Pearson Edexcel Level 3 NVQ Diploma in Event ... Edexcel Level 3 NVQ Diploma in Event Management (QCF)…

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  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF)

    Specification

    NVQ/Competence-based qualification First registration August 2014

  • Edexcel and BTEC qualifications are awarded by Pearson, the UKs largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information, please visit our qualification websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus.

    Pearson: helping people progress, everywhere

    Pearson aspires to be the worlds leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. Weve been involved in education for over 150 years, and by working across 70 countries in 100 languages we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your learners at: www.pearson.com/uk

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

    All information in this specification is correct at time of going to publication.

    Authorised by Martin Stretton Prepared by Cheryl Bott

    ISBN 978 1 446 90975 1

    All the material in this publication is copyright Pearson Education Limited 2014

  • Contents

    Purpose of this specification 1

    1 Introducing Pearson Edexcel NVQ/Competence-based qualifications 2 What are NVQ/Competence-based qualifications? 2

    2 Qualification summary and key information 3 QCF qualification number and qualification title 4

    Qualification objectives 4

    Relationship with previous qualifications 4

    Progression opportunities through Pearson qualifications 4

    Industry support and recognition 4

    Relationship with National Occupational Standards 4

    3 Qualification structure 5 Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) 5

    4 Assessment 7 Assessment strategy 8

    Types of evidence 8

    Assessment of knowledge 9

    Credit transfer 9

    5 Centre resource requirements 10

    6 Centre recognition and approval 11 Centre recognition 11

    Approvals agreement 11

    7 Quality assurance of centres 12

    8 Programme delivery 13

    9 Access and recruitment 14

    10 Access to qualifications for learners with disabilities or specific needs 15

    11 Unit format 16 Unit title 16

    Unit reference number 16

    QCF level 16

  • Credit value 16

    Guided learning hours 16

    Unit aim 16

    Unit assessment requirements/evidence requirements 16

    Learning outcomes 17

    Assessment criteria 17

    Unit 1: Understanding the Events Industry 18 Unit 2: Understanding How to Research and Report Information to

    Plan and Organise an Event 22 Unit 3: Understanding Operational Event Planning 25 Unit 4: Understanding Health, Safety and Security at Events Sites 29 Unit 5: Understanding Event Setup and Breakdown 34 Unit 6: Understanding How to Manage the Running of an Event 37 Unit 7: Understanding Event Evaluation and Reporting 40 Unit 8: Understanding Working Relationships in the Events Industry 44 Unit 9: Researching and Reporting Information to Plan and Organise

    an Event 48 Unit 10: Operational Event Planning 51 Unit 11: Managing the Setup and Breakdown of an Event 54 Unit 12: Managing the Running of an Event 57 Unit 13: Overseeing Health, Safety and Security at Events Sites 60 Unit 14: Evaluating and Reporting Events 63 Unit 15: Establishing and Developing Working Relationships in the

    Events Industry 66

    12 Further information and useful publications 69

    13 Professional development and training 70

    14 Contact us 71

    Annexe A: Assessment strategy 72

    Annexe B: Units that permit simulation 77

    Annexe C: Criteria for Realistic Working Environments (RWE) 79

    Annexe D: Occupational expertise of Assessors and Verifiers 82

  • Annexe E: Qualifications and training relevant to Assessors and Verifiers 84

    Annexe F: Continuous Professional Development for Assessors and Verifiers 85

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

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    Purpose of this specification

    This specification sets out:

    the objectives of the qualification

    any other qualification that a learner must have completed before taking the qualification

    any prior knowledge, skills or understanding which the learner is required to have before taking the qualification

    the combination of units that a learner must have completed before the qualification will be awarded and any pathways

    any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

    the knowledge, skills and understanding that will be assessed as part of the qualification

    the method of any assessment and any associated requirements relating to it

    the criteria against which a learners level of attainment will be measured (such as assessment criteria)

    assessment requirements and/or evidence requirements required as specified by the relevant Sector Skills Council/Standards Setting Body

    assessment requirements/strategy as published by the relevant Sector Skills Council/Standards Setting Body

    the Apprenticeship Framework in which the qualification is included, where appropriate.

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

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    1 Introducing Pearson Edexcel NVQ/Competence-based qualifications

    What are NVQ/Competence-based qualifications?

    National Vocational Qualifications (NVQs) or Competence-based qualifications reflect the skills and knowledge needed to do a job effectively. They are work-based qualifications that give learners the opportunity to demonstrate their competence in the area of work or job role to which the qualification relates.

    NVQs/Competence-based qualifications are outcomes-based with no fixed learning programme, allowing flexibility in their delivery to meet the individual learners needs. The qualifications are based on the National Occupational Standards (NOS) for the sector, which define what employees, or potential employees, must be able to do and know, and how well they should undertake work tasks and work roles.

    Most NVQ/Competence-based qualifications form the competence component of Apprenticeship Frameworks. They are suitable for those in employment or those who are studying at college and have a part-time job or access to a substantial work placement.

    Most learners will work towards their qualification in the workplace or in settings that replicate the working environment as specified in the assessment requirements/strategy for the sector. Colleges, training centres and/or employers can offer these qualifications provided they have access to appropriate physical and human resources.

    There are three sizes of NVQ/Competence-based qualification in the QCF:

    Award (1 to 12 credits)

    Certificate (13 to 36 credits)

    Diploma (37 credits and above).

    Every unit and qualification in the QCF has a credit value.

    The credit value of a unit specifies the number of credits that will be awarded to a learner who has met the learning outcomes of the unit.

    The credit value of a unit is based on:

    one credit for those learning outcomes achievable in 10 hours of learning

    learning time defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

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    2 Qualification summary and key information

    Qualification title Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF)

    QCF Qualification Number (QN) 601/1129/X

    Qualification framework Qualifications and Credit Framework (QCF)

    Regulation start date 29/08/2013

    Operational start date 01/08/2014

    Approved age ranges 18+

    19+

    Please note that sector-specific requirements or regulations may prevent learners of a particular age from embarking on this qualification. Please refer to the assessment strategy in Annexe A.

    Credit value 78

    Assessment Portfolio of Evidence (internal assessment)

    Guided learning hours 568

    Grading information The qualification and units are graded pass/fail.

    Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment Policy (see Section 9, Access and Recruitment).

    Funding For details on funding availability, please check the Learning Aim Reference Service (LARS), which replaces the Learning Aim Reference Application (LARA).

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

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    QCF qualification number and qualification title

    Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

    The qualification title, unit titles and QN will appear on each learners final certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com

    Qualification objectives

    The Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) is for learners whose job involves managing and planning the setup and breakdown of, running and evaluating events. The qualification incorporates the knowledge and understanding elements of the Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) and the practical competence that staff employed in the area of event venues, event organising and events exhibitions need.

    The Diploma gives learners the opportunity to:

    have their existing skills recognised

    achieve a nationally-recognised Level 3 qualification.

    Relationship with previous qualifications

    This qualification is a replacement for the EDI Level 3 NVQ Diploma in Event Management (QCF).

    Progression opportunities through Pearson qualifications

    Learners who have achieved the Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) can progress to the Pearson BTEC Level 3 Certificate in the Principles of Event Management (QCF) or towards professional and higher level qualifications.

    Industry support and recognition

    This qualification is supported by People 1st, the Sector Skills Council for hospitality, passenger transport, travel and tourism in the UK.

    Relationship with National Occupational Standards

    This qualification is based on the National Occupational Standards (NOS) in Event Management and Temporary Structures, which were designed and set designed by People 1st, the Sector Skills Council for hospitality, passenger transport, travel and tourism.

    http://www.edexcel.com/

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

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    3 Qualification structure

    Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF)

    The learner will need to meet the requirements outlined in the table below before the qualification can be awarded.

    Minimum number of credits that must be achieved 78

    Unit Unit reference number

    Mandatory units Level Credit Guided learning hours

    1 L/600/8549 Understanding the Events Industry 3 3 19

    2 F/600/8550 Understanding How to Research and Report Information to Plan and Organise an Event

    3 4 24

    3 J/600/8551 Understanding Operational Event Planning

    3 4 25

    4 L/600/8552 Understanding Health, Safety and Security at Events Sites

    4 5 40

    5 R/600/8553 Understanding Event Setup and Breakdown

    3 3 17

    6 Y/600/8554 Understanding How to Manage the Running of an Event

    4 4 25

    7 D/600/8555 Understanding Event Evaluation and Reporting

    3 3 18

    8 H/600/8556 Understanding Working Relationships in the Events Industry

    3 4 24

    9 K/600/8557 Researching and Reporting Information to Plan and Organise an Event

    3 7 57

    10 M/600/8558 Operational Event Planning 3 8 60

    11 T/600/8559 Managing the Setup and Breakdown of an Event

    3 8 60

    12 K/600/8560 Managing the Running of an Event 3 10 80

    13 T/600/8562 Overseeing Health, Safety and Security at Events Sites

    4 4 24

    14 A/600/8563 Evaluating and Reporting Events 3 4 31

    15 F/600/8564 Establishing and Developing Working Relationships in the Events Industry

    4 7 64

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

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    Centres should be aware that within the Level 3 qualification in this specification, learners will be required to meet the demands of unit(s) at level 4. Centres are advised to consider the support, guidance and opportunities they give to learners to meet the demands of the higher level unit(s) during delivery and assessment of the qualification.

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

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    4 Assessment

    This qualification is assessed through an externally verified Portfolio of Evidence that consists of evidence gathered during the course of the learners work.

    To achieve a pass for the full qualification, the learner must achieve all the required units in the stated qualification structure. Each unit has specified learning outcomes and assessment criteria. To pass each unit the learner must:

    achieve all the specified learning outcomes

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

    prove that the evidence is their own.

    The learner must have an assessment record that identifies the assessment criteria that have been met, and it should be cross-referenced to the evidence provided. The assessment record should include details of the type of evidence and the date of assessment. The unit specification or suitable centre documentation can be used to form an assessment record.

    It is important that the evidence provided to meet the assessment criteria of the unit and learning outcomes is:

    Valid relevant to the standards for which competence is claimed

    Authentic produced by the learner

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

    Reliable indicates that the learner can consistently perform at this level

    Sufficient fully meets the requirements of the standards.

    Learners can provide evidence of occupational competence from:

    current practice where evidence is generated from a current job role

    a programme of development where evidence comes from assessment opportunities built into a learning programme. The evidence provided must meet the requirements of the Sector Skills Councils assessment requirements/strategy

    the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of development. They must submit sufficient, reliable, authentic and valid evidence for assessment. Evidence submitted based on RPL should provide confidence that the same level of skill/understanding/knowledge exists at the time of claim as existed at the time the evidence was produced. RPL is acceptable for accrediting a unit, several units, or a whole qualification

    a combination of these.

    Further guidance is available in the policy document Recognition of Prior Learning Policy and Process, available on our website.

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

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    Assessment strategy

    The assessment strategy for this qualification has been included in Annexe A. It sets out the overarching assessment principles and the framework for assessing the qualification to ensure that it remains valid and reliable. It has been developed by People 1st in partnership with employers, training providers, awarding organisations and the regulatory authorities.

    Types of evidence

    To achieve a unit, the learner must gather evidence that shows that they have met the required standard specified in the assessment criteria as well as the requirements of the People 1st assessment strategy. As stated in the assessment strategy, the evidence for this qualification can take a variety of forms as indicated below:

    direct observation of the learners performance by their assessor (O)

    outcomes from oral or written questioning (Q&A)

    products of the learners work (P)

    personal statements and/or reflective accounts (RA)

    professional discussion (PD)

    assignment, project/case studies (A)

    authentic statements/witness testimony (WT)

    expert witness testimony (EWT)

    evidence of Recognition of Prior Learning (RPL).

    Learners can use the abbreviations for cross-referencing purposes in their portfolios.

    Learners can also use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed separately. They should be encouraged to reference evidence to the relevant assessment criteria. Evidence must be available to the assessor, internal verifier and Pearson standards verifier.

    Any specific evidence requirements for individual units are stated in the unit introduction for the units in Section 11.

    There is further guidance about assessment on our website. Please see Section 12 for details.

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

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    Assessment of knowledge

    This qualification consists of the following knowledge-based units:

    L/600/8549 Understanding the Events Industry (Unit 1)

    F/600/8549 Understanding the How to Research and Report Information to Plan and Organise an Event (Unit 2)

    J/600/8551 Understanding Operational Event Planning (Unit 3)

    L/600/8552 Understanding Health, Safety and Security at Events Sites (Unit 4)

    R/600/8553 Understanding Event Setup and Breakdown (Unit 5)

    Y/600/8554 Understanding How to Manage the Running of an Event (Unit 6)

    D/600/8555 Understanding Event Evaluation and Reporting (Unit 7)

    H/600/8556 Understanding Working Relationships in the Events Industry (Unit 8).

    These units must be assessed in line with the People 1st assessment strategy. Any specific assessment requirements for these units are stated in the unit introduction for the units in Section 11.

    Centres need to look closely at the verbs used for each assessment criterion in the units when devising the assessment to ensure that learners can provide evidence with sufficient breadth and depth to meet the requirements. Any assignment brief should indicate clearly, which assessment criteria are being targeted.

    Centres are encouraged to give learners realistic scenarios and to maximise the use of practical activities in delivery and assessment. To avoid over-assessment, centres are encouraged to link delivery and assessment across the knowledge-based units.

    Credit transfer

    Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

    If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.

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    5 Centre resource requirements

    As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.

    Centres must have the appropriate physical resources to support both the delivery and assessment of the qualification. For example, a workplace in line with industry standards, or a Realistic Working Environment (RWE), where permitted, as specified in the assessment requirements/strategy for the sector, equipment, IT, learning materials, teaching rooms.

    Where permitted, RWE must offer the same conditions as the normal day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working.

    Centres must meet any specific human and physical resource requirements outlined in the People 1st assessment strategy in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment requirements/strategy for the sector.

    There must be systems in place to ensure the continuing professional development for staff delivering the qualification.

    Centres must have appropriate health and safety policies, procedures and practices in place for the delivery of the qualification.

    Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearsons commitment to the Equality Act 2010, please see Section 9, Access and recruitment and Section 10, Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to www.legislation.gov.uk

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    6 Centre recognition and approval

    Centre recognition

    Centres that have not previously offered Pearson Edexcel accredited vocational qualifications need to apply for, and be granted, centre recognition and approval as part of the process for approval to offer individual qualifications.

    Existing centres will be given automatic approval for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

    Guidance on seeking approval to deliver Pearson Edexcel vocational qualifications is available at www.pearsonwbl.edexcel.com/Our-support/Pages/qualifications-approval.aspx

    Approvals agreement

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

    http://www.pearsonwbl.edexcel.com/Our-support/Pages/qualifications-approval.aspxhttp://www.pearsonwbl.edexcel.com/Our-support/Pages/qualifications-approval.aspx

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

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    7 Quality assurance of centres

    Quality assurance is at the heart of vocational qualifications. Centres will internally assess NVQs/Competence-based qualifications using internal quality assurance procedures to ensure standardisation of assessment across all learners. Pearson uses external quality assurance procedures to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

    For the qualifications in this specification, the Pearson quality assurance model is as described below.

    Centres offering Pearson Edexcel NVQs/Competence-based qualifications will usually receive two standards verification visits per year (a total of two days per year). The exact frequency and duration of standards verifier visits must reflect the centres performance, taking account of the number:

    of assessment sites

    and throughput of learners

    and turnover of assessors

    and turnover of internal verifiers.

    For centres offering a full Pearson BTEC Apprenticeship (i.e. all elements of the Apprenticeship are delivered with Pearson through registration of learners on a Pearson BTEC Apprenticeship Framework) a single standards verifier will be allocated to verify all elements of the Pearson BTEC Apprenticeship programme. If a centre is also offering stand-alone NVQs/Competence-based qualifications in the same sector as a full Pearson BTEC Apprenticeship, the same standards verifier will be allocated.

    In order for certification to be released, confirmation is required that the National Occupational Standards (NOS) for assessment, verification and for the specific occupational sector are being consistently met.

    Centres are required to declare their commitment to ensuring quality and to providing appropriate opportunities for learners that lead to valid and accurate assessment outcomes.

    For further details, please go to the UK NVQ Quality Assurance Centre Handbook and the Edexcel NVQs, SVQs and competence-based qualifications Delivery Requirements and Quality Assurance Guidance on our website, at: www.edexcel.com/quals/NVQ-competence-based-qcf/delivering-NVQs/Pages/Quality-assurance.aspx

    .

    http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspxhttp://www.edexcel.com/quals/NVQ-competence-based-qcf/delivering-NVQs/Pages/Quality-assurance.aspxhttp://www.edexcel.com/quals/NVQ-competence-based-qcf/delivering-NVQs/Pages/Quality-assurance.aspx

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

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    8 Programme delivery

    Centres are free to offer the qualifications using any mode of delivery (for example full-time, part-time, evening only, distance learning,) that meets learners needs. However, centres must make sure that learners have access to the resources identified in the specification and to the sector specialists delivering and assessing the units. Centres must have due regard to Pearsons policies that may apply to different modes of delivery.

    Those planning the programme should aim to address the occupational nature of the qualification by:

    engaging with learners, initially, through planned induction, and subsequently through the involvement of learners in planning for assessment opportunities

    using naturally occurring workplace activities and products to present evidence for assessment against the requirements of the qualification

    developing a holistic approach to assessment by matching evidence to different assessment criteria, learning outcomes and units, as appropriate, thereby reducing the assessment burden on learners and assessors

    taking advantage of suitable digital methods to capture evidence.

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    9 Access and recruitment

    Pearsons policy regarding access to its qualifications is that:

    they should be available to everyone who is capable of reaching the required standards

    they should be free from any barriers that restrict access and progression

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

    Centres must ensure that their learner recruitment process is conducted with integrity. This includes ensuring that applicants have appropriate information and advice about the qualification to ensure that it will meet their needs.

    Centres should review applicants prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

    For learners with disabilities and specific needs, this review will need to take account of the support available to them during the delivery and assessment of the qualification. The review must take account of the information and guidance in Section 10, Access to qualifications for learners with disabilities or specific needs.

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

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    10 Access to qualifications for learners with disabilities or specific needs

    Equality and fairness are central to our work. Pearsons Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.

    We are committed to making sure that:

    learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

    all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

    Learners taking a qualification can be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

    Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications.

    Details on how to make adjustments for learners with protected characteristics are given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

    Both documents are on our website at: www.edexcel.com/policies

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    11 Unit format

    Each unit has the following sections.

    Unit title

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

    Unit reference number

    Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

    QCF level

    All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

    Credit value

    All units have a credit value. When a learner achieves a unit, they gain the specified number of credits. The minimum credit value is 1 and credits can be awarded in whole numbers only.

    Guided learning hours

    Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition includes workplace guidance to support the development of practical job-related skills, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes the time spent by staff assessing learners achievements, for example in the assessment of competence for NVQs/Competence qualifications.

    Unit aim

    This gives a summary of what the unit aims to do.

    Unit assessment requirements/evidence requirements

    The SSC/B set the assessment/evidence requirements. Learners must provide evidence according to each of the requirements stated in this section.

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    Learning outcomes

    The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.

    Assessment criteria

    The assessment criteria specify the standard required by the learner to achieve the learning outcome.

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

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    Unit 1: Understanding the Events Industry

    Unit reference number: L/600/8549

    QCF level: 3

    Credit value: 3

    Guided learning hours: 19

    Unit aim

    The aim of this unit is to cover the knowledge and understanding that employees in the events industry require, concerning:

    the events industry

    the sectors that make up the events industry

    detailed information about two sectors in the events industry

    career opportunities.

    Unit assessment requirements/evidence requirements

    There are no specific assessment requirements for this unit. Please refer to the overall People 1st assessment strategy in Annexe A.

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    even

    ts indust

    ry

    1.6

    D

    efin

    e th

    e five

    mai

    n s

    ecto

    rs w

    ithin

    the

    even

    ts indust

    ry

    1

    Under

    stan

    d t

    he

    key

    feat

    ure

    s of

    the

    even

    ts indust

    ry

    1.7

    D

    escr

    ibe

    the

    key

    feat

    ure

    s of

    the

    mai

    n s

    ecto

    rs w

    ithin

    the

    even

    ts

    indust

    ry

    2.1

    D

    efin

    e th

    e fo

    ur

    mai

    n f

    unct

    ions

    within

    the

    even

    ts indust

    ry

    2.2

    D

    escr

    ibe

    the

    pla

    nnin

    g a

    nd im

    ple

    men

    tation c

    ycle

    for

    even

    ts

    2

    Under

    stan

    d t

    he

    mai

    n f

    unct

    ions

    within

    the

    even

    ts

    indust

    ry

    2.3

    Eva

    luat

    e th

    e im

    port

    ance

    of

    each

    phas

    e in

    the

    even

    t pla

    nnin

    g a

    nd

    man

    agem

    ent

    cycl

    e

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    20

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    3.1

    Id

    entify

    the

    mai

    n a

    reas

    of

    legis

    lation t

    hat

    cove

    r th

    e pla

    nnin

    g a

    nd

    org

    anis

    atio

    n o

    f ev

    ents

    , in

    cludin

    g h

    ealth a

    nd s

    afet

    y an

    d c

    ontr

    act

    law

    3.2

    Exp

    lain

    the

    implic

    atio

    ns

    of

    four

    diffe

    rent

    area

    s of

    legis

    lation f

    or

    the

    pla

    nnin

    g a

    nd o

    rgan

    isat

    ion o

    f ev

    ents

    3.3

    D

    escr

    ibe

    the

    mai

    n e

    thic

    al a

    nd s

    oci

    al iss

    ues

    that

    affec

    t th

    e ev

    ents

    in

    dust

    ry

    3

    Under

    stan

    d t

    he

    legal

    , so

    cial

    and

    ethic

    al f

    ram

    ework

    fo

    r ev

    ents

    3.4

    Exp

    lain

    the

    implic

    atio

    ns

    of

    four

    diffe

    rent

    types

    of

    ethic

    al a

    nd s

    oci

    al

    conce

    rns

    for

    the

    pla

    nnin

    g a

    nd o

    rgan

    isat

    ion o

    f ev

    ents

    4.1

    Com

    par

    e th

    e purp

    ose

    of

    two c

    ontr

    asting s

    ecto

    rs o

    f th

    e ev

    ents

    in

    dust

    ry

    4.2

    D

    escr

    ibe

    the

    div

    ersi

    ty o

    f th

    e diffe

    rent

    types

    of

    org

    anis

    atio

    ns

    that

    m

    ake

    up t

    he

    even

    ts indust

    ry

    4.3

    Com

    par

    e th

    e ec

    onom

    ic a

    nd s

    oci

    al v

    alue

    of

    two c

    ontr

    asting s

    ecto

    rs o

    f th

    e ev

    ents

    indust

    ry

    4.4

    Exp

    lain

    fac

    tors

    drivi

    ng c

    han

    ge

    in t

    wo c

    ontr

    asting s

    ecto

    rs

    45

    Des

    crib

    e th

    e ty

    pic

    al r

    ange

    of

    even

    ts t

    hat

    tak

    e pla

    ce in t

    wo c

    ontr

    asting

    sect

    ors

    4.6

    Exp

    lain

    the

    role

    s of

    key

    org

    anis

    atio

    ns

    in t

    wo c

    ontr

    asting s

    ecto

    rs,

    incl

    udin

    g a

    ny

    repre

    senta

    tive

    and r

    egula

    tory

    bodie

    s an

    d t

    rade

    asso

    ciat

    ions

    4

    Under

    stan

    d t

    he

    key

    feat

    ure

    s of

    two

    contr

    asting s

    ecto

    rs

    of

    the

    even

    ts

    indust

    ry

    4.7

    Exp

    lain

    the

    links

    that

    tw

    o c

    ontr

    asting s

    ecto

    rs in t

    he

    indust

    ry h

    ave

    with o

    ther

    indust

    ries

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    21

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    5.1

    Eva

    luat

    e th

    ree

    sourc

    es o

    f re

    liable

    and r

    elev

    ant

    info

    rmat

    ion o

    n c

    aree

    r pro

    gre

    ssio

    n,

    trai

    nin

    g a

    nd e

    duca

    tion in t

    he

    even

    ts indust

    ry

    5.2

    D

    escr

    ibe

    pote

    ntial

    car

    eer

    pat

    hw

    ays

    in t

    he

    five

    diffe

    rent

    sect

    ors

    within

    th

    e ev

    ents

    indust

    ry

    5.3

    Id

    entify

    the

    qual

    itie

    s, e

    xper

    tise

    and e

    xper

    ience

    req

    uired

    to p

    rogre

    ss in

    the

    even

    ts indust

    ry

    5

    Under

    stan

    d

    emplo

    ymen

    t an

    d

    care

    er

    opport

    unitie

    s in

    the

    even

    ts indust

    ry

    5.4

    Exp

    lain

    how

    ski

    lls a

    nd k

    now

    ledge

    acquired

    in t

    hei

    r se

    ctor

    could

    rel

    ate

    to job o

    pport

    unitie

    s el

    sew

    her

    e

    Lear

    ner

    nam

    e:_______________________________________________

    D

    ate:

    _____________________________

    Lear

    ner

    sig

    nat

    ure

    :____________________________________________

    D

    ate:

    _____________________________

    Ass

    esso

    r si

    gnat

    ure

    :___________________________________________

    D

    ate:

    _____________________________

    Inte

    rnal

    ver

    ifie

    r si

    gnat

    ure

    :______________________________________

    (i

    f sa

    mple

    d)

    Dat

    e:_____________________________

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

    22

    Unit 2: Understanding How to Research and Report Information to Plan and Organise an Event

    Unit reference number: F/600/8550

    QCF level: 3

    Credit value: 4

    Guided learning hours: 24

    Unit aim

    This unit aims to cover the knowledge and understanding that event organisers require to research and report information to help them to plan and organise an event.

    Unit assessment requirements/evidence requirements

    Evidence of this knowledge and understanding must come from looking at event evaluations in two contrasting sectors.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    23

    Learn

    ing

    ou

    tco

    mes

    an

    d a

    ssess

    men

    t cr

    iteri

    a

    To p

    ass

    this

    unit,

    the

    lear

    ner

    nee

    ds

    to d

    emonst

    rate

    that

    they

    can

    mee

    t al

    l th

    e le

    arnin

    g o

    utc

    om

    es f

    or

    the

    unit.

    The

    asse

    ssm

    ent

    criter

    ia

    det

    erm

    ine

    the

    stan

    dar

    d r

    equired

    to a

    chie

    ve t

    he

    unit.

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    1.1

    Exp

    lain

    the

    import

    ance

    of

    rese

    arch

    to p

    lannin

    g a

    nd o

    rgan

    isin

    g e

    vents

    1.2

    D

    escr

    ibe

    the

    types

    of

    info

    rmat

    ion t

    hat

    nee

    d t

    o b

    e re

    sear

    ched

    to p

    lan

    and o

    rgan

    ise

    an e

    vent

    1.3

    Critica

    lly c

    om

    par

    e diffe

    rent

    info

    rmat

    ion s

    ourc

    es t

    hat

    may

    be

    use

    d t

    o

    obta

    in info

    rmat

    ion r

    elev

    ant

    to p

    lannin

    g a

    nd o

    rgan

    isin

    g a

    n e

    vent

    1.4

    Critica

    lly c

    om

    par

    e th

    e re

    sear

    ch m

    ethods

    that

    may

    be

    use

    d t

    o p

    lan

    and o

    rgan

    ise

    an e

    vent

    1.5

    Exp

    lain

    how

    to s

    elec

    t th

    e m

    ost

    appro

    priat

    e an

    d r

    elia

    ble

    info

    rmat

    ion

    sourc

    es a

    nd r

    esea

    rch m

    ethods

    1

    Under

    stan

    d h

    ow

    to

    rese

    arch

    in

    form

    atio

    n f

    or

    an

    even

    t

    1.6

    Exp

    lain

    why

    it is

    import

    ant

    to m

    ainta

    in a

    rec

    ord

    of

    sourc

    es t

    o b

    e use

    d

    2.1

    Exp

    lain

    who w

    ill n

    eed t

    o s

    ee t

    he

    outc

    om

    es o

    f re

    sear

    ch

    2.2

    Exp

    lain

    why

    it is

    import

    ant

    to s

    yste

    mat

    ical

    ly a

    nal

    yse

    info

    rmat

    ion

    when

    pla

    nnin

    g a

    nd o

    rgan

    isin

    g a

    n e

    vent

    2.3

    D

    escr

    ibe

    diffe

    rent

    met

    hods

    that

    can

    be

    use

    d t

    o c

    olla

    te a

    nd a

    nal

    yse

    both

    quan

    tita

    tive

    and q

    ual

    itat

    ive

    info

    rmat

    ion

    2.4

    D

    escr

    ibe

    diffe

    rent

    form

    ats

    for

    report

    ing info

    rmat

    ion

    2.5

    Exp

    lain

    how

    to s

    elec

    t th

    e m

    ost

    appro

    priat

    e fo

    rmat

    for

    report

    ing

    info

    rmat

    ion

    2

    Under

    stan

    d h

    ow

    to

    report

    info

    rmat

    ion

    to a

    ssis

    t th

    e pla

    nnin

    g a

    nd

    org

    anis

    atio

    n o

    f an

    ev

    ent

    2.6

    Exp

    lain

    how

    to d

    raw

    concl

    usi

    ons

    and m

    ake

    reco

    mm

    endat

    ions

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    24

    Lear

    ner

    nam

    e:_______________________________________________

    D

    ate:

    _____________________________

    Lear

    ner

    sig

    nat

    ure

    :____________________________________________

    D

    ate:

    _____________________________

    Ass

    esso

    r si

    gnat

    ure

    :___________________________________________

    D

    ate:

    _____________________________

    Inte

    rnal

    ver

    ifie

    r si

    gnat

    ure

    :______________________________________

    (i

    f sa

    mple

    d)

    Dat

    e:_____________________________

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

    25

    Unit 3: Understanding Operational Event Planning

    Unit reference number: J/600/8551

    QCF level: 3

    Credit value: 4

    Guided learning hours: 25

    Unit aim

    This unit covers the knowledge and understanding that event managers require to develop detailed plans for an event.

    Unit assessment requirements/evidence requirements

    Evidence of knowledge and understanding must come from looking at detailed event planning in two contrasting sectors.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    26

    Learn

    ing

    ou

    tco

    mes

    an

    d a

    ssess

    men

    t cr

    iteri

    a

    To p

    ass

    this

    unit,

    the

    lear

    ner

    nee

    ds

    to d

    emonst

    rate

    that

    they

    can

    mee

    t al

    l th

    e le

    arnin

    g o

    utc

    om

    es f

    or

    the

    unit.

    The

    asse

    ssm

    ent

    criter

    ia

    det

    erm

    ine

    the

    stan

    dar

    d r

    equired

    to a

    chie

    ve t

    he

    unit.

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    1.1

    Exp

    lain

    the

    import

    ance

    of

    rese

    arch

    ing t

    he

    ove

    rall

    stra

    tegic

    pla

    n f

    or

    the

    even

    t prior

    to d

    etai

    led p

    lannin

    g

    1.2

    Exp

    lain

    the

    import

    ance

    of

    rese

    arch

    ing a

    nd b

    uild

    ing o

    n t

    he

    succ

    esse

    s of

    oth

    er s

    imila

    r ev

    ents

    1.3

    Id

    entify

    use

    ful so

    urc

    es o

    f in

    form

    atio

    n o

    n s

    imila

    r ev

    ents

    1.4

    Exp

    lain

    the

    import

    ance

    of

    keep

    ing u

    p t

    o d

    ate

    with c

    urr

    ent

    pra

    ctic

    e in

    ev

    ent

    pla

    nnin

    g

    1

    Under

    stan

    d h

    ow

    to

    rese

    arch

    eve

    nts

    1.5

    Exp

    lain

    the

    import

    ance

    of

    seek

    ing innova

    tion in e

    vent

    pla

    nnin

    g

    2.1

    D

    escr

    ibe

    the

    princi

    ple

    s an

    d m

    ethods

    of

    dev

    elopin

    g d

    etai

    led p

    lans

    for

    even

    ts

    2.2

    D

    escr

    ibe

    what

    a d

    etai

    led p

    lan s

    hould

    cove

    r

    2.3

    Exp

    lain

    the

    import

    ance

    of

    mak

    ing t

    he

    pla

    n c

    onsi

    sten

    t w

    ith t

    he

    ove

    rall

    goal

    s, o

    bje

    ctiv

    es,

    critic

    al s

    ucc

    ess

    fact

    ors

    and o

    ther

    req

    uirem

    ents

    for

    an e

    vent

    2.4

    D

    escr

    ibe

    typic

    al r

    equirem

    ents

    for

    even

    ts,

    incl

    udin

    g leg

    al a

    nd

    regula

    tory

    req

    uirem

    ents

    2.5

    G

    ive

    10 e

    xam

    ple

    s of

    the

    types

    of co

    ntingen

    cies

    that

    may

    occ

    ur

    with

    even

    ts

    2

    Under

    stan

    d t

    he

    pro

    cess

    of

    dev

    elopin

    g d

    etai

    led

    pla

    ns

    for

    an e

    vent

    2.6

    Exp

    lain

    how

    to p

    lan f

    or

    poss

    ible

    contingen

    cies

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    27

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    3.1

    D

    escr

    ibe

    met

    hods

    of

    allo

    cating p

    erso

    nnel

    and o

    ther

    res

    ourc

    es t

    o p

    lan

    com

    ponen

    ts

    3.2

    D

    escr

    ibe

    met

    hods

    of

    allo

    cating p

    hys

    ical

    res

    ourc

    es t

    o p

    lan c

    om

    ponen

    ts

    3

    Under

    stan

    d h

    ow

    to

    allo

    cate

    peo

    ple

    and

    reso

    urc

    es t

    o

    pla

    nned

    eve

    nt

    activi

    ties

    3.3

    D

    escr

    ibe

    met

    hods

    of

    allo

    cating f

    inan

    cial

    res

    ourc

    es t

    o p

    lan c

    om

    ponen

    ts

    4.1

    D

    escr

    ibe

    diffe

    rent

    met

    hods

    of

    pre

    senting p

    lans

    so t

    hat

    they

    can

    be

    easi

    ly im

    ple

    men

    ted

    4.2

    Exp

    lain

    the

    import

    ance

    of

    hav

    ing t

    he

    agre

    emen

    t an

    d s

    upport

    for

    all

    key

    stak

    ehold

    ers

    for

    your

    pro

    gra

    mm

    e pla

    ns

    4.3

    Id

    entify

    pla

    nnin

    g info

    rmat

    ion t

    hat

    nee

    ds

    to b

    e dis

    sem

    inat

    ed t

    o

    stak

    ehold

    ers

    4

    Under

    stan

    d t

    he

    pro

    cess

    of

    final

    isin

    g d

    etai

    led

    pla

    ns

    for

    even

    ts

    4.4

    D

    escr

    ibe

    the

    diffe

    rent

    met

    hods

    that

    can

    be

    use

    d t

    o d

    isse

    min

    ate

    even

    t pla

    ns

    to s

    take

    hold

    ers

    5.1

    D

    escr

    ibe

    the

    typic

    al r

    esponsi

    bili

    ties

    of

    an e

    vent

    org

    anis

    er a

    t th

    e pla

    nnin

    g s

    tage

    5.2

    D

    escr

    ibe

    how

    the

    even

    t org

    anis

    ers

    rol

    e re

    late

    s to

    the

    role

    s of

    oth

    ers

    in r

    elat

    ion t

    o p

    lannin

    g a

    n e

    vent

    5.3

    D

    escr

    ibe

    the

    mai

    n r

    esponsi

    bili

    ties

    of

    colle

    agues

    with w

    hom

    the

    even

    t pla

    nner

    will

    work

    when

    dev

    elopin

    g d

    etai

    led p

    lans

    5.4

    D

    escr

    ibe

    an o

    rgan

    isat

    ions

    pro

    cedure

    s in

    rel

    atio

    n t

    o d

    evel

    opin

    g

    det

    aile

    d p

    lans

    5

    Under

    stan

    d t

    he

    org

    anis

    atio

    nal

    co

    nte

    xt f

    or

    dev

    elopin

    g d

    etai

    led

    even

    t pla

    ns

    5.5

    D

    escr

    ibe

    an o

    rgan

    isat

    ions

    sty

    le a

    nd m

    ethods

    for

    dis

    trib

    uting p

    lannin

    g

    info

    rmat

    ion

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    28

    Lear

    ner

    nam

    e:_______________________________________________

    D

    ate:

    _____________________________

    Lear

    ner

    sig

    nat

    ure

    :____________________________________________

    D

    ate:

    _____________________________

    Ass

    esso

    r si

    gnat

    ure

    :___________________________________________

    D

    ate:

    _____________________________

    Inte

    rnal

    ver

    ifie

    r si

    gnat

    ure

    :______________________________________

    (i

    f sa

    mple

    d)

    Dat

    e:_____________________________

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

    29

    Unit 4: Understanding Health, Safety and Security at Events Sites

    Unit reference number: L/600/8552

    QCF level: 4

    Credit value: 5

    Guided learning hours: 40

    Unit aim

    The aim of this unit is to cover the knowledge and understanding that event organisers and temporary structures supervisors need to ensure health, safety and security at events sites.

    Unit assessment requirements/evidence requirements

    Evidence of knowledge and understanding must come from looking at health safety and security in two contrasting sectors.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    30

    Learn

    ing

    ou

    tco

    mes

    an

    d a

    ssess

    men

    t cr

    iteri

    a

    To p

    ass

    this

    unit,

    the

    lear

    ner

    nee

    ds

    to d

    emonst

    rate

    that

    they

    can

    mee

    t al

    l th

    e le

    arnin

    g o

    utc

    om

    es f

    or

    the

    unit.

    The

    asse

    ssm

    ent

    criter

    ia

    det

    erm

    ine

    the

    stan

    dar

    d r

    equired

    to a

    chie

    ve t

    he

    unit.

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    1.1

    Exp

    lain

    the

    thre

    e m

    ain r

    easo

    ns

    why

    hea

    lth a

    nd s

    afet

    y at

    work

    is

    import

    ant

    1.2

    Exp

    lain

    the

    import

    ance

    of

    hea

    lth a

    nd s

    afet

    y in

    the

    even

    ts/t

    empora

    ry

    stru

    cture

    s indust

    ry

    1.3

    Exp

    lain

    what

    may

    hap

    pen

    if

    hea

    lth a

    nd s

    afet

    y pro

    cedure

    s ar

    e not

    pro

    per

    ly im

    ple

    men

    ted

    1.4

    Id

    entify

    indust

    ry g

    uid

    elin

    es a

    nd g

    ood p

    ract

    ice

    on h

    ealth a

    nd s

    afet

    y

    1.5

    Id

    entify

    the

    mea

    nin

    g o

    f sa

    fety

    sig

    ns

    and s

    ymbols

    use

    d in t

    he

    indust

    ry

    1

    Under

    stan

    d h

    ealth

    and s

    afet

    y in

    the

    even

    ts indust

    ry

    1.6

    Exp

    lain

    site

    rule

    s, w

    elfa

    re f

    acili

    ties

    , m

    ust

    er p

    oin

    ts,

    fire

    poin

    ts,

    firs

    t ai

    d

    faci

    litie

    s, e

    mer

    gen

    cy c

    onta

    ct n

    um

    ber

    s, a

    cces

    s an

    d e

    gre

    ss a

    nd g

    ener

    al

    job b

    rief

    ing o

    n a

    typ

    ical

    eve

    nts

    site

    2.1

    Exp

    lain

    the

    emplo

    yers

    re

    sponsi

    bili

    ties

    and lia

    bili

    ties

    for

    hea

    lth a

    nd

    safe

    ty a

    t w

    ork

    2.2

    Exp

    lain

    eve

    ry e

    mplo

    yee

    s re

    sponsi

    bili

    ty a

    nd lia

    bili

    ties

    for

    hea

    lth a

    nd

    safe

    ty a

    t w

    ork

    2.3

    Exp

    lain

    a s

    ite

    super

    viso

    rs

    additio

    nal

    on-s

    ite

    resp

    onsi

    bili

    ties

    and

    liabili

    ties

    for

    hea

    lth a

    nd s

    afet

    y

    2

    Under

    stan

    d

    resp

    onsi

    bili

    ties

    and

    liabili

    ties

    for

    hea

    lth

    and s

    afet

    y at

    ev

    ents

    sites

    2.4

    Exp

    lain

    the

    hea

    lth a

    nd s

    afet

    y re

    sponsi

    bili

    ties

    and lia

    bili

    ties

    of

    oth

    er

    peo

    ple

    work

    ing o

    n s

    ite

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    31

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    3.1

    D

    escr

    ibe

    the

    step

    s in

    ris

    k as

    sess

    men

    t

    3.2

    Exp

    lain

    the

    diffe

    rence

    bet

    wee

    n gen

    eric

    an

    d dyn

    amic

    risk

    as

    sess

    men

    t an

    d t

    he

    import

    ance

    of

    each

    3.3

    D

    escr

    ibe

    the

    typic

    al h

    azar

    ds

    that

    may

    occ

    ur

    when

    work

    ing o

    n s

    ite,

    e.

    g.

    seve

    re w

    eath

    er,

    under

    gro

    und a

    nd o

    verh

    ead s

    ervi

    ces,

    trip a

    nd f

    all

    haz

    ards,

    etc

    3.4

    Exp

    lain

    the

    risk

    s as

    soci

    ated

    with e

    ach o

    f th

    ese

    haz

    ards

    3.5

    Exp

    lain

    how

    thes

    e risk

    s ca

    n b

    e el

    imin

    ated

    or

    contr

    olle

    d

    3

    Under

    stan

    d r

    isk

    asse

    ssm

    ent

    and

    contr

    ol on e

    vents

    si

    tes

    3.6

    Exp

    lain

    what

    a m

    ethod s

    tate

    men

    t is

    and w

    hy

    it is

    import

    ant

    4.1

    D

    escr

    ibe

    the

    diffe

    rent

    types

    of peo

    ple

    who m

    ay c

    arry

    out

    on-s

    ite

    hea

    lth a

    nd s

    afet

    y in

    spec

    tions

    and t

    he

    pow

    ers

    of

    each

    4

    Under

    stan

    d h

    ealth

    and s

    afet

    y in

    spec

    tion

    pro

    cedure

    s at

    ev

    ents

    sites

    4.2

    Exp

    lain

    the

    effe

    cts

    of

    each

    of

    the

    follo

    win

    g:

    A P

    rohib

    itio

    n N

    otice

    An I

    mpro

    vem

    ent

    Notice

    5.1

    Exp

    lain

    the

    import

    ance

    of

    on-s

    ite

    secu

    rity

    5.2

    Exp

    lain

    what

    can

    hap

    pen

    if

    on-s

    ite

    secu

    rity

    pro

    cedure

    s ar

    e not

    pro

    per

    ly im

    ple

    men

    ted

    5

    Under

    stan

    d

    secu

    rity

    pro

    cedure

    s at

    eve

    nts

    sites

    5.3

    D

    escr

    ibe

    typic

    al o

    n-s

    ite

    secu

    rity

    pro

    ble

    ms

    and w

    ays

    of

    dea

    ling w

    ith

    thes

    e

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    32

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    6.1

    D

    escr

    ibe

    the

    typic

    al e

    mer

    gen

    cies

    that

    may

    occ

    ur

    on e

    vents

    /tem

    pora

    ry

    stru

    cture

    s si

    tes

    6.2

    Exp

    lain

    the

    pro

    cedure

    s to

    follo

    w in r

    esponse

    to t

    he

    typic

    al

    emer

    gen

    cies

    on e

    vents

    sites

    6.3

    D

    escr

    ibe

    the

    pro

    cedure

    s fo

    r re

    por

    ting a

    ccid

    ents

    and inci

    den

    ts

    6

    Under

    stan

    d

    emer

    gen

    cy

    pro

    cedure

    s at

    ev

    ents

    sites

    6.4

    Exp

    lain

    why

    report

    ing p

    roce

    dure

    s fo

    r ac

    ciden

    ts a

    nd e

    mer

    gen

    cies

    are

    im

    port

    ant

    7.1

    Exp

    lain

    how

    to e

    nco

    ura

    ge

    staf

    f to

    mak

    e hea

    lth,

    safe

    ty a

    nd s

    ecurity

    priorities

    in t

    hei

    r w

    ork

    7.2

    Exp

    lain

    how

    to b

    ehav

    e on s

    ite

    to r

    einfo

    rce

    mes

    sages

    about

    hea

    lth,

    safe

    ty a

    nd s

    ecurity

    7.3

    D

    escr

    ibe

    how

    to m

    onitor

    a si

    te a

    nd t

    he

    work

    tak

    ing p

    lace

    to m

    ake

    sure

    hea

    lth,

    safe

    ty a

    nd s

    ecurity

    pro

    cedure

    s ar

    e bei

    ng f

    ollo

    wed

    7

    Under

    stan

    d h

    ow

    to

    mai

    nta

    in h

    ealth,

    safe

    ty a

    nd s

    ecurity

    on e

    vents

    sites

    7.4

    Exp

    lain

    how

    to c

    om

    munic

    ate

    info

    rmat

    ion a

    bout

    hea

    lth,

    safe

    ty a

    nd

    secu

    rity

    to y

    our

    staf

    f an

    d o

    ther

    rel

    evan

    t peo

    ple

    8.1

    Exp

    lain

    the

    import

    ance

    of

    continuous

    impro

    vem

    ent

    in r

    elat

    ion t

    o o

    n-

    site

    hea

    lth,

    safe

    ty a

    nd s

    ecurity

    8

    Under

    stan

    d h

    ow

    to

    impro

    ve h

    ealth,

    safe

    ty a

    nd s

    ecurity

    on e

    vents

    sites

    8.2

    Id

    entify

    the

    peo

    ple

    you c

    an w

    ork

    with t

    o h

    elp im

    pro

    ve o

    n-s

    ite

    hea

    lth,

    safe

    ty a

    nd s

    ecurity

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    33

    Lear

    ner

    nam

    e:_______________________________________________

    D

    ate:

    _____________________________

    Lear

    ner

    sig

    nat

    ure

    :____________________________________________

    D

    ate:

    _____________________________

    Ass

    esso

    r si

    gnat

    ure

    :___________________________________________

    D

    ate:

    _____________________________

    Inte

    rnal

    ver

    ifie

    r si

    gnat

    ure

    :______________________________________

    (i

    f sa

    mple

    d)

    Dat

    e:_____________________________

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

    34

    Unit 5: Understanding Event Setup and Breakdown

    Unit reference number: R/600/8553

    QCF level: 3

    Credit value: 3

    Guided learning hours: 17

    Unit aim

    The aim of this unit is to cover the knowledge and understanding event organisers need to be able to oversee the setup and breakdown of an event.

    Unit assessment requirements/evidence requirements

    Evidence of this knowledge and understanding must come from looking at event setup and breakdown in two contrasting sectors.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    35

    Learn

    ing

    ou

    tco

    mes

    an

    d a

    ssess

    men

    t cr

    iteri

    a

    To p

    ass

    this

    unit,

    the

    lear

    ner

    nee

    ds

    to d

    emonst

    rate

    that

    they

    can

    mee

    t al

    l th

    e le

    arnin

    g o

    utc

    om

    es f

    or

    the

    unit.

    The

    asse

    ssm

    ent

    criter

    ia

    det

    erm

    ine

    the

    stan

    dar

    d r

    equired

    to a

    chie

    ve t

    he

    unit.

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    1.1

    Exp

    lain

    the

    import

    ance

    of

    man

    agin

    g s

    etup a

    nd b

    reak

    dow

    n e

    ffec

    tive

    ly

    1.2

    Exp

    lain

    the

    mai

    n s

    tages

    invo

    lved

    in s

    etup a

    nd b

    reak

    dow

    n

    1.3

    Exp

    lain

    the

    import

    ance

    of

    hav

    ing c

    lear

    pla

    ns

    for

    setu

    p a

    nd b

    reak

    dow

    n

    1.4

    Exp

    lain

    why

    it is

    import

    ant

    to f

    ollo

    w p

    lans

    for

    setu

    p a

    nd b

    reak

    dow

    n a

    s ag

    reed

    1.5

    D

    escr

    ibe

    the

    info

    rmat

    ion n

    eeded

    about

    even

    t pla

    ns

    and r

    esourc

    es t

    o

    man

    age

    setu

    p a

    nd b

    reak

    dow

    n

    1.6

    D

    escr

    ibe

    the

    mai

    n c

    ontr

    actu

    al o

    blig

    atio

    ns

    rele

    vant

    to s

    etup a

    nd

    bre

    akdow

    n

    1.7

    D

    escr

    ibe

    the

    mai

    n h

    ealth a

    nd s

    afet

    y re

    quirem

    ents

    rel

    evan

    t to

    set

    up

    and b

    reak

    dow

    n

    1.8

    D

    escr

    ibe

    five

    typ

    ical

    pro

    ble

    ms

    that

    may

    occ

    ur

    during s

    etup a

    nd

    bre

    akdow

    n

    1.9

    Exp

    lain

    how

    to r

    espond t

    o f

    ive

    typic

    al p

    roble

    ms

    that

    may

    occ

    ur

    during

    setu

    p a

    nd b

    reak

    dow

    n

    1.1

    0

    Exp

    lain

    the

    import

    ance

    of

    chec

    king r

    esourc

    es d

    uring s

    etup a

    nd

    bre

    akdow

    n

    1

    Under

    stan

    d h

    ow

    to

    ove

    rsee

    the

    setu

    p

    and b

    reak

    dow

    n o

    f an

    eve

    nt

    1.1

    1

    Exp

    lain

    how

    to e

    nsu

    re t

    he

    pro

    per

    chec

    king o

    f re

    sourc

    es d

    uring s

    etup

    and b

    reak

    dow

    n

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    36

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    2.1

    D

    escr

    ibe

    the

    role

    s of

    peo

    ple

    who w

    ill b

    e in

    volv

    ed in s

    etup a

    nd

    bre

    akdow

    n

    2.2

    Exp

    lain

    the

    import

    ance

    of

    pre

    senting a

    posi

    tive

    im

    age

    of

    ones

    elf

    and

    one

    s org

    anis

    atio

    n d

    uring s

    etup a

    nd b

    reak

    dow

    n

    2.3

    D

    escr

    ibe

    a ra

    nge

    of

    way

    s of

    pre

    senting a

    posi

    tive

    im

    age

    of

    ones

    elf

    and o

    ne

    s org

    anis

    atio

    n d

    uring s

    etup a

    nd b

    reak

    dow

    n

    2.4

    D

    efin

    e w

    hat

    is

    mea

    nt

    by

    cust

    om

    er in

    the

    conte

    xt o

    f se

    ttin

    g u

    p a

    nd

    bre

    akin

    g d

    ow

    n a

    n e

    vent

    2.5

    Exp

    lain

    how

    to p

    rovi

    de

    optim

    um

    lev

    els

    of

    cust

    om

    er s

    ervi

    ce d

    uring

    setu

    p a

    nd b

    reak

    dow

    n

    2.6

    Exp

    lain

    the

    typic

    al r

    ange

    of

    inte

    rnal

    and e

    xter

    nal

    cust

    om

    ers

    in t

    he

    conte

    xt o

    f se

    tup a

    nd b

    reak

    dow

    n

    2.7

    Id

    entify

    who n

    eeds

    to b

    e co

    mm

    unic

    ated

    with d

    uring s

    etup a

    nd

    bre

    akdow

    n

    2.8

    Exp

    lain

    the

    import

    ance

    of

    brief

    ing a

    nd d

    ebrief

    ing p

    erso

    nnel

    during

    setu

    p a

    nd b

    reak

    dow

    n

    2

    Under

    stan

    d h

    ow

    to

    work

    effec

    tive

    ly

    with o

    ther

    s during

    the

    setu

    p a

    nd

    bre

    akdow

    n o

    f an

    ev

    ent

    2.9

    D

    escr

    ibe

    how

    to b

    rief

    and d

    ebrief

    per

    sonnel

    eff

    ective

    ly

    Lear

    ner

    nam

    e:_______________________________________________

    D

    ate:

    _____________________________

    Lear

    ner

    sig

    nat

    ure

    :____________________________________________

    D

    ate:

    _____________________________

    Ass

    esso

    r si

    gnat

    ure

    :___________________________________________

    D

    ate:

    _____________________________

    Inte

    rnal

    ver

    ifie

    r si

    gnat

    ure

    :______________________________________

    (i

    f sa

    mple

    d)

    Dat

    e:_____________________________

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

    37

    Unit 6: Understanding How to Manage the Running of an Event

    Unit reference number: Y/600/8554

    QCF level: 4

    Credit value: 4

    Guided learning hours: 25

    Unit aim

    The aim of this unit is to cover the knowledge and understanding that event organisers need to manage the running of an event.

    Unit assessment requirements/evidence requirements

    Evidence of this knowledge and understanding must come from looking at event evaluations in two contrasting sectors.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    38

    Learn

    ing

    ou

    tco

    mes

    an

    d a

    ssess

    men

    t cr

    iteri

    a

    To p

    ass

    this

    unit,

    the

    lear

    ner

    nee

    ds

    to d

    emonst

    rate

    that

    they

    can

    mee

    t al

    l th

    e le

    arnin

    g o

    utc

    om

    es f

    or

    the

    unit.

    The

    asse

    ssm

    ent

    criter

    ia

    det

    erm

    ine

    the

    stan

    dar

    d r

    equired

    to a

    chie

    ve t

    he

    unit.

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    1.1

    Exp

    lain

    the

    import

    ance

    of

    follo

    win

    g a

    gre

    ed p

    lans

    for

    an e

    vent

    1.2

    D

    escr

    ibe

    the

    pro

    cess

    es u

    sed t

    o m

    onitor

    the

    runnin

    g o

    f an

    eve

    nt

    1.3

    Exp

    lain

    why

    it is

    import

    ant

    to p

    rovi

    de

    auth

    orisa

    tion f

    or

    each

    sta

    ge

    of

    an e

    vent

    1

    Under

    stan

    d h

    ow

    to

    man

    age

    the

    runnin

    g o

    f an

    ev

    ent

    1.4

    D

    escr

    ibe

    the

    pro

    cess

    es t

    hey

    should

    follo

    w t

    o p

    rovi

    de

    auth

    orisa

    tion f

    or

    diffe

    rent

    stag

    es o

    f an

    eve

    nt

    to g

    o a

    hea

    d

    2.1

    D

    escr

    ibe

    the

    typic

    al m

    anag

    emen

    t ar

    rangem

    ents

    for

    an e

    vent

    2.2

    D

    escr

    ibe

    the

    role

    s an

    d r

    esponsi

    bili

    ties

    of

    peo

    ple

    invo

    lved

    in t

    he

    man

    agem

    ent

    arra

    ngem

    ents

    for

    an e

    vent,

    incl

    udin

    g e

    xter

    nal

    org

    anis

    atio

    ns

    2.3

    Exp

    lain

    the

    import

    ance

    of

    effe

    ctiv

    e co

    mm

    unic

    atio

    n d

    uring a

    n e

    vent

    2.4

    Exp

    lain

    the

    pro

    cess

    es t

    o u

    se t

    o c

    om

    munic

    ate

    during a

    n e

    vent

    2.5

    D

    escr

    ibe

    the

    princi

    ple

    s of

    effe

    ctiv

    e le

    ader

    ship

    during a

    n e

    vent

    2

    Under

    stan

    d h

    ow

    to

    work

    with o

    ther

    s w

    hen

    man

    agin

    g a

    n

    even

    t

    2.6

    Exp

    lain

    the

    import

    ance

    of

    effe

    ctiv

    e le

    ader

    ship

    during a

    n e

    vent

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    39

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    3.1

    Id

    entify

    the

    typic

    al t

    ypes

    of

    pro

    ble

    ms

    that

    may

    occ

    ur

    during a

    n e

    vent

    3.2

    Exp

    lain

    how

    to r

    espond e

    ffec

    tive

    ly t

    o p

    roble

    ms

    that

    may

    occ

    ur

    during

    the

    runnin

    g o

    f an

    eve

    nt

    3.3

    Exp

    lain

    why

    its

    im

    port

    ant

    to m

    anag

    e ch

    ange

    during a

    n e

    vent

    3.4

    Exp

    lain

    the

    pro

    cess

    es invo

    lved

    in c

    han

    ge

    man

    agem

    ent

    3.5

    Exp

    lain

    why

    it is

    import

    ant

    to c

    om

    munic

    ate

    any

    chan

    ges

    and

    dev

    elopm

    ents

    during a

    n e

    vent

    3

    Under

    stan

    d h

    ow

    to

    dea

    l w

    ith p

    roble

    ms

    and m

    anag

    e ch

    ange

    during a

    n

    even

    t

    3.6

    Exp

    lain

    the

    pro

    cess

    es t

    o f

    ollo

    w t

    o c

    om

    munic

    ate

    chan

    ges

    and

    dev

    elopm

    ents

    during a

    n e

    vent

    Lear

    ner

    nam

    e:_______________________________________________

    D

    ate:

    _____________________________

    Lear

    ner

    sig

    nat

    ure

    :____________________________________________

    D

    ate:

    _____________________________

    Ass

    esso

    r si

    gnat

    ure

    :___________________________________________

    D

    ate:

    _____________________________

    Inte

    rnal

    ver

    ifie

    r si

    gnat

    ure

    :______________________________________

    (i

    f sa

    mple

    d)

    Dat

    e:_____________________________

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

    40

    Unit 7: Understanding Event Evaluation and Reporting

    Unit reference number: D/600/8555

    QCF level: 3

    Credit value: 3

    Guided learning hours: 18

    Unit aim

    The aim of this unit is to cover the knowledge and understanding that event managers need to be able to evaluate the success of an event and provide a report for colleagues and other stakeholders.

    Unit assessment requirements/evidence requirements

    Evidence of this knowledge and understanding must come from looking at event evaluations in two contrasting sectors.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    41

    Learn

    ing

    ou

    tco

    mes

    an

    d a

    ssess

    men

    t cr

    iteri

    a

    To p

    ass

    this

    unit,

    the

    lear

    ner

    nee

    ds

    to d

    emonst

    rate

    that

    they

    can

    mee

    t al

    l th

    e le

    arnin

    g o

    utc

    om

    es f

    or

    the

    unit.

    The

    asse

    ssm

    ent

    criter

    ia

    det

    erm

    ine

    the

    stan

    dar

    d r

    equired

    to a

    chie

    ve t

    he

    unit.

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    1.1

    Exp

    lain

    the

    import

    ance

    of

    eval

    uat

    ing a

    nd r

    eport

    ing o

    n a

    n e

    vent

    1.2

    Exp

    lain

    the

    role

    that

    eva

    luat

    ion p

    lays

    in c

    ontinuous

    per

    form

    ance

    im

    pro

    vem

    ent

    for

    thei

    r ow

    n o

    rgan

    isat

    ion a

    nd f

    or

    oth

    er s

    take

    hold

    ers

    1.3

    D

    escr

    ibe

    the

    princi

    ple

    s an

    d m

    ethods

    invo

    lved

    in e

    valu

    atio

    n

    1

    Under

    stan

    d t

    he

    princi

    ple

    s of

    eval

    uat

    ing a

    n

    even

    t

    1.4

    Exp

    lain

    why

    it is

    import

    ant

    to iden

    tify

    and u

    se c

    ritica

    l su

    cces

    s fa

    ctors

    w

    hen

    eva

    luat

    ing e

    vents

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    42

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    2.1

    D

    escr

    ibe

    the

    spec

    ific

    pro

    cess

    es invo

    lved

    in e

    valu

    atin

    g e

    vents

    in t

    hei

    r se

    ctor

    2.2

    Id

    entify

    the

    mai

    n r

    elev

    ant

    legal

    and r

    egula

    tory

    req

    uirem

    ents

    that

    ap

    ply

    to t

    he

    eval

    uat

    ion o

    f ev

    ents

    in t

    hei

    r se

    ctor

    2.3

    Exp

    lain

    how

    to c

    hoose

    fin

    anci

    al a

    nd n

    on-f

    inan

    cial

    critica

    l su

    cces

    s fa

    ctors

    2.4

    D

    escr

    ibe

    the

    mai

    n info

    rmat

    ion s

    ourc

    es t

    hat

    can

    be

    use

    d t

    o e

    valu

    ate

    an e

    vent

    2.5

    Exp

    lain

    how

    to a

    cces

    s re

    leva

    nt

    info

    rmat

    ion s

    ourc

    es

    2.6

    Exp

    lain

    why

    it is

    import

    ant

    to v

    erify

    info

    rmat

    ion u

    sed f

    or

    eval

    uat

    ion

    2.7

    D

    escr

    ibe

    how

    to v

    erify

    info

    rmat

    ion s

    ourc

    es

    2.8

    D

    escr

    ibe

    the

    diffe

    rent

    types

    of

    info

    rmat

    ion t

    hat

    can

    be

    use

    d a

    nd t

    hei

    r re

    lative

    val

    ue

    to a

    n e

    valu

    atio

    n

    2

    Under

    stan

    d h

    ow

    to

    eval

    uat

    e an

    eve

    nt

    2.9

    Exp

    lain

    the

    pro

    cess

    es for

    colla

    ting a

    nd a

    nal

    ysin

    g e

    vent

    info

    rmat

    ion

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    43

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    3.1

    D

    escr

    ibe

    the

    key

    com

    ponen

    ts t

    hat

    should

    appea

    r in

    an e

    valu

    atio

    n

    report

    3.2

    Exp

    lain

    who e

    valu

    atio

    n r

    eport

    s sh

    ould

    be

    dis

    sem

    inat

    ed t

    o

    3.3

    Exp

    lain

    how

    to d

    isse

    min

    ate

    eval

    uat

    ion r

    eport

    s

    3.4

    Exp

    lain

    the

    import

    ance

    of

    confiden

    tial

    ity

    3.5

    Id

    entify

    what

    typ

    es o

    f in

    form

    atio

    n m

    ight

    be

    confiden

    tial

    3

    Under

    stan

    d h

    ow

    to

    report

    on t

    he

    eval

    uat

    ion o

    f an

    ev

    ent

    3.6

    D

    escr

    ibe

    how

    to t

    reat

    confiden

    tial

    info

    rmat

    ion

    4.1

    D

    escr

    ibe

    the

    exte

    nt

    of

    thei

    r ow

    n r

    esponsi

    bili

    ties

    for

    eval

    uat

    ion

    4.2

    D

    escr

    ibe

    how

    thei

    r ro

    le r

    elat

    es t

    o t

    he

    role

    s of

    oth

    ers

    in y

    our

    org

    anis

    atio

    n

    4

    Under

    stan

    d t

    he

    org

    anis

    atio

    nal

    co

    nte

    xt f

    or

    eval

    uat

    ing a

    nd

    report

    ing o

    n t

    he

    succ

    ess

    of

    an

    even

    t

    4.3

    D

    escr

    ibe

    the

    mai

    n r

    esponsi

    bili

    ties

    of

    colle

    agues

    when

    eva

    luat

    ing a

    n

    even

    t an

    d o

    ther

    org

    anis

    atio

    ns

    with w

    hom

    they

    can

    lia

    ise

    Lear

    ner

    nam

    e:_______________________________________________

    D

    ate:

    _____________________________

    Lear

    ner

    sig

    nat

    ure

    :____________________________________________

    D

    ate:

    _____________________________

    Ass

    esso

    r si

    gnat

    ure

    :___________________________________________

    D

    ate:

    _____________________________

    Inte

    rnal

    ver

    ifie

    r si

    gnat

    ure

    :______________________________________

    (i

    f sa

    mple

    d)

    Dat

    e:_____________________________

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

    44

    Unit 8: Understanding Working Relationships in the Events Industry

    Unit reference number: H/600/8556

    QCF level: 3

    Credit value: 4

    Guided learning hours: 24

    Unit aim

    The aim of this unit is to cover the knowledge and understanding that event managers need to be able to develop working relationships with colleagues and stakeholders.

    Unit assessment requirements/evidence requirements

    Evidence of knowledge and understanding must come from looking at events in two contrasting sectors.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    45

    Learn

    ing

    ou

    tco

    mes

    an

    d a

    ssess

    men

    t cr

    iteri

    a

    To p

    ass

    this

    unit,

    the

    lear

    ner

    nee

    ds

    to d

    emonst

    rate

    that

    they

    can

    mee

    t al

    l th

    e le

    arnin

    g o

    utc

    om

    es f

    or

    the

    unit.

    The

    asse

    ssm

    ent

    criter

    ia

    det

    erm

    ine

    the

    stan

    dar

    d r

    equired

    to a

    chie

    ve t

    he

    unit.

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    1.1

    D

    escr

    ibe

    the

    types

    of

    colle

    agues

    with w

    hom

    an e

    vents

    co-o

    rdin

    ator

    work

    s

    1.2

    Exp

    lain

    the

    diffe

    rent

    role

    s an

    d r

    esponsi

    bili

    ties

    that

    diffe

    rent

    colle

    agues

    hav

    e

    1.3

    Exp

    lain

    the

    conce

    pt

    of

    sta

    kehold

    er in

    the

    conte

    xt o

    f an

    eve

    nt

    1.4

    D

    escr

    ibe

    the

    diffe

    rent

    types

    of

    stak

    ehold

    ers

    that

    mig

    ht

    be

    rele

    vant

    to

    an e

    vent

    1.5

    Eva

    luat

    e th

    e in

    tere

    sts

    that

    diffe

    rent

    stak

    ehold

    ers

    may

    hav

    e in

    an

    even

    t

    1.6

    Exp

    lain

    the

    import

    ance

    of

    mai

    nta

    inin

    g e

    ffec

    tive

    work

    ing r

    elat

    ionsh

    ips

    with c

    olle

    agues

    1

    Under

    stan

    d t

    he

    valu

    e of

    work

    ing

    rela

    tionsh

    ips

    with

    colle

    agues

    and

    stak

    ehold

    ers

    during t

    he

    pla

    nnin

    g

    and c

    o-o

    rdin

    atio

    n

    of

    an e

    vent

    1.7

    Exp

    lain

    the

    import

    ance

    of

    mai

    nta

    inin

    g e

    ffec

    tive

    work

    ing r

    elat

    ionsh

    ips

    with s

    take

    hold

    ers

    2.1

    Exp

    lain

    how

    to iden

    tify

    whic

    h c

    olle

    agues

    and s

    take

    hold

    ers

    an e

    vent

    org

    anis

    er m

    ay n

    eed t

    o w

    ork

    with

    2.2

    D

    escr

    ibe

    how

    to m

    ake

    conta

    ct w

    ith r

    elev

    ant

    colle

    agues

    and

    stak

    ehold

    ers

    2

    Under

    stan

    d h

    ow

    to

    esta

    blis

    h w

    ork

    ing

    rela

    tionsh

    ips

    with

    colle

    agues

    and

    stak

    ehold

    ers

    during t

    he

    pla

    nnin

    g

    and c

    o-o

    rdin

    atio

    n

    of

    an e

    vent

    2.3

    D

    escr

    ibe

    how

    to a

    gre

    e w

    ork

    ing a

    rran

    gem

    ents

    and c

    om

    munic

    atio

    n

    met

    hods

    with c

    olle

    agues

    and s

    take

    hold

    ers

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    46

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    3.1

    Exp

    lain

    the

    import

    ance

    of

    effe

    ctiv

    e co

    mm

    unic

    atio

    n w

    ith c

    olle

    agues

    an

    d s

    take

    hold

    ers

    3.2

    Exp

    lain

    the

    import

    ance

    of

    resp

    ecting t

    he

    role

    s an

    d r

    esponsi

    bili

    ties

    of

    diffe

    rent

    colle

    agues

    and s

    take

    hold

    ers

    3.3

    Exp

    lain

    the

    import

    ance

    of

    under

    stan

    din

    g t

    he

    expec

    tations

    of

    colle

    agues

    and s

    take

    hold

    ers

    3.4

    Exp

    lain

    the

    import

    ance

    of

    fulfill

    ing o

    wn c

    om

    mitm

    ents

    to c

    olle

    agues

    an

    d s

    take

    hold

    ers

    3.5

    D

    escr

    ibe

    situ

    atio

    ns

    in w

    hic

    h c

    onflic

    ts o

    f in

    tere

    st m

    ay o

    ccur

    with

    colle

    agues

    and s

    take

    hold

    ers

    3.6

    Exp

    lain

    how

    to r

    esolv

    e co

    nflic

    ts o

    f in

    tere

    st w

    ith c

    olle

    agues

    and

    stak

    ehold

    ers

    3.7

    Exp

    lain

    the

    import

    ance

    of

    consu

    ltat

    ion w

    ith c

    olle

    agues

    and

    stak

    ehold

    ers

    prior

    to m

    akin

    g d

    ecis

    ions

    that

    affec

    t th

    em

    3

    Under

    stan

    d h

    ow

    to

    mai

    nta

    in e

    ffec

    tive

    w

    ork

    ing

    rela

    tionsh

    ips

    with

    colle

    agues

    and

    stak

    ehold

    ers

    3.8

    D

    escr

    ibe

    how

    to c

    onsu

    lt w

    ith c

    olle

    agues

    and s

    take

    hold

    ers

    on r

    elev

    ant

    dec

    isio

    ns

    4.1

    Exp

    lain

    the

    import

    ance

    of

    revi

    ewin

    g w

    ork

    ing r

    elat

    ionsh

    ips

    with

    colle

    agues

    and s

    take

    hold

    ers

    4.2

    D

    escr

    ibe

    how

    to m

    onitor

    and r

    evie

    w t

    he

    effe

    ctiv

    enes

    s of

    work

    ing

    rela

    tionsh

    ips

    with c

    olle

    agues

    and s

    take

    hold

    ers

    4.3

    Exp

    lain

    how

    to s

    eek

    feed

    bac

    k fr

    om

    , an

    d p

    rovi

    de

    feed

    bac

    k to

    , re

    leva

    nt

    colle

    agues

    and s

    take

    hold

    ers

    to iden

    tify

    are

    as f

    or

    impro

    vem

    ent

    4

    Under

    stan

    d h

    ow

    to

    revi

    ew w

    ork

    ing

    rela

    tionsh

    ips

    with

    colle

    agues

    and

    stak

    ehold

    ers

    4.4

    D

    escr

    ibe

    the

    types

    of

    wid

    er d

    evel

    opm

    ents

    that

    may

    occ

    ur

    whic

    h

    mig

    ht

    be

    of

    pote

    ntial

    inte

    rest

    or

    conce

    rn t

    o s

    take

    hold

    ers

    in t

    he

    futu

    re

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    47

    Lear

    ner

    nam

    e:_______________________________________________

    D

    ate:

    _____________________________

    Lear

    ner

    sig

    nat

    ure

    :____________________________________________

    D

    ate:

    _____________________________

    Ass

    esso

    r si

    gnat

    ure

    :___________________________________________

    D

    ate:

    _____________________________

    Inte

    rnal

    ver

    ifie

    r si

    gnat

    ure

    :______________________________________

    (i

    f sa

    mple

    d)

    Dat

    e:_____________________________

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

    48

    Unit 9: Researching and Reporting Information to Plan and Organise an Event

    Unit reference number: K/600/8557

    QCF level: 3

    Credit value: 7

    Guided learning hours: 57

    Unit aim

    The aim of this unit is to cover the competence and skills that event organisers need to be able to research and report information to plan and organise an event.

    Unit assessment requirements/evidence requirements

    This unit assesses occupational competence. Evidence for this unit must come from the learners consistent achievement in the workplace, involving the running of at least three events.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    49

    Learn

    ing

    ou

    tco

    mes

    an

    d a

    ssess

    men

    t cr

    iteri

    a

    To p

    ass

    this

    unit,

    the

    lear

    ner

    nee

    ds

    to d

    emonst

    rate

    that

    they

    can

    mee

    t al

    l th

    e le

    arnin

    g o

    utc

    om

    es f

    or

    the

    unit.

    The

    asse

    ssm

    ent

    criter

    ia

    det

    erm

    ine

    the

    stan

    dar

    d r

    equired

    to a

    chie

    ve t

    he

    unit.

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    1.1

    Id

    entify

    the

    aim

    s an

    d o

    bje

    ctiv

    es o

    f th

    e re

    sear

    ch

    1.2

    Agre

    e dea

    dlin

    es f

    or

    the

    rese

    arch

    1.3

    Id

    entify

    rel

    evan

    t so

    urc

    es o

    f in

    form

    atio

    n

    1.4

    Res

    earc

    h a

    nd o

    bta

    in t

    he

    required

    info

    rmat

    ion

    1.5

    Chec

    k th

    e va

    lidity

    and r

    elia

    bili

    ty o

    f th

    e in

    form

    atio

    n

    1.6

    M

    eet

    the

    aim

    s, o

    bje

    ctiv

    es a

    nd d

    eadlin

    es f

    or

    the

    rese

    arch

    1.7

    Rec

    ord

    the

    info

    rmat

    ion o

    bta

    ined

    1

    Be

    able

    to r

    esea

    rch

    info

    rmat

    ion t

    o

    assi

    st t

    he

    pla

    nnin

    g

    and o

    rgan

    isat

    ion o

    f an

    eve

    nt

    1.8

    M

    ainta

    in a

    rec

    ord

    of

    the

    info

    rmat

    ion s

    ourc

    es u

    sed

    2.1

    O

    rgan

    ise

    rese

    arch

    ed info

    rmat

    ion in a

    way

    that

    will

    ass

    ist

    anal

    ysis

    2.2

    Exa

    min

    e, inte

    rpre

    t an

    d e

    xtra

    ct t

    he

    info

    rmat

    ion r

    equired

    2.3

    Pre

    sent

    info

    rmat

    ion in t

    he

    form

    at r

    equired

    2

    Be

    able

    to a

    nal

    yse

    and r

    eport

    in

    form

    atio

    n t

    o

    assi

    st t

    he

    pla

    nnin

    g

    and o

    rgan

    isat

    ion o

    f an

    eve

    nt

    2.4

    See

    k fe

    edbac

    k on t

    he

    report

    and m

    ake

    adju

    stm

    ents

    as

    nec

    essa

    ry

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    50

    Lear

    ner

    nam

    e:_______________________________________________

    D

    ate:

    _____________________________

    Lear

    ner

    sig

    nat

    ure

    :____________________________________________

    D

    ate:

    _____________________________

    Ass

    esso

    r si

    gnat

    ure

    :___________________________________________

    D

    ate:

    _____________________________

    Inte

    rnal

    ver

    ifie

    r si

    gnat

    ure

    :______________________________________

    (i

    f sa

    mple

    d)

    Dat

    e:_____________________________

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

    51

    Unit 10: Operational Event Planning

    Unit reference number: M/600/8558

    QCF level: 3

    Credit value: 8

    Guided learning hours: 60

    Unit aim

    The aim of this unit is to cover the competence that event organisers need to be able to develop detailed plans for events.

    Unit assessment requirements/evidence requirements

    This unit assesses occupational competence. Evidence for this unit must come from the learners consistent achievement in the workplace, involving the running of at least three events.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    52

    Learn

    ing

    ou

    tco

    mes

    an

    d a

    ssess

    men

    t cr

    iteri

    a

    To p

    ass

    this

    unit,

    the

    lear

    ner

    nee

    ds

    to d

    emonst

    rate

    that

    they

    can

    mee

    t al

    l th

    e le

    arnin

    g o

    utc

    om

    es f

    or

    the

    unit.

    The

    asse

    ssm

    ent

    criter

    ia

    det

    erm

    ine

    the

    stan

    dar

    d r

    equired

    to a

    chie

    ve t

    he

    unit.

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    1.1

    Anal

    yse

    the

    scope,

    busi

    nes

    s pla

    n a

    nd c

    ritica

    l pat

    h f

    or

    the

    even

    t

    1.2

    Res

    earc

    h p

    lans

    for

    sim

    ilar

    even

    ts

    1

    Be

    able

    to r

    esea

    rch

    info

    rmat

    ion t

    o

    pre

    par

    e pla

    ns

    for

    an e

    vent

    1.3

    Id

    entify

    opport

    unitie

    s fo

    r in

    nova

    tion,

    as a

    ppro

    priat

    e to

    the

    nat

    ure

    of

    the

    even

    t

    2.1

    D

    evel

    op d

    etai

    led p

    lans

    that

    mee

    t th

    e ag

    reed

    goal

    s an

    d o

    bje

    ctiv

    es a

    nd

    build

    on s

    ucc

    essf

    ul ev

    ents

    2.2

    Ensu

    re t

    he

    pla

    ns

    are

    dev

    eloped

    wel

    l in

    adva

    nce

    of

    the

    even

    t

    2.3

    Pr

    esen

    t th

    e pla

    ns

    in w

    ays

    that

    can

    eas

    ily b

    e im

    ple

    men

    ted b

    y st

    aff

    and

    inte

    rpre

    ted b

    y co

    ntr

    ibuto

    rs a

    nd c

    ust

    om

    ers

    2.4

    Pl

    an f

    or

    poss

    ible

    contingen

    cies

    2

    Be

    able

    to p

    repar

    e dra

    ft d

    etai

    led p

    lans

    for

    an e

    vent

    2.5

    Com

    munic

    ate

    rele

    vant

    info

    rmat

    ion a

    bout

    the

    pla

    ns

    to c

    ontr

    ibuto

    rs

    and p

    erso

    nnel

    3.1

    Allo

    cate

    role

    s to

    eve

    nt

    per

    sonnel

    as

    appro

    priat

    e to

    thei

    r re

    sponsi

    bili

    ties

    and s

    kills

    3.2

    Allo

    cate

    phys

    ical

    res

    ourc

    es t

    o t

    he

    pla

    ns

    that

    mak

    e bes

    t use

    of

    what

    is

    avai

    lable

    3

    Be

    able

    to a

    lloca

    te

    peo

    ple

    and

    reso

    urc

    es t

    o e

    vent

    pla

    ns

    3.3

    Allo

    cate

    appro

    priat

    e finan

    cial

    res

    ourc

    es t

    o t

    he

    pla

    ns

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    53

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    4.1

    Ensu

    re t

    hat

    all

    contr

    ibuto

    r an

    d c

    ust

    om

    er n

    eeds

    and e

    xpec

    tations

    are

    met

    4.2

    Ensu

    re t

    he

    pla

    ns

    mee

    t le

    gal

    and r

    egula

    tory

    req

    uirem

    ents

    4

    Be

    able

    to f

    inal

    ise

    pla

    ns

    for

    even

    ts

    4.3

    O

    bta

    in t

    he

    support

    of

    key

    colle

    agues

    and s

    take

    hold

    ers

    for

    the

    pla

    ns

    Lear

    ner

    nam

    e:_______________________________________________

    D

    ate:

    _____________________________

    Lear

    ner

    sig

    nat

    ure

    :____________________________________________

    D

    ate:

    _____________________________

    Ass

    esso

    r si

    gnat

    ure

    :___________________________________________

    D

    ate:

    _____________________________

    Inte

    rnal

    ver

    ifie

    r si

    gnat

    ure

    :______________________________________

    (i

    f sa

    mple

    d)

    Dat

    e:_____________________________

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

    54

    Unit 11: Managing the Setup and Breakdown of an Event

    Unit reference number: T/600/8559

    QCF level: 3

    Credit value: 8

    Guided learning hours: 60

    Unit aim

    The aim of this unit is to cover the competence that event organisers need to be able to oversee the setup and breakdown of an event.

    Unit assessment requirements/evidence requirements

    This unit assesses occupational competence. Evidence for this unit must come from the learners consistent achievement in the workplace, involving the setup and breakdown of at least three events.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    55

    Learn

    ing

    ou

    tco

    mes

    an

    d a

    ssess

    men

    t cr

    iteri

    a

    To p

    ass

    this

    unit,

    the

    lear

    ner

    nee

    ds

    to d

    emonst

    rate

    that

    they

    can

    mee

    t al

    l th

    e le

    arnin

    g o

    utc

    om

    es f

    or

    the

    unit.

    The

    asse

    ssm

    ent

    criter

    ia

    det

    erm

    ine

    the

    stan

    dar

    d r

    equired

    to a

    chie

    ve t

    he

    unit.

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    1.1

    Kee

    p t

    o t

    he

    agre

    ed p

    lans

    for

    setu

    p a

    nd b

    reak

    dow

    n

    1.2

    Adap

    t pla

    ns

    to c

    han

    gin

    g c

    ircu

    mst

    ance

    s, w

    her

    e nec

    essa

    ry

    1.3

    Ensu

    re a

    ll re

    sourc

    es u

    sed d

    uring s

    etup a

    nd b

    reak

    dow

    n a

    re c

    hec

    ked

    1.4

    Res

    pond c

    orr

    ectly

    to a

    ny

    pro

    ble

    ms

    with r

    esourc

    es

    1.5

    See

    k ad

    vice

    and g

    uid

    ance

    fro

    m a

    ppro

    priat

    e peo

    ple

    , w

    hen

    unab

    le t

    o

    resp

    ond t

    o p

    roble

    ms

    per

    sonal

    ly

    1.6

    M

    ainta

    in t

    he

    hea

    lth,

    safe

    ty a

    nd s

    ecurity

    of

    per

    sonnel

    and r

    esourc

    es

    1.7

    Com

    ple

    te a

    ll re

    leva

    nt

    docu

    men

    ts a

    nd r

    ecord

    s

    1

    Be

    able

    to m

    anag

    e th

    e se

    tup a

    nd

    bre

    akdow

    n o

    f an

    ev

    ent

    1.8

    D

    eal w

    ith r

    ecord

    s ac

    cord

    ing t

    o t

    he

    org

    anis

    atio

    ns

    pro

    cedure

    s

    2.1

    Ensu

    re p

    erso

    nnel

    rec

    eive

    the

    info

    rmat

    ion,

    inst

    ruct

    ion,

    trai

    nin

    g a

    nd

    super

    visi

    on t

    hey

    nee

    d t

    o c

    arry

    out

    thei

    r fu

    nct

    ion

    2.2

    Com

    munic

    ate

    clea

    rly

    with a

    ll th

    ose

    invo

    lved

    follo

    win

    g a

    gre

    ed

    com

    munic

    atio

    ns

    pro

    toco

    ls

    2.3

    Pr

    esen

    t a

    posi

    tive

    im

    age

    of

    yours

    elf an

    d y

    our

    org

    anis

    atio

    n t

    o inte

    rnal

    an

    d e

    xter

    nal

    cust

    om

    ers

    2.4

    Pr

    ovi

    de

    inte

    rnal

    and e

    xter

    nal

    cust

    om

    ers

    with o

    ptim

    um

    lev

    els

    of

    cust

    om

    er s

    ervi

    ce

    2

    Be

    able

    to w

    ork

    ef

    fect

    ivel

    y w

    ith

    oth

    ers

    during t

    he

    setu

    p a

    nd

    bre

    akdow

    n o

    f an

    ev

    ent

    2.5

    D

    ebrief

    per

    sonnel

    and iden

    tify

    rel

    evan

    t poin

    ts f

    or

    even

    t ev

    aluat

    ion

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    56

    Lear

    ner

    nam

    e:_______________________________________________

    D

    ate:

    _____________________________

    Lear

    ner

    sig

    nat

    ure

    :____________________________________________

    D

    ate:

    _____________________________

    Ass

    esso

    r si

    gnat

    ure

    :___________________________________________

    D

    ate:

    _____________________________

    Inte

    rnal

    ver

    ifie

    r si

    gnat

    ure

    :______________________________________

    (i

    f sa

    mple

    d)

    Dat

    e:_____________________________

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

    57

    Unit 12: Managing the Running of an Event

    Unit reference number: K/600/8560

    QCF level: 3

    Credit value: 10

    Guided learning hours: 80

    Unit aim

    The aim of this unit is to cover the competence and skills that event organisers need to be able to manage the running of an event.

    Unit assessment requirements/evidence requirements

    This unit assesses occupational competence. Evidence for this unit must come from the learners consistent achievement in the workplace, involving the running of at least three events.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    58

    Learn

    ing

    ou

    tco

    mes

    an

    d a

    ssess

    men

    t cr

    iteri

    a

    To p

    ass

    this

    unit,

    the

    lear

    ner

    nee

    ds

    to d

    emonst

    rate

    that

    they

    can

    mee

    t al

    l th

    e le

    arnin

    g o

    utc

    om

    es f

    or

    the

    unit.

    The

    asse

    ssm

    ent

    criter

    ia

    det

    erm

    ine

    the

    stan

    dar

    d r

    equired

    to a

    chie

    ve t

    he

    unit.

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    1.1

    Fo

    llow

    agre

    ed p

    lans

    for

    the

    even

    t

    1.2

    M

    ake

    sure

    that

    all

    reso

    urc

    es,

    per

    sonnel

    and s

    upport

    are

    in p

    lace

    and

    read

    y

    1.3

    M

    ake

    sure

    that

    all

    per

    sonnel

    and p

    artici

    pan

    ts a

    re f

    ully

    brief

    ed

    1.4

    Pro

    vide

    auth

    orisa

    tion f

    or

    each

    sta

    ge

    of

    the

    even

    t to

    tak

    e pla

    ce

    1.5

    O

    vers

    ee t

    he

    work

    of

    key

    per

    sonnel

    and o

    ther

    sta

    kehold

    ers

    thro

    ughout

    the

    even

    t, u

    sing e

    ffec

    tive

    com

    munic

    atio

    n

    1.6

    M

    onitor

    the

    runnin

    g o

    f th

    e ev

    ent

    1.7

    D

    eal ef

    fect

    ivel

    y w

    ith a

    ny

    pro

    ble

    ms

    that

    arise

    usi

    ng y

    our

    risk

    m

    anag

    emen

    t pla

    ns

    1.8

    Contr

    ol ch

    ange

    during t

    he

    even

    t to

    min

    imis

    e dis

    ruption t

    o p

    artici

    pan

    ts

    1.9

    Kee

    p a

    ll th

    ose

    invo

    lved

    in t

    he

    even

    t in

    form

    ed o

    f re

    leva

    nt

    dev

    elopm

    ents

    1

    Be

    able

    to m

    anag

    e th

    e ru

    nnin

    g o

    f an

    ev

    ent

    1.1

    0

    Mai

    nta

    in r

    equired

    rec

    ords

    during t

    he

    even

    t

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    59

    Lear

    ner

    nam

    e:_______________________________________________

    D

    ate:

    _____________________________

    Lear

    ner

    sig

    nat

    ure

    :____________________________________________

    D

    ate:

    _____________________________

    Ass

    esso

    r si

    gnat

    ure

    :___________________________________________

    D

    ate:

    _____________________________

    Inte

    rnal

    ver

    ifie

    r si

    gnat

    ure

    :______________________________________

    (i

    f sa

    mple

    d)

    Dat

    e:_____________________________

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

    60

    Unit 13: Overseeing Health, Safety and Security at Events Sites

    Unit reference number: T/600/8562

    QCF level: 4

    Credit value: 4

    Guided learning hours: 24

    Unit aim

    This unit covers the competence that event organisers and temporary structures supervisors need to ensure health, safety and security at events sites.

    Unit assessment requirements/evidence requirements

    This unit assesses occupational competence. Evidence for this unit must come from the learners consistent achievement in the workplace, involving overseeing health and safety at least three events.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    61

    Learn

    ing

    ou

    tco

    mes

    an

    d a

    ssess

    men

    t cr

    iteri

    a

    To p

    ass

    this

    unit,

    the

    lear

    ner

    nee

    ds

    to d

    emonst

    rate

    that

    they

    can

    mee

    t al

    l th

    e le

    arnin

    g o

    utc

    om

    es f

    or

    the

    unit.

    The

    asse

    ssm

    ent

    criter

    ia

    det

    erm

    ine

    the

    stan

    dar

    d r

    equired

    to a

    chie

    ve t

    he

    unit.

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    1.1

    M

    ake

    sure

    they

    hav

    e cl

    ear

    info

    rmat

    ion o

    n t

    hei

    r ow

    n r

    esponsi

    bili

    ties

    an

    d lia

    bili

    ties

    for

    hea

    lth a

    nd s

    afet

    y

    1.2

    M

    ake

    sure

    sta

    ff,

    and o

    ther

    rel

    evan

    t peo

    ple

    , hav

    e cl

    ear

    info

    rmat

    ion o

    n

    hea

    lth,

    safe

    ty a

    nd s

    ecurity

    req

    uirem

    ents

    and p

    roce

    dure

    s

    1.3

    M

    ake

    sure

    ther

    e is

    a r

    isk

    asse

    ssm

    ent

    for

    the

    site

    and f

    or

    the

    work

    to

    be

    done

    1

    Be

    able

    to e

    stab

    lish

    hea

    lth,

    safe

    ty a

    nd

    secu

    rity

    at

    even

    ts

    site

    s

    1.4

    M

    ake

    sure

    rel

    evan

    t risk

    ass

    essm

    ents

    and m

    ethod s

    tate

    men

    ts a

    re

    avai

    lable

    on s

    ite

    2.1

    Car

    ry o

    ut

    an initia

    l on-s

    ite

    hea

    lth a

    nd s

    afet

    y in

    duct

    ion f

    or

    staf

    f in

    ow

    n

    area

    of

    contr

    ol

    2.2

    Enco

    ura

    ge

    all st

    aff

    to m

    ake

    hea

    lth,

    safe

    ty a

    nd s

    ecurity

    a p

    riority

    2

    Be

    able

    to p

    rom

    ote

    hea

    lth,

    safe

    ty a

    nd

    secu

    rity

    to o

    ther

    peo

    ple

    at

    even

    ts

    site

    s 2.3

    M

    ake

    sure

    that

    ow

    n p

    erso

    nal

    beh

    avio

    ur

    rein

    forc

    es m

    essa

    ges

    about

    hea

    lth,

    safe

    ty a

    nd s

    ecurity

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    62

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    3.1

    M

    ake

    sure

    all

    per

    sons

    who o

    per

    ate

    equip

    men

    t or

    use

    tools

    on s

    ite

    under

    contr

    ol hav

    e bee

    n p

    roper

    ly t

    rain

    ed,

    are

    dee

    med

    com

    pet

    ent

    and,

    wher

    e ap

    pro

    priat

    e, h

    ave

    bee

    n c

    ertifica

    ted t

    o u

    se t

    he

    equip

    men

    t or

    tools

    3.2

    Ask

    for

    info

    rmat

    ion a

    nd s

    upport

    fro

    m a

    more

    com

    pet

    ent

    per

    son w

    hen

    unsu

    re a

    bout

    hea

    lth,

    safe

    ty a

    nd s

    ecurity

    ris

    ks a

    nd h

    ow

    to c

    ontr

    ol

    them

    3.3

    M

    onitor

    all ar

    eas

    of

    the

    site

    and t

    he

    job

    3.4

    M

    ake

    sure

    hea

    lth,

    safe

    ty a

    nd s

    ecurity

    pro

    cedure

    s an

    d a

    re

    imple

    men

    ted a

    s re

    quired

    3.5

    Tak

    e ef

    fect

    ive

    action w

    hen

    pro

    cedure

    s ar

    e not

    bei

    ng im

    ple

    men

    ted

    3.6

    Id

    entify

    , as

    sess

    and c

    ontr

    ol new

    ris

    ks w

    hen

    they

    occ

    ur

    3

    Be

    able

    to m

    ainta

    in

    hea

    lth,

    safe

    ty a

    nd

    secu

    rity

    at

    even

    ts

    site

    s

    3.7

    Li

    aise

    with o

    ther

    peo

    ple

    in t

    he

    org

    anis

    atio

    n t

    o im

    pro

    ve h

    ealth,

    safe

    ty

    and s

    ecurity

    4.1

    Co-o

    rdin

    ate

    emer

    gen

    cy p

    roce

    dure

    s w

    hen

    nec

    essa

    ry

    4

    Be

    able

    to r

    espond

    to e

    mer

    gen

    cies

    on

    even

    ts s

    ites

    4.2

    Fo

    llow

    the

    corr

    ect

    pro

    cedure

    s fo

    r re

    port

    ing a

    ccid

    ents

    and inci

    den

    ts

    Lear

    ner

    nam

    e:_______________________________________________

    D

    ate:

    _____________________________

    Lear

    ner

    sig

    nat

    ure

    :____________________________________________

    D

    ate:

    _____________________________

    Ass

    esso

    r si

    gnat

    ure

    :___________________________________________

    D

    ate:

    _____________________________

    Inte

    rnal

    ver

    ifie

    r si

    gnat

    ure

    :______________________________________

    (i

    f sa

    mple

    d)

    Dat

    e:_____________________________

  • Pearson Edexcel Level 3 NVQ Diploma in Event Management (QCF) Specification Issue 1 January 2014 Pearson Education Limited 2014

    63

    Unit 14: Evaluating and Reporting Events

    Unit reference number: A/600/8563

    QCF level: 3

    Credit value: 4

    Guided learning hours: 31

    Unit aim

    The aim of this unit is to cover the competence that event managers need to be able to evaluate the success of an event and provide a report for colleagues and other stakeholders.

    Unit assessment requirements/evidence requirements

    This unit assesses occupational competence. Evidence for this unit must come from the learners consistent achievement in the workplace, involving the evaluation of at least three events.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

    son E

    dex

    cel Le

    vel 3 N

    VQ

    Dip

    lom

    a in

    Eve

    nt

    Man

    agem

    ent

    (QCF)

    Spec

    ific

    atio

    n

    Iss

    ue

    1

    Jan

    uar

    y 2014

    Pea

    rson E

    duca

    tion L

    imited

    2014

    64

    Learn

    ing

    ou

    tco

    mes

    an

    d a

    ssess

    men

    t cr

    iteri

    a

    To p

    ass

    this

    unit,

    the

    lear

    ner

    nee

    ds

    to d

    emonst

    rate

    that

    they

    can

    mee

    t al

    l th

    e le

    arnin

    g o

    utc

    om

    es f

    or

    the

    unit.

    The

    asse

    ssm

    ent

    criter

    ia

    det

    erm

    ine

    the

    stan

    dar

    d r

    equired

    to a

    chie

    ve t

    he

    unit.

    Learn

    ing

    ou

    tco

    mes

    Ass

    ess

    men

    t cr

    iteri

    a

    Evid

    en

    ce

    typ

    e

    Po

    rtfo

    lio

    re

    fere

    nce

    D

    ate

    1.1

    Rev

    iew

    the

    requirem

    ents

    and c

    ritica

    l su

    cces

    s fa

    ctors

    for

    the

    even

    t

    1.2

    Id

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    Lear

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    Unit 15: Establishing and Developing Working Relationships in the Events Industry

    Unit reference number: F/600/8564

    QCF level: 4

    Credit value: 7

    Guided learning hours: 64

    Unit aim

    The aim of this unit is to cover the competence that event organisers need to be able to develop working relationships with colleagues and stakeholders.

    Unit assessment requirements/evidence requirements

    This unit assesses occupational competence. Evidence for this unit must come from the learners consistent achievement in the workplace, involving the running of at least three events.

    Please refer to the overall People 1st assessment strategy in Annexe A.

  • Pear

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  • Pear

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    Learn

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    Lear

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    12 Further information and useful publications

    To get in touch with us visit our Contact us pages:

    Pearson Edexcel: www.edexcel.com/contactus

    Pearson BTEC: www.edexcel.com/btec/Pages/Contactus

    Pearson Work Based Learning: www.pearsonwbl.com/contactus

    Books, software and online resources for UK schools and colleges: www.pearsonschoolsandfecolleges.co.uk/contactus

    Key publications:

    Adjustments for candidates with disabilities and learning difficulties Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))

    Equality Policy (Pearson)

    Recognition of Prior Learning Policy and Process (Pearson)

    UK Information Manual (Pearson)

    UK Quality Vocational Assurance Handbook (Pearson).

    All of these publications are available on our website.

    Further information and publications on the delivery and quality assurance of NVQ/Competence-based qualifications are available on our website, at www.edexcel.com/quals/NVQ-competence-based-qcf/delivering-NVQs/Pages/ Quality-assurance.aspx

    Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/publications/Pages

    http://www.edexcel.com/contactushttp://www.pearsonwbl.com/contactushttp://www.pearsonschoolsandfecolleges.co.uk/contactushttp://www.edexcel.com/quals/NVQ-competence-based-qcf/delivering-NVQs/Pages/ Quality-assurance.aspxhttp://www.edexcel.com/quals/NVQ-competence-based-qcf/delivering-NVQs/Pages/ Quality-assurance.aspxhttp://www.edexcel.com/resources/

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    13 Professional development and training

    Pearson supports UK and international customers with training related to our qualifications. This support is available through a choice of training options and sector events, or through customised training at your centre.

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

    planning for the delivery of a new programme

    planning for assessment

    building your team and teamwork skills

    developing learner-centred learning and teaching approaches

    building Functional Skills into your programme

    building in effective and efficient quality assurance systems.

    For more information on training options and upcoming events, please visit our website, www.pearsonwbl.edexcel.com/Our-support/training-events/Pages/default.aspx. You can request customised training by completing the enquiry form on our website and we will contact you to discuss your training needs.

    Support services

    Face-to-face support: our team of Regional Quality Managers, based around the country, are responsible for providing quality assurance support and guidance to anyone managing and delivering NVQs/Competence-based qualifications. The Regional Quality Managers can support you at all stages of the standard verification process as well as in finding resolutions of actions and recommendations as required. A UK map showing the Regional Quality Managers contact details can be found at www.btec.co.uk/support.

    Online support: find the answers to your questions by browsing over 100 FAQs on our website or by submitting a query using our Work Based Learning Ask the Expert Service. You can search the database of commonly asked questions relating to all aspects of our qualifications in the work-based learning market. If you are unable to find the information you need, send us your query and our qualification or administrative experts will get back to you. The Ask the Expert service is available at www.pearsonwbl.edexcel.com/Our-support/Pages/default.aspx.

    Online forum

    Pearson Work Based Learning Communities is an online forum where employers, further education colleges and workplace training providers are able to seek advice and clarification about any aspect of our qualifications and services, as well as share knowledge and information with others. The forums are sector specific and cover Business Administration, Customer Service, Health and Social Care, Hospitality and Catering and Retail. The online forum is available at www.pearsonwbl.edexcel.com/Our-support/Pages/default.aspx.

    http://www.pearsonwbl.edexcel.com/Our-support/training-events/Pages/default.aspxhttp://www.pearsonwbl.edexcel.com/Our-support/training-events/Pages/default.aspxhttp://pearsonwbl.edexcel.com/Our-support/Pages/default.aspxhttp://pearsonwbl.edexcel.com/Our-support/Pages/default.aspx

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    14 Contact us

    We have a dedicated Account Support team, based throughout the UK, to give you more personalised support and advice. To contact your Account Specialist you can use any of the following methods:

    Email: wblcustomerservices@pearson.com Telephone: 0844 576 0045

    If you are new to Pearson and would like to become an approved centre, please contact us at:

    Email: wbl@pearson.com Telephone: 0844 576 0045

    Complaints and feedback

    We are working hard to provide you with excellent service. However, if any element of our service falls below your expectations, we want to understand why, so that we can prevent it from happening again. We will do all that we can to put things right.

    If you would like to register a complaint with us, please email wblcomplaints@pearson.com.

    We will formally acknowledge your complaint within two working days of receipt and provide a full response within seven working days.

    mailto:wblcustomerservices@pearson.commailto:wbl@pearson.commailto:wblcomplaints@pearson.com

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    Annexe A: Assessment strategy

    1 Introduction

    The sector assessment strategy applies to all competence based units and qualifications that sit within the industries represented by People 1st. Competence based units and qualifications are those that are accredited to the Qualifications and Credit Framework, for England, Wales and Northern Ireland, which include National Vocational Qualifications (NVQs). In Scotland it applies to all sector Scottish Vocational Qualifications (SVQs). The sector assessment strategy comes into force on the 1st August 2009 and will apply to any new competence based units and qualifications. It will also replace other assessment strategies, currently used for existing NVQs and SVQs, as and when they are updated and re-accredited. See www.people1st.co.uk for a list of all competence based units and qualification that are covered by the sector assessment strategy.

    There are four components to the sector assessment strategy which set out requirements and guidance relating to:

    external quality control

    assessment principles

    occupational expertise of assessors and verifiers

    continuous professional development

    The purpose of the sector assessment strategy is for People 1st and awarding organisations to work in partnership to:

    maximise the quality assurance arrangements for the sectors competence based units and qualifications and maintain standardisation across assessment practice

    assure employers and candidates that the sectors competence based units and qualification are consistently assessed to the national occupational standards, and

    promote continuous professional development amongst assessors and verifiers.

    The content of the assessment strategy has been reviewed in close consultation with employers, awarding organisations, training providers and other sector stakeholders. While many of these stakeholders have an interest in the assessment strategy, its primary audience are awarding organisations that offer competence based units and qualifications in the hospitality, leisure, travel and tourism industries. Prospective or approved centres should not need to work directly with this document as its requirements will be incorporated within the procedures of their chosen awarding organisation.

    The strategy should be used alongside the assessment and quality assurance guidance published by the regulatory authorities. Further information about competence based units and qualifications can be found at www.people1st.co.uk. Feedback or comments on the sector assessment strategy can be emailed to qualifications@people1st.co.uk.

    http://www.people1st.co.uk/mailto:qualifications@people1st.co.uk

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    2 External Quality Control

    2.1 Risk Assessment and Management of Centres

    External quality control is achieved through rigorous monitoring and standardisation of assessment decisions. Awarding organisations achieve this by operating their existing systems for quality monitoring, risk assessment and management of their approved centres following guidance issued by the regulatory authorities.

    As part of this process People 1st requires awarding organisations to:

    ensure that external verification, monitoring and support provided to centres takes into account their level of risk. For example new assessment centres, and those that are experiencing difficulty in meeting the assessment requirements, should be given additional support by their awarding organisation

    supply People 1st with standardised information on their statistical monitoring, including registration and certification figures, on a quarterly basis. This data will remain confidential and no individual awarding organisations data will be published

    report annually on the outcomes of, and any issues arising from, external verification and quality control arrangements

    highlight specific issues relating to the assessment of the sectors competence based units and qualifications that require immediate attention, as and when they arise

    contribute to the awarding organisations forums to review and discuss matters relating to the assessment of the sectors competence based units and qualifications. The forum will meet at least biannually, or during key stages of projects and reviews

    resolve issues relating to the assessment and verification of the sectors competence based units and qualifications with the action(s), and in the timeframe, agreed.

    3 Assessment

    People 1st advocate the integration of national occupational standards within employers organisations in order to achieve a national level of competence across the sectors labour market. As such assessment of the sectors competence based units and qualifications will, ideally, take place within the workplace and assessment should, where possible, be conducted by the candidates supervisors and/or line managers. People 1st recognise, however, that it is not always feasible for candidates to be assessed in the workplace and as such it permits the use of assessment within Realistic Working Environments (RWE). Additionally, where sector employers do not have the infrastructure to manage assessment independently, it values the role of peripatetic assessors to support the assessment process.

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    Within these parameters, People 1st expects that:

    the majority of assessment of the sectors competence based units and qualifications will be based on performance evidence, i.e. direct observation, outputs of work and witness testimony within the workplace or an RWE approved by an awarding organisation, (see section 3.4).

    opportunities to ascertain candidates accreditation of prior learning is maximised by early contact between the assessor and candidate and during initial assessment/induction period.

    Please note: External tests do not form part of People 1st' s assessment strategy, other than linkage to IATA approved tests in Unit TT27, Sell Multi-Sector Air Travel, part of the Travel S/NVQ (where it may be a specific requirement and therefore applicable in that instance).

    3.1 Witness Testimony

    People 1st recognise the use of witness testimony and expert witness testimony as appropriate methods for assessors to collect evidence on candidates performance.

    Witness testimonies can be obtained from people that are occupationally competent and whom may be familiar with the national occupational standards, such as the candidates line manager. They may also be obtained from people who are not occupationally competent, and do not have a knowledge of the national occupational standards, such as other people within the candidates workplace, customers and suppliers. The assessor must judge the validity of the witness testimony and these may vary depending on the source. Witness testimonies can only support the assessment process and may remove or reduce the need to collect supplementary evidence, however, the awarding organisations minimum observations requirements must be met.

    Expert witnesses may be used where additional support relating to the assessment of technical competence is required. Expert witnesses may be:

    other approved assessors that are recognised to assess the relevant national occupational standards, or

    line managers, other managers or experienced colleagues that are not approved assessors, but whom the awarding organisation agrees has current occupational competence, knowledge and expertise to make a judgement on a candidates competence.

    Expert witnesses must be able to demonstrate through relevant qualifications, practical experience and knowledge that they are qualified to provide an expert opinion on a candidates performance in relation to the unit being assessed. People 1st believe that it is unlikely for an expert witness to be fully expert within any of the sectors occupational areas in less than twelve months to two years. The final judgement on the validity of the expert witness testimony rests with the assessor and such testimonies may only be used in line with awarding organisations requirements.

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    3.2 Professional Discussion

    Professional discussion is encouraged as a supplementary form of evidence to confirm a candidates competence. Such discussions should not be based on a prescribed list of questions but be a structured discussion which enables the assessor to gather relevant evidence to ensure the candidate has a firm understanding of the standard being assessed.

    3.3 Simulation

    Simulation can only be used to assess candidates for the sectors competence based units and qualifications where the opportunity to assess naturally occurring evidence is unlikely or not possible, for example assessment relating to health and safety, fire and emergency procedures. It should not include routine activities that must be covered by performance evidence.

    There are no People 1st units that can be solely achieved by simulation. In the case of imported units, where simulation is acceptable in the evidence requirements, it should only be used when performance evidence is unlikely to be generated through normal working practices.

    See Annexe B for competence based units which permit the use of simulation.

    Awarding organisations must issue adequate guidance which informs centres how simulation should be planned and organised, ensuring that demands on candidates are neither more nor less than they would encounter in a real work situation. In particular:

    a centres overall strategy for simulation must be examined and approved by the external verifier

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

    ideally, there should be a range of simulations to cover the same aspect of the standard

    the physical environment for the simulation, and the nature of the contingency, must be realistic

    candidates should carry out the simulation in a professional manner

    the candidate should be given no indication as to what the simulation will present.

    3.4 Realistic Working Environment

    Assessment of the sectors competence based units and qualifications should ideally be carried out within the workplace, however, where this is not possible candidates can be assessed within an approved Realistic Working Environment (RWE) that replicates a real work setting. The criteria for RWE currently operated in the sector can be found at Annexe C.

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    4 Occupational expertise of assessors and verifiers

    The requirements relating to the occupational expertise of assessors and verifiers is set out in Annexe D. Guidance on additional qualifications and/or training relevant to assessors and verifiers can be found in Annexe E.

    4.1 Using employers' in-house training programmes to assess competence based units and qualifications (please note this section is not applicable for centres which are either colleges or training providers)

    (a) People 1st recognises that employers within the Sector provide robust in-house training, development and assessment programmes which meet the standards for Assessors and Verifiers. Where an employer maps its in-house training, development and assessment programme to the Assessor and Verifier standards and has this approved by their awarding body, People 1st fully supports the removal of the need to achieve the Assessor and Verifier Units. The individual assessing and verifying the qualifications must still meet the other mandatory requirements for occupational competence as specified in Annexe D.

    (b) It should also be noted that People 1st encourages employers and awarding bodies to examine in-house employer training, development and assessment programmes to see whether these provide robust evidence against the relevant competence based units and/or qualifications (England, Wales and Northern Ireland) or the SVQs (Scotland). Where a direct mapping of the in-house training, development and assessment programme can be made to the:

    relevant Units (based on the National Occupational Standards), and assessment meets the requirements of the assessment strategy and awarding body evidence requirement

    then awarding bodies should recognise this training for the purposes of achievement of the specified qualification or Unit.

    In both instances specified in (a) and (b) above the awarding body will be required to ensure that a copy of the mapping is available to the Qualification Regulators.

    5 Continuous Professional Development

    To maintain high standards of quality and standardisation within assessment, and achieve best practice People1st require all external verifiers, internal verifiers and assessors to maintain a record of their continuous professional development see guidance at Annexe F.

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    Annexe B: Units that permit simulation

    Unit Number Unit Title Competence based qualifications that the unit is used in

    1GEN1 Maintain a safe, hygienic and secure working environment

    Level 1 and 2 NVQ/SVQ Hospitality and Catering

    HSL4 Maintain the health, hygiene, safety and security of the working environment

    Level 1 and 2 NVQ/SVQ Hospitality and Catering

    GS3009 Maintain the health, hygiene, safety and security of the working environment (adapted from HS4)

    Level 3 SVQ Gambling Operations

    People 1st have a special dispensation for the imported Customer Service units listed below to be assessed in a Realistic Working Environment (RWE) conforming to People 1st's criteria specified in Annexe C. This would only apply to these units when delivered as part of the Level 3 Diploma in Hospitality Supervision and Leadership (NVQ) and Level 3 Hospitality Supervision and Leadership SVQ.

    ICS Unit 26 Improve the customer relationship

    Level 3 Diploma in Hospitality Supervision and Leadership Skills (NVQ) and Level 3 SVQ in Hospitality Supervision and Leadership

    ICS Unit 32 Monitor and solve customer service problems

    Level 3 Diploma in Hospitality Supervision and Leadership Skills (NVQ) and Level 3 SVQ in Hospitality Supervision and Leadership

    ICS Unit 42 Lead a team to improve customer service

    Level 3 Diploma in Hospitality Supervision and Leadership Skills (NVQ) and Level 3 SVQ in Hospitality Supervision and Leadership

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    People 1st have a special dispensation for the imported Customer Service units listed below to be assessed in a Realistic Working Environment (RWE) conforming to People 1st's criteria specified in Annexe C. This would only apply to these units when delivered as part of the Level 3 Diploma in Hospitality Supervision and Leadership (NVQ) and Level 3 Hospitality Supervision and Leadership SVQ.

    Unit Number Unit Title Competence based qualifications that the unit is used in

    ICS Unit 26 Improve the customer relationship

    Level 3 Diploma in Hospitality Supervision and Leadership Skills (NVQ) and Level 3 SVQ in Hospitality Supervision and Leadership

    ICS Unit 32 Monitor and solve customer service problems

    Level 3 Diploma in Hospitality Supervision and Leadership Skills (NVQ) and Level 3 SVQ in Hospitality Supervision and Leadership

    ICS Unit 42 Lead a team to improve customer service

    Level 3 Diploma in Hospitality Supervision and Leadership Skills (NVQ) and Level 3 SVQ in Hospitality Supervision and Leadership

    People 1st does not permit the use of simulation, other than as listed below

    The overarching principle to be applied to units identified as suitable for simulation is that it should only be undertaken in a minority of cases where

    there is a high risk to the security or safety of the candidate, individuals, key people in their lives and others

    the opportunity to present evidence from work-based practice happens infrequently and therefore insisting that candidates wait for such an occurrence would be unreasonable or create blockages in the assessment system and might carry the risk of de-motivating candidates

    there would otherwise be a breach of confidentiality or privacy.

    Unit Number Unit Title Competence based qualifications that the unit is used in

    TT09 Assist with travel and tourism problems and emergencies

    Level 2 S/NVQ in Travel Services and Level 2 S/NVQ in Tourism Services

    TT37 Deal with travel and tourism problems and emergencies

    Level 3 S/NVQ in Travel Services and Level 3 S/NVQ in Tourism Services

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    Annexe C: Criteria for Realistic Working Environments (RWE)

    It is essential for organisations operating a Realistic Working Environment (RWE) to ensure it reflects current and real work settings. By doing so, sector employers can be confident that competence achieved in an RWE will be continued into employment. RWEs can offer many opportunities to employers and individuals that have limited access to assessment.

    The number of hours candidates work and their input is not prescribed, as it is acknowledged that RWEs cannot operate without some flexibility. However, centres must provide evidence that the following criteria are being met as well as fulfilling the awarding organisations criteria for this purpose. E.V.s are expected to ensure RWEs meet the criteria set out below on at least one visit.

    Hospitality

    1 The work situation being represented is relevant to the competence based units and qualifications being assessed

    The type of work situation being represented mirrors the relevant setting e.g. quick service takeaway, restaurant, brassiere, caf/snack bar, cafeteria, housekeeping department, front office, reception or reservations.

    Appropriate industrial equipment, furnishings and resources (e.g. ingredients and technology) that replicate the work situation are used, ensuring that assessment requirements can be covered.

    Industry trends are considered in the product and service offer

    2 The candidates work activities reflect those found in the situation being represented

    Candidates operate in a professional capacity with corresponding job schedules and/or descriptions.

    Candidates are clear on their work activities and responsibilities

    3 The RWE is operated in the same manner to as a real work situation

    Customers are not prompted to behave in a particular manner.

    Customer feedback is maintained and acted upon

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    Hospitality (continued)

    4 The RWE is underpinned by commercial principles and responsibilities

    Organisational charts indicate the anticipated job roles in the RWE and their hierarchical structure taking into account supervisory requirements.

    There is evidence of business planning, for example product/service plans, staffing/rotas, costing, promotions.

    Candidates are encouraged to carry out their function in line with business expectations, e.g. within timescales and budget, minimising wastage.

    Legislative regulations are adhered to e.g. food safety, health and safety, equal opportunities, trade description.

    Consumer information is provided on products and services e.g. allergy advice on food products

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    Gambling

    1 The work situation being represented is relevant to the competence based units and qualifications being assessed

    The type of work situation being represented mirrors the relevant setting e.g. betting shop, bingo hall, casino.

    Appropriate industrial equipment, furnishings and resources that replicate the work situation are used, ensuring that assessment requirements can be covered.

    Industry trends are considered in the work situation represented

    2 The candidates work activities reflect those found in the situation being represented

    Candidates operate in a professional capacity with corresponding job schedules and/or descriptions.

    Candidates are clear on their work activities and responsibilities

    3 The RWE is operated in the same manner to as a real work situation

    Customers are not prompted to behave in a particular manner.

    Customer feedback is maintained and acted upon

    4 The RWE is underpinned by commercial principles and responsibilities

    Organisational charts indicate the anticipated job roles in the RWE and their hierarchical structure taking into account supervisory requirements.

    There is evidence of business planning, for example product/service plans, staffing/rotas, costing, promotions.

    Candidates are encouraged to carry out their function in line with business expectations, e.g. within timescales and budget, minimizing wastage.

    Legislative regulations are adhered to e.g. health and safety, equal opportunities, trade description

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    Annexe D: Occupational expertise of Assessors and Verifiers

    The requirements set out below relates to all assessors and verifiers. The only exception may relate to in-house employees and managers that are not required to achieve the regulatory approved assessor and verified units based on the arrangement referred to in section 4.1 of this assessment strategy.

    = mandatory

    Assessors, Internal Verifiers and External Verifiers must:

    A IV EV

    Have a good knowledge and understanding of the national occupational standard and competence based units and qualifications that is being assessed or verified.

    Hold or be working towards relevant assessment and/or verification qualification(s) as specified by the appropriate authority, confirming their competence to assess or externally verify competence based units and qualifications assessment. These should be achieved within eighteen months of commencing their role. These are as follows:

    D35 or V2

    D34 or V1 In the case that the IV is working towards their V1 unit, a representative sample of verification decisions, as agreed with the awarding organisation, must be counter-signed by a colleague who has achieved either the D34 or V1 unit. This colleague must have the same occupational expertise.

    D32/D33 or A1/A2 In the case that the assessor is working towards the A1/A2 units, a representative sample of assessment decisions, as agreed with the awarding organisation, must be counter-signed by a colleague who has achieved either the D32/D33 or A1/A2 units. This colleague must have the same occupational expertise.

    Have relevant occupational expertise and knowledge, at the appropriate level of the occupational area(s) they are assessing and verifying, which has been gained through hands on experience in the industry.

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    Assessors, Internal Verifiers and External Verifiers must:

    A IV EV

    Adhere to the awarding organisations assessment requirements and practice standardised assessment principles

    Have sufficient resources to carry out the role of assessor or verifier, i.e. time and budget

    Have supervisory/management, interpersonal and investigative skills, including the ability to analyse information, hold meetings, guide, advise, plan and make recommendations at all levels, taking into account the nature and size of the organisation in which assessment is taking place. High standards of administration and record keeping are also essential.

    Hold qualifications, or have undertaken training, that has legislative relevance to the competence based units and qualifications being assessed (See Annexe D).

    Good practice

    Good Practice

    Update their occupational expertise and industry knowledge in the areas being assessed and verified through planned Continuous Professional Development (see Annexe E).

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    Annexe E: Qualifications and training relevant to Assessors and Verifiers

    The following sets out areas in which assessors, verifiers and external verifiers should either received training or achieve qualifications. People 1st is not stipulating that assessors, verifiers or external verifiers must achieve specific qualifications, there is the option to either undertake appropriate training or an accredited qualification.

    = mandatory

    Qualification/ Training

    Competence based unit/qualification

    A IV EV

    Health and Safety All sector units and qualifications

    Good Practice

    Good Practice

    Food Safety Food Processing and Cooking

    Multi-Skilled Hospitality Services

    Professional Cookery

    Food and Drink Service

    Hospitality Supervision and Leadership (with food and drink units)

    Good Practice

    Good Practice

    Licensing

    Food and Drink Service

    Hospitality Supervision (with food and drink units)

    Good Practice

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    Annexe F: Continuous Professional Development for Assessors and Verifiers

    It is necessary for assessors and verifiers to maintain a record of evidence of their continuous professional development (CPD). This is necessary to maintain currency of skills and understanding of the occupational area(s) being assessed, and can be achieved in a variety of ways. It should be a planned process, reviewed on an annual basis, for example as part of an individuals performance review.

    Assessors and verifiers should select CPD methods that are appropriate to meeting their development needs. The following provides an example of a variety of methods that can be utilised for CPD purposes.

    Updating occupational expertise

    Internal and external work placements

    Work experience and shadowing (e.g. within associated departments)

    External visits to other organisations

    Updated and new training and qualifications (www.uksp.co.uk)

    Training sessions to update skills

    Visits to educational establishments

    Trade fairs

    Keeping up to date with sector developments and new legislation

    Relevant sector websites

    Membership of professional bodies

    Papers and documents on legislative change

    Networking events

    Seminars, conferences, workshops, membership of committees/working parties (e.g. People 1st events)

    Staff development days

    Standardising and best practice in assessment

    Regular standardisation meetings with colleagues

    Sharing best practice through internal meetings, news letters, email circulars

    Comparison of assessment and verification in other sectors

    Attending awarding organisation meetings/ seminars

    Downloadable guidance on CPD can be found at www.ifl.ac.uk

    Sb121213G:\LT\PD\NVQ COMPETENCE\9781446909751_NVQ_COMP_L3_EM\9781446909751_NVQ_COMP_L3_EM.DOC.192/0

    http://www.uksp.co.uk/http://www.ifl.ac.uk/

  • January 2014 For more information on Edexcel and BTEC qualifications please visit our websites: www.edexcel.com and www.btec.co.uk Edexcel is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121

    http://www.edexcel.com/

    Purpose of this specification1 Introducing Pearson Edexcel NVQ/Competence-based qualificationsWhat are NVQ/Competence-based qualifications?

    2 Qualification summary and key informationQCF qualification number and qualification titleQualification objectivesRelationship with previous qualificationsProgression opportunities through Pearson qualificationsIndustry support and recognitionRelationship with National Occupational Standards

    3 Qualification structurePearson Edexcel Level 3 NVQ Diploma in Event Management (QCF)

    4 AssessmentAssessment strategyTypes of evidence Assessment of knowledgeCredit transfer

    5 Centre resource requirements6 Centre recognition and approvalCentre recognitionApprovals agreement

    7 Quality assurance of centres8 Programme delivery9 Access and recruitment10 Access to qualifications for learners with disabilities or specific needs11 Unit formatUnit titleUnit reference numberQCF levelCredit valueGuided learning hoursUnit aimUnit assessment requirements/evidence requirementsLearning outcomesAssessment criteriaUnit 1: Understanding the Events IndustryUnit 2: Understanding How to Research and Report Information to Plan and Organise an EventUnit 3: Understanding Operational Event PlanningUnit 4: Understanding Health, Safety and Security at Events SitesUnit 5: Understanding Event Setup and BreakdownUnit 6: Understanding How to Manage the Running of an EventUnit 7: Understanding Event Evaluation and ReportingUnit 8: Understanding Working Relationships in the Events IndustryUnit 9: Researching and Reporting Information to Plan and Organise an EventUnit 10: Operational Event PlanningUnit 11: Managing the Setup and Breakdown of an EventUnit 12: Managing the Running of an EventUnit 13: Overseeing Health, Safety and Security at Events SitesUnit 14: Evaluating and Reporting EventsUnit 15: Establishing and Developing Working Relationships in the Events Industry

    12 Further information and useful publications13 Professional development and training14 Contact usAnnexe A: Assessment strategyAnnexe B: Units that permit simulationAnnexe C: Criteria for Realistic Working Environments (RWE)Annexe D: Occupational expertise of Assessors and VerifiersAnnexe E: Qualifications and training relevant to Assessors and VerifiersAnnexe F: Continuous Professional Development for Assessors and Verifiers

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