Carroll Boutall Manual 2011 PDF
Carroll Boutall Manual 2011 PDF
Carroll Boutall Manual 2011 PDF
Introduction ............................................................................................................... 5
Purpose of this Guide ................................................................................................ 5
How to use this Guide ............................................................................................... 5
What are National Occupational Standards? ............................................................. 6
Occupational competence – a broad definition .......................................................... 7
Competence and skill ................................................................................................ 8
Knowledge and understanding .................................................................................. 8
1. Analysis of Sector/Occupation Needs ......................................................... 8
1.1 The starting point ........................................................................................ 8
1.2 The size and profile of its sector/occupation, sub-sectors and geographical
location of organisations and workers ......................................................... 9
1.3 The types of occupations within the sector and anticipated changes in
employment patterns ................................................................................ 14
1.4 The link between the sector/occupation and other sectors/occupations .... 16
1.5 Key trends, developments and drivers within the sector/occupation ......... 16
1.6 Opportunities for progression and typical career routes ............................ 19
1.7 Employers and other key stakeholders ..................................................... 21
1.8 How do we gather the information we need for sector/occupational
analysis? .................................................................................................. 22
1.9 Keeping the research up-to-date............................................................... 23
2. Functional Analysis ................................................................................... 24
2.1 What is Functional Analysis and what is it for? ......................................... 24
2.2 The process of Functional Analysis?......................................................... 24
2.3 Setting the scope of Functional Analysis ................................................... 29
2.4 Some examples of components of a Functional Analysis.......................... 32
2.5 A word about language ............................................................................. 34
2.6 Models of Functional Analysis................................................................... 34
2.7 How many secondary functions should there be? ..................................... 36
2.8 A broad concept of occupational competence ............................................37
2.9 Functional Analysis is an iterative process ................................................ 38
2.10 How do we present functional analyses? ................................................. 38
2.11 Who should be involved in Functional Analysis?.........................................40
Approval
of NOS
This current Guide only covers the first four stages of the cycle. It is expected that
later guidance will cover those stages concerned with Maintenance, Implementation
and Research/Evaluation.
The rest of this Introduction explains some basic principles about NOS, their
possible uses and outlines the development process.
Section 1 explains the Analysis of Sector/Occupational Needs – the starting
point for NOS development. This sets the scene for the remaining chapters.
1
In this Guide, "employer" means any individual or organisation which deploys human
resources, whether under a contract of employment, a volunteer agreement or through a
third-party supplier arrangement, to achieve its objectives. Employers may include sole-
traders, freelancers or professionals working in partnership.
2
"Staff" means individuals working for an employer, whether under a contract of employment,
a volunteer agreement or through a third-party supplier arrangement.
NOS cover the technical requirements, but they also embrace the wider dimensions
that employers value in their staff – a repertoire of personal skills, such as teamwork,
communication, customer service etc, plus the ability to organise their work, make
judgements, solve problems, and improve work processes within given parameters.
3
Adapted from The Job Competence Model, Mansfield and Mathews, 1985
The footprint which Improve represents is large and diverse, and covers many
sectors, which produce a wide variety of goods.
The industry can broadly be categorised into the following sectors:
Bakery
Convenience Foods
Drinks (including soft drinks, wine, brewing and distilling)
Dairy
Fresh Produce
Meat and Poultry
Ingredients Production
Seafood
Sweet Confectionery
Cereals and Milling
Activities across the industry range from the processing of food stuffs, and added
value products, to manufacturing including employing craft skills to produce high
value goods.
In the case of Skills for Justice, the SSC for the Justice Sector, the following
summary was presented for 2006-7:
Understanding the size of a sector and the occupations that make it up will be
important from the point of view of building a business case for the development,
maintenance and promotion of NOS. If the sector‟s volume is large that will help to
establish priorities for development, maintenance and promotion.
In the case of the Justice Sector, Skills for Justice, was able to arrive at fairly
accurate estimates of numbers employed:
TOTAL 497,604
However, numbers never tell the whole story in terms of priorities and business
cases. Although Forensic Science, for example, only employs 1% of the total
workforce, other parts of the occupational map make clear its importance to the
sector as a whole and at a later stage a set of 44 NOS were developed for this
occupation. Research into the occupations that make up the sector should also
explore their importance, even if numbers employed are relatively low.
SSCs and other standards-setting organisations working predominantly in the public
sector usually have better access to accurate statistics than those in the private.
However, it is still possible to arrive at reliable estimates in commercial sectors as
well. The Marketing and Sales Standards Setting Body (MSSSB), for example, was
able to estimate the following:
The Labour Market Statistics helpline - which reports on the Labour Force Survey
and other related statistics, identified that in 2002, 21.7 million people were
employed in the UK Services Sector. Of these, 833,000 were employed in the
following marketing and related areas:
Marketing and sales managers 492, 000
Marketing associate professionals 128, 000
Graphic designers 91, 000
Advertising and public relations managers 48, 000
Public relations officers 37, 000
Market research interviewers 23, 000
Conference and exhibition managers 14, 000
Total 833, 000
Given that NOS must apply to the whole of the UK, it is also important to have a
picture of distribution across the four „home nations‟. Although an England-focused
organisation, the Training and Development Agency for Schools (TDA) when
developing its occupational map for one of its sectors, Supporting Teaching and
Learning, was able to provide the following breakdown:
Wales 9, 399
Information of this kind helps to decide who to involve in the NOS process, for
example in working groups, consultation samples and focus groups.
It will also be important to know the sizes of organisations that employ people in the
sector or occupation for which NOS will be developed. There are two reasons for
this:
the size of organisation tends to impact on the degree of specialisation that
occurs; in small and medium sized industries (SMEs), staff are often expected
to have broader roles with a wider range of responsibilities – in very small
operations they may be expected to be multi-skilled „Jacks (or Jills) of all
trades‟; as the size of the organisation increases, staff are often expected to
be more specialist and have narrower responsibilities; this will have an impact
The table shows that by far the greatest percentage of managers is employed in
organisations with between 10 – 24 employees. Within these organisations the
average number of managers is only three. This may mean that general
management competence is more widely applicable to the occupation as a whole,
rather than narrow, specialist ones. Both of these pieces of information have
implications for the way a NOS project should be organised and taken forward.
Once these
nD5. Help titles
people are from
to recover clear and
sports agreed, it may be helpful to collect a range of
injuries
illustrative job descriptions which will provide further background information for the
Functional Analysis and NOS development. These are often referred to as job
profiles.
D4. Enable people to progress through sport and recreation
The other advantage of having this type of information is that it becomes easier to
identify where existing NOS from other SSCs or standards-setting organisations may
be appropriate. The box above, for example, shows a number of posts with „director‟
or „manager‟ in the title that point immediately in the direction of the Management and
Leadership NOS. This is discussed in greater detail in the next subsection.
Eight or more years down the line we can see that most of these forecast changes
are fairly commonplace now and any set of Management and Leadership standards
that had failed to take account of these at the time would now be outdated.
Future Trends
From the consultation visits with employers a number of significant trends in the
changes to job roles were identified. One of the most notable recent changes has
involved the upskilling and multi-skilling of production staff.
Throughout the sectors, many companies believe that fewer workers with a
broader range of skills will equal bigger profits and increased productivity.
This is especially true in the case of quality assurance (QA) roles. Production staff
are now starting to take over basic testing roles, which were formally performed by
QA staff. QA departments are now shrinking as a result, leaving only higher level
(ie management) staff to carry out more complex testing and monitoring.
Production staff are also gradually taking on more responsibility within their area,
including basic cleaning and machine maintenance.
There are also higher expectations being placed on these staff members to
develop the skills to work in multiple departments within production.
Employers anticipate that the industry‟s reputation for having a predominantly
unskilled workforce will be changing to that of an industry known for flexible highly
skilled workers.
These findings reflect employment projections for the food and drink
manufacturing industry, which forecast a transition to a more highly skilled
workforce between 2007 and 2017-.
The loss of craft specialists due to retirement is also starting to affect the
workforce. National statistics indicate that more than a third of the current food
and drink manufacturing workforce could retire from the industry in the next 20
years.
Improve‟s Ageing Population Research (2006) consulted with stakeholders and
identified the potential loss of skills from the bakery sector as a result of large
scale retirements due to an ageing workforce.
Environmental and sustainability issues are also starting to become more pressing
than they were in 2004/5. This is mainly due to the rising energy costs.
A majority of the companies interviewed placed environmental issues under the
remit of their quality or technical managers. However, many companies have
expressed a need to expand in this area in the future.
In terms of development and review, this piece of research was a rich source of
information which influenced both the shape and content of the NOS for Food and
Drink.
Candidates must be: at In England and Wales, With around two years'
least 18 years old in training as a new prison experience, Officers could
England and Wales; officer will be eight weeks, progress to Senior Prison
between 20 and 57 years some of which is at Officer, which is decided
old in Scotland; between trainee‟s home by application,
18.5 and 57 in Northern establishment and some at examination and interview.
Ireland. Candidates must a prison service college. They could then go on to
pass a full medical Training will continue gain promotion through
examination. throughout the first year of the Principal Officer and
service, during which Governor grades.
In England and Wales,
trainees are mentored and In England and Wales the
entrants must pass a
monitored by experienced prison service operates an
Prison Officer Selection
staff. Recruits are Intensive Development
PRISON OFFICER
This section of the Justice occupational map also brings out distinct differences
between expectations and practices in each of the „home nations‟ where these are
Functional analysis is the main tool we use to define the nature of an occupational
sector and the functions performed within it. This is an essential process in defining
occupational competence and in setting boundaries between different occupations.
A detailed functional map allows us to establish the unique contribution of each
occupational area - what makes it different from all others. In technical terms this is
referred to as “delimiting the occupational domain”. This is essential to ensure that all
primary (main) and secondary (sub-) functions are identified, that the relationship
between them is clearly established and the direct contribution that they make to the
global purpose of the sector is understood. Without a functional map we would not be
able to say where one occupational area ends and another begins.
Functional mapping also allows us – after a suitably detailed process of teasing out
the functions (known technically as “disaggregation”) – to get to a level of specific
activity that allows us to define occupational competence through the creation of
new or adoption of existing National Occupational Standards (NOS). NOS describe
what employees4 in any occupation should be able to do, the standard they should
achieve and the knowledge and understanding they need.
When we talk about „functions‟, we mean the activities a person is expected to do as
part of their job. Functions are not random activities. Functions must have a clear
purpose and outcome that are valuable to an employer. Once we know the
functions people are expected to perform, it becomes easier to identify the standard
they should achieve and the knowledge they need. By using functional analysis we
can take any area of work and break it down until we see the functions that
individuals are expected to perform – in other words what people need to be able to
do. Once we know what these functions are, we can work with employers to agree
everything else that should go into the NOS.
Let us take the example of the housing sector. If you were asked to define which
functions are covered by the term, there would be a variety of answers both in terms
of the breadth and scope of functions people associate with housing. In order to be
clear what we mean by housing we must first establish the unique and defining
contribution housing makes to people‟s lives.
4
Throughout the guidance we use ‘staff members’ to cover anyone who carries out a work function.
In most industries they will be paid employees, In others they may be unpaid volunteers
Key Purpose
C Develop, maintain
and improve theand improve
provision of
new housing,
and existing
services and support
accommodation
and facilities
We have now begun to divide up the Key Purpose statement into primary functions
and have begun to separate out functions that begin to look like recognisable aspects
This process is repeated for first level Functional Areas to create secondary
functions.
We then revisit each of these and ask of each subset: “What needs to happen to
achieve the secondary functions?” For example, what is involved in B3 working with
stakeholders and partners? Asking the now familiar question produces the following
set of sub-functions and the next (third) functional level:
Built Environment Functional Map Analysis - Key Purpose/ Competence Areas/ Roles (Aug. 08)
“Enable volunteers to make their full contribution to the organisation’s goals whilst
developing their own skills and interests.” (Voluntary Sector National Training Organisation,
2003)
“Keep the environment, clean, safe and well maintained to help people enjoy where they
live, work or visit”. (Asset Skills, 2007)
This Key Purpose applies to employees – managers and operational staff – at all
levels working in Local Environmental Management. Again there is a clear outcome:
a clean, safe and well maintained environment which helps people to enjoy where
they live, work or visit.
At the opposite extreme, it is quite possible to develop a Key Purpose for the whole
of a sector‟s footprint.
“To protect and support individuals and communities by reducing crime, the fear of crime
and the impact of crime, addressing offending and associated behaviour, maintaining law
and order in the community and custody and bringing offences to justice fairly.” (Skills for
Justice, 2009)
The Key Purpose is fairly complex, but this reflects the fact that it covers the whole of
the Justice Sector including: police, prisons, probation, forensic science, prosecution
service and court and tribunal services.
For further examples of functional analysis and how the various components of
Functional Analysis can be put together please see the Annex at the end of the
document.
7.1 Manage
resources 2.1 Inspect and assess
7.2 Engage and property
maintain 2.2 Undertake energy
working 8 Manage and 1 Develop and
assessments of
relationships develop teams market the property and related
7.3 Deliver and and individuals business assets
enhance
2.3 Agree terms and
customer
market individual
service 7 Enhance 2 Assess, market properties
7.4 Promote the
operational and sell property 2.4 Arrange and conduct
use of
technology effectiveness and services viewings
7.5 Maintain 2.5 Progress and
health, safety complete sales of
and security in property
6 Provide housing
the working 3 Manage 2.6 Auction property and
and
environment assets
accommodation property
services
Guide to Developing NOS page 39 Version 2 June 2011 nA2. Develop and manage the
organisation‟s resources
This Section covers finding and testing existing NOS and, where necessary, making
minor amendments („tailoring‟). Section 4 covers developing new NOS.
“This unit is about the activities involved within the sales cycle in matching
products/services to customers‟ needs. It focuses upon face to face selling
activity, and also applies to telephone contact. It includes generating sales leads,
identifying customers‟ buying needs, promoting the features and benefits of
relevant products/services, addressing queries/ objections and closing sales with
mutually beneficial terms and conditions.”
If you are not a specialist in the occupational area for which NOS are being
developed, this may be sufficient to identify this NOS as being suitable for further
scrutiny. The people you need to assist you in the process of deciding whether or not
it is a good fit are industry experts – employers, managers, people who do the job
you are developing NOS for.
1. Confirm the work required of the team with your manager and seek clarification, where
necessary, on any outstanding points and issues.
2. Plan how the team will undertake its work, identifying any priorities or critical activities and
making best use of the available resources.
3. Allocate work to team members on a fair basis taking account of their skills, knowledge and
understanding, experience and workloads and the opportunity for development.
4. Brief team members on the work they have been allocated and the standard or level of
expected performance.
5. Encourage team members to ask questions, make suggestions and seek clarification in relation
to the work they have been allocated.
6. Check the progress and quality of the work of team members on a regular and fair basis
against the standard or level of expected performance and provide prompt and constructive
feedback.
7. Support team members in identifying and dealing with problems and unforeseen events.
8. Motivate team members to complete the work they have been allocated and provide, where
requested and where possible, any additional support and/or resources to help completion.
9. Monitor the team for conflict, identifying the cause(s) when it occurs and dealing with it
promptly and effectively.
10. Identify unacceptable or poor performance, discuss the cause(s) and agree ways of improving
performance with team members.
11. Recognise successful completion of significant pieces of work or work activities by team
members and the overall team and advise your manager.
12. Use information collected on the performance of team members in any formal appraisal of
performance.
This NOS is aimed at „junior‟ managers with limited responsibilities. Let‟s imagine you
have identified this NOS as being potentially applicable to team leaders in your
sector who oversee the work of small groups of manual workers. When your
employers look at the NOS, they identify three possible problems.
Firstly, Performance Criterion (2) seems inappropriate to their team leaders. They
say that the team leaders they have in mind don‟t plan the work of their team. This is
done by a manager at a higher level.
Secondly, their team leaders wouldn‟t be expected to achieve the whole of
Performance Criterion (10). They might „identify unacceptable or poor performance‟,
but it wouldn‟t be their job to „discuss causes and agree ways of improving
performance‟. Again, this would be for a manager at a higher level.
1. You can put the content of imported NOS into a layout and format that is used
in your sector. In doing so, you should import the total NOS content – taking
account of the other rules listed below.
2. You can change the overview section of the NOS, if this helps to put the NOS
into the context of your sector.
3. You can „unpack‟ generic statements to make them clearer for the sector. For
example, if an imported NOS refers to „relevant legal requirements‟ in the
Knowledge and Understanding, you can expand this statement to highlight
the legislation that is most relevant to your sector – for example „legislation
covering health and safety, anti-discrimination, data protection and freedom of
information‟
4. You can change certain terms in the Performance Criteria and Knowledge
and Understanding sections to make them more acceptable to your sector.
For example, „customers‟ can be changed to „clients‟, but only in these
sections (and the Overview), not in the NOS Title. Change the NOS Title and
you create a new NOS.
5. Any changes that you make should not alter the demand of the NOS. The
Management and Leadership example we looked at in 3.11 and 3.12
probably needed several Performance Criteria removing and possibly
Knowledge and Understanding statements as well. This is changing the
„demand‟ of the NOS and is not tailoring.
6. You can only tailor an original NOS, not one that has already been tailored by
your own or another organisation.
7. You must obtain permission from the originating SSC or standards-setting
organisation to tailor the NOS and their agreement in writing that the tailoring
has not changed the demands of the NOS.
Over the whole document, make the average sentence length 15 – 20 words.
In other words try to avoid long sentences and especially sentences with
several clauses (parts).
Use words your readers are likely to understand.
Bear in mind the likely reading ability of your readers. „Make clear‟ might be
preferable to „clarify‟. However, it‟s okay to use technical language – for
example „extrusion‟ – that someone in the occupation should know and
understand.
Use only as many words as you really need.
Look at each word and consider if it is absolutely necessary. Does each word
add valuable meaning?
Use the active voice unless there‟s a good reason for using the passive.
It‟s better to say, for example, „prepare the ingredients according to the
recipe‟ rather than „the ingredients are prepared according to the recipe‟.
Readers tend to find the passive voice more difficult to follow than the active.
Reduce cross references to a minimum.
The reader shouldn‟t have to keep flicking from one part of the NOS to
another in order to follow the meaning
5
www.askoxford.com/betterwriting/plainenglish/?view=uk
In addition to these general tips on plain English, for NOS we would also add:
Firstly, the Title should describe a work function. If you use the Functional Analysis
method described in Section 2, this will happen naturally. The NOS Title should
describe an activity in the workplace that leads to an outcome that is useful to the
employer.
For example, a carpenter should be able to: „Cut wood to specified lengths‟.
However, that is not a work function. It is of no value to the employer (unless the
employer wants pile of wood). „Fit work surfaces in a kitchen‟, on the other hand, is a
work function with an outcome an employer would value. Cutting wood to the right
length is an important skill that contributes to that outcome but it‟s not a function in
itself. Since it isn‟t a work function, it shouldn‟t be a NOS Title.
Secondly, the NOS Title should be one sentence only. Remember that the NOS
Titles will be read by employers and employees in the „real world‟. They will not want
to read something that is long and complex. If you want to add other information to
give a better understanding of what the NOS is about, you can do this in the
Overview (Subsection 4.7).
Thirdly, the NOS Title should be an accurate description of the NOS content. An
employer or staff member reading the Title should be able to get a pretty good idea
what it covers. Using straightforward language is helpful but this doesn‟t mean you
need to simplify the language to the extent that the average „person on the street‟
can understand it. Remember you are writing for people who are already in the
sector and the occupation, and they should be able to understand their own technical
language. However, it should not be so technical that other employers cannot
understand it, especially where the NOS may have relevance to other occupations or
industries.
4.8 Overview
The Overview section provides the reader with more information about the NOS. It
does not form part of the standard. We do not use the Overview to assess or
appraise a person‟s performance or knowledge. It simply provides an introduction.
Overviews should be concise, consisting of no more than two or three paragraphs.
The Overview should contain the following:
a summary of what the NOS covers
an indication as to which occupation the NOS might be appropriate.
6
For more information on language conventions and parts of speech, please see Section 2.
Overview
This NOS is about dealing with the arrival of customers, processing their registration
documents and promoting the products and services of the organisation.
This NOS is for staff who provide a reception service in a hotel.
The typical day-to-day activities you might carry out include:
- meeting and greeting guests
- processing customer details
- dealing with customer problems
- giving customers information about the services on offer.
The next Overview is taken adapted from a NOS from the Management and
Leadership suite
„MLD14 Initiate and follow disciplinary procedures‟
Overview
What is the NOS About?
This unit is about initiating and following your organisation‟s disciplinary procedure in
response to misconduct or unsatisfactory performance of a member of your team.
All employing organisations are required to have disciplinary and grievance
procedures. As a minimum, these must meet the requirements laid down in relevant
employment legislation. However, many organisations have developed more detailed
and extensive disciplinary procedures and associated rules to reflect their specific
contexts and requirements.
This unit describes the minimum standard of performance expected of managers
when they are implementing disciplinary procedures in line with legal and
organisational requirements. To meet this standard, managers need both sound
technical knowledge of the procedures and well-developed cognitive and
interpersonal skills.
Who is the NOS For?
The unit is for line managers who have to deal with misconduct or unsatisfactory
performance of members of their team. It is not designed for human resources
specialists who are required to develop disciplinary procedures and provide specialist
support to line managers who are implementing them.
In the case of this Overview, we can see not only who the NOS is for but also who it
is not for, ie it is aimed at a general manager and not an HR specialist – separate
NOS exist for them.
The Performance Criteria are longer and more complex, but this is appropriate to the
level and complexity of the function. However, the same principles apply. Each
Performance Criterion points to one or more tangible outcomes. Each of those
outcomes could easily be assessed. Observation in this case would probably not be
an appropriate way of measuring the manager against the Performance Criteria.
However, there will be tangible evidence of what they have done, mainly through
emails or other forms of correspondence between the manager and the team
member or between the manager and other colleagues in the organisation.
Prepare to carry out systematic searches of vehicles, premises and open areas
Conduct systematic searches of vehicles, premises and open areas.
These elements represent two important and discrete phases in the search process.
The Customer Service NOS 'Maintain a positive and customer-friendly attitude' also
has two elements:
Identify and evaluate individuals and organisations that can support your
volunteering strategy
Agree mutual expectations and protocols for working with individuals and
organisations
Work in partnership with individuals and organisations that can support your
volunteering strategy
Review relationships with individuals and organisations.
There is no hard-and-fast rule when to use Elements within NOS. Some SSCs have
decided that they will not use Elements at all; each of their NOS has a single list of
Performance Criteria without any breaks. Other standards-setting organisations use
Elements if this helps the structure and understanding, but are equally happy to have
a 'Single Element NOS, when appropriate.
It is important, however, not to use Elements to 'bundle-up' two or more different
functions within a single NOS. Each NOS should describe a discrete function,
identified through the Functional Analysis, that can be performed by an individual.
Firstly, the NOS are national, not organisational. In their organisation, the staff
member may only have the opportunity to show they can deal with certain situations.
In one company an Engineer, for example, might only deal with a limited number of
types of equipment, materials and tools. They may then move to another company
where different technologies are used. How do we know that they could perform to
the same standard where there are different types of equipment, materials and tools?
Secondly, the period of time during which the staff member is assessed or appraised
can‟t be infinite. Even if the opportunities to deal with something unusual might arise
at some point, will we wait for what could be a very long time before we get the
chance to see if they can deal with these eventualities? For example, during the time
we are assessing our hotel receptionist, we might find that every customer is very
amenable and co-operative, and doesn‟t present any kinds of problems or special
requirements. Therefore we will have no way of knowing whether the receptionist can
deal with guests who are rude, demanding, upset or need special types of
assistance.
Third, if people are to perform consistently over a period of time, they really need to
know the reasons why certain things need to be done in a particular way. It‟s fine if a
cook can show that they consistently store cooked and uncooked meat separately in
a refrigerator. It‟s even better if they know the reason for that – to prevent cross
contamination – and the potentially fatal consequences of cross contamination. If
they know and understand those things, they are more likely to store them separately
every time and avoid possible cross-contamination in other things they do.
This problem became known as the „assessment gap‟. Unless we can address this
assessment gap, NOS will only ever deliver „narrow‟ competence based on limited
performance, not the type of broad competence employers expect.
It was quickly realised that NOS had to contain Knowledge and Understanding if the
competence they described was going to have the breadth employers‟ demand.
Knowledge and Understanding within NOS usually covers three main areas:
Principles/Rationale
For example, the reasons why cooked and uncooked meat must be stored
separately; why customers should be made to feel welcome in the hotel; why
the registration card needs to be completed correctly
Methods
For example, how to avoid cross contamination, how to meet the needs of a
customer in a wheel chair, how design a fitness programme for someone with
a history of heart disease
4.16 Values
Some suites of NOS – particularly those relating to caring occupations or the social
justice field – are explicit about the Values which underpin performance. The
Community Development NOS, for example, provide very detailed descriptions of
'The Key Values that Underpin All Community Development Practice':
The values underpinning this unit have been derived from the key purpose
statement*, the statement of expectations from carers and people accessing
services, relevant service standards and codes of practice for health, social or care in
the four UK countries. They are embedded in this unit and should be applied in your
practice and through your knowledge demonstrated in any other standard you are
working towards.
* The key purpose identified for those working in health, social or care settings is 'to
provide an integrated, ethical and inclusive service, which meets agreed needs and
outcomes of people requiring health and/or social care'.
4.17 Behaviours
Behaviours try to address the fact that NOS mainly concentrate on outcomes. In
some industries, outcomes alone are not seen as sufficient. Employers also feel it is
important to describe the general ways in which individuals go about achieving the
outcomes.
The inclusion of Behaviours in NOS began in the Management and Leadership NOS.
These NOS also contain the Mandatory Components but also include statements
such as those below:
4.18 Skills
In earlier Sections we have discussed the contribution that both Knowledge and
Skills make to occupational competence and therefore NOS. Some SSCs and
standards-setting organisations feel that Skills should be mentioned separately within
NOS.
Below is a set of Skills from a Business and Administration NOS.
Concluding remarks
We explained in the introduction that developing, implementing and reviewing NOS is
a cyclical process.
Approval
of NOS
Example 2
Skillsmart Retail has defined the key purpose of the Retail sector as being:
To secure intended market position by promoting and delivering goods
and services to valued retail customers through efficient, cost-effective
processes and mechanisms.
At the first and second level of disaggregation the following key roles are identified
Key Area Key Role
A1 Define the organisation’s goals and objectives
A Determine the
intended market A2 Determine the organisation’s markets and intended
position A3 market
Developposition
commercial strategies and plans
E1 Manage people
E2 Manage resources
E3 Manage information
E4 Set up and maintain organisational systems and
E Maintain
organisational E5 processes
Set up and maintain credit control
effectiveness E6 Maintain health and safety in the workplace
E7 Maintain security in the workplace
E8 Maintain effective partnerships and working
E9 relationships
Manage waste
Some of the above statements have been truncated. Technically it‟s okay but might
be better in an Annex?
Taking the second level Key Roles above here are selected components of the retail
map at third and fourth levels of disaggregation.
B2 Secure the supply B2.1 Define specifications for required products and services
of goods and B2.2 Identify potential suppliers of products and services
services to meet
B2.3 Contract with suppliers for the purchase of products
market needs
and services