The Highfield Level 3 Award in Education and Training (RQF)

• 4.50

Introduction

Introduction

The Highfield Level 3 Award in Education and Training (RQF) has been developed and is awarded by Highfield Qualifications and sits on the Regulated Qualifications Framework (RQF). The RQF is a qualification framework regulated by regulated by Qualifications Wales.

Key facts

Credit value: 12
Guided learning hours (GLH): 48 GLH

Qualification structure
In order to achieve the Highfield Level 3 Award in Education and Training (RQF) learners must achieve a minimum of 12 credits overall. In order to complete this, learners must achieve the following rules of combination:

UNITS OF COMPETENCE

The qualification is made up of a total of 6 units and you will need to complete 3 of them.  

First Unit (mandatory, 3 credits):

• Understanding roles, responsibilities and relationships in education and training
• Understanding and using inclusive teaching approaches in education and training
• Understanding the principles and practices of assessment (

Qualification overview and objective

The Highfield Level 3 Award in Education and Training (RQF) has been designed to provide an introduction to teaching for individuals who would like to work or currently work within FE Colleges, Independent Training Providers and/or Local Authorities.

It can meet the needs of a range of trainee teachers, such as:

Individuals not currently teaching or training – achievement of the qualification does not require practice other than micro-teaching, unless units from the Learning and Development suite of qualifications are selected;

Individuals currently teaching and training, including those new to the profession – although the qualification does not require practice (see explanation above), opportunities may be made available to observe and provide feedback on a trainee teacher’s practice; and

Individuals currently working as assessors, who wish to achieve a qualification that provides an introduction to teaching.

The objective of the qualification is to support a role in the workplace and prepare learners to progress to a qualification in the same subject area but at a higher level. The qualification is supported by the Education and Training Foundation.

Entry requirements

In order to complete this qualification, learners are required to:

There are no other formal entry requirements. However, there is a requirement to carry out an initial assessment of a trainee teacher’s personal skills in maths, English and ICT. Development needs should be recorded and, where applicable, an action plan agreed. If trainee teachers join the qualification programme having already undertaken an initial assessment of their maths, English and ICT skills, their record of development needs and any previous actions taken to address them should be reviewed and updated as required.

Assessment method

This qualification is assessed by the completion of a portfolio of evidence.

The qualification can meet the needs of a range of trainers/teachers such as:

• individuals not currently training/teaching as achievement of the qualification does not require practice, other than micro-teaching
• individuals currently training/teaching, including those who have just started training/teaching
• individuals currently working as assessors who wish to achieve a trainer qualification – qualified Assessors will be able to achieve this quickly as they are likely to get credit transfer for one Unit.

There is a microteaching requirement for this unit. Trainee teachers must be involved in at least one hour of microteaching. Each trainee teacher must deliver at least one 15-minute microteaching session that is observed and assessed by a member of the delivery team. For the additional 45 minutes, the trainee teacher can either deliver additional microteaching sessions or observe the microteaching sessions of other trainee teachers. Trainee teachers who are currently teaching may prefer to use their practice instead of microteaching to meet the requirement of this unit.

Highfield Level 4 Certificate in Education and Training (RQF)

• 4.50

Introduction

Who is this qualification for?

This qualification is designed to prepare trainee teachers to teach in a wide range of contexts. It requires observation and assessment of practice and the range of optional units available provide opportunities to contextualise the qualification for different learning environments.

This qualification develops practical teaching skills, and through the optional units, prepares teachers to work in a wide range of contexts.

Entry requirements: In order to complete this qualification, learners are required to: 

• Be a minimum of 19 years of age

• be qualified, proficient or experienced in the subject which they intend to teach. 

• have sufficient personal skills to complete the academic and other requirements of the programme. They will also need to be able to support their learners at the appropriate level whilst delivering their subject specialism. 

• demonstrate the potential to study at minimum academic level 4 – the same level of study as the first year of a degree course. 

• take an initial assessment of their maths, English and ICT skills. The teaching programme will support further development of these skills, recorded in a personal development log. It is recommended that trainee teachers will have been assessed as competent at level 2 in English and maths prior to the completion of this qualification

Practice Requirements

There is a requirement for a minimum of 30 hours of practice for this qualification. There is no requirement to evidence working with groups of learners to achieve this qualification unless units are undertaken which specify that purpose. However, where trainee teachers are working solely with individuals, a programme may also include support and preparation for working with groups. Highfield recognises that an effective teaching practice experience should ideally include: 

• different teaching practice locations/settings/contexts; 

• teaching across more than one level; 

• teaching a variety of learners; 

• teaching individuals and groups; and 

• gaining subject-specialist knowledge through workplace mentoring.

This qualification is suitable for individuals who:

• want a qualification which focuses on practical teaching
• want a wide choice of optional units to reflect the context in which they teach
• are currently teaching and want to have their experience and practice accredited
• are not currently teaching but can meet the minimum teaching practice requirement of 30 hours
• are able to undertake a qualification of medium size
• have the potential to study at this level, which has the same level of demand as the first year of an undergraduate degree
• are willing to undertake an initial assessment of their skills in English, mathematics and ICT, record their development needs and follow an action plan to address them where necessary.

How long will it take?

The total qualification time for this qualification is 360 hours and of this 140 hours are recommended as guided learning hours.

What are the units covered within this qualification:

In order to achieve the Highfield Level 4 Certificate in Education and Training (RQF) learners must achieve a minimum of 36 credits overall.

Unit 1: Understanding roles, responsibilities and relationships in education and training

Unit 2: Planning to meet the needs of learners in education and training

Unit 3: Delivering education and training

Unit 4: Assessing learners in education and training

Unit 5: Using resources for education and training

Unit 6: Inclusive practice

Learning Outcomes

The qualification covers the knowledge and skills required by teachers/trainers in the further education and skills sector, such as:

• Understanding roles, responsibilities and relationships in education and training
• Planning to meet the needs of learners in education and training
• Delivering education and training
• Assessing learners in education and training
• Using resources for education and training

Assessment method

This qualification is assessed by a portfolio of evidence.

Assessments

• The qualification will be assessed by a combination of assignments, a portfolio of teaching evidence and observation of teaching or training.
• Assignment to cover theory.
• Planning & delivery of at least 3 sessions – 1 hours minimum (Practical Assessment) – The sessions can be done on any topic of your choice, preferably the subject that you specialise in. You would be observed and assessed by a tutor/assessor for at least 3 hours out of the 30 hours of teaching practice. The assessor may observe you live or via Skype.

Highfield Level 3 Assessment Qualifications (RQF)

• 4.50

Introduction

There are 4 different types of awards and qualifications learners can achieved under Highfield Level 3 Assessment Qualifications.

1. Highfield Level 3 Award in Understanding the Principles and Practices of Assessment (RQF)
2. Highfield Level 3 Award in Assessing Competence in the Work Environment (RQF)
3. Highfield Level 3 Award in Assessing Vocationally Related Achievement (RQF)
4. Highfield Level 3 Certificate in Assessing Vocational Achievement (RQF)

Highfield Level 3 Award in Understanding the Principles and Practices of Assessment (RQF): 

Credit Value = 3

Guided Learning Hours (GLH) = 24

This qualification is intended for those who wish to gain an understanding of the principles and practices of assessment without any requirement to practice as assessors. The objective of the qualification is to support a role in the workplace, or to prepare learners to progress to a qualification in the same subject area but at a higher level or where more specific knowledge, skills and understanding is required.

This is the most comprehensive assessing qualification and would allow you to assess NVQ’s, apprenticeships and any other regulated training in your subject area. This course is delivered via blended mode which means you will be allocated an assessor who meets you face to face, support via email, Skype, as well as you access online resources. We care about our learners so go one step further to give you career guidance and support finding work.

How we deliver this qualification

On completion of this course, you will be able to start your career as a qualified assessor either working for a college, training provider or freelance. Typically assessors earn 18-24k and more depending on the subject area and experience. Another great benefit of the role is that it is fairly common to have flexible working conditions and the option to work from home.

This is a distance-learning course that can be completed in your own time.

The course must be completed within 3 months of the start date.

Assignments will be accessed via the online learning portal when they are to be completed and returned to the course tutor for assessment. You will receive timely feedback in order to improve your work should you need to. After the successful completion of the course you will receive your nationally recognised certificate.

Personal tutoring and coaching.
 

Assessment method

This qualification is assessed by a portfolio of evidence. You will be assigned a tutor/assessor who will guide, coach and advise you throughout the course. There will be more than 1 assessment methods such as an structured assignment, professional discussion, reflective account. 

Highfield Level 3 Award in Assessing Competence in the Work Environment (RQF).

Credit Value = 9

Guided Learning Hours (GLH) = 54

 This qualification is intended for assessors who assess occupational competence in an individual’s work environment. It includes the following assessment methods (although not all of these require performance evidence): 

• observation of performance in the work environment
• use of others (witness testimony)
• examining products of work
• questioning the learner
• discussing with the learner
• looking at learner statements
• recognising prior learning.

The objective of the qualification is to support a role in the workplace.

Topics covered

There will be two units.

1. Understanding the principles
2. Practices of assessment, and assessing occupational competence in the work environment.

Assessment method

This qualification is assessed by a portfolio of evidence.

The portfolio will be assessed by following methods:

As a minimum, there must be performance evidence for the following assessment methods:

• observation of performance in the work environment;
• examining products of work; and
• questioning the learner.

Other forms of evidence will be acceptable for the remaining assessment methods:

• discussing with the learner;
• use of others (witness testimony);
• looking at learner statements; or
• recognising prior learning.

Your assessor will assess performance by observation, examining the products of work, questioning or professional discussions.

There must be evidence of the trainee assessor carrying out at least two assessments of two learner’s occupational competence (four assessments in total). This occupational competence must not be in assessment itself. In other words, evidence for this unit must not come from the trainee assessing another trainee assessor who, in turn, is assessing someone else. In gathering evidence for these qualifications, an unqualified trainee assessor is not allowed to assess competence in another unqualified assessor.

Highfield Level 3 Award in Assessing Vocationally Related Achievement (RQF).

Credit Value = 9

Guided Learning Hours (GLH) = 54

This qualification is intended for those who assess vocational skills, knowledge and understanding in a workshop, classroom or other training environment rather than assessing competence in a work environment. It includes the following assessment methods (although not all of these require performance evidence): 

• assessments of the learner in simulated environments
• skills tests
• oral and written questions
• assignments
• projects
• case studies
• recognising prior learning

The objective of the qualification is to support a role in the workplace.

Topic cover

• Understanding the principles and practices of assessment
• Assess vocational skills, knowledge and understanding

How we deliver this qualification

This is a distance-learning course that can be completed in your own time.

The course must be completed within 3 months of the start date.

Assignments will be accessed via the online learning portal when they are to be completed and returned to the course tutor for assessment. You will receive timely feedback in order to improve your work should you need to. After the successful completion of the course you will receive your nationally recognised certificate.

Personal tutoring and coaching.

Assessment methods:

This qualification will be assessed by portfolio evidence: It includes wide ranges of evidences: Assignment, Assessments in simulated environments, Skills tests, Oral and written questions Recognising Prior Learning (RPL), professional discussion, observation of performance in the classroom. 

Highfield Level 3 Certificate in Assessing Vocational Achievement (RQF) 

Credit Value: 15

Guided Learning Hours: 84

This qualification is intended for those who assess both occupational competence in the work environment and vocational skills, knowledge and understanding in a workshop, classroom or other training environment other than assessing competence in a work environment. There must be evidence to cover all of the assessment methods listed in the units. The objective of the qualification is to support a role in the workplace.

Units cover

• Understanding the principles and practices of assessment
• Assess occupational competence in the work environment
• Assess vocational skills, knowledge and understanding

Assessment Methods

There must be evidence to cover all of the assessment methods:

As a minimum, there must be performance evidence for the following assessment methods: 

• observation of performance in the work environment;
• Question and Answer 
• Professional discussion
• witness testimony
• Personal statement
• recognising prior learning

Note: There must be evidence of the trainee assessor carrying out at least two assessments of two learner’s occupational competence (four assessments in total)***

There must be at least 3 different assessment methods such as assessments of the learner in simulated environments, skills tests, oral and written questions, assignments and projects, the trainee assessor use to assess the knowledge, skills of the two leaners. 

There must be evidence of the trainee assessor carrying out at least two assessments of two learner’s skills, knowledge and understanding (four assessments in total).

Highfield Level 4 Internal Quality Assurance Qualifications (RQF)

• 4.50

Introduction

Introduction:

Highfield currently offers 3 internal quality assurance qualifications. These are designed for those working in, or intending to work in, the role of an internal quality assurer. It is also ideal for those who do not actually wish to work in this role, but do require a greater understanding of the processes and practices involved. These qualifications, that meet sector standards, have replaced the V1 Award for Internal Verifiers.

1. Highfield Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (RQF)
2. Highfield Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (RQF)
3. Highfield Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (RQF)

Entry Requirement:

In order to complete this qualification, learners are required to: 

• Be a minimum of 19 years of age.

It is recommended that learners hold one of the following qualifications prior to enrolling: 

• Level 3 Award in Assessing Competence in the Work Environment
• Level 3 Certificate in Assessing Vocational Achievement
• A1 Assess candidate performance using a range of methods
• D32/D33 assess candidates performance/assess candidates using a different range of methods

Highfield Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (RQF)

Credit Value: 6

Guided Learning Hours: 45

Unit cover: 

• Understanding the principles and practices of internally assuring the quality of assessment

The aim of this unit is to assess knowledge and understanding of the principles and practices that underpin the internal quality assurance of assessment.

Assessment method:

All learning outcomes must be assessed using methods appropriate to the assessment of knowledge and understanding.

Evidence for this course could take the form of:

• Assessment
• Question and Answer
• Professional Discussion

Highfield Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (RQF) 

Credit Value: 12

Guided Learning Hours: 90

Units Cover

• Understanding the principles and practices of internally assuring the quality of assessment
• Internally assure the quality of assessment

Assessment methods:

All learning outcomes in this unit must be assessed using methods appropriate to the trainee IQA’s performance. 

These must include: 

• Assignment
• observation of performance
• examining products of work
• questioning.

Direct evidence of this kind may be supplemented, where necessary, by professional discussion, reflective accounts or witness testimony. 

There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. 

Evidence must come from performance in the work environment.

Highfield Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (RQF)

Credit Value: 17

Guided learning hours (GLH): 115

The qualification comprises of three units 

• Understanding the principles and practices of internally assuring the quality of assessment’, 
• Internally assure the quality of assessment
• Plan, allocate and monitor work in own area of responsibility.

In order to achieve this qualification learners must work with two assessors who both have two learners each. In other words, the trainee IQA (learner) must internally quality assure four pieces of learner evidence, across the two assessors. Learners must also lead IQA activities in their provider, working with at least one or more IQAs.

Assessment methods:

All learning outcomes in this unit must be assessed using methods appropriate to the trainee IQA’s performance. 

These must include: 

• Assignment
• observation of performance
• examining products of work
• questioning.

Direct evidence of this kind may be supplemented, where necessary, by professional discussion, reflective accounts or witness testimony. 

Certificate in Human Resource Management

• 4.50

Introduction

Aim: This certification provides an introduction to the concepts and practices of human resource management  and focuses on the management of recruitment, retention and employment cessation.

Certificate Abstract:

Recruiting and retaining staff of the right caliber contributes to the achievement of organisational purposes. Staff must make a valued contribution to the work of the organisation. Eventually they will leave, more often than not because they find alternative employment or retire. Occasionally, however, employment has to be terminated. This unit considers how human resource management deals with these aspects of working. However, the focus of human resource management has moved beyond personnel management towards a more proactive approach that, in addition to the traditional roles associated with staff management, also considers how to get the best people and the best out of people so that they work in roles and ways that are closely aligned to organisational objectives. This often leads to the assertion by many senior managers that ‘Our employees are our most valuable resource’.

Human resource management takes place against a background of organisational needs, policies and procedures that are themselves shaped by legal and regulatory requirements. The unit therefore gives consideration to the national and European legislation that has, for example, seen the introduction of a range of anti-discriminatory legislation, the significance of which can be seen regularly in high profile and often very expensive court cases. Organisations with effective human resource management policies, processes and practices will have committed, skilled employees who contribute effectively to the organisation. In competitive business contexts this is a significant contribution to maintaining a competitive advantage.

Learning outcomes

On successful completion of the programme the learner will:

1. Understand the difference between personnel management and human resource

management

2. Understand how to recruit employees

3. Understand how to reward employees in order to motivate and retain them

4. Know the mechanisms for the cessation of employment.

Admission Criteria

Level of English needs to be acceptable for the delivery centre. Previous continuous study is required.

Programme Length

The programme can be delivered as a fast track course or a part time course. The length for part time study should be no more than 6 months and no less than 7 days for fast track entry. Contact the centre for actual dates and delivery of the programme.

Assessment

All units will be internally assessed by the delivering institute. Student will need to show that they meet each of the assessment criteria detailed within each unit, to the required standard for the level of the unit. Certificates are awarded once the candidate fulfils the criteria. Assessment process can include assignment submission or examination based on delivery centre's preference.

The EUAAB Executive Business Mentor (EBM) Programme

• 4.50

Introduction

Overview

The EUAAB Executive Business Mentor (EBM) Programme offers an overview of the key concepts, tools, and techniques that are required to succeed in today’s challenging business environment. The program features focused learning experiences and case studies centered on vital subject areas in the business world. By examining and discussing the case studies, managers will learn how organizational units interact to support corporate strategy and the different ways business can adapt to constant change.

What does the 8 day EUAAB Executive Business Mentor (EBM) Programme offer you as a leader?

The 8 day EUAAB Executive Business Mentor (EBM) Programme provides a solid foundation in current business theory and practices that today’s leaders need to succeed. When business as usual is no longer the norm, it takes out of the box thinking to stay competitive. Throughout this program, you will explore current business best practices with top thought leaders. You will have the opportunity to share your experiences and to learn from the experiences of other leaders in the room. And you will walk away with cutting-edge information and practical business tools that can be applied immediately in your organization. At no other time in recent history has it been more critical to stay ahead of the competition than it is today!

For the past years, the EUAAB- Executive Business Mentor (EBM)Programme Certificate has shared the latest business thinking with professionals like you. The long-time success of this program rests on the fact that it consistently provides a foundation of practical knowledge and tools for making more informed business decisions – decisions that will directly impact your performance and that of your organization.

Who Should Attend?

•  Executive coaches who need to update their business knowledge and skills in order to inform current business leaders.

•  Experienced managers who need to update their business knowledge and skills in order to craft successful business strategies.

• High-potential managers who need a solid foundation in current business theory and practices to prepare for positions of increased responsibility.

• Professionals and entrepreneurs who need to learn basic business concepts in order to operate their businesses more effectively.

What Will You Gain?

• An overview of management skills that will help you think more strategically and lead more effectively

• Exposure to current management topics and business trends

• The ability to work and communicate more effectively with each functional area of business using the “language of business”

• A network of professional peers from a wide variety of businesses and industries

• Exposure to top-quality faculty who offer practical and immediately actionable business knowledge

• The opportunity to link business knowledge to results for your benefit and your organization’s benefit

• Enhance your leadership skills! In today’s unstable economic environment, learning is an ongoing process. The most successful leaders are those who continually seek ways to enhance their skills. This EUAAB Executive Business Mentor (EBM) Programme makes focused, continuous learning readily available to you and easily applicable to the business issues facing your organization._

Course Content

Day 1

Strategic Management in a Global Economy:

Competitiveness and Strategic Growth

• Creating competitive corporate advantage
• Successful businessmen strategy
• Building and managing transnational companies
• Managing in the Information Age: Strategy of global leaders
• Winning Strategy in New Economy
• Implementing Strategy: Translating Strategy in a successful Action-Process
• Management control systems
• The competitive challenge of globalization
• How to manage hyper growth

Day 2

Leadership: Leading Individuals, Teams

How to create a Culture of Innovation

• The new role of the modern leader
• Leadership in a global competitive environment
• Leading in a rapid growth organization
• Structural bases of leadership
• Coaching for results
• Vision and communication team development
• Leading innovation and organizational renewal
• Managing and leading innovation and the organizational changes

Day 3

Performance-Measurement

• Accounting as a benchmark tool and to make better decisions and strategies
• Strategic cost management
• Evaluating financial performance: use of ratios and cash flow
• analysis
• Transfer pricing and cost allocation
• Responsibility accounting
• The uses and values of performance measurement systems
• Performance Measurement Indicators

Day 4

International Marketing-Management

• Marketing-Strategy: How to create real customer value
• and building customer loyalty
• Strategic brand management
• Pricing in global markets: Value vs. Cost based pricing
• Integrated marketing – communications
• Building and managing global brand equity
• Performance Measurement and Balanced Scorecards in Marketing
• Market-Research: How to understand your Customer Needs
• The Marketing organization of the future

Day 5

Leading Knowledge Worker and Organizational Flexibility

• Influencing Process Design, Direction and Function
• The implementation of change strategies: Transforming organizational structures
• Making an organization more visionary
• Leading Remote and Virtual Teams
• Managing high tech knowledge workers
• Knowledge based Management
• Leadership, teamwork and conflict resolution
• Organizational Learning

Day 6

Strategic Decision Making: Why great Leaders don’t take “Yes” for an answer

• Surviving and managing in complex situation
• Managing transitions, changes and cultural complexity
• The approaches to Decision Making
• Decision as a process: Inquiry versus Advocacy, Constructive Conflict Structure in the Decision-Making-Process
• How real organizations make real decisions
• How the decision process unfolds throughout the organization-not just in the executive suite
• The five myths of executive decision making
• How to gain the whole hearted commitment to act
• Addressing hidden doubts that could undermine your final decision

Day 7

Management of Change in complex Organization

Leading and managing organizational change

The role of organizational culture

The innovative solution organization: How to communicate change Designing high commitment organizations and high-performance work groups

Managing in high-stress environments

Personal styles and managerial styles

Day 8

The Networked Economy: Value-Chain-Management and Process Mapping

• Develop new business opportunities
• Transform existing business and brands
• Build organizational capability
• The networked economy: Creating Value in a technology driven world
• The Value Chain and Supply Chain Design
• Understanding the Networked Economy: The gap between current business strategies and networked business models

Certificate in Strategic Human Resource Management

• 4.50

Introduction

Overview:

This qualification provides an fundamental of strategic human resource management and how this impact on HR professionals and organisational performance. By the end fo this qualification you will be bale to develop understanding of the context of HR professionals to support organisational strategy and assist them to achieve long term sustainable objectives.

Learning outcomes:

By the end of successful completion of this certificate you will be able to demonstrate knowledge and understanding of:

1. Understand the context of HRM
2. Understand the different theories and model of HRM
3. The relationships between HRM and Business Strategy
4. The Role of HR Professional to support organisation to achieve organisational performance

Admission Criteria

Level of English needs to be acceptable for the delivery centre. Previous continuous study is required.

Programme Length

The programme can be delivered as a fast track course or a part time course. The length for part time study should be no more than 6 months and no less than 7 days for fast track entry. Contact the centre for actual dates and delivery of the programme.

Assessment

All units will be internally assessed by the delivering institute. Student will need to show that they meet each of the assessment criteria detailed within each unit, to the required standard for the level of the unit. Certificates are awarded once the candidate fulfils the criteria.

Learning Outcomes:

LO1: Understand the context of HRM

AC 1.1: Explain the aims and objectives of organisations

AC 1.2: Evaluate the impact of internal and external factors on businesses on organisations

LO2: Understand the different theories and model of HRM

AC 2.1: Explain different characteristics of SHRM

AC 2.2: Explain different models and approaches to SHRM

LO3:  The relationships between HR Strategy and Business Strategy

AC 3.1: Explain the concept of  HR Strategy, Strategic HRM and Business Strategy

AC 3.2:  Evaluate how HR strategies are developed and implemented

LO 4: The Role of HR Professional to support organisation to achieve organisational performance

AC 4.1: Explain the link between HR strategy and performance

AC 4.2: Assess the role of HR professionals in supporting organisation to achieve sustainable performance

Certificate in Strategic Recruitment and Selection

• 4.50

Introduction

Overview:

Aim: The overall aim of this certificate is to provide students the fundamental understanding and knowledge of developing strategic recruitment and selection so that to minimise cost of recruitment.  You will be able to learn recruitment and selection best practice approaches.

With a view  of cost of recruitment of a new employee exceeding £5000 on average, recruiting the right candidate is the key for an organisational competitiveness. Therefore, one of the fundamental competency of HR professional to ensure that organisations have recruitment and selection polices, procedure and practices are fit for the purpose. Students are also required to understand the local and global regulatory framework on the recruitment and selection process.

By the end of the qualification you will be able to develop knowledge and understanding on systematic approach to recruitment and selection process.

Learning Outcomes:

1. Understand the principles of recruitment and selection
2. Understand different approaches to recruitment methods
3. Be able to develop required recruitment and selection documents

Admission Criteria

Level of English needs to be acceptable for the delivery centre. Previous continuous study is required.

Programme Length

The programme can be delivered as a fast track course or a part time course. The length for part time study should be no more than 6 months and no less than 7 days for fast track entry. Contact the centre for actual dates and delivery of the programme.

Assessment

All units will be internally assessed by the delivering institute. Student will need to show that they meet each of the assessment criteria detailed within each unit, to the required standard for the level of the unit. Certificates are awarded once the candidate fulfils the criteria.

1. Understand the principles of recruitment and selection 

1.1: Explain the concept of recruitment and selection

1.2: Explain the impact of internal and external factors on recruitment and selection process

2: Understand different approaches to recruitment and selection methods

2.1:  Compare and contrast the major recruitment methods

2.2:  Evaluate the range of selection methods

3: Be able to develop required recruitment and selection documents

3.1:  Explain the key components of job description and person specification

3.2:  Evaluate the  effectiveness of recruitment and selection

Certified Ethical Hacker (CEH) Course

• 4.50

Introduction