidentiality; anonymity; voluntary
participation; validity; authenticity; peer review; research aim; acknowledging sources
plagiarism; data protection; copyright; socially and morally unacceptable material
Data: storage; access; data protection
4 Be able to undertake small scale projects
Small scale project: a project which is likely to yield useful original findings within the area of
study but which is intentionally limited; data collection methods eg survey, questionnaire
including non-response, samples, interview, notes, tape recording, case study, diaries,
observation, logs
Quantitative: measured by scientific techniques; analysis by numerical and statistical
methods; coding/values; manual/electronic; specialist software; presentation of data; analysis
eg first order and second order constructs, category methods, assumptions; hypothesis eg
specification of null and alternative hypotheses; analysis of data eg dependent and
independent variables, compare means, correlation, compare proportions; graphical methods
eg bar chart, scatter graph, line graphs, pie charts, tables, distribution graphs
Qualitative: focuses on the interpretations made by individuals; written methods eg use of
third person, appropriate language; interpreting transcripts; coding techniques; categorisation;
trends; use of computers; presentation of data
Undertaking research: surveys; qualitative methods; analysis of existing datasets; review;
interpretation and application of research findings
Evaluating findings: reviewing outcomes against plan and objectives
Making recommendations for possible further studies: including reflection on the conduct of
the project itself and recommendations for future activities eg further questions which could
be asked around the area of original enquiry
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand sources for the collection of information for public services
1.1 evaluate the importance of sources of information used by the public services
1.2 explain the limitations on uses of data and problems that may arise
1.3 appraise the uses of data to aid decision making in the public services
LO2
Understand the usage of research strategies for small scale public service projects
2.1 evaluate strategies that are employed in small scale research in the public services
2.2 explain the ways in which primary sources of information are used in small scale public
service projects
2.3 assess the value of secondary sources of information for small scale public service
projects
LO3
Understand the importance of ethical issues which should be considered that might impact on
small scale research
3.1 analyse appropriateness of codes of ethics used in research projects
3.2 justify the rationale for ethical practice in research
3.3 assess ethical problems that may arise from the storage of data
LO4
Be able to undertake small scale projects
4.1 design small scale research projects with appropriate hypotheses
4.2 justify the use of chosen methodologies
4.3 undertake research based on project design
4.4 present findings in an appropriate format
4.5 evaluate findings and hypotheses
4.6 develop recommendations for further studies.
Guidance
Links
This unit can be linked with a number of the core and optional units, specifically:
• Unit 3: Fair Treatment in Public Services
• Unit 4: Managing Public Sector Finance
• Unit 6: Research Project
• Unit 8: Psychology of Human and Criminal Behaviour
• Unit 11: Managing Stress in Public Services
• Unit 12: Health and Safety Management in Public Services.
Essential requirements
It is essential that learners have access to the internet and computers with appropriate
software for statistical analysis.
Delivery
This unit can be delivered in a number of ways. Centres may wish to consider ‘front loading’
delivery in the form of an induction. The unit can also be integrated with delivery of other
units.
Delivery methods should include lectures, discussions, practical workshops, IT workshops,
individual tutorials, project supervision and group tutorials. Peer review should be used as a
strategy to give learners practical experience of research practices.
Assessment
Most of the evidence for the learning outcomes will be generated through the preparation for
and completion of the project. The project should be designed to yield useful findings and
should ideally focus on the public services sector, but it is the use of the skills that is being
assessed in this unit and therefore, could be completed in other sector contexts. Assessment
should focus on the practical applications of techniques. The project, which must be agreed
between tutors and learners, should be designed to facilitate the practical applications and
should therefore remain uncomplicated in design.
Learners should use statistical techniques, preferably via a computer application.
Employer engagement and vocational contexts
Centres should try to establish relationships with local public service organisations to bring
realism and relevance to their research.
Unit 2: Organisations and Behaviour
Unit code: H/601/0551
QCF level: 4
Credit value: 15
• Aim
The aim of this unit is for learners to develop an understanding of individual and group
behaviour in public service organisations and to examine current theories and their
application in managing behaviour in the workplace.
• Unit abstract
This unit focuses on the behaviour of individuals and groups within public service
organisations. It explores the links between the structure and culture of public service
organisations and how they interact and influence the behaviour of the workforce.
The way in which an organisation structures and organises its workforce will affect the culture
that develops within the organisation. This system of shared values and beliefs will determine
and shape the accepted patterns of behaviour of an organisation’s workforce. The culture in
public service organisations can be very different to the culture in business or industrial
organisations.
The structure and culture of an organisation are key factors which contribute to motivating the
workforce at all levels of the organisation. This culture is integral to the work that the
organisations undertake and the risks that might be faced and encapsulates the way in which
structure and culture contribute to patterns of behaviour in the workplace.
This unit will develop learner understanding of the behaviour of people within public service
organisations and the significance of organisational design on shaping that behaviour.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the relationship between organisational structure and culture
2 Understand different approaches to management and leadership
3 Understand ways of using motivational theories in organisations
4 Understand mechanisms for developing effective teamwork in organisations.
Unit content
1 Understand the relationship between organisational structure and culture
Types of organisation and associated structures: functional; product-based; geographically
based; multi-functional and multi-divisional structures; matrix; centralisation and
decentralisation; common structures used in public services; organisational charts; rank
structure; spans of control; internal and external network structures; flexible working
Organisational culture: classification of organisational culture (power culture, role culture, task
culture, person culture); cultural norms and symbols within public services; values and beliefs;
development of organisational culture within public services
Diagnosing behavioural problems: concepts; principles; perspectives; methodology
Perception: definition; perceptual selection; perception and work behaviour in public services;
attitude of public services employees; ability and aptitude required for public service work;
intelligence
Significance and nature of individual differences: self and self-image; personality and work
behaviour within public services; conflict
Individual behaviour at work: personality, traits and types; its relevance in understanding self
and others within public services
2 Understand different approaches to management and leadership
Frames of reference for leadership activities: opportunist; diplomat; technician; achiever;
strategist; magician; pluralistic; transformational; change
Development of management thought: scientific management; classical administration;
bureaucracy; human relations approach; systems approach; contingency approach;
approaches commonly used within public services
Functions of management within public services: planning; organising; commanding;
coordinating; controlling
Managerial roles within public services: interpersonal; informational; decisional
Nature of managerial authority within public service organisations: power; authority;
responsibility; delegation; conflict
3 Understand ways of using motivational theories in organisations
Motivational theories: Maslow’s Hierarchy of Needs; Herzberg’s Motivation – Hygiene theory;
McGregor’s Theory X and Y; Vroom and Expectancy theories; Maccoby, McCrae and Costa –
personality dimensions; use of theory within public service organisations
Motivation and performance: rewards and incentives; motivation and managers; monetary
and non-monetary rewards; motivation within public service organisations
Leadership: leadership in public service organisations; managers and leaders; leadership
traits; management style; contingency approach; leadership and organisational culture;
ethical leadership
Leadership and successful change in public service organisations: pluralistic;
transformational; communications; conflict
4 Understand mechanisms for developing effective teamwork in organisations
Teams and team building: groups and teams; informal and formal groups; purpose of teams
in public services; selecting team members; team roles; Belbin’s theory; stages in team
development; team building; team identity; team loyalty; commitment to shared beliefs; multidisciplinary teams in public services
Team dynamics: group norms; decision-making behaviour; dysfunctional teams;
cohesiveness and its importance to public services
Impact of technology on team functioning: technology available to different services;
communication systems within services; changes in technology; networks and virtual teams;
global and cross-cultural teams
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the relationship between organisational structure and culture
1.1 compare and contrast different organisational structures and cultures
1.2 explain how the relationship between an organisation’s structure and culture can impact
on the performance of the business
1.3 discuss the factors which influence individual behaviour at work
LO2
Understand different approaches to management and leadership
2.1 compare the effectiveness of different leadership styles in different organisations
2.2 explain how organisational theory underpins the practice of management
2.3 evaluate the different approaches to management used by different organisations
LO3
Understand ways of using motivational theories in organisations
3.1 discuss the impact that different leadership styles may have on motivation in
organisations in periods of change
3.2 compare the application of different motivational theories within the workplace
3.3 evaluate the usefulness of a motivation theory for managers
LO4
Understand mechanisms for developing effective teamwork in organisations
4.1 explain the nature of groups and group behaviour within organisations
4.2 discuss factors that may promote or inhibit the development of effective teamwork in
organisations
4.3 evaluate the impact of technology on team functioning within a given organisation.
Guidance
Links
This unit links to the following units within this specification:
• Unit 8: Psychology of Human and Criminal Behaviour
• Unit 10: Human Resources in the Public Services.
Essential requirements
There are no essential or unique resources required for the delivery and assessment of this
unit.
Employer engagement and vocational contexts
Links with local public service employers would be useful, particularly with supervisory
personnel who could provide an insight into the management and motivation of teams on a
daily basis.
Unit 3: Fair Treatment in Public Services
Unit code: H/502/9476
QCF level: 4
Credit value: 15
• Aim
The aim of this unit is for learners to understand the importance of fair treatment within a
public service context.
• Unit abstract
This unit enables learners to understand legislative provision for the protection of individuals
against discrimination and the different procedures open to victims of unfair treatment.
Learners will be able to critically evaluate organisational policies and practices to support fair
treatment within a public service context, giving a rationale for the specific policy. Learners
will investigate how fair treatment can be achieved within a public service context and
understand why discrimination has no place within the public services.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand discriminatory behaviour
2 Understand how legislation and organisational policies can support the protection of
individuals
3 Understand how fair treatment can benefit the work of public services.
Unit content
1 Understand discriminatory behaviour
Prejudice: definition; origins of prejudice; types of prejudice; stereotyping; implications for
public services
Discrimination: definition; direct and indirect discrimination; Lawrence enquiry and institutional
racism; Allport’s Scale of Discrimination; implications for public services
Working practices: internal and external customers; routine and non-routine activities;
provision of information and literature; communication with internal and external customers;
training and educating staff
Impact: impact of prejudice and discrimination on the operation of public service organisations
including treatment of members of the public; the effects that prejudice and discrimination
have on victims and perpetrators; treatment of colleagues in own organisation; treatment of
personnel in partner organisations; quality of service provision; image of public service
organisations; media portrayal; public perception
2 Understand how legislation and organisational policies can support the protection of
individuals
Fair treatment legislation and regulations: Employment Equality (Age) Regulations 2006;
Disability Discrimination Act (DDA) 1995; Sex Discrimination Act (SDA) 1975; Employment
Equality (Sex Discrimination) Regulations 2005; Race Relations Act (RRA) 1976;
Employment
Equality (Religion or Belief) Regulations 2003; Human Rights Act 1998; Employment Equality
(Sexual Orientation) Regulations 2003; Equality Act 2006; Equality Act 2010
Advisory Services: including Advisory, Conciliation and Arbitration Service (ACAS); Citizens
Advice Bureau (CAB); Equality and Human Rights Commission (EHRC); Rights of Women;
Royal
Association for Disability and Rehabilitation (RADAR); trade unions; Liberty; inspectorates
and advisory bodies eg Police Complaints Commission, Independent Monitoring Board (IMB)
for
Prisons
Organisational policies: of uniformed public services; of non-uniformed public services;
grievance procedures; how public service employers present legal responsibilities of fair
treatment for staff within organisational policies
Fair treatment: reason; rationale; purpose; impact on daily operation; accountability to
management and watchdogs; impact on current and future employees and customers
Trade unions: role to represent members; ethos; impact of trade union activity on employees
and working standards
Anti-discriminatory practices: currently in place within uniformed and non-uniformed public
services eg recruitment and promotion initiatives, fair treatment policies, service accessibility
3 Understand how fair treatment can benefit the work of public services
Fair treatment: definition; the importance and need for fair treatment in public services;
requirements including working practices, within literature, within job opportunities, within
codes of practice and ethics
Prejudice and discrimination: effects on the victim including psychological, impact on
selfesteem and future within public service; effects on the perpetrator including psychological,
impact on self-esteem, future within public service; effects on organisation including public
perception
Work place culture: language eg ‘canteen banter’; humour and practical jokes; challenging
inappropriate behaviour; coping strategies
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand discriminatory behaviour
1.1 explain what is discrimination and fair behaviour with reference to current theory and
practice
1.2 explain the impact of direct and indirect discrimination on working practices within public
services
1.3 analyse the effects that prejudice and discrimination have on victims and perpetrators
1.4 analyse the effects that prejudice and discrimination have on organisations and their
customers
LO2
Understand how legislation and organisational policies can support the protection of
individuals
2.1 explain the provisions set out in current legislation to protect individuals from
discrimination
2.2 assess the advisory services available to victims of discrimination
2.3 evaluate fair treatment policies employed by public services
2.4 evaluate the role of organisations that uphold the rights of employees and the public
LO3
Understand how fair treatment can benefit the work of public services
3.1 explain how equality for personnel and the public can be supported by organisations
3.2 analyse the long-term benefits for the public and employees of achieving fair treatment
within public services.
Guidance
Links
This unit can be linked to:
• Unit 1: Small-scale Research Projects in Public Services
• Unit 2: Organisations and Behaviour
• Unit 8: Psychology of Human and Criminal Behaviour
• Unit 9: Sociological Aspects of the Public Services in Contemporary Society
• Unit 11: Managing Stress in Public Services
• Unit 12: Health and Safety Management in Public Services
• Unit 18: Public Service Activity Management.
Essential requirements
Learners should have access to legislation covering discrimination, for example via the
internet.
Delivery
This unit can be delivered in a variety of ways including using case studies, learner-centred
learning and direct consultation with select areas of public services.
Assessment
Evidence can be in the form of written reports, essays, presentations and discussions.
Employer engagement and vocational contexts
Links with human resource departments within public services to discuss policies relating to
fair treatment would be advantageous.
Unit 9: Sociological Aspects of the Public
Services in Contemporary Society
Unit code: K/502/9480
QCF level: 4
Credit value: 20
• Aim
The aim of this unit is to give learners an understanding of sociology and the impact of
contemporary society on public services.
• Unit abstract
The unit enables learners to develop an understanding of the construction of social structures
in society and the tensions between structure and agency. Learners will explore culture,
family, sexuality and gender and how they contribute to the structure of society.
Learners will explore the development of individuals and groups and the structural influences
on society.
Learners will look at how contemporary society is structured in terms of political, economic,
social and cultural factors and the factors in society that contribute to change. They will
explore a wide range of contemporary issues in society and how they can impact on
availability and provision of public services.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the construction of social structures in society
2 Understand the development of individuals and groups
3 Understand the structure of contemporary society
4 Understand the impact of contemporary issues on the public services.
Unit content
1 Understand the construction of social structures in society
Structure and agency: structures in society; socialisation; agency including individual
autonomy and independence; tensions
Key theorists/thinkers: including Marx, Durkheim, Goffman, Bernard, Weber
Culture: nationality; ethnicity; religion; age; wealth/class; divisions
Family: nuclear; extended; single parent; foster; orphans; cross-cultural
2 Understand the development of individuals and groups
Individuals: key theories of socialisation process of individuals (conscious, self-conscious
thinking); participants; agency; reflexivity and the ability of the individual to influence
outcomes; compliance within society; deviancy
Groups/cultures: formation of groups/cultures; formation of norms, values and rules in a
group; rewards and sanctions that groups use to pressure participants to conform; choices
participants must make
Structural influences: nature and nurture; childhood and family environment; education and
employment; leisure activities; health and wellbeing; impact of structural influences on society
3 Understand the structure of contemporary society
Societal change: demographic including population profiles, national, regional and local;
economic including poverty, wealth, employment, social benefits; technology including
internet, social networking, internet crime; healthcare
Political and economic factors: systems of stratification including age, gender, race, social
class; households, marriage and divorce
Social factors: family; community; education; work; unemployment; leisure
Cultural values and beliefs: ethnicity; religious beliefs; distribution of wealth
Impact on public services: changing demands for public services from different groups in
society; impact of demography, economy, technology on need for public services
4 Understand the impact of contemporary issues on the public services
Contemporary issues: including immigration, demographic profile, retirement age, stress,
substance abuse, gun crime, social networking, unemployment, healthcare, education, adult
literacy, homelessness, human trafficking, sweat shops, child labour, prostitution, child
poverty, ‘date’ rape
Impact of contemporary issues for the public services: including availability of resources and
services, accessibility of services, increase in crime, increase in job related stress, efficiency
of service, quality of service
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the construction of social structures in society
1.1 explain the tensions between structure and agency
1.2 describe the key influences on the construction of social structure in society
1.3 assess the contribution of key thinkers to social structures in society
LO2
Understand the development of individuals and groups
2.1 explain key theories of the socialisation of individuals in society
2.2 discuss the key factors that influence the development of groups in society
2.3 assess the impact of structural influences on society
LO3
Understand the structure of contemporary society
3.1 describe how political, social and economic constructs can be used to categorise society
3.2 review how current trends in societal change might shape social expectations
3.3 discuss the influence of cultural values and beliefs in society
3.4 evaluate the implications of changes in society for the public services
LO4
Understand the impact of contemporary issues on the public services
4.1 discuss contemporary issues within society
4.2 analyse the impact of contemporary issues on the public services.
Guidance
Links
This unit has links to the following units in this specification:
• Unit 1: Small Scale Research Projects in Public Services
• Unit 2: Organisations and Behaviour
• Unit 10: Human Resources in the Public Services
• Unit 11: Managing Stress in Public Services
• Unit 15: Crime Reduction and Community Safety.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Delivery
This unit can be delivered in a variety of ways. Case studies, learner-centred learning and
direct consultation with selected areas of the public services can all be used to enhance the
delivery of this unit.
Assessment
Evidence of learning outcomes could be in the form of written assignments, discussions or
presentations. The assignment work could be based on case studies or actual events.
Employer engagement and vocational contexts
Guest speakers from community policing initiatives, Local Authorities, fire service, paramedics
would enhance the delivery of this unit.
Centres should try to establish relationships with appropriate public services in order to help
set the context for learners.
Unit 19: Personal Outdoor Skills
Unit code: K/502/9494
QCF level: 4
Credit value: 15
• Aim
This unit aims to enable learners to take part, and to lead groups safely, in a variety of
outdoor skills training in both land and water environments.
• Unit abstract
This unit covers the key issues that are essential to personal safety when participating in
outdoor activities in land and water environments. Learners will consider these safety issues
and their impact on planning schedules and the decision-making process. Learners will
develop the technical competencies required for the safe management of groups in the
outdoors. They will also learn how to manage emergency procedures in the outdoors.
Learners will develop an understanding of the tools and frameworks used to critically evaluate
themselves and others in the context of skill development in outdoor activities. Through
completing a personal outdoor skills audit they will learn about the processes involved in skill
acquisition.
Learners will complete an action plan for their continued personal skills development. This will
allow them to evaluate their current skill level in a variety of outdoor-based activities and
identify personal progression in outdoor-based skills development.
• Learning outcomes
On successful completion of this unit a learner will:
1 Be able to carry out outdoor adventurous activities
2 Understand the risk, safety and emergency procedures in outdoor adventurous
environments
3 Be able to manage groups in outdoor adventurous environments
4 Be able to plan for personal skill development in outdoor adventurous activities.
Unit content
1 Be able to carry out outdoor adventurous activities
Types of outdoor adventurous activities: land based; water based
Navigation: map-reading skills; use of different maps; use of compass eg taking bearings,
walking on bearings, navigation across varying terrain; micro-navigation skills eg identifying
contour features, relocating position, pacing
Selection of equipment: equipment procurement and sourcing; appropriate equipment choice;
safe management and storage of equipment; hazards of using equipment
Expedition requirements: route planning; wild camping skills; proficient use of equipment;
managing self effectively; environmental awareness; competence across different terrains;
efficient route finding; awareness of group; effective decision making
2 Understand the risk, safety and emergency procedures in outdoor adventurous
environments
Personal safety planning: sources of reference eg guide books, national governing bodies,
periodicals, magazines; understanding of route cards and similar planning tools; identification
of limiting factors; interpretation of risk factors
Decision making: consideration of factors eg weather, ability level, equipment, fitness, health
problems and limitations; speed of change of variables; ability to manage risk assessments;
accountability; clarity; timeliness; qualification
First aid/emergency procedures: knowledge of appropriate procedures eg place and people;
demonstrating competent decision making; appropriate use of emergency equipment;
awareness of risk factors of outdoor environment eg weather, hypothermia, emergency
distress signals
3 Be able to manage groups in outdoor adventurous environments
Management skills: leading; mission statements; tactics; organisational structures; divisions;
coordination; information flows; control of tasks; distribution of authority to job holders;
staffing; recruitment; hiring; training; evaluating; directing; motivating; group dynamics;
communications; discipline; control; measuring performance; reporting performance;
improving performance; developing guidelines
Leadership skills: becoming a leader; leadership qualities; power and authority; types of
authority (French and Raven – charismatic, legitimate, expert, reward, coercive); authority
and responsibility; team, task and individual needs (Adair); people skills; models of different
leadership styles such as the continuum of leadership behaviour (Tannenbaum and Schmidt);
different methods of developing leaders (training courses, coaching, mentoring, companies’
own universities, action learning, partnerships with key academics); changing methodology in
leadership development programmes
4 Be able to plan for personal skill development in outdoor adventurous activities
Personal outdoor skills audit: evaluation of actual skill level; using self, peer and tutor
assessment against agreed criteria and alignment with governing body skill assessment
guidelines eg Mountain Leader Training England (MLTE), British Canoe Union (BCU)
Outdoor skill development and acquisition: learning styles; aspects of skill acquisition; stages
of skills learning and progression; Kolb’s learning cycle
Action plan: objective setting using SMART goals; building engrams and cognitive processing;
attitudes to learning; progression of skills learning; awareness of governing body skills
assessment criteria eg MLTE, BCU
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Be able to carry out outdoor adventurous activities
1.1 produce appropriate strategies to overcome routine issues when navigating during
outdoor adventurous activities
1.2 select appropriate equipment choices for outdoor adventurous activities
1.3 demonstrate appropriate expedition skills for identified outdoor adventurous activities
LO2
Understand the risk, safety and emergency procedures in outdoor adventurous environments
2.1 explain the steps taken to minimise the potential risks inherent in outdoor activities
2.2 analyse the decision making process to identify issues of clarity and accountability
2.3 explain practical first aid and emergency procedures required to meet specified problems
during outdoor adventurous activities
LO3
Be able to manage groups in outdoor adventurous environments
3.1 use theoretical knowledge to assess potential management scenarios which could arise
with groups during outdoor activities
3.2 use appropriate group management techniques during outdoor activities
3.3 produce guidelines for leadership scenarios which could arise during outdoor activities
3.4 use appropriate leadership styles during outdoor activities
3.5 review effectiveness of leadership styles used during outdoor activities
LO4
Be able to plan for personal skill development in outdoor adventurous activities
4.1 produce action plans for personal outdoor skills development for specified scenarios
4.2 produce personal outdoor skills audits for specified scenarios
4.3 analyse the stages of outdoor skills development
4.4 evaluate the learning process of outdoor skills acquisition.
Guidance
Essential requirements
Learners must have access to both land– and water–based environments and take part in
practical activities demonstrating basic skills and techniques. Learners must take part in and
plan an overnight expedition showing effective judgements in decisions, risk assessment and
emergency procedures. Each learner must produce a personal outdoor skills audit with an
action plan for their continued personal outdoor skills development.
Delivery
This unit provides the underpinning technical skills in outdoor activities that need to be
achieved when working in an outdoor adventurous environment. This unit should engage
learners in their own skill development and be managed at an appropriate pace for individual
learning needs.
Alongside teaching physical skills, care and attention should be given to the psychological
safety of participants. If the skill progression is done too rapidly, learners will not gain the
underpinning confidence and motivation required to continue their skill development as
required in outdoor adventurous activities.
The core competencies and focus required for achievement in this unit are participation in a
variety of outdoor activities ensuring personal safety, making sound equipment choices,
evaluating personal skills and appropriate skill development.
It would be useful for learners to consider risk assessment issues in the outdoor activities they
choose to participate in which will give them first-hand understanding of how these activities
can be managed safely.
Although this unit is about individual performance, the dynamics of the group need to be
recognised. Learners will need to apply their own experience of learning outdoor skills to their
approaches of dealing with the group and teaching in an outdoor environment.
Assessment
This unit is essentially practical and learners should demonstrate the ability to maintain
themselves competently and safely in a variety of outdoor adventurous environments. This
should include at least one land-based and one water-based activity. They should be aware
of the variety of factors that affect the completion of outdoor activities. This can be evidenced
through an observation/witness statement.
An appropriate assessment could include a learning log, which would contain an initial
assessment, comments on skill development and a concluding action plan with relevant
goals.
Learners should plan and carry out an overnight expedition which would allow them to
demonstrate their skill performance, competence in the stages of effective planning
strategies, equipment choice, risk assessment and their decision-making skills. Alongside the
practical element of the expedition there should be a written assignment giving a detailed plan
with appropriate goals. This could be done as a PowerPoint presentation.
Learners should examine the variety of national governing body awards that provide
qualifications in outdoor activities and consider their own skill competencies in correlation to
these skill and assessment criteria. Learners would benefit from completing a recognised first
aid qualification and need to demonstrate knowledge of how first aid techniques are managed
in outdoor adventure environments. Where appropriate, learners may work towards the
achievement of national governing body awards, although this should not become the key
goal of this unit’s study.
Learners need to demonstrate an ability to manage themselves independently and
competently in a variety of outdoor environments, particularly managing groups and
recognising the changing dynamics of a variety of outdoor adventurous environments.
In the acquisition of outdoor skills, learners should demonstrate an ability to break down skill
development into progressive stages and evaluate their own levels of skill learning. They
should be able to demonstrate an ability to manage themselves independently in a variety of
outdoor environments. This requires them to make appropriate decisions.
Employer engagement and vocational contexts
Links with local uniformed public service organisations/employers would enhance delivery of
this unit.
HND Public Services PART-TIME YEAR 2
Unit 4: Managing Public Sector Finance
Unit code: K/502/9477
QCF level: 5
Credit value: 20
• Aim
To ensure learners understand the allocation of and accountability for public sector funding
and the ways that public services report financial performance.
• Unit abstract
This unit introduces learners to the funding of public service organisations and the financial
constraints placed on those organisations. It is a broad-based unit providing a general
overview of funding sources and the issues which influence funding.
Learners will examine the whole range of sources of finance, including alternative sources.
Learners will develop an understanding of how the use and interpretation of financial
information supports the day-to-day management of public service organisations and the
achievement of their strategic and operational objectives.
The unit will help learners identify sources of financial information and how they can be used
in the decision-making process. Learners will examine financial control within the public
services and how the external influences and requirements for financial accountability are
managed.
The unit gives learners an understanding of the political context in which public service
organisations must function. Learners will evaluate the external operating environment and
the need to adopt organisational strategies to ensure effective service delivery.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the sources of finance available to public service organisations
2 Understand financial accountability in a public service context
3 Understand how financial information is used by the public sector to achieve organisational
objectives
4 Understand the impact of external influences on public service finances.
Unit content
1 Understand the sources of finance available to public service organisations
Sources of public sector funding: central taxation; income tax; corporation tax; VAT; local
taxation; council tax; business rates; income and rents charged by public service
organisations; interest on investments received by public service organisations
Alternative sources of finance for public services: EU funding; National Lottery; Public Private
Partnership (PPP); Private Finance Initiative (PFI); alternative approaches to the funding of
public services including contracting out of service provision to private and third sector
organisations and privatisation of provision, disposal of saleable assets
Funding allocation: central government budgetary cycle; funding allocation including revenue
and capital funding; public sector funding reviews; allocation of funds by public sector
organisations to meet statutory and non-statutory activity; historic and zero-based budget
allocation
2 Understand financial accountability in a public service context
Accountability: need for public service financial accountability and transparency at national
and local level; accountability in reporting financial performance; performance analysis and
reporting; role of media; role of legislation eg FOI Act 2000; accountability to the electorate
Role of audit and inspection: role of audit and inspectorates in disseminating good practice;
promoting better management and decision making; effective use of taxpayer resources;
maintaining public confidence in effective use of funds; information provided by audit services
and inspectorates in their published reports
3 Understand how financial information is used by the public sector to achieve
organisational objectives
Financial information: information eg published budgets, annual reports, statistical returns,
internal accounts, performance indicators, financial records, financial regulations
Researching financial information: published public services financial and performance data
including internet and printed publications
Use of financial data by public services: to measure value for money in a public service; to
review ways in which costs could be reduced; to consider the impact of cost savings on
standards of service provision; to propose alternative funding sources to support public
service provision; to benchmark; to review procurement methods; to measure efficiency and
effectiveness; to justify retaining delivery within the public service or contracting out, to
achieve strategic and operational objectives eg minimum service levels, response times,
crime-reduction targets, recruitment targets
4 Understand the impact of external influences on public service finances
Financial management and reporting in public services: capital and revenue budgets; cost
centres; resource accounting; inflationary factors; overheads; public service accounting
methods; use of information communication technology (ICT) in managing and reporting on
finance
Efficiency and effectiveness: defining vision and purpose in the public service context; setting
performance targets for service delivery including central government targets, local targets,
sustainability, social, environmental and economic targets; definitions and measures of
efficiency, effectiveness and productivity in a public service; how public service standards are
determined and applied; potential impact of funding reductions on standards of public service
provision
Procurement and contracting services: procurement and contracting processes in the public
services; defining and measuring value for money; the advantages and disadvantages of
public service delivery through contracts with other organisations including other public
services, third sector and private sector organisations; public service in-house bidding for
contracts; internal service level agreements (SLAs); competition and contestability in bidding
for public service contracts
Political environment: impact of international, European, national, regional and local politics
on funding allocation; central government policies, priorities and initiatives; role of media and
public opinion in funding allocation
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the sources of finance available to public service organisations
1.1 describe the types of sources of finance available to public service organisations
1.2 critically analyse the allocation of public service funding in different public services
LO2
Understand financial accountability in a public service context
2.1 analyse the role of audit and inspection in maintaining accountability
2.2 evaluate how public services are held accountable to the public
LO3
Understand how financial information is used by the public sector to achieve organisational
objectives
3.1 explain how public service organisations can use financial information to achieve their
strategic and operational objectives
3.2 analyse, using examples, how published financial information can be used to evaluate the
financial performance of public service organisations
LO4
Understand the impact of external influences on public service finances
4.1 explain how public service organisations report on and manage financial performance
4.2 evaluate how efficiency and effectiveness are measured by public service organisations
4.3 evaluate good practice methods of managing procurement and contracting of services in
the public sector
4.4 evaluate the impact of the political environment on the funding of public service
organisations.
Guidance
Links
Higher Nationals in Business units
• Unit 2: Managing Financial Resources and Decisions
• Unit 9: Management Accounting: Costing and Budgeting
• Unit 10: Financial Accounting and Reporting
• Unit 11: Financial Systems and Auditing.
Higher Nationals in Public Services
• Unit 5: Government, Decision-Making and the Public Services
• Unit 7: Personal and Professional Development
• Unit 10: Human Resources in the Public Services.
Delivery
It is recommended that specific public service organisations (spanning examples from the
emergency services, armed forces and central and local government) are used to develop
case study material to support unit delivery. The 2010 Comprehensive Spending Review and
the 2010 Strategic Defence Review both provide significant case study material which can be
used on an on-going basis over the next five years as they are implemented and the public
sector adjusts to altered and reduced funding patterns.
Key case studies could come from a variety of government departments such as the Ministry
of Defence, the Ministry of Justice and the Department for Communities and Local
Government all of which have had to make large adjustments in their funding of the services
they are responsible for. In addition, role play can be used to enable learners to understand
the difficulties surrounding the provision of services to client groups within constantly
changing political and financial constraints. Role playing service and service user can be
illuminating in examining the differences between the financial priorities of the service and the
general public.
Assessment
Learners will need to investigate at least two public services in depth to support their
assessed work. It is recommended that they be encouraged to select two contrasting public
services (for example a locally-based service and a national service, or a uniformed service
and a non-uniformed service). This will enable the learner to develop a depth and breadth of
public sector financial information and enable them to compare and contrast different
approaches.
Employer engagement and vocational contexts
Ideally, visiting speakers from the finance departments of a number of public services should
be used to support delivery.
Involvement of personnel from audit and/or inspection would also be helpful to speak about
managing public service finances.
Unit 7: Personal and Professional
Development
Unit code: T/601/0943
QCF level: 5
Credit value: 15
• Aim
This unit aims to help the learner become an effective and confident self-directed employee.
This helps the learner become confident in managing own personal and professional skills to
achieve personal and career goals.
• Unit abstract
This unit is designed to enable learners to assess and develop a range of professional and
personal skills for their 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 career development.
The unit emphasises the needs of the individual within the context of self-management of
personal and professional development. Learners will be able to improve their own learning,
be involved in teamwork and through the use of case studies, role play and real-life activities
be more capable of problem solving.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand how self-managed learning can enhance lifelong development
2 Be able to take responsibility for own personal and professional development
3 Be able to implement and continually review own personal and professional development
plan
4 Be able to demonstrate acquired interpersonal and transferable skills.
Unit content
1 Understand how self-managed learning can enhance lifelong development
Self-managed learning: self-initiation of learning processes; clear goal setting eg aims and
requirements, personal orientation achievement goals, dates for achievement, self-reflection
Learning styles: personal preferences; activist; pragmatist; theorist; reflector eg reflexive
modernisation theory; Kolb’s learning cycle eg apply to problem-solving and teamwork
activities
Approaches: learning through research; learning from other eg public service personnel,
mentoring/coaching, seminars, conferences, interviews, use of the internet, social networks,
use of bulletin boards, news groups
Effective learning: skills of personal assessment; planning; organisation and evaluation
Lifelong learning: self-directed learning; continuing professional development; linking higher
education with further education, Recognition of Prior Learning, Apprenticeships, Credit
Accumulation and Transfer Schemes; to meet job requirements eg for desired public service
to establish benefits.
Assessment of learning: improved ability range with personal learning; evidence of improved
levels of skills eg required for desired public service; feedback from others; learning
achievements and disappointments
Public service context: own specific learning goals in relation to desired public service career;
assessment of prior learning; identifying requirements of desired public service
2 Be able to take responsibility for own personal and professional development
Self-appraisal: skills audit (personal profile using appropriate self-assessment tools);
evaluating self-management; personal and interpersonal skills; leadership skills
Development plan: current performance; future needs; opportunities and threats to career
progression; aims and objectives; achievement dates; review dates; learning
programme/activities; action plans; personal development plan
Portfolio building: developing and maintaining a personal portfolio
Transcripts: maintaining and presenting transcripts including curriculum vitae
Public service context for personal and professional development: considerations (fitness
plans setting specific goals for desired public service, practising and undertaking
psychometric testing, barb tests, entrance tests, health, education requirements, option to join
young firefighters, specials, TA practice to enhance employment opportunity, voluntary work,
interviews); barriers to entry of public services (including spending cuts, government priorities,
health, criminal records, age restrictions to entrance)
3 Be able to implement and continually review own personal and professional
development plan
Learning styles and strategies: types of styles; awareness of own personal style; impact of
personal style and interactions with others; learning from others; formal learning and training;
observation; mentoring; supervision; tutorials; informal networks; team members; line
managers; other professionals
Evaluation of progress: setting and recording of aims and objectives; setting targets;
responding to feedback; re-setting aims and targets; establishing and recognising strengths
and weaknesses; directions for change; cycles of activity (monitoring, reflecting and planning)
Public service context: learners to evaluate own performance for desired public service role
4 Be able to demonstrate acquired interpersonal and transferable skills
Interpersonal and transferable skills: personal effectiveness (ability to communicate effectively
at all levels, initiative, self-discipline, reliability, creativity, problem solving)
Verbal and non-verbal communication: effective listening; respect for others’ opinions;
negotiation; persuasion; presentation skills; assertiveness; use of ICT
Delivery formats: ability to deliver transferable skills using a variety of formats; working with
others (team player); flexibility/adaptability; social skills
Time management: prioritising workloads; setting work objectives; using time effectively;
making and keeping appointments; reliable estimates of task time
Public service context: successful completion of teamwork activities; need for attendance and
punctuality; importance of interpersonal and transferable skills for desired public service
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand how self-managed learning can enhance lifelong development
1.1 evaluate approaches to self-managed learning
1.2 propose ways in which lifelong learning in personal and professional contexts could be
encouraged
1.3 evaluate the benefits of self-managed learning to the individual and organisation
LO2
Be able to take responsibility for own personal and professional development
2.1 evaluate own current skills and competencies against professional standards and
organisational objectives
2.2 identify own development needs and the activities required to meet them
2.3 identify development opportunities to meet current and future defined needs
2.4 devise a personal and professional development plan based on identified needs
LO3
Be able to implement and continually review own personal and professional development plan
3.1 discuss the processes and activities required to implement the development plan
3.2 undertake and document development activities as planned
3.3 reflect critically on own learning against original aims and objectives set in the
development plan
3.4 update the development plan based on feedback and evaluation
LO4
Be able to demonstrate acquired interpersonal and transferable skills
4.1 select solutions to work-based problems
4.2 communicate in a variety of styles and appropriate manner at various levels
4.3 evaluate and use effective time management strategies.
Guidance
Links
This unit can be linked to:
• Unit 1: Small Scale Research Projects in Public Services
• Unit 6: Research Project
• Unit 18: Public Service Activity Management
• Unit 19: Personal Outdoor Skills.
Essential requirements
Access to current recruitment policies and processes in public service organisations is
essential for this unit.
Delivery
Activities carried out in this unit could be integrated with other units in the HNs in Public
Services.
Assessment
A personal development portfolio or progress file should be put together by the learner. It
should contain all information and personal records ‘owned’ by the learner, including planning
and monitoring progress towards the achievement of personal objectives.
Regular review meetings should be held by the tutor, to monitor learners’ progress.
Employer engagement and vocational contexts
Centres should try to establish relationships with appropriate public services and a local
careers service, to provide current recruitment information.
Unit 15: Crime Reduction and Community
Safety
Unit code: D/502/9492
QCF level: 5
Credit value: 15
• Aim
The aim of this unit is to give learners an understanding the methods used to combat crime
and reduce anti-social behaviour so leading to the development of safer communities.
• Unit abstract
This unit will give learners the opportunity to explore concepts of crime reduction and the
‘multiagency’ approach to safer communities. Learners will consider the methods used to
report and record crime as well as interpret the resulting information. Learners will also be
required to research and analyse the current policies and strategies being used to combat
crime and improve community safety. This should involve a range of agencies, eg Community
Policing Board, constabularies, local authorities, county councils, social services and
businesses.
The unit enables learners to critically examine of current and developing strategies, at local
and national level, aimed at reducing the number of offenders. The unit also develops
knowledge of the links between groups and behaviour and the agencies working in the area.
Learners will be required to research and review the impact of cross-agency approaches in
dealing with offenders.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the use of methods for recording crime
2 Understand the current policies and strategies used by the public services to combat crime
and improve community safety
3 Understand the strategies for the reduction of anti-social behaviour
4 Understand the impact of interagency approaches in dealing with offenders
5 Understand the sociological effects of crime.
Unit content
1 Understand the use of methods for recording crime
Reporting of crime: UK police service record systems; crime reporting
Recording of crime: current methods; use of information technology including for recording
crime, crime detection; regional variations; categories of crime
How crime statistics support strategies for dealing with crime: construction and interpretation
of statistics; current and potential uses; crime pattern analysis – procedures; positive and
negative aspects; statistical information including actual and recorded crime; use of statistical
information
Influences on crime processes and crime recording methods: Home Office Directives; public
expectations of policing methods eg transparent, accurate, informative
2 Understand the current policies and strategies used by the public services to combat
crime and improve community safety
Types of policies to combat crime and improve community safety: of local authorities; of multiagency and partnership approach including the purpose/focus, structure, funding of such
partnerships
Strategies to combat crime and improve community safety: for current crime problems; safer
communities; crime reduction and crime prevention; town planning initiatives
Legislation: relevant crime reduction and community safety legislation including subsequent
amendments eg Crime and Disorder Act 1998; Criminal Justice Act 2003; Criminal Justice
and
Immigration Act 2008; subsequent UK/EU legislation
3 Understand the strategies for the reduction of anti-social behaviour
Risk factors: development strategy including identifying risks
Anti-social behaviour: definition; Law Commission proposals for tackling anti-social behaviour;
legislation eg crime and Disorder Act 1998, Government White Papers eg Respect and
Responsibility – Taking a Stand Against Anti-Social Behaviour March 2003 and subsequent
publications
Research: theories on anti-social behaviour, problem identification, cycle of anti-social
behaviour; factors involved in introducing people to the cycle of anti-social behaviour; present
position; factors leading to crime; target outcome; previous approaches; agencies involved
Strategies: development including risk reduction pre-crime and post-crime, control measures
pre-crime and post-crime; performance targets, review including practical application,
performance targets, measurable outcomes, identification of provision, distribution of effort,
feedback loop; evaluation including opportunities for improvement, planning, proposing and
implanting changes, analysis of wider impact of strategy
4 Understand the impact of interagency approaches in dealing with offenders
Agencies: police; probation service; social services; prison service; third sector eg Alcohol
Concern
Responses to offenders: pre-crime; post-crime; pre-conviction; post-conviction; pre–
sentence; post-sentence; after completion of sentence
Who: partnerships available eg Crime and Disorder Partnerships, structures available,
distribution of effort
Resettlement of offenders: support with drug and alcohol misuse; financial exclusion;
temporary accommodation; homelessness; chaotic lifestyle; separation from children and
families; domestic violence and abuse
Case disposal: cross-agency cooperation
5 Understand the sociological effects of crime
Public perceptions of crime: media reporting of crime; fear of crime; community perceptions
and responses to crime; impact of crime on individuals and communities; vigilante groups
Victim issues: victimisation studies including National Crime Survey; vulnerable members of
society eg elderly, women, children, people with disabilities
Impact of crime: impact on victims including physical and emotional impact; impact of crime
on society including financial; fear of crime; criminal justice system
Victim support: role of public services in supporting victims and witnesses; initiatives including
neighbourhood watch, community policing; support groups including Victim
Support, Witness Service, Rape Crisis, The Samaritans; support available from public
services including police, social services
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the use of methods for recording crime
1.1 analyse how public and directive expectations are met through current policing methods
1.2 evaluate the effectiveness of different methods of recording crime
1.3 evaluate how statistical information gained from crime recording methods supports public
service strategies
LO2
Understand the current policies and strategies used by the public services to combat crime
and improve community safety
2.1 explain key current legislative issues related to crime reduction
2.2 critically evaluate the workings of multi-agency groups and partnerships within the public
services
2.3 evaluate the structure of multi-agency groups and partnerships within the public services
2.4 evaluate public service strategies and policies used to combat crime and improve
community safety
2.5 analyse how current crime problems can be used to devise a crime reduction initiative for
public services
LO3
Understand the strategies for the reduction of anti-social behaviour
3.1 explain the main risk factors that are likely to introduce people to the cycle of anti-social
behaviour
3.2 analyse the relationship between risk factors that are likely to introduce people to the
cycle of anti-social behaviour and the factors leading to crime
3.3 develop strategies to minimise risk factors for the community
LO4
Understand the impact of interagency approaches in dealing with offenders
4.1 critically analyse how relevant agencies are dealing with offenders
LO5
Understand the sociological effects of crime
5.1 analyse influences on public perception of crime
5.2 evaluate the impact of crime on victims
5.3 evaluate support available to victims and witnesses to recommend improvements.
Guidance
Links
This unit has links to the following units in this specification:
• Unit 8: Psychology of Human and Criminal Behaviour
• Unit 14: Justice and Punishment.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Delivery
This unit can be delivered in a variety of ways. Case studies, student-centred learning and
direct consultation with selected areas of the public services can all be used to enhance the
delivery and learning. Learners will need to gain knowledge and understanding of the current
policies and strategies being used to combat crime and improve community safety. Particular
reference must be made to the range of organisations involved in both the multi-agency and
partnership approaches.
Assessment
Evidence may be in the form of written or oral assignments.
Evidence is likely to be produced at learning outcome level although opportunities exist for
covering one or more outcomes in an assignment. Evidence of outcomes could be in the form
of the following:
• assignments – written reports or accounts discussing findings and outlining the forms of
research conducted
• research into the provisions listed in legislation, requiring local authorities to take action –
taking into account local policies and aspects of funding
• case studies covering the introduction of community safety into local towns, business parks,
residential areas and rural communities
• research into the agencies tasked to make the community a safer place.
Employer engagement and vocational contexts
Visiting speakers from a range of agencies could be used to enhance delivery.
Unit 18: Public Service Activity
Management
Unit code: H/502/9493
QCF level: 4
Credit value: 15
• Aim
The aim of this unit is to enable learners to manage activities in the public sector such as
outdoor activities, residential experiences and training events.
• Unit abstract
The aim of this unit is to enable learners to understand how public sector activities for
example outdoor activities, residential and training events, are managed and the role of these
activities within the public services. The unit will enable learners to recognise the important
role of public sector activities for both operational and support personnel within the public
services.
The unit focuses on the knowledge, skills and understanding required to oversee the
management of public sector activities, including planning, review and evaluation.
The unit will be achieved through the use of practical activities as well as the demonstration of
theoretical knowledge. Any activities undertaken should demonstrate an in-depth knowledge
of the theoretical and practical issues associated with the management function of public
sector outdoor activities, residential and training events.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the legislation and guidance related to the management of public sector
activities
2 Be able to prepare strategic plans for the management of public sector activities
3 Be able to manage public sector activities
4 Be able to evaluate public sector activities.
Unit content
1 Understand the legislation and guidance related to the management of public service
activities
Types of public sector outdoor activities, residentials and training events: strategic and
operational activity; business planning; organisational objectives and targets;
routine/nonroutine activities; formal/informal eg meetings, staff training sessions; exhibitions;
receptions; conferences; team-building activity
Legislation: UK legal framework including legislation governing fair treatment, employment,
health and safety; key legal requirements include human rights, freedom of information, data
protection; organisationally specific legislation such as permits, site inspection and selection
Guidelines: eg national guidelines; codes of practice; government circulars; personal and
group responsibility; policies in support of people with particular needs
2 Be able to prepare strategic plans for the management of public service activities
Planning: role of strategy; missions; visions; objectives; goals; impact on managers; targets;
when to plan; who should be involved; role of planning; planning process
Objective setting: organisational policies and procedures; external influences; service user
needs; employee expectations
Organisational objectives: types of performance measures and how to determine and set
them; cost/benefit analysis; risk analysis; the value of a customer-focused culture; the
importance of prevention rather than correction; importance of developing a continual
improvement culture and how to involve others; planning, proposing, implementing and
evaluating change
3 Be able to manage public service activities
Management skills: prioritising workloads including structuring tasks and groups, setting work
objectives, time management, channels of communication, motivating people to work well in
the activity; allocation of resources both physical and human; directing activities of individuals
and the group; working within organisational constraints and limitations; meeting objectives;
carrying out strategic plans
Communication skills: written and verbal communications; communication with individuals
and groups; checking effectiveness of communication
Review techniques: practical application of procedures; using techniques such as the
feedback loop, performance indicators, information gathering; managing quality; monitoring
systems; measuring and correcting performance during the activity; problem solving and
decision making during the activity and also during the review process
4 Be able to evaluate public service activities
Evaluation: identifying opportunities for improvement; planning, proposing and implementing
changes to improve operations; identifying wider implications of change; measurement of
performance against objectives
Impact: on organisers of activities; impact on participants in activities; impact on teams;
impact on organisation; impact on wider society; impact on environment
Improvement: how to identify and implement improvement for future activities based on
evaluation feedback
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the legislation and guidance related to the management of public service
activities
1.1 assess the legislative requirements public services must meet when managing their
selected activities
1.2 evaluate the guidelines which public services must adhere to
LO2
Be able to prepare strategic plans for the management of public service activities
2.1 set realistic objectives for performance
2.2 prepare strategic management plans to meet objectives
LO3
Be able to manage public service activities
3.1 explain the management skills required to coordinate the activities of individuals and
groups
3.2 manage public service activities in accordance with strategic plans
3.3 communicate effectively with client groups and operational personnel to meet objectives
3.4 design systems to gather client feedback
LO4
Be able to evaluate public service activities
4.1 evaluate findings of feedback to recommend improvements for the management of
activities
4.2 evaluate the impact of public service activity feedback on public services and participants.
Guidance
Links
This unit links to the following units:
• Unit 7: Personal and Professional Development
• Unit 19: Personal Outdoor Skills.
Essential requirements
Learners will need to be familiar with current practices in the management of activities and
current legislative requirements.
Delivery
This unit should have a practical focus and learners should be encouraged to undertake
research.
They should have contact with a public service personnel who involved with organising events
such as community open days. Visits to public service establishments will help learners to
understand the importance of activity management in public services work.
For learning outcome 1 tutors should ensure that they cover the current UK and ethical
framework of responsibility as laid down in national guidelines. Guidelines can be accessed
through the relevant government website and also from national governing bodies. Learners
should be shown how to access this information and how legislation and guidance can affect
the selection and management of appropriate activities.
For learning outcome 2 learners should be given the opportunity to investigate a range of
activities and then encouraged to select an appropriate activity to plan. This activity may or
may not be carried out to completion, but it would be useful in the development of learning for
the activity to be undertaken. Public services are involved with an extensive range of
community based activities, and it may be possible to gain employer input at this stage to
assist learners with their investigation. Learners should be given formative assessment
opportunities to ensure that the activity which they select is appropriate to the assessment of
the unit.
For learning outcome 3 tutors should use case studies or scenarios for the delivery of the
types of management skills required in order to coordinate the activities of groups and
individuals.
Practice scenarios would be useful for learners to understand how they should manage
activities and the skills that they should demonstrate.
Tutors should provide information about different review mechanisms used in the public
services in relation to the management of activities. It may be useful to involve guest
speakers and visits to public service organisations to allow learners to fully develop their
knowledge of the systems available before selecting the one they wish to use to review. It is
worth noting here that the focus should be on the management of the activity and not just the
running of the activity.
To address learning outcome 4, tutors will need to ensure that learners have a good grasp of
methods that can be used to evaluate the impact of an activity on all of those involved. Tutors
should ensure that they cover all groups listed in the unit content. Learners should be
provided with access to different evaluation methods and taught how they can use them to
evaluate and suggest improvements to activities.
Assessment
Learners have to produce written evidence for the unit; this can be supported with observation
records and witness testimonies. Assessment for this unit could be through a holistic
assessment related to a real or fictional activity that encompasses all the learning outcomes.
Ideally, the activity would be undertaken, but if not, it can be assessed through a fictional
scenario-based assignment.
To achieve learning outcome 1, learners need to assess the current legislation and provide
reasons for the guidelines that are in place. This should be undertaken in the context of the
plan for an activity that they are to manage (either through role play, a fictional scenario or
real activity).
For learning outcome 2, learners need to plan the activity showing how they will prepare for
the activity, and relating the plan to the identified legislation. Learners can submit minutes of
meetings, agreed objectives and a project management plan as evidence for this outcome.
To achieve learning outcome 3, learners should show their ability to manage and review
planned activities. If the activity was undertaken, then this should be a review of the activity
against the agreed objectives. If the activity was scenario based, then the review should show
the activities that would be undertaken by the team once the activity was completed. It is
important that the focus of the review process is on the management of the activity, not the
activity itself.
Learning outcome 4 should be a culmination of the previous assessment activities. In this
learning outcome, learners should review and evaluate the impact of the activity (either real or
fictional) on all those involved. It is important that learners consider all groups as indicated in
the unit content, and then move on to suggest ways to minimise the effects of the activity on
the groups discussed.
Employer engagement and vocational contexts
It would be useful for learners to have contact with public service employees, particularly
those currently involved in activity management. This may take place through visits or talks by
guest speakers. It is also important that learners are given case studies to investigate in
relation to activities that public services manage, including community-based events, and how
they are planned for and reviewed by the public services.
Unit 21: Employability Skills
Unit code: A/601/0992
QCF level: 5
Credit value: 15
• Aim
This unit provides learners with the opportunity to acquire honed employability skills required
for effective employment.
• Unit abstract
All learners at all levels of education and experience require honed employability skills as a
prerequisite to entering the job market. This unit gives learners an opportunity to assess and
develop understanding of their own responsibilities and performance in, or when entering, the
workplace.
The unit considers the skills required for general employment, such as interpersonal and
transferable skills, and the dynamics of working with others in teams or groups, including
leadership and communication skills.
The unit also deals with the everyday working requirement of problem solving. This includes
the identification or specification of the ‘problem’, strategies for its solution and then
evaluation of the results through reflective practices.
• Learning outcomes
On successful completion of this unit a learner will:
1 Be able to determine own responsibilities and performance
2 Be able to develop interpersonal and transferable skills
3 Understand the dynamics of working with others
4 Be able to develop strategies for problem solving.
Unit content
1 Be able to determine own responsibilities and performance
Own responsibilities: personal responsibility; direct and indirect relationships and adaptability;
decision-making processes and skills; ability to learn and develop within the work role;
employment legislation; ethics; employment rights and responsibilities
Performance objectives: setting and monitoring performance objectives
Individual appraisal systems: uses of performance appraisals eg salary levels and bonus
payments, promotion strengths and weaknesses, training needs; communication; appraisal
criteria eg production data, personnel data, judgemental data; rating methods eg ranking,
paired comparison, checklist, management by objectives
Motivation and performance: application and appraisal of motivational theories and
techniques; rewards and incentives; manager’s role; self-motivational factors
2 Be able to develop interpersonal and transferable skills
Effective communication: verbal and non-verbal–awareness and use of body language;
openness and responsiveness; formal and informal feedback to and from colleagues; ICT as
an effective communication medium; team meetings
Interpersonal skills: personal effectiveness; working with others; use of initiative; negotiating
skills; assertiveness skills; social skills
Time management: prioritising workload; setting work objectives; making and keeping
appointments; working steadily rather than erratically; time for learning; reliable estimate of
task time
Problem solving: problem analysis; researching changes in the workplace; generating
solutions; choosing a solution
3 Understand the dynamics of working with others
Working with others: nature and dynamics of team and group work; informal and formal
settings; purpose of teams and groups eg long-term corporate objectives/strategy; problem
solving and short-term development projects; flexibility/adaptability; team player
Teams and team building: selecting team members eg specialist roles, skill and
style/approach mixes; identification of team/work group roles; stages in team development
eg team building, identity, loyalty, commitment to shared beliefs, team health evaluation;
action planning; monitoring and feedback; coaching skills; ethics; effective leadership skills eg
setting direction, setting standards, motivating, innovative, responsive, effective
communicator, reliable, consistent
4 Be able to develop strategies for problem solving
Specification of the problem: definition of the problem; analysis and clarification
Identification of possible outcomes: identification and assessment of various alternative
outcomes
Tools and methods: problem-solving methods and tools
Planning and implementation: sources of information; solution methodologies; selection and
implementation of the best corrective action eg timescale, stages, resources, critical path
analysis
Evaluation: evaluation of whether the problem was solved or not; measurement of solution
against specification and desired outcomes; sustainability
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Be able to determine own responsibilities and performance
1.1 develop a set of own responsibilities and performance objectives
1.2 evaluate own effectiveness against defined objectives
1.3 make recommendations for improvement
1.4 review how motivational techniques can be used to improve quality of performance
LO2
Be able to develop interpersonal and transferable skills
2.1 develop solutions to work-based problems
2.2 communicate in a variety of styles and appropriate manner at various levels
2.3 identify effective time-management strategies
LO3
Understand the dynamics of working with others
3.1 explain the roles people play in a team and how they can work together to achieve shared
goals
3.2 analyse team dynamics
3.3 suggest alternative ways to complete tasks and achieve team goals
LO4
Be able to develop strategies for problem solving
4.1 evaluate tools and methods for developing solutions to problems
4.2 develop an appropriate strategy for resolving a particular problem
4.3 evaluate the potential impact on the business of implementing the strategy.
Guidance
Links
This unit links with the following units:
• Unit 6: Research Project
• Unit 7: Personal and Professional Development
• Unit 23: Work-based Experience
It also links with the following Asset Skills cross-sectoral Employability Matrix:
• B2.4: Plan and manage time, money and other resources to achieve goals
• B3.3: Find and suggest new ways to achieve goals and get the job done and achieve goals
• B4.5: Plan for and achieve your learning goals
• C1.1: Understand the roles people play in a group and how you can best work with them
• C1.7: Lead or support and motivate a team to achieve high standards
• C2.6: Find new and creative ways to solve a problem.
Essential requirements
Access to a range of work-related exemplars (for example appraisal and development
systems, team health checks, job descriptions, action plans, communication strategies) will
help in delivering this unit. Case studies based on relevant sectors, workshops, career talks
and work-based mentors will also be useful in the teaching and learning aspect of the unit.
Learners should generate assessment evidence through a range of possible activities,
including individual work placements, project management, research reports, development of
case studies, working with others (for example employee-supervisor roles, teamwork, group
work) and everyday communication within the workplace.
HND Public Services PART-TIME YEAR 3
Unit 5: Government, Decision Making and
the Public Services
Unit code: M/502/9478
QCF level: 5
Credit value: 20
• Aim
The aim of this unit is to provide learners with an understanding of how governments and their
decision-making powers impact on UK public services.
• Unit abstract
Learners will analyse the four major levels of government that have an impact on UK public
services. Learners will examine the roles and responsibilities and decision-making powers at
each level of government. Learners will apply this learning to demonstrate how public servicerelated policies and decisions affect daily operations of public services. Learners will focus on
UK economic policy and the principles of macroeconomic policy. Learners will study a range
of national and local economic policies and how these affect service delivery for public
services.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the different levels of government
2 Understand the impact of macroeconomic policy on the UK economy
3 Understand the implications of local, national and European policy for the public services.
Unit content
1 Understand the different levels of government
Institutions: local; regional; devolved; national and European government
Roles and responsibilities of the different levels of government: eg decision-making treaties,
regulations, directives, resolutions, statutes, bylaws, budget setting powers locally and
nationally
Issues: co-operation and conflict between different levels of government; democratic
mandates; democratic deficit; subsidiarity
2 Understand the impact of macroeconomic policy on the UK economy
Principles of macroeconomic policies: economic growth; budget deficit; balance of payments;
employment; inflation
Policy instruments: fiscal; monetary; exchange rate; supply side; demand management
Effects: short–, medium-, and long–term
3 Understand the implications of local, national and European policy for the public
services
Key policy areas: including sustainability, reducing carbon emissions, human rights, regional
development, anti-social behaviour, immigration and inter-agency co-operation
Agencies of the different levels of government: regional development agencies; regional
government offices; regional chambers of commerce; local authorities and other agencies
Public services impact: including relationships with other agencies, role in policies and
programmes, impact on operations
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the different levels of government
1.1 explain the different levels of government
1.2 analyse the roles and responsibilities of the different levels of government
1.3 analyse the decision-making powers of the different levels of government
1.4 analyse how the decisions of the different levels of government impact on UK public
services
LO2
Understand the impact of macroeconomic policy on the UK economy
2.1 analyse the main principles of macroeconomic policy
2.2 evaluate, using examples, how government uses policy instruments to achieve a
sustainable economy
2.3 analyse the effects of economic policy decisions on the
UK economy
LO3
Understand the implications of local, national and European policy for the public services
3.1 analyse local, national and European policy objectives
3.2 critically evaluate the implication of local, national and European policy upon UK public
services.
Guidance
Links
This unit can be linked with:
• Unit 4: Managing Public Sector Finance
• Unit 13: The Global Environment.
Essential requirements
There are no essential requirements for this unit.
Delivery
This unit can be delivered in a variety of ways, including using case studies and
presentations.
Assessment
A range of different assessment methods are suitable for this unit, including written reports,
essays and presentations.
Employer engagement and vocational contexts
Links with government at any level would be advantageous for the delivery of this unit.
Unit 6: Research Project
Unit code: K/601/0941
QCF level: 5
Credit value: 20
• Aim
To develop learners’ skills of independent enquiry and critical analysis by undertaking a
sustained research investigation of direct relevance to their higher education programme and
professional development.
• Unit abstract
This unit is designed to enable learners to become confident using research techniques and
methods. It addresses the elements that make up formal research, including the proposal, a
variety of research methodologies, action planning, carrying out the research itself and
presenting the findings. To complete the unit satisfactorily, learners must also understand the
theory that underpins formal research.
The actual research depends on the learner, the context of their area of learning, their focus
of interest and the anticipated outcomes. The unit draws together a range of other areas from
within the programme to form a holistic piece of work that will make a positive contribution to
the learner’s area of interest. Learners should seek approval from their tutors before starting
their research project.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand how to formulate a research specification
2 Be able to implement the research project within agreed procedures and to specification
3 Be able to evaluate the research outcomes
4 Be able to present the research outcomes.
Unit content
1 Understand how to formulate a research specification
Research formulation: aims and objectives; rationale for selection; methodology for data
collection and analysis; literature review; critique of references from primary sources
eg questionnaires, interviews; secondary sources eg books, journals, internet; scope and
limitations; implications eg resources
Hypothesis: definition; suitability; skills and knowledge to be gained; aims and objectives;
terms of reference; duration; ethical issues
Action plan: rationale for research question or hypothesis; milestones; task dates; review
dates; monitoring/reviewing process; strategy
Research design: type of research eg qualitative, quantitative, systematic, original;
methodology; resources; statistical analyses; validity; reliability; control of variables
2 Be able to implement the research project within agreed procedures and to
specification
Implementation: according to research design and method; testing research hypotheses;
considering test validity; reliability
Data collection: selection of appropriate tools for data collection; types eg qualitative,
quantitative; systematic recording; methodological problems eg bias, variables and control of
variables, validity and reliability
Data analysis and interpretation: qualitative and quantitative data analysis – interpreting
transcripts; coding techniques; specialist software; statistical tables; comparison of variables;
trends; forecasting
3 Be able to evaluate the research outcomes
Evaluation of outcomes: an overview of the success or failure of the research project
planning; aims and objectives; evidence and findings; validity; reliability; benefits; difficulties;
conclusion(s)
Future consideration: significance of research investigation; application of research results;
implications; limitations of the investigation; improvements; recommendations for the future
areas for future research
4 Be able to present the research outcomes
Format: professional delivery format appropriate to the audience; use of appropriate media
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand how to formulate a research specification
1.1 formulate and record possible research project outline specifications
1.2 identify the factors that contribute to the process of research project selection
1.3 undertake a critical review of key references
1.4 produce a research project specification
1.5 provide an appropriate plan and procedures for the agreed research specification
LO2
Be able to implement the research project within agreed procedures and to specification
2.1 match resources efficiently to the research question or hypothesis
2.2 undertake the proposed research investigation in accordance with the agreed
specification and procedures
2.3 record and collate relevant data where appropriate
LO3
Be able to evaluate the research outcomes
3.1 use appropriate research evaluation techniques
3.2 interpret and analyse the results in terms of the original research specification
3.3 make recommendations and justify areas for further consideration
LO4
Be able to present the research outcomes
4.1 use an agreed format and appropriate media to present the outcomes of the research to
an audience.
Guidance
Links
This unit can be linked to single or several units in the programme, depending on the
research topic and the context of the area of learning. It can be linked to Unit 23: Work-based
Experience giving learners the opportunity to carry out research in the same organisation
where they undertook their placement.
Essential requirements
Tutors will need make sure that there are sufficient resources available to support
independent study before learners proceed with their proposal.
Employer engagement and vocational contexts
Centres should try to establish relationships with appropriate organisations within the public
services sector in order to bring realism and relevance to learners’ research projects.
Unit 13: The Global Environment
Unit code: D/502/9489
QCF level: 5
Credit value: 20
• Aim
The aim of this unit is to develop learners’ understanding of major global economic and
environmental issues as well as areas of current conflict. Learners will also learn about
different international organisations and their political systems as well as how the media
impacts on the public services.
• Unit abstract
Learners will explore major current economic and environmental issues and the impact they
can have on the global economy. Current conflicts from around the globe will also be
explored, with learners investigating the causes, impact and involvement of both national and
international organisations. Learners will examine key international organisations and how
they work with differing political systems. This will develop learners’ understanding of how
regime change can occur and how international organisations manage these changes.
Learners will also investigate the impact of communications media on the portrayal of national
and global events and the work of the public services.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the major economic and environmental issues in a global context
2 Understand current global conflicts
3 Understand how international organisations work with differing political systems
4 Understand the impact of communications media on global issues.
Unit content
1 Understand the major economic and environmental issues in a global context
Major economic issues: employment; poverty; recession; Gross Domestic Product /Gross
National Product; barriers to trade and globalisation; developing world debt; impact of
economic issues on countries
Major environmental issues: global warming and associated problems; flooding; drought;
pollution; transport; emissions; disease
Solutions: actions by international organisations including trade restrictions/ removal of trade
barriers, quotas; strategies for sustainable development including Rio Earth Summit (1992)
and Agenda 21; UK Government strategies including ‘Securing the Future’; current EU
strategies including directives and legislation
2 Understand current global conflicts
Different ideologies: political; religious; nationalism; fundamentalism; links to conflicts eg Iraq,
Afghanistan, Rwanda, Balkan States
Causes of conflict: including politics, nationalism, religion, ideology, land and resources,
historical rivalry, ethnic conflict
Links to terrorism: eg Northern Ireland, Iraq, Afghanistan, IRA, PIRA, al-Qaeda; terrorist
atrocities, Omagh, 9/11, London Bombings, Chechnya, changes in terrorism
Impact of conflict on UK public services: peacekeeping including ensuring the safety of the
local population and fair elections eg in Iraq, Bosnia, Sierra Leone; training eg Iraq; security
and evacuation of UK nationals
Role of UK and international organisations: UK public services including military, policing,
border agencies; UK government; EU and joint EU public services including military, policing,
border agencies; armed forces under auspices of NATO, UN; role of NATO, UN, UNICEF,
WHO; rules of engagement, peacekeeping mandates
3 Understand how international organisations work with differing political systems
Political change: recent political change including collapse of communism, growth of the EU,
Iraq, Afghanistan, African States, military regimes eg Burma
International organisations and their roles: NATO, UN, EU; roles in specific countries;
humanitarian role of international institutions including humanitarian aid programmes, disaster
relief, peacekeeping, reconstruction, providing for refugees and asylum seekers; international
actions including war crimes tribunals, UN resolutions, imposition of sanctions, trade
embargos, political pressure
4 Understand the impact of communications media on global issues
Different forms of communications media: television; radio; newspapers; film; electronic
media; internet; social networking; speed of communication; accuracy; use; reach
Communications media reporting for global issues: bias; influence on outcomes; local;
national; international; state owned; freedom of information; use of communications media by
governments, individuals and other organisations eg pressure groups, charities, terrorist
groups
Portrayal of public services in global issues: in different events including conflict, humanitarian
roles, terrorist activities; reporting of local and global issues concerning public services
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the major economic and environmental issues in a global context
1.1 examine the major economic issues in the global environment
1.2 describe the effects of economic issues on countries
1.3 analyse current environmental issues in a global context
1.4 evaluate solutions used by national and international organisations for global
environmental issues
LO2
Understand current global conflicts
2.1 explain how conflicts can be caused by differing ideologies
2.2 evaluate links between conflicts and terrorism
2.3 evaluate the impact of conflict on UK and international public service organisations
2.4 analyse the roles of national and international organisations in recent conflicts
LO3
Understand how international organisations work with differing political systems
3.1 examine recent examples of political change internationally
3.2 evaluate the effectiveness of international organisations’ management of recent political
change situations
LO4 Understand the impact of communications media on global issues
4.1 describe the different forms of communications media in today’s society
4.2 analyse media reporting of recent global issues
4.3 analyse recent media portrayal of public services involved in global issues.
Guidance
Links
This unit has links with:
• Unit 5: Government, Decision-Making and the Public Services
• Unit 16: Technology and Public Services.
Essential requirements
Learners require access to a range of media relating to public services, for example,
newspapers, TV, internet, radio.
Delivery
This unit can be delivered in a variety of ways. Case studies, student-centred discussions and
presentations will enhance delivery.
Assessment
A range of different assessment methods would be suitable for this unit, including written
reports, presentations or discussions.
Employer engagement and vocational contexts
This unit would benefit from visits/guest speakers from both the military and the media. Links
with charities which have had involvement in recent conflicts would also enhance delivery.
Unit 17: Emergency Planning and the Public
Services
Unit code: Y/502/9491
QCF level: 5
Credit value: 20
• Aim
To explore the role of public services in contingency planning for emergency situations.
• Unit abstract
This unit will introduce learners to the emergency planning that is undertaken by the public
services as well as how disasters are managed by the public services. Learners will
investigate the planning, review and updating of strategies and procedures that are used by
the public services. Learners will examine the contingency-planning exercises that public
services undertake in advance of a major incident taking place.
The unit will focus on the impact of incidents and how they are dealt with by the public
services.
Learners will develop a simulated disaster scenario that could be used in training exercises,
allocating roles and responsibilities to the public services involved. Learners will evaluate how
the various agencies work together in order to provide an effective response to incidents.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the role of the public services in planning for major emergency situations
2 Understand the emergency planning system
3 Understand the impact of emergency situations
4 Understand key elements of emergency plans
5 Be able to develop a simulated disaster planning scenario.
Unit content
1 Understand the role of the emergency services in planning for major emergency
situations
Roles of the public services: role played by the public services in planning for major
emergency situations; Category One Responders including police, ambulance service, fire
and rescue services, local authorities, health protection agency, port authorities and health
authorities; Category Two Responders including utility providers, transport providers, Health
and Safety Executive; supporting organisations including third sector organisations
Interagency working: interaction between emergency and other services when planning for
and dealing with major emergency situations; levels of command including strategic, tactical
and operational; knowledge of objectives agreed at planning meetings; joint training for major
emergency situations
Common responsibilities: common objectives including saving lives, preventing escalation,
protecting the environment, restoring normality (where possible), contributing to the debriefing
process; agency specific objectives, including those of local authorities, police, other agencies
Legislative requirements: Civil Contingencies Act 2004; Contingency Planning Regulations
2005; any subsequent amendments or new legislation introduced in relation to planning for
and dealing with major emergency situations
2 Understand the emergency planning system
Reasons for planning: to pre-empt disaster and major emergency situations; to prepare public
services to deal with and coordinate major emergency situations; to promote and facilitate
interagency working
Planning systems: integrated emergency preparedness (anticipation, assessment, prevention,
preparation, response and recovery); emergency risk assessment at national, regional and
local levels; national risk assessment; national risk register; risk assessment at regional level
eg regional resilience forums; risk assessment at local level including local resilience forums,
community risk registers
Main considerations in planning process: assessment including identification of possible
incidents; risk assessment and hazard prevention; preparedness including planning for both
known and unforeseen hazards; responses by public services including emergency services,
local authorities, voluntary organisations; recovery including activities required to return to
normality; types of plans including local authority major incident guide
Incident exercises: types of incident exercises including full simulations, table-top exercises,
paper-based exercises, partial exercises; the value and need of incident exercises
3 Understand the impact of emergency situations
Definitions of major emergency situations: Civil Contingency Act 2004 definitions including
subsequent amendments; types of major incident eg Hull floods, London Bombing 2005;
Glasgow Airport attack 2007
Medium-term impacts of disaster: sociological impact; impact on individuals; families of
victims; local communities and the public services personnel; environmental impacts
Long-term impact: impact on survivors of the incident including grief, bereavement,
depression, guilt; impact on public service personnel including anxiety, depression,
posttraumatic stress disorder; impact on the environment including damage to infrastructure,
impact on wildlife and landscape including reduced accessibility
4 Understand key elements of emergency plans
Key elements: emergency response principles (anticipation, preparedness, subsidiarity,
direction, information, integration, cooperation and continuity); mitigation; preparedness;
response; recovery; services involved; review opportunities; rehearsal opportunities
5 Be able to develop a simulated disaster planning scenario
Scenario: consideration of type of scenario including full scenario, partial scenario, table-top
scenario or paper-based scenario; rationale for type of scenario selected; components that
would need to be designed for selected scenario; aims and objectives eg for scenario to test
the ability of agencies involved to respond to and deal with the situation, to identify any gaps
in planning
Issues for consideration in disaster planning scenario: hypothetical situation, location of
planned incident; initial conditions including weather, environmental, number of civilians
involved; staged evolution of scenario; evaluation of progress at timed intervals during
scenario; formal evaluation of scenario outcome
Post-scenario responsibilities: debrief of scenario by all agencies; reviews of simulated
response procedures; evaluation of preparedness as a result of the scenario exercise
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the role of the emergency services in planning for major emergency situations
1.1 explain the role played by the public services in emergency planning
1.2 evaluate inter-agency working between public services in emergency situations using
procedures and plans in place
1.3 analyse the responsibilities of the public services to meet the legislative requirements of
emergency planning
LO2
Understand the emergency planning system
2.1 explain the importance of emergency planning for major emergency situations
2.2 analyse the planning systems used by public services when developing emergency plans
2.3 explain the main considerations that public services must respond to when planning for
emergency situations
2.4 analyse the importance of incident exercises for major emergency situations
LO3
Understand the impact of emergency situations
3.1 evaluate the medium-term impact that emergency situations have had on the public,
public service personnel and the environment
3.2 evaluate the long-term impact that emergency situations have had on the public, public
service personnel and the environment
3.3 critically evaluate the strengths and areas for improvement of the emergency service
response
LO4
Understand key elements of emergency plans
4.1 analyse key elements of different emergency plans
4.2 recommend improvements to emergency plans
LO5
Be able to develop a simulated disaster planning scenario
5.1 develop emergency simulated disaster planning for scenarios
5.2 justify the emergency plan applied in simulated disaster planning scenarios
5.3 propose strategies that the public services can use to improve the emergency planning
process.
Guidance
Links
This unit links to the following units in the Edexcel Level 3 BTEC Nationals in Public Services:
• Unit 14: Responding to Emergency Service Incidents
• Unit 15: Planning and Management of Major Incidents.
Essential requirements
Learners will need to be familiar with current practices in contingency planning and the
current legislative requirements for emergency services.
Delivery
This unit should have a practical focus. Learners should be encouraged to undertake
research, talking to a variety of emergency service personnel. Research could be enhanced
through visits to emergency service establishments, including emergency planning offices.
This will show learners the importance of emergency planning.
When delivering learning outcome 1, the tutor can consider the role of public services,
including local authority objectives (maintenance of normal community services, evacuation,
emergency telephone numbers, accommodation and rest/reception centres, creation of a
unified response procedure, support to emergency services) and police objectives (collate
and distribute casualty information, preserve crime scene, investigate cause, identify dead,
ensure access and egress at incident, control the cordons, crowd control).
When delivering learning outcome 2, the use of case studies, video clips, news footage and
documentaries will help learners understand the planning process. This will also enable
learners to see the advantages and disadvantages of the different sorts of disaster planning
scenario that emergency services use, and the considerations that must be taken into
account during the planning process. The unit content indicates the main aspects, but this
should not be seen as an exhaustive list, and the content may be replaced if more up-to-date
guidance and requirements are issued by central government.
When delivering learning outcome 3 the use of video evidence and case studies would help
learners develop their analytical skills in relation to the effects of emergency situations such
as the London Bombing (2005), the Hull floods (2007), the Buncefield oil refinery fire (2005)
and Grayrigg train crash (2007). When looking at these emergencies, it would be useful to
examine any emergency plans or reports that have been produced in response to the
emergency so that learners can develop understanding for learning outcome 4.
The development of a disaster plan for a simulated scenario for learning outcome 5 can be
used as an opportunity for learners to undertake a practical exercise which demonstrates their
understanding of the different types of scenario in which the emergency services participate.
Learners should be encouraged to analyse different scenarios before deciding upon their
own. They should be given the opportunity to identify, analyse and critically comment on the
problems that must be solved by the emergency services when preparing for emergency
situations.
Assessment
Learners need to produce written evidence for the unit. It can be supported by observation
records and witness testimony of demonstration of the ability to develop appropriate disaster
planning for scenarios.
To achieve learning outcome 1 learners should produce evidence that clearly shows their
understanding of the role that differing emergency services play in a range of incident
exercises.
They should ensure that they evaluate the ways that the emergency services work together in
emergency situations. It is important that learners link the responsibilities of emergency
services to the current legislative requirements, as indicated in the unit content. However any
subsequent legislation should replace that listed in the unit content.
For learning outcome 2, learners should be given access to a range of emergency plans, in
order to evaluate the different types of incident exercises. Learners must also explain the
main considerations that emergency services must make when contingency planning.
Learning outcome 3 requires learners to evaluate the medium – and long–term effects of the
incident on all involved and the environment. Learners should select an appropriate situation
that allows them to fully evaluate their findings, showing both the strengths of the emergency
service response and the areas where improvements can be made.
Evidence for learning outcome 4 could link into evidence developed for learning outcome 3,
for example by analysing the emergency plans that were in place for the emergency situation
discussed for learning outcome 3. Recommendations for improvements to these plans must
also be made.
Learning outcome 5 requires learners to develop their own disaster plan for a scenario. They
should be able to justify the type of plan (table top, full scenario, partial scenario or paperbased) and develop the hypothetical situation. Once this has been finalised, learners should
show how they have anticipated risks and given due consideration to all issues in the unit
content, including the post-scenario responsibilities. Evidence for this learning outcome can
be in the form of a formal presentation.
Employer engagement and vocational contexts
It would be useful for learners to have contact with emergency service employees, particularly
those currently involved in contingency planning. This could take place through visits or via
talks from guest speakers. It is important that learners are given case studies to investigate in
relation to emergency situation response, and details of how these are planned for by the
emergency services, and the local authority contingency planning department.
Minutes of the local resilience forum meetings may also enhance delivery of this unit.
HNC Public Services PART-TIME YEAR 1
Unit 1: Small-scale Research Projects in
Public Services
Unit code: L/502/9472
QCF level: 4
Credit value: 15
• Aim
This unit aims to give learners the opportunity to develop techniques for information gathering
in public services. Learners will develop and apply the skills necessary for small scale
qualitative and quantitative research within an ethical context.
• Unit abstract
This unit is designed to help learners develop the skills required for information gathering and
research in the field of public services within an ethical context. Using a range of research
methods, the unit has a practical focus which gives learners the opportunity to develop the
skills they need before undertaking small scale projects. In their research, learners will use
both qualitative and quantitative methods including statistical analysis.
Information technology is commonly used for both the research and analysis of data and
appropriate software is essential for the completion of this unit.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand sources for the collection of information for public services
2 Understand the usage of research strategies for small scale public service projects
3 Understand the importance of ethical issues which should be considered that might impact
on small scale research
4 Be able to undertake small scale projects.
Unit content
1 Understand sources for the collection of information for public services
Sources of information: published data including books, journals, magazines, articles,
newspapers, reports, minutes of meetings, transcripts of speeches, theses; audiovisual eg
video/audio tapes, diagrams, drawings, charts, tables, films, television; sources eg libraries,
internet, CD ROM, local, national and international government information and statistics;
media organisations
Problems with information: limitations of primary and secondary data; degrees of accuracy;
errors and omissions; delays in publication of data; Freedom of Information Act 2000;
disclosure of public data; Data Protection Act 1998
Use of data by public services: to inform; in provision of public services; in planning for future
services; for research; uses in deciding performance eg league tables, performance tables;
links to funding including formula for the funding of specific services
2 Understand the usage of research strategies for small scale public service projects
Strategies: empirical; intervention/non-intervention; positivist/non-positivist; action research,
qualitative; appropriateness; recording of data (techniques, index cards, databases, specialist
computer programs, description of content, bibliography)
Primary: researcher including participant/non-participant, intervention/non-intervention;
questionnaire design and application eg wording, sequence, bias; interviews; case study;
sampling eg size of sample, response time and rate; manual or computer analysis; types of
sample, judgemental, quota, random, stratified, probability, focus groups, internet surveys;
types of interview eg structured/unstructured, in-depth, individual/group; setting up and
managing the interview; recording information; appropriateness; questions eg open and
closed, avoiding leading questions
Secondary: criteria, parameters, key words, relevance, validity, sufficiency, currency; the
storage and access of data; review literature eg books, journals, library search, use of IT;
review published data and statistics eg Office for National Statistics; variety of sources eg
media, internet, published materials
3 Understand the importance of ethical issues which should be considered that might
impact on small scale research
Code of ethics: negotiating access; openness of purpose; method and reporting method of
research; informed consent
Ethical practice: issues of reliability; honesty; access; confidentiality; anonymity; voluntary
participation; validity; authenticity; peer review; research aim; acknowledging sources
plagiarism; data protection; copyright; socially and morally unacceptable material
Data: storage; access; data protection
4 Be able to undertake small scale projects
Small scale project: a project which is likely to yield useful original findings within the area of
study but which is intentionally limited; data collection methods eg survey, questionnaire
including non-response, samples, interview, notes, tape recording, case study, diaries,
observation, logs
Quantitative: measured by scientific techniques; analysis by numerical and statistical
methods; coding/values; manual/electronic; specialist software; presentation of data; analysis
eg first order and second order constructs, category methods, assumptions; hypothesis eg
specification of null and alternative hypotheses; analysis of data eg dependent and
independent variables, compare means, correlation, compare proportions; graphical methods
eg bar chart, scatter graph, line graphs, pie charts, tables, distribution graphs
Qualitative: focuses on the interpretations made by individuals; written methods eg use of
third person, appropriate language; interpreting transcripts; coding techniques; categorisation;
trends; use of computers; presentation of data
Undertaking research: surveys; qualitative methods; analysis of existing datasets; review;
interpretation and application of research findings
Evaluating findings: reviewing outcomes against plan and objectives
Making recommendations for possible further studies: including reflection on the conduct of
the project itself and recommendations for future activities eg further questions which could
be asked around the area of original enquiry
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand sources for the collection of information for public services
1.1 evaluate the importance of sources of information used by the public services
1.2 explain the limitations on uses of data and problems that may arise
1.3 appraise the uses of data to aid decision making in the public services
LO2
Understand the usage of research strategies for small scale public service projects
2.1 evaluate strategies that are employed in small scale research in the public services
2.2 explain the ways in which primary sources of information are used in small scale public
service projects
2.3 assess the value of secondary sources of information for small scale public service
projects
LO3
Understand the importance of ethical issues which should be considered that might impact on
small scale research
3.1 analyse appropriateness of codes of ethics used in research projects
3.2 justify the rationale for ethical practice in research
3.3 assess ethical problems that may arise from the storage of data
LO4
Be able to undertake small scale projects
4.1 design small scale research projects with appropriate hypotheses
4.2 justify the use of chosen methodologies
4.3 undertake research based on project design
4.4 present findings in an appropriate format
4.5 evaluate findings and hypotheses
4.6 develop recommendations for further studies.
Guidance
Links
This unit can be linked with a number of the core and optional units, specifically:
• Unit 3: Fair Treatment in Public Services
• Unit 4: Managing Public Sector Finance
• Unit 6: Research Project
• Unit 8: Psychology of Human and Criminal Behaviour
• Unit 11: Managing Stress in Public Services
• Unit 12: Health and Safety Management in Public Services.
Essential requirements
It is essential that learners have access to the internet and computers with appropriate
software for statistical analysis.
Delivery
This unit can be delivered in a number of ways. Centres may wish to consider ‘front loading’
delivery in the form of an induction. The unit can also be integrated with delivery of other
units.
Delivery methods should include lectures, discussions, practical workshops, IT workshops,
individual tutorials, project supervision and group tutorials. Peer review should be used as a
strategy to give learners practical experience of research practices.
Assessment
Most of the evidence for the learning outcomes will be generated through the preparation for
and completion of the project. The project should be designed to yield useful findings and
should ideally focus on the public services sector, but it is the use of the skills that is being
assessed in this unit and therefore, could be completed in other sector contexts. Assessment
should focus on the practical applications of techniques. The project, which must be agreed
between tutors and learners, should be designed to facilitate the practical applications and
should therefore remain uncomplicated in design.
Learners should use statistical techniques, preferably via a computer application.
Employer engagement and vocational contexts
Centres should try to establish relationships with local public service organisations to bring
realism and relevance to their research.
Unit 2: Organisations and Behaviour
Unit code: H/601/0551
QCF level: 4
Credit value: 15
• Aim
The aim of this unit is for learners to develop an understanding of individual and group
behaviour in public service organisations and to examine current theories and their
application in managing behaviour in the workplace.
• Unit abstract
This unit focuses on the behaviour of individuals and groups within public service
organisations. It explores the links between the structure and culture of public service
organisations and how they interact and influence the behaviour of the workforce.
The way in which an organisation structures and organises its workforce will affect the culture
that develops within the organisation. This system of shared values and beliefs will determine
and shape the accepted patterns of behaviour of an organisation’s workforce. The culture in
public service organisations can be very different to the culture in business or industrial
organisations.
The structure and culture of an organisation are key factors which contribute to motivating the
workforce at all levels of the organisation. This culture is integral to the work that the
organisations undertake and the risks that might be faced and encapsulates the way in which
structure and culture contribute to patterns of behaviour in the workplace.
This unit will develop learner understanding of the behaviour of people within public service
organisations and the significance of organisational design on shaping that behaviour.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the relationship between organisational structure and culture
2 Understand different approaches to management and leadership
3 Understand ways of using motivational theories in organisations
4 Understand mechanisms for developing effective teamwork in organisations.
Unit content
1 Understand the relationship between organisational structure and culture
Types of organisation and associated structures: functional; product-based; geographically
based; multi-functional and multi-divisional structures; matrix; centralisation and
decentralisation; common structures used in public services; organisational charts; rank
structure; spans of control; internal and external network structures; flexible working
Organisational culture: classification of organisational culture (power culture, role culture, task
culture, person culture); cultural norms and symbols within public services; values and beliefs;
development of organisational culture within public services
Diagnosing behavioural problems: concepts; principles; perspectives; methodology
Perception: definition; perceptual selection; perception and work behaviour in public services;
attitude of public services employees; ability and aptitude required for public service work;
intelligence
Significance and nature of individual differences: self and self-image; personality and work
behaviour within public services; conflict
Individual behaviour at work: personality, traits and types; its relevance in understanding self
and others within public services
2 Understand different approaches to management and leadership
Frames of reference for leadership activities: opportunist; diplomat; technician; achiever;
strategist; magician; pluralistic; transformational; change
Development of management thought: scientific management; classical administration;
bureaucracy; human relations approach; systems approach; contingency approach;
approaches commonly used within public services
Functions of management within public services: planning; organising; commanding;
coordinating; controlling
Managerial roles within public services: interpersonal; informational; decisional
Nature of managerial authority within public service organisations: power; authority;
responsibility; delegation; conflict
3 Understand ways of using motivational theories in organisations
Motivational theories: Maslow’s Hierarchy of Needs; Herzberg’s Motivation – Hygiene theory;
McGregor’s Theory X and Y; Vroom and Expectancy theories; Maccoby, McCrae and Costa –
personality dimensions; use of theory within public service organisations
Motivation and performance: rewards and incentives; motivation and managers; monetary
and non-monetary rewards; motivation within public service organisations
Leadership: leadership in public service organisations; managers and leaders; leadership
traits; management style; contingency approach; leadership and organisational culture;
ethical leadership
Leadership and successful change in public service organisations: pluralistic;
transformational; communications; conflict
4 Understand mechanisms for developing effective teamwork in organisations
Teams and team building: groups and teams; informal and formal groups; purpose of teams
in public services; selecting team members; team roles; Belbin’s theory; stages in team
development; team building; team identity; team loyalty; commitment to shared beliefs; multidisciplinary teams in public services
Team dynamics: group norms; decision-making behaviour; dysfunctional teams;
cohesiveness and its importance to public services
Impact of technology on team functioning: technology available to different services;
communication systems within services; changes in technology; networks and virtual teams;
global and cross-cultural teams
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the relationship between organisational structure and culture
1.1 compare and contrast different organisational structures and cultures
1.2 explain how the relationship between an organisation’s structure and culture can impact
on the performance of the business
1.3 discuss the factors which influence individual behaviour at work
LO2
Understand different approaches to management and leadership
2.1 compare the effectiveness of different leadership styles in different organisations
2.2 explain how organisational theory underpins the practice of management
2.3 evaluate the different approaches to management used by different organisations
LO3
Understand ways of using motivational theories in organisations
3.1 discuss the impact that different leadership styles may have on motivation in
organisations in periods of change
3.2 compare the application of different motivational theories within the workplace
3.3 evaluate the usefulness of a motivation theory for managers
LO4
Understand mechanisms for developing effective teamwork in organisations
4.1 explain the nature of groups and group behaviour within organisations
4.2 discuss factors that may promote or inhibit the development of effective teamwork in
organisations
4.3 evaluate the impact of technology on team functioning within a given organisation.
Guidance
Links
This unit links to the following units within this specification:
• Unit 8: Psychology of Human and Criminal Behaviour
• Unit 10: Human Resources in the Public Services.
Essential requirements
There are no essential or unique resources required for the delivery and assessment of this
unit.
Employer engagement and vocational contexts
Links with local public service employers would be useful, particularly with supervisory
personnel who could provide an insight into the management and motivation of teams on a
daily basis.
Unit 3: Fair Treatment in Public Services
Unit code: H/502/9476
QCF level: 4
Credit value: 15
• Aim
The aim of this unit is for learners to understand the importance of fair treatment within a
public service context.
• Unit abstract
This unit enables learners to understand legislative provision for the protection of individuals
against discrimination and the different procedures open to victims of unfair treatment.
Learners will be able to critically evaluate organisational policies and practices to support fair
treatment within a public service context, giving a rationale for the specific policy. Learners
will investigate how fair treatment can be achieved within a public service context and
understand why discrimination has no place within the public services.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand discriminatory behaviour
2 Understand how legislation and organisational policies can support the protection of
individuals
3 Understand how fair treatment can benefit the work of public services.
Unit content
1 Understand discriminatory behaviour
Prejudice: definition; origins of prejudice; types of prejudice; stereotyping; implications for
public services
Discrimination: definition; direct and indirect discrimination; Lawrence enquiry and institutional
racism; Allport’s Scale of Discrimination; implications for public services
Working practices: internal and external customers; routine and non-routine activities;
provision of information and literature; communication with internal and external customers;
training and educating staff
Impact: impact of prejudice and discrimination on the operation of public service organisations
including treatment of members of the public; the effects that prejudice and discrimination
have on victims and perpetrators; treatment of colleagues in own organisation; treatment of
personnel in partner organisations; quality of service provision; image of public service
organisations; media portrayal; public perception
2 Understand how legislation and organisational policies can support the protection of
individuals
Fair treatment legislation and regulations: Employment Equality (Age) Regulations 2006;
Disability Discrimination Act (DDA) 1995; Sex Discrimination Act (SDA) 1975; Employment
Equality (Sex Discrimination) Regulations 2005; Race Relations Act (RRA) 1976;
Employment
Equality (Religion or Belief) Regulations 2003; Human Rights Act 1998; Employment Equality
(Sexual Orientation) Regulations 2003; Equality Act 2006; Equality Act 2010
Advisory Services: including Advisory, Conciliation and Arbitration Service (ACAS); Citizens
Advice Bureau (CAB); Equality and Human Rights Commission (EHRC); Rights of Women;
Royal
Association for Disability and Rehabilitation (RADAR); trade unions; Liberty; inspectorates
and advisory bodies eg Police Complaints Commission, Independent Monitoring Board (IMB)
for
Prisons
Organisational policies: of uniformed public services; of non-uniformed public services;
grievance procedures; how public service employers present legal responsibilities of fair
treatment for staff within organisational policies
Fair treatment: reason; rationale; purpose; impact on daily operation; accountability to
management and watchdogs; impact on current and future employees and customers
Trade unions: role to represent members; ethos; impact of trade union activity on employees
and working standards
Anti-discriminatory practices: currently in place within uniformed and non-uniformed public
services eg recruitment and promotion initiatives, fair treatment policies, service accessibility
3 Understand how fair treatment can benefit the work of public services
Fair treatment: definition; the importance and need for fair treatment in public services;
requirements including working practices, within literature, within job opportunities, within
codes of practice and ethics
Prejudice and discrimination: effects on the victim including psychological, impact on
selfesteem and future within public service; effects on the perpetrator including psychological,
impact on self-esteem, future within public service; effects on organisation including public
perception
Work place culture: language eg ‘canteen banter’; humour and practical jokes; challenging
inappropriate behaviour; coping strategies
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand discriminatory behaviour
1.1 explain what is discrimination and fair behaviour with reference to current theory and
practice
1.2 explain the impact of direct and indirect discrimination on working practices within public
services
1.3 analyse the effects that prejudice and discrimination have on victims and perpetrators
1.4 analyse the effects that prejudice and discrimination have on organisations and their
customers
LO2
Understand how legislation and organisational policies can support the protection of
individuals
2.1 explain the provisions set out in current legislation to protect individuals from
discrimination
2.2 assess the advisory services available to victims of discrimination
2.3 evaluate fair treatment policies employed by public services
2.4 evaluate the role of organisations that uphold the rights of employees and the public
LO3
Understand how fair treatment can benefit the work of public services
3.1 explain how equality for personnel and the public can be supported by organisations
3.2 analyse the long-term benefits for the public and employees of achieving fair treatment
within public services.
Guidance
Links
This unit can be linked to:
• Unit 1: Small-scale Research Projects in Public Services
• Unit 2: Organisations and Behaviour
• Unit 8: Psychology of Human and Criminal Behaviour
• Unit 9: Sociological Aspects of the Public Services in Contemporary Society
• Unit 11: Managing Stress in Public Services
• Unit 12: Health and Safety Management in Public Services
• Unit 18: Public Service Activity Management.
Essential requirements
Learners should have access to legislation covering discrimination, for example via the
internet.
Delivery
This unit can be delivered in a variety of ways including using case studies, learner-centred
learning and direct consultation with select areas of public services.
Assessment
Evidence can be in the form of written reports, essays, presentations and discussions.
Employer engagement and vocational contexts
Links with human resource departments within public services to discuss policies relating to
fair treatment would be advantageous.
Unit 19: Personal Outdoor Skills
Unit code: K/502/9494
QCF level: 4
Credit value: 15
• Aim
This unit aims to enable learners to take part, and to lead groups safely, in a variety of
outdoor skills training in both land and water environments.
• Unit abstract
This unit covers the key issues that are essential to personal safety when participating in
outdoor activities in land and water environments. Learners will consider these safety issues
and their impact on planning schedules and the decision-making process. Learners will
develop the technical competencies required for the safe management of groups in the
outdoors. They will also learn how to manage emergency procedures in the outdoors.
Learners will develop an understanding of the tools and frameworks used to critically evaluate
themselves and others in the context of skill development in outdoor activities. Through
completing a personal outdoor skills audit they will learn about the processes involved in skill
acquisition.
Learners will complete an action plan for their continued personal skills development. This will
allow them to evaluate their current skill level in a variety of outdoor-based activities and
identify personal progression in outdoor-based skills development.
• Learning outcomes
On successful completion of this unit a learner will:
1 Be able to carry out outdoor adventurous activities
2 Understand the risk, safety and emergency procedures in outdoor adventurous
environments
3 Be able to manage groups in outdoor adventurous environments
4 Be able to plan for personal skill development in outdoor adventurous activities.
Unit content
1 Be able to carry out outdoor adventurous activities
Types of outdoor adventurous activities: land based; water based
Navigation: map-reading skills; use of different maps; use of compass eg taking bearings,
walking on bearings, navigation across varying terrain; micro-navigation skills eg identifying
contour features, relocating position, pacing
Selection of equipment: equipment procurement and sourcing; appropriate equipment choice;
safe management and storage of equipment; hazards of using equipment
Expedition requirements: route planning; wild camping skills; proficient use of equipment;
managing self effectively; environmental awareness; competence across different terrains;
efficient route finding; awareness of group; effective decision making
2 Understand the risk, safety and emergency procedures in outdoor adventurous
environments
Personal safety planning: sources of reference eg guide books, national governing bodies,
periodicals, magazines; understanding of route cards and similar planning tools; identification
of limiting factors; interpretation of risk factors
Decision making: consideration of factors eg weather, ability level, equipment, fitness, health
problems and limitations; speed of change of variables; ability to manage risk assessments;
accountability; clarity; timeliness; qualification
First aid/emergency procedures: knowledge of appropriate procedures eg place and people;
demonstrating competent decision making; appropriate use of emergency equipment;
awareness of risk factors of outdoor environment eg weather, hypothermia, emergency
distress signals
3 Be able to manage groups in outdoor adventurous environments
Management skills: leading; mission statements; tactics; organisational structures; divisions;
coordination; information flows; control of tasks; distribution of authority to job holders;
staffing; recruitment; hiring; training; evaluating; directing; motivating; group dynamics;
communications; discipline; control; measuring performance; reporting performance;
improving performance; developing guidelines
Leadership skills: becoming a leader; leadership qualities; power and authority; types of
authority (French and Raven – charismatic, legitimate, expert, reward, coercive); authority
and responsibility; team, task and individual needs (Adair); people skills; models of different
leadership styles such as the continuum of leadership behaviour (Tannenbaum and Schmidt);
different methods of developing leaders (training courses, coaching, mentoring, companies’
own universities, action learning, partnerships with key academics); changing methodology in
leadership development programmes
4 Be able to plan for personal skill development in outdoor adventurous activities
Personal outdoor skills audit: evaluation of actual skill level; using self, peer and tutor
assessment against agreed criteria and alignment with governing body skill assessment
guidelines eg Mountain Leader Training England (MLTE), British Canoe Union (BCU)
Outdoor skill development and acquisition: learning styles; aspects of skill acquisition; stages
of skills learning and progression; Kolb’s learning cycle
Action plan: objective setting using SMART goals; building engrams and cognitive processing;
attitudes to learning; progression of skills learning; awareness of governing body skills
assessment criteria eg MLTE, BCU
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Be able to carry out outdoor adventurous activities
1.1 produce appropriate strategies to overcome routine issues when navigating during
outdoor adventurous activities
1.2 select appropriate equipment choices for outdoor adventurous activities
1.3 demonstrate appropriate expedition skills for identified outdoor adventurous activities
LO2
Understand the risk, safety and emergency procedures in outdoor adventurous environments
2.1 explain the steps taken to minimise the potential risks inherent in outdoor activities
2.2 analyse the decision making process to identify issues of clarity and accountability
2.3 explain practical first aid and emergency procedures required to meet specified problems
during outdoor adventurous activities
LO3
Be able to manage groups in outdoor adventurous environments
3.1 use theoretical knowledge to assess potential management scenarios which could arise
with groups during outdoor activities
3.2 use appropriate group management techniques during outdoor activities
3.3 produce guidelines for leadership scenarios which could arise during outdoor activities
3.4 use appropriate leadership styles during outdoor activities
3.5 review effectiveness of leadership styles used during outdoor activities
LO4
Be able to plan for personal skill development in outdoor adventurous activities
4.1 produce action plans for personal outdoor skills development for specified scenarios
4.2 produce personal outdoor skills audits for specified scenarios
4.3 analyse the stages of outdoor skills development
4.4 evaluate the learning process of outdoor skills acquisition.
Guidance
Essential requirements
Learners must have access to both land– and water–based environments and take part in
practical activities demonstrating basic skills and techniques. Learners must take part in and
plan an overnight expedition showing effective judgements in decisions, risk assessment and
emergency procedures. Each learner must produce a personal outdoor skills audit with an
action plan for their continued personal outdoor skills development.
Delivery
This unit provides the underpinning technical skills in outdoor activities that need to be
achieved when working in an outdoor adventurous environment. This unit should engage
learners in their own skill development and be managed at an appropriate pace for individual
learning needs.
Alongside teaching physical skills, care and attention should be given to the psychological
safety of participants. If the skill progression is done too rapidly, learners will not gain the
underpinning confidence and motivation required to continue their skill development as
required in outdoor adventurous activities.
The core competencies and focus required for achievement in this unit are participation in a
variety of outdoor activities ensuring personal safety, making sound equipment choices,
evaluating personal skills and appropriate skill development.
It would be useful for learners to consider risk assessment issues in the outdoor activities they
choose to participate in which will give them first-hand understanding of how these activities
can be managed safely.
Although this unit is about individual performance, the dynamics of the group need to be
recognised. Learners will need to apply their own experience of learning outdoor skills to their
approaches of dealing with the group and teaching in an outdoor environment.
Assessment
This unit is essentially practical and learners should demonstrate the ability to maintain
themselves competently and safely in a variety of outdoor adventurous environments. This
should include at least one land-based and one water-based activity. They should be aware
of the variety of factors that affect the completion of outdoor activities. This can be evidenced
through an observation/witness statement.
An appropriate assessment could include a learning log, which would contain an initial
assessment, comments on skill development and a concluding action plan with relevant
goals.
Learners should plan and carry out an overnight expedition which would allow them to
demonstrate their skill performance, competence in the stages of effective planning
strategies, equipment choice, risk assessment and their decision-making skills. Alongside the
practical element of the expedition there should be a written assignment giving a detailed plan
with appropriate goals. This could be done as a PowerPoint presentation.
Learners should examine the variety of national governing body awards that provide
qualifications in outdoor activities and consider their own skill competencies in correlation to
these skill and assessment criteria. Learners would benefit from completing a recognised first
aid qualification and need to demonstrate knowledge of how first aid techniques are managed
in outdoor adventure environments. Where appropriate, learners may work towards the
achievement of national governing body awards, although this should not become the key
goal of this unit’s study.
Learners need to demonstrate an ability to manage themselves independently and
competently in a variety of outdoor environments, particularly managing groups and
recognising the changing dynamics of a variety of outdoor adventurous environments.
In the acquisition of outdoor skills, learners should demonstrate an ability to break down skill
development into progressive stages and evaluate their own levels of skill learning. They
should be able to demonstrate an ability to manage themselves independently in a variety of
outdoor environments. This requires them to make appropriate decisions.
Employer engagement and vocational contexts
Links with local uniformed public service organisations/employers would enhance delivery of
this unit.
HNC Public Services PART-TIME YEAR 2
Unit 7: Personal and Professional
Development
Unit code: T/601/0943
QCF level: 5
Credit value: 15
• Aim
This unit aims to help the learner become an effective and confident self-directed employee.
This helps the learner become confident in managing own personal and professional skills to
achieve personal and career goals.
• Unit abstract
This unit is designed to enable learners to assess and develop a range of professional and
personal skills for their 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 career development.
The unit emphasises the needs of the individual within the context of self-management of
personal and professional development. Learners will be able to improve their own learning,
be involved in teamwork and through the use of case studies, role play and real-life activities
be more capable of problem solving.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand how self-managed learning can enhance lifelong development
2 Be able to take responsibility for own personal and professional development
3 Be able to implement and continually review own personal and professional development
plan
4 Be able to demonstrate acquired interpersonal and transferable skills.
Unit content
1 Understand how self-managed learning can enhance lifelong development
Self-managed learning: self-initiation of learning processes; clear goal setting eg aims and
requirements, personal orientation achievement goals, dates for achievement, self-reflection
Learning styles: personal preferences; activist; pragmatist; theorist; reflector eg reflexive
modernisation theory; Kolb’s learning cycle eg apply to problem-solving and teamwork
activities
Approaches: learning through research; learning from other eg public service personnel,
mentoring/coaching, seminars, conferences, interviews, use of the internet, social networks,
use of bulletin boards, news groups
Effective learning: skills of personal assessment; planning; organisation and evaluation
Lifelong learning: self-directed learning; continuing professional development; linking higher
education with further education, Recognition of Prior Learning, Apprenticeships, Credit
Accumulation and Transfer Schemes; to meet job requirements eg for desired public service
to establish benefits.
Assessment of learning: improved ability range with personal learning; evidence of improved
levels of skills eg required for desired public service; feedback from others; learning
achievements and disappointments
Public service context: own specific learning goals in relation to desired public service career;
assessment of prior learning; identifying requirements of desired public service
2 Be able to take responsibility for own personal and professional development
Self-appraisal: skills audit (personal profile using appropriate self-assessment tools);
evaluating self-management; personal and interpersonal skills; leadership skills
Development plan: current performance; future needs; opportunities and threats to career
progression; aims and objectives; achievement dates; review dates; learning
programme/activities; action plans; personal development plan
Portfolio building: developing and maintaining a personal portfolio
Transcripts: maintaining and presenting transcripts including curriculum vitae
Public service context for personal and professional development: considerations (fitness
plans setting specific goals for desired public service, practising and undertaking
psychometric testing, barb tests, entrance tests, health, education requirements, option to join
young firefighters, specials, TA practice to enhance employment opportunity, voluntary work,
interviews); barriers to entry of public services (including spending cuts, government priorities,
health, criminal records, age restrictions to entrance)
3 Be able to implement and continually review own personal and professional
development plan
Learning styles and strategies: types of styles; awareness of own personal style; impact of
personal style and interactions with others; learning from others; formal learning and training;
observation; mentoring; supervision; tutorials; informal networks; team members; line
managers; other professionals
Evaluation of progress: setting and recording of aims and objectives; setting targets;
responding to feedback; re-setting aims and targets; establishing and recognising strengths
and weaknesses; directions for change; cycles of activity (monitoring, reflecting and planning)
Public service context: learners to evaluate own performance for desired public service role
4 Be able to demonstrate acquired interpersonal and transferable skills
Interpersonal and transferable skills: personal effectiveness (ability to communicate effectively
at all levels, initiative, self-discipline, reliability, creativity, problem solving)
Verbal and non-verbal communication: effective listening; respect for others’ opinions;
negotiation; persuasion; presentation skills; assertiveness; use of ICT
Delivery formats: ability to deliver transferable skills using a variety of formats; working with
others (team player); flexibility/adaptability; social skills
Time management: prioritising workloads; setting work objectives; using time effectively;
making and keeping appointments; reliable estimates of task time
Public service context: successful completion of teamwork activities; need for attendance and
punctuality; importance of interpersonal and transferable skills for desired public service
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand how self-managed learning can enhance lifelong development
1.1 evaluate approaches to self-managed learning
1.2 propose ways in which lifelong learning in personal and professional contexts could be
encouraged
1.3 evaluate the benefits of self-managed learning to the individual and organisation
LO2
Be able to take responsibility for own personal and professional development
2.1 evaluate own current skills and competencies against professional standards and
organisational objectives
2.2 identify own development needs and the activities required to meet them
2.3 identify development opportunities to meet current and future defined needs
2.4 devise a personal and professional development plan based on identified needs
LO3
Be able to implement and continually review own personal and professional development plan
3.1 discuss the processes and activities required to implement the development plan
3.2 undertake and document development activities as planned
3.3 reflect critically on own learning against original aims and objectives set in the
development plan
3.4 update the development plan based on feedback and evaluation
LO4
Be able to demonstrate acquired interpersonal and transferable skills
4.1 select solutions to work-based problems
4.2 communicate in a variety of styles and appropriate manner at various levels
4.3 evaluate and use effective time management strategies.
Guidance
Links
This unit can be linked to:
• Unit 1: Small Scale Research Projects in Public Services
• Unit 6: Research Project
• Unit 18: Public Service Activity Management
• Unit 19: Personal Outdoor Skills.
Essential requirements
Access to current recruitment policies and processes in public service organisations is
essential for this unit.
Delivery
Activities carried out in this unit could be integrated with other units in the HNs in Public
Services.
Assessment
A personal development portfolio or progress file should be put together by the learner. It
should contain all information and personal records ‘owned’ by the learner, including planning
and monitoring progress towards the achievement of personal objectives.
Regular review meetings should be held by the tutor, to monitor learners’ progress.
Employer engagement and vocational contexts
Centres should try to establish relationships with appropriate public services and a local
careers service, to provide current recruitment information.
Unit 15: Crime Reduction and Community
Safety
Unit code: D/502/9492
QCF level: 5
Credit value: 15
• Aim
The aim of this unit is to give learners an understanding the methods used to combat crime
and reduce anti-social behaviour so leading to the development of safer communities.
• Unit abstract
This unit will give learners the opportunity to explore concepts of crime reduction and the
‘multiagency’ approach to safer communities. Learners will consider the methods used to
report and record crime as well as interpret the resulting information. Learners will also be
required to research and analyse the current policies and strategies being used to combat
crime and improve community safety. This should involve a range of agencies, eg Community
Policing Board, constabularies, local authorities, county councils, social services and
businesses.
The unit enables learners to critically examine of current and developing strategies, at local
and national level, aimed at reducing the number of offenders. The unit also develops
knowledge of the links between groups and behaviour and the agencies working in the area.
Learners will be required to research and review the impact of cross-agency approaches in
dealing with offenders.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the use of methods for recording crime
2 Understand the current policies and strategies used by the public services to combat crime
and improve community safety
3 Understand the strategies for the reduction of anti-social behaviour
4 Understand the impact of interagency approaches in dealing with offenders
5 Understand the sociological effects of crime.
Unit content
1 Understand the use of methods for recording crime
Reporting of crime: UK police service record systems; crime reporting
Recording of crime: current methods; use of information technology including for recording
crime, crime detection; regional variations; categories of crime
How crime statistics support strategies for dealing with crime: construction and interpretation
of statistics; current and potential uses; crime pattern analysis – procedures; positive and
negative aspects; statistical information including actual and recorded crime; use of statistical
information
Influences on crime processes and crime recording methods: Home Office Directives; public
expectations of policing methods eg transparent, accurate, informative
2 Understand the current policies and strategies used by the public services to combat
crime and improve community safety
Types of policies to combat crime and improve community safety: of local authorities; of multiagency and partnership approach including the purpose/focus, structure, funding of such
partnerships
Strategies to combat crime and improve community safety: for current crime problems; safer
communities; crime reduction and crime prevention; town planning initiatives
Legislation: relevant crime reduction and community safety legislation including subsequent
amendments eg Crime and Disorder Act 1998; Criminal Justice Act 2003; Criminal Justice
and
Immigration Act 2008; subsequent UK/EU legislation
3 Understand the strategies for the reduction of anti-social behaviour
Risk factors: development strategy including identifying risks
Anti-social behaviour: definition; Law Commission proposals for tackling anti-social behaviour;
legislation eg crime and Disorder Act 1998, Government White Papers eg Respect and
Responsibility – Taking a Stand Against Anti-Social Behaviour March 2003 and subsequent
publications
Research: theories on anti-social behaviour, problem identification, cycle of anti-social
behaviour; factors involved in introducing people to the cycle of anti-social behaviour; present
position; factors leading to crime; target outcome; previous approaches; agencies involved
Strategies: development including risk reduction pre-crime and post-crime, control measures
pre-crime and post-crime; performance targets, review including practical application,
performance targets, measurable outcomes, identification of provision, distribution of effort,
feedback loop; evaluation including opportunities for improvement, planning, proposing and
implanting changes, analysis of wider impact of strategy
4 Understand the impact of interagency approaches in dealing with offenders
Agencies: police; probation service; social services; prison service; third sector eg Alcohol
Concern
Responses to offenders: pre-crime; post-crime; pre-conviction; post-conviction; pre–
sentence; post-sentence; after completion of sentence
Who: partnerships available eg Crime and Disorder Partnerships, structures available,
distribution of effort
Resettlement of offenders: support with drug and alcohol misuse; financial exclusion;
temporary accommodation; homelessness; chaotic lifestyle; separation from children and
families; domestic violence and abuse
Case disposal: cross-agency cooperation
5 Understand the sociological effects of crime
Public perceptions of crime: media reporting of crime; fear of crime; community perceptions
and responses to crime; impact of crime on individuals and communities; vigilante groups
Victim issues: victimisation studies including National Crime Survey; vulnerable members of
society eg elderly, women, children, people with disabilities
Impact of crime: impact on victims including physical and emotional impact; impact of crime
on society including financial; fear of crime; criminal justice system
Victim support: role of public services in supporting victims and witnesses; initiatives including
neighbourhood watch, community policing; support groups including Victim
Support, Witness Service, Rape Crisis, The Samaritans; support available from public
services including police, social services
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the use of methods for recording crime
1.1 analyse how public and directive expectations are met through current policing methods
1.2 evaluate the effectiveness of different methods of recording crime
1.3 evaluate how statistical information gained from crime recording methods supports public
service strategies
LO2
Understand the current policies and strategies used by the public services to combat crime
and improve community safety
2.1 explain key current legislative issues related to crime reduction
2.2 critically evaluate the workings of multi-agency groups and partnerships within the public
services
2.3 evaluate the structure of multi-agency groups and partnerships within the public services
2.4 evaluate public service strategies and policies used to combat crime and improve
community safety
2.5 analyse how current crime problems can be used to devise a crime reduction initiative for
public services
LO3
Understand the strategies for the reduction of anti-social behaviour
3.1 explain the main risk factors that are likely to introduce people to the cycle of anti-social
behaviour
3.2 analyse the relationship between risk factors that are likely to introduce people to the
cycle of anti-social behaviour and the factors leading to crime
3.3 develop strategies to minimise risk factors for the community
LO4
Understand the impact of interagency approaches in dealing with offenders
4.1 critically analyse how relevant agencies are dealing with offenders
LO5
Understand the sociological effects of crime
5.1 analyse influences on public perception of crime
5.2 evaluate the impact of crime on victims
5.3 evaluate support available to victims and witnesses to recommend improvements.
Guidance
Links
This unit has links to the following units in this specification:
• Unit 8: Psychology of Human and Criminal Behaviour
• Unit 14: Justice and Punishment.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Delivery
This unit can be delivered in a variety of ways. Case studies, student-centred learning and
direct consultation with selected areas of the public services can all be used to enhance the
delivery and learning. Learners will need to gain knowledge and understanding of the current
policies and strategies being used to combat crime and improve community safety. Particular
reference must be made to the range of organisations involved in both the multi-agency and
partnership approaches.
Assessment
Evidence may be in the form of written or oral assignments.
Evidence is likely to be produced at learning outcome level although opportunities exist for
covering one or more outcomes in an assignment. Evidence of outcomes could be in the form
of the following:
• assignments – written reports or accounts discussing findings and outlining the forms of
research conducted
• research into the provisions listed in legislation, requiring local authorities to take action –
taking into account local policies and aspects of funding
• case studies covering the introduction of community safety into local towns, business parks,
residential areas and rural communities
• research into the agencies tasked to make the community a safer place.
Employer engagement and vocational contexts
Visiting speakers from a range of agencies could be used to enhance delivery.
Unit 18: Public Service Activity
Management
Unit code: H/502/9493
QCF level: 4
Credit value: 15
• Aim
The aim of this unit is to enable learners to manage activities in the public sector such as
outdoor activities, residential experiences and training events.
• Unit abstract
The aim of this unit is to enable learners to understand how public sector activities for
example outdoor activities, residential and training events, are managed and the role of these
activities within the public services. The unit will enable learners to recognise the important
role of public sector activities for both operational and support personnel within the public
services.
The unit focuses on the knowledge, skills and understanding required to oversee the
management of public sector activities, including planning, review and evaluation.
The unit will be achieved through the use of practical activities as well as the demonstration of
theoretical knowledge. Any activities undertaken should demonstrate an in-depth knowledge
of the theoretical and practical issues associated with the management function of public
sector outdoor activities, residential and training events.
• Learning outcomes
On successful completion of this unit a learner will:
1 Understand the legislation and guidance related to the management of public sector
activities
2 Be able to prepare strategic plans for the management of public sector activities
3 Be able to manage public sector activities
4 Be able to evaluate public sector activities.
Unit content
1 Understand the legislation and guidance related to the management of public service
activities
Types of public sector outdoor activities, residentials and training events: strategic and
operational activity; business planning; organisational objectives and targets;
routine/nonroutine activities; formal/informal eg meetings, staff training sessions; exhibitions;
receptions; conferences; team-building activity
Legislation: UK legal framework including legislation governing fair treatment, employment,
health and safety; key legal requirements include human rights, freedom of information, data
protection; organisationally specific legislation such as permits, site inspection and selection
Guidelines: eg national guidelines; codes of practice; government circulars; personal and
group responsibility; policies in support of people with particular needs
2 Be able to prepare strategic plans for the management of public service activities
Planning: role of strategy; missions; visions; objectives; goals; impact on managers; targets;
when to plan; who should be involved; role of planning; planning process
Objective setting: organisational policies and procedures; external influences; service user
needs; employee expectations
Organisational objectives: types of performance measures and how to determine and set
them; cost/benefit analysis; risk analysis; the value of a customer-focused culture; the
importance of prevention rather than correction; importance of developing a continual
improvement culture and how to involve others; planning, proposing, implementing and
evaluating change
3 Be able to manage public service activities
Management skills: prioritising workloads including structuring tasks and groups, setting work
objectives, time management, channels of communication, motivating people to work well in
the activity; allocation of resources both physical and human; directing activities of individuals
and the group; working within organisational constraints and limitations; meeting objectives;
carrying out strategic plans
Communication skills: written and verbal communications; communication with individuals
and groups; checking effectiveness of communication
Review techniques: practical application of procedures; using techniques such as the
feedback loop, performance indicators, information gathering; managing quality; monitoring
systems; measuring and correcting performance during the activity; problem solving and
decision making during the activity and also during the review process
4 Be able to evaluate public service activities
Evaluation: identifying opportunities for improvement; planning, proposing and implementing
changes to improve operations; identifying wider implications of change; measurement of
performance against objectives
Impact: on organisers of activities; impact on participants in activities; impact on teams;
impact on organisation; impact on wider society; impact on environment
Improvement: how to identify and implement improvement for future activities based on
evaluation feedback
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Understand the legislation and guidance related to the management of public service
activities
1.1 assess the legislative requirements public services must meet when managing their
selected activities
1.2 evaluate the guidelines which public services must adhere to
LO2
Be able to prepare strategic plans for the management of public service activities
2.1 set realistic objectives for performance
2.2 prepare strategic management plans to meet objectives
LO3
Be able to manage public service activities
3.1 explain the management skills required to coordinate the activities of individuals and
groups
3.2 manage public service activities in accordance with strategic plans
3.3 communicate effectively with client groups and operational personnel to meet objectives
3.4 design systems to gather client feedback
LO4
Be able to evaluate public service activities
4.1 evaluate findings of feedback to recommend improvements for the management of
activities
4.2 evaluate the impact of public service activity feedback on public services and participants.
Guidance
Links
This unit links to the following units:
• Unit 7: Personal and Professional Development
• Unit 19: Personal Outdoor Skills.
Essential requirements
Learners will need to be familiar with current practices in the management of activities and
current legislative requirements.
Delivery
This unit should have a practical focus and learners should be encouraged to undertake
research.
They should have contact with a public service personnel who involved with organising events
such as community open days. Visits to public service establishments will help learners to
understand the importance of activity management in public services work.
For learning outcome 1 tutors should ensure that they cover the current UK and ethical
framework of responsibility as laid down in national guidelines. Guidelines can be accessed
through the relevant government website and also from national governing bodies. Learners
should be shown how to access this information and how legislation and guidance can affect
the selection and management of appropriate activities.
For learning outcome 2 learners should be given the opportunity to investigate a range of
activities and then encouraged to select an appropriate activity to plan. This activity may or
may not be carried out to completion, but it would be useful in the development of learning for
the activity to be undertaken. Public services are involved with an extensive range of
community based activities, and it may be possible to gain employer input at this stage to
assist learners with their investigation. Learners should be given formative assessment
opportunities to ensure that the activity which they select is appropriate to the assessment of
the unit.
For learning outcome 3 tutors should use case studies or scenarios for the delivery of the
types of management skills required in order to coordinate the activities of groups and
individuals.
Practice scenarios would be useful for learners to understand how they should manage
activities and the skills that they should demonstrate.
Tutors should provide information about different review mechanisms used in the public
services in relation to the management of activities. It may be useful to involve guest
speakers and visits to public service organisations to allow learners to fully develop their
knowledge of the systems available before selecting the one they wish to use to review. It is
worth noting here that the focus should be on the management of the activity and not just the
running of the activity.
To address learning outcome 4, tutors will need to ensure that learners have a good grasp of
methods that can be used to evaluate the impact of an activity on all of those involved. Tutors
should ensure that they cover all groups listed in the unit content. Learners should be
provided with access to different evaluation methods and taught how they can use them to
evaluate and suggest improvements to activities.
Assessment
Learners have to produce written evidence for the unit; this can be supported with observation
records and witness testimonies. Assessment for this unit could be through a holistic
assessment related to a real or fictional activity that encompasses all the learning outcomes.
Ideally, the activity would be undertaken, but if not, it can be assessed through a fictional
scenario-based assignment.
To achieve learning outcome 1, learners need to assess the current legislation and provide
reasons for the guidelines that are in place. This should be undertaken in the context of the
plan for an activity that they are to manage (either through role play, a fictional scenario or
real activity).
For learning outcome 2, learners need to plan the activity showing how they will prepare for
the activity, and relating the plan to the identified legislation. Learners can submit minutes of
meetings, agreed objectives and a project management plan as evidence for this outcome.
To achieve learning outcome 3, learners should show their ability to manage and review
planned activities. If the activity was undertaken, then this should be a review of the activity
against the agreed objectives. If the activity was scenario based, then the review should show
the activities that would be undertaken by the team once the activity was completed. It is
important that the focus of the review process is on the management of the activity, not the
activity itself.
Learning outcome 4 should be a culmination of the previous assessment activities. In this
learning outcome, learners should review and evaluate the impact of the activity (either real or
fictional) on all those involved. It is important that learners consider all groups as indicated in
the unit content, and then move on to suggest ways to minimise the effects of the activity on
the groups discussed.
Employer engagement and vocational contexts
It would be useful for learners to have contact with public service employees, particularly
those currently involved in activity management. This may take place through visits or talks by
guest speakers. It is also important that learners are given case studies to investigate in
relation to activities that public services manage, including community-based events, and how
they are planned for and reviewed by the public services.
Unit 21: Employability Skills
Unit code: A/601/0992
QCF level: 5
Credit value: 15
• Aim
This unit provides learners with the opportunity to acquire honed employability skills required
for effective employment.
• Unit abstract
All learners at all levels of education and experience require honed employability skills as a
prerequisite to entering the job market. This unit gives learners an opportunity to assess and
develop understanding of their own responsibilities and performance in, or when entering, the
workplace.
The unit considers the skills required for general employment, such as interpersonal and
transferable skills, and the dynamics of working with others in teams or groups, including
leadership and communication skills.
The unit also deals with the everyday working requirement of problem solving. This includes
the identification or specification of the ‘problem’, strategies for its solution and then
evaluation of the results through reflective practices.
• Learning outcomes
On successful completion of this unit a learner will:
1 Be able to determine own responsibilities and performance
2 Be able to develop interpersonal and transferable skills
3 Understand the dynamics of working with others
4 Be able to develop strategies for problem solving.
Unit content
1 Be able to determine own responsibilities and performance
Own responsibilities: personal responsibility; direct and indirect relationships and adaptability;
decision-making processes and skills; ability to learn and develop within the work role;
employment legislation; ethics; employment rights and responsibilities
Performance objectives: setting and monitoring performance objectives
Individual appraisal systems: uses of performance appraisals eg salary levels and bonus
payments, promotion strengths and weaknesses, training needs; communication; appraisal
criteria eg production data, personnel data, judgemental data; rating methods eg ranking,
paired comparison, checklist, management by objectives
Motivation and performance: application and appraisal of motivational theories and
techniques; rewards and incentives; manager’s role; self-motivational factors
2 Be able to develop interpersonal and transferable skills
Effective communication: verbal and non-verbal–awareness and use of body language;
openness and responsiveness; formal and informal feedback to and from colleagues; ICT as
an effective communication medium; team meetings
Interpersonal skills: personal effectiveness; working with others; use of initiative; negotiating
skills; assertiveness skills; social skills
Time management: prioritising workload; setting work objectives; making and keeping
appointments; working steadily rather than erratically; time for learning; reliable estimate of
task time
Problem solving: problem analysis; researching changes in the workplace; generating
solutions; choosing a solution
3 Understand the dynamics of working with others
Working with others: nature and dynamics of team and group work; informal and formal
settings; purpose of teams and groups eg long-term corporate objectives/strategy; problem
solving and short-term development projects; flexibility/adaptability; team player
Teams and team building: selecting team members eg specialist roles, skill and
style/approach mixes; identification of team/work group roles; stages in team development
eg team building, identity, loyalty, commitment to shared beliefs, team health evaluation;
action planning; monitoring and feedback; coaching skills; ethics; effective leadership skills eg
setting direction, setting standards, motivating, innovative, responsive, effective
communicator, reliable, consistent
4 Be able to develop strategies for problem solving
Specification of the problem: definition of the problem; analysis and clarification
Identification of possible outcomes: identification and assessment of various alternative
outcomes
Tools and methods: problem-solving methods and tools
Planning and implementation: sources of information; solution methodologies; selection and
implementation of the best corrective action eg timescale, stages, resources, critical path
analysis
Evaluation: evaluation of whether the problem was solved or not; measurement of solution
against specification and desired outcomes; sustainability
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:
LO1
Be able to determine own responsibilities and performance
1.1 develop a set of own responsibilities and performance objectives
1.2 evaluate own effectiveness against defined objectives
1.3 make recommendations for improvement
1.4 review how motivational techniques can be used to improve quality of performance
LO2
Be able to develop interpersonal and transferable skills
2.1 develop solutions to work-based problems
2.2 communicate in a variety of styles and appropriate manner at various levels
2.3 identify effective time-management strategies
LO3
Understand the dynamics of working with others
3.1 explain the roles people play in a team and how they can work together to achieve shared
goals
3.2 analyse team dynamics
3.3 suggest alternative ways to complete tasks and achieve team goals
LO4
Be able to develop strategies for problem solving
4.1 evaluate tools and methods for developing solutions to problems
4.2 develop an appropriate strategy for resolving a particular problem
4.3 evaluate the potential impact on the business of implementing the strategy.
Guidance
Links
This unit links with the following units:
• Unit 6: Research Project
• Unit 7: Personal and Professional Development
• Unit 23: Work-based Experience
It also links with the following Asset Skills cross-sectoral Employability Matrix:
• B2.4: Plan and manage time, money and other resources to achieve goals
• B3.3: Find and suggest new ways to achieve goals and get the job done and achieve goals
• B4.5: Plan for and achieve your learning goals
• C1.1: Understand the roles people play in a group and how you can best work with them
• C1.7: Lead or support and motivate a team to achieve high standards
• C2.6: Find new and creative ways to solve a problem.
Essential requirements
Access to a range of work-related exemplars (for example appraisal and development
systems, team health checks, job descriptions, action plans, communication strategies) will
help in delivering this unit. Case studies based on relevant sectors, workshops, career talks
and work-based mentors will also be useful in the teaching and learning aspect of the unit.
Learners should generate assessment evidence through a range of possible activities,
including individual work placements, project management, research reports, development of
case studies, working with others (for example employee-supervisor roles, teamwork, group
work) and everyday communication within the workplace.