ProQual Level 2 Diploma in Utility Mapping and Surveying Course in Pakistan || Registration Open
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Introduction
The ProQual Utility Mapping and Surveying suite of qualifications provides nationally
recognised qualifications for those working in a surveying or construction environment. The
Level 2 Diploma is appropriate for trainee surveyors and technicians working, or wanting to
work, in the surveying profession. Unit certification can be awarded for completed units
that are appropriate to the work role if candidates choose not to complete all units.
The awarding body for this qualification is ProQual Awarding Body and the regulatory body
is the Office of Qualifications and Examinations Regulation (Ofqual).
This qualification has been accredited onto the Regulated Qualifications Framework, it
provides a progression route to further qualifications and unit accreditation in ProQual’s
Utility Mapping and Surveying qualifications suite (Levels 3, 4, 5 and 6) or other disciplinerelated qualifications.
Qualification Profile
Level 2 Diploma in Utility Mapping and Surveying
Qualification title ProQual Level 2 Diploma in Utility Mapping and Surveying
Ofqual qualification number 603/0263/X
Level Level 2
Total Qualification Time 300 (GLH 270)
Assessment
Pass or fail
Internally assessed and verified by centre staff
External quality assurance by ProQual verifiers
Qualification start date 15/8/16
Qualification end date
Entry Requirements
There are no formal entry requirements for this qualification.
Centres should carry out an initial assessment of candidate skills and knowledge to identify
any gaps and help plan the assessment.
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Qualification Structure
Candidates must complete all of the Mandatory units and a minimum of 2 Optional units.
Mandatory Units – complete all units
Unit Reference
Number Unit Title Unit
Level
K/615/1069 Health and safety in a construction environment 1
L/505/7112 Utility location and avoidance in construction 2
D/625/1070 Plan, prepare and operate safely in confined spaces 2
H/615/1071 Working as part of a group 1
K/615/1072 Effective communication for the workplace 1
M/615/1073 Developing time management skills 1
T/615/1074 Business and customer awareness 1
Optional Units – complete a minimum of 2 units
Unit Reference
Number Unit Title Unit
Level
A/615/1075 Preparing to lead the team 2
F/615/1076 Support development of self and team members 2
J/615/1077 Communication and the team leader 2
L/615/1078 Equality, diversity and the team leader 2
R/615/1079 Motivating the team 2
J/615/1080 Preparation for work 1
R/615/1082 Completing a job application 1
Y/615/1083 Writing a CV 1
Candidates can also receive Unit certification for successfully completed units.
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Centre Requirements
Centres must be approved to offer this qualification. If your centre is not approved please
complete and submit form ProQual Additional Qualification Approval Application.
Staff
Staff delivering this qualification must be appropriately qualified and/or occupationally
competent.
Assessors/Internal Quality Assurance
For each competence-based unit centres must be able to provide at least one assessor and
one internal quality assurance verifier who are suitably qualified for the specific
occupational area. Assessors and internal quality assurance verifiers for competence-based
units or qualifications will normally need to hold appropriate assessor or quality assurance
verifier qualifications, such as:
- Award in Assessing Competence in the Work Environment
- Award in Assessing Vocationally Related Achievement
- Certificate in Assessing Vocational Achievement
- Award in the Internal Quality Assurance of Assessment Processes and Practices
- Certificate in Leading the Internal Quality Assurance of Assessment Processes and
Practices
Support for Candidates
Materials produced by centres to support candidates should:
- enable them to track their achievements as they progress through the learning
outcomes and assessment criteria;
- provide information on where ProQual’s policies and procedures can be viewed;
- provide a means of enabling Internal and External Quality Assurance staff to
authenticate evidence
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Assessment
Candidates must demonstrate the level of knowledge and/or competence described in the
unit. Assessment is the process of measuring a candidate’s knowledge, understanding and
skills against the standards set in the qualification.
Each candidate is required to produce evidence which demonstrates their achievement of
all of the learning outcomes and assessment criteria for each unit.
Evidence can include: – assignments/projects/reports
– worksheets
– portfolio of evidence
– record of oral and/or written questioning
– candidate test papers
Learning outcomes set out what a candidate is expected to know, understand or be able to
do.
Assessment criteria specify the standard a candidate must meet to show the learning
outcome has been achieved.
Learning outcomes and assessment criteria for this qualification can be found from page 8
onwards.
Internal Quality Assurance
An internal quality assurance verifier confirms that assessment decisions made in centres
are made by competent and qualified assessors, that they are the result of sound and fair
assessment practice and that they are recorded accurately and appropriately.
Adjustments to Assessment
Adjustments to standard assessment arrangements are made on the individual needs of
candidates. ProQual’s Reasonable Adjustments Policy and Special Consideration Policy sets
out the steps to follow when implementing reasonable adjustments and special
considerations and the service that ProQual provides for some of these arrangements.
Centres should contact ProQual for further information or queries about the contents of the
policy.
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Results Enquiries and Appeals
All enquiries relating to assessment or other decisions should be dealt with by centres, with
reference to ProQual’s Enquiries and Appeals Procedures.
Certification
Candidates who achieve the requirements for qualifications will be awarded:
- A certificate listing all units achieved, and
- A certificate giving the full qualification title –
ProQual Level 2 Diploma in Utility Mapping and Surveying
Claiming certificates
Centres may claim certificates for candidates who have been registered with ProQual and
who have successfully achieved the requirements for a qualification. All certificates will be
issued to the centre for successful candidates.
Unit certificates
If a candidate does not achieve all of the units required for a qualification, the centre may
claim a unit certificate for the candidate which will list all of the units achieved.
Replacement certificates
If a replacement certificate is required a request must be made to ProQual in writing.
Replacement certificates are labelled as such and are only provided when the claim has
been authenticated. Refer to the Fee Schedule for details of charges for replacement
certificates.
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Learning Outcomes and Assessment Criteria
Unit K615/1069
Health and Safety in a Construction Environment
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Know the principles of risk assessment
for maintaining and improving health
and safety at work.
1.1 State the purpose of risk assessments and method
statements.
1.2 State the legal requirements of risk assessments and
method statements.
1.3 State common causes of work-related:
– fatalities
– injuries
1.4 State the implications of not preventing accidents and
ill health at work.
1.5 State the meaning of the following in relation to
health and safety at work:
– accident
– near miss
– hazard
– risk
– competence
1.6 List typical hazards/risks associated with the
following:
– resources
– equipment
– obstructions
– storage
– services
– wastes
– work activities.
1.7 State the importance of reporting accidents and near
misses.
1.8 State typical accident reporting procedures.
1.9 State who is responsible for making accident reports.
2 Know the importance of safe manual
handling in the workplace.
2.1 State the reasons for ensuring safe manual handling
in the workplace.
2.2 State potential injuries and ill health that may occur
from incorrect manual handling.
2.3 State the employee’s responsibilities under current
legislation and official guidance for:
– moving and storing materials
– manual handling
– mechanical lifting
2.4 State the procedures for safe lifting in accordance
with official guidance.
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Learning Outcome – The learner will: Assessment Criterion – The learner can:
2.5 State the importance of using site safety equipment
when handling materials and equipment.
2.6 List aids available to assist manual handling in the
workplace.
2.7 State how to apply safe work practices, follow
procedures and report problems when carrying out
safe manual handling in the workplace.
3 Know the importance of working safely
at height in the workplace.
3.1 Define the term ‘working at height’.
3.2 State the employee’s responsibilities under current
legislation and official guidance whilst working at
height.
3.3 List hazards/risks associated with the following:
– dropping tools and debris
– stability of ladders
– overhead cables
– fragile roofs
– scaffolds
– internal voids
– equipment
– the working area
– other people
3.4 State how hazards/risks associated with working at
height can be controlled.
3.5 State the regulation that controls the use of suitable
equipment for working at height.
4 Know risks to health within a
construction environment.
4.1 List substances hazardous to health under current
regulations.
4.2 List common risks to health within a construction
environment.
4.3 State the types of hazards/risks that may occur in the
workplace linked with use of drugs and alcohol.
4.4 State the importance of the correct storage of
combustibles and chemicals on site.
4.5 State the importance of personal hygiene within a
construction environment.
4.6 State the potential hazards/risks to the health of
workers exposed to asbestos.
4.7 State types of asbestos waste.
4.8 State types of personal protective equipment (PPE)
used when dealing with hazardous materials.
5 Know the importance of working
around plant and equipment safely.
5.1 List ways in which moving machinery can cause
injuries.
5.2 State hazards/risks relating to the use of plant and
equipment.
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Learning Outcome – The learner will: Assessment Criterion – The learner can:
5.3 State the importance of keeping a safe distance away
from plant/machinery and equipment until clear
contact is made with the operator.
5.4 Outline how method statements can assist in ensuring
the safety of workers where moving plant is in use.
5.5 State ways to eliminate or control hazards/risks
relating to working around plant and equipment.
5.6 Identify hazard warning signs and symbols used
around the use of plant and equipment.
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
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Unit L/505/7112
Utility Location and Avoidance in Construction
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Understand published guidance covering
utility avoidance in the location of buried
services in construction
1.1 Explain what is meant by a Safe System of
Work
1.2 Describe the difference between legislation
and guidance
1.3 Explain the reasons why excavations take place
1.4 Describe the consequences of an underground
service strike
2 Understand the importance of regulations
related to the location of buried services in
construction
2.1 Describe client responsibility in terms of buried
services
2.2 Describe the responsibility of construction
designers in terms of buried services
2.3 Describe how to identify when it is necessary
to make alterations to a project due to the
presence of buried services
3 Understand the advantages of obtaining
accurate information related to the
positioning of underground services
3.1 Identify different types of drawings used in
services location
3.2 Describe types of inaccuracies that may be
found in drawings
3.3 Explain how the data and detail on drawings
may have limitations
3.4 Describe how regional differences may exist on
drawings
4 Understand the requirements for the
maintenance of underground service location
equipment
4.1 Describe the calibration requirements of the
equipment
4.2 Describe the reasons for the correct storage
and carriage of equipment including ancillaries
4.3 Demonstrate equipment functionality including
ancillaries
4.4 Demonstrate the use of control measures for
faulty equipment including ancillaries
5 Be able to recognise electro-magnetic fields
and their relationship to underground service
location
5.1 Demonstrate how to apply active signals to
services
5.2 Describe the use of passive signals in service
location
5.3 Describe how service depth is obtained when
using electro-magnetic location methods
5.4 Demonstrate how to accurately position
services when using service location
equipment
5.5 Describe the limitations of electro-magnetic
location in areas of heavy service congestion
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Learning Outcome – The learner will: Assessment Criterion – The learner can:
5.6 Describe the effects of metallic structures on
electro-magnetic service location
5.7 Describe the types of services, including
construction materials, that can be located
using electro-magnetic location
6 Be able to close out a site 6.1 Demonstrate final site sweeping procedures
6.2 Describe site surface marking standards
6.3 Explain site handover requirements
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
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Unit D/615/1070
Plan, prepare and operate safely in confined spaces
Learning Outcome – The learner
will: Assessment Criterion – The learner can:
1 Be able to plan and prepare to
operate in confined spaces
1.1 Prepare for confined space work in accordance with
organisational requirements, current legislation and relevant
codes of practice.
1.2 Accurately identify the need for confined space working
methods in accordance with organisational requirements,
current legislation and relevant codes of practice.
1.3 Assess all of the risks, listed below, of working in the
confined space accurately, and use the appropriate working
methods:-
(i) water levels
(ii) atmosphere
(iii) water borne pollutants
(iv) weather conditions
(v) access and egress
1.4 Carry out the correct pre-entry checks and procedures in
accordance with organisational requirements, current
legislation and relevant codes of practice.
2 Be able to operate safely in
confined spaces
2.1 Take the appropriate measures to protect the safety of the
public.
2.2 Demonstrate clear communications and determine the
correct emergency procedures in accordance with
organisational requirements, current legislation and relevant
codes of practice.
2.3 Monitor the safety of working conditions continuously in
accordance with organisational requirements, current
legislation and relevant codes of practice.
2.4 Demonstrate the safety and emergency procedures in
accordance with organisational requirements, current
legislation and relevant codes of practice for three of the
following :
(i) changes in water levels
(ii) changes in atmosphere
(iii) incapacity of team members
(iv) water-borne pollutants
2.5 Complete records accurately and legibly.
3 Be able to select, use and
maintain equipment for
working in confined spaces
3.1 Select the appropriate equipment in accordance with
organisational requirements, current legislation and relevant
codes of practice.
3.2 Use equipment in accordance with organisational
requirements, current legislation and relevant codes of
practice covering all the following:
(i) gas testing equipment
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Learning Outcome – The learner
will: Assessment Criterion – The learner can:
(ii) communications
(iii) protective clothing
(iv) escape sets or breathing apparatus
(v) lifelines
(vi) winch
(vii) harness
(viii) lights
3.3 Prepare, maintain and store equipment in accordance with
organisational requirements, current legislation and relevant
codes of practice.
4 Be able to work safely and
minimise environmental
damage
4.1 Work in a way which maintains health and safety in
accordance with organisational requirements, current
legislation and relevant codes of practice.
4.2 Work in a manner which minimises environmental damage in
accordance with organisational requirements, current
legislation and relevant codes of practice.
4.3 Carry out at least two of the following technical operations :
(i) inspections
(ii) maintenance works
(iii) repair works
(iv) blockage removal
(v) desilting works
(vi) dealing with pollution
4.4 Dispose of waste safely and correctly
5 Understand how to plan and
prepare for working in confined
spaces
5.1 Explain the principles and methods of confined space work
5.2 State the conditions which determine confined space work is
required
5.3 Explain the entry checks and procedures which are required
6 Know how to operate safety in
confined spaces
6.1 Describe the types of risks involved in confined space work
covering:
(i) water levels
(ii) atmosphere
(iii) water borne pollutants
(iv) weather conditions
(v) access and egress
6.2 State the methods available for protecting the public
6.3 Describe the communication and emergency procedures for
confined space work covering :
(i) changes in water levels
(ii) changes in atmosphere
(iii) incapacity of team members
(iv) water-borne pollutants
6.4 Explain the methods for monitoring safety during confined
space work
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Learning Outcome – The learner
will: Assessment Criterion – The learner can:
6.5 Describe the procedures for recording information relating to
confined space work
7 Know the types of equipment
required and how to use and
maintain them
7.1 Describe the types of equipment required for confined space
work
7.2 Describe the correct and safe use of equipment in confined
spaces covering all the following:
(i) gas testing equipment
(ii) communications
(iii) protective clothing
(iv) escape sets or breathing apparatus
(v) lifelines
(vi) winch
(vii) harness
(viii) lights
7.3 Describe methods of maintaining the equipment for use
8 Know the current health and
safety legislation and
environmental good practice
8.1 Outline the current health and safety legislation, codes of
practice and any additional requirements, which apply to
confined space work.
8.2 Describe how environmental damage can be minimised.
8.3 Describe the correct methods for disposing of waste.
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
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Unit H/615/1071
Working as part of a group
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Understand how to contribute to working as
part of a group in appropriate ways
1.1 Suggest appropriate ground rules for working
with others
1.2 Contribute to the planning of group and
individual activities
2 Demonstrate how to work as an effective
group member
2.1 Work with others in a positive way to carry
out individual and group activities
2.2 Make suggestions appropriately
2.3 Deal with instructions appropriately
2.4 Deal with feedback appropriately
2.5 Support others and ask for support when
required
3 Review the group’s progress and their
contribution to it
3.1 Review the progress the group has made in
working together
3.2 Describe how they contributed to the work of
the group
3.3 Describe what went well and what went less
well
3.4 Suggest how they could improve their skills in
working with others
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
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Unit K/615/1072
Effective communication for the workplace
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Demonstrate an understanding of effective
communication
1.1 Identify forms of communication which are used
in the workplace
1.2 Identify examples of effective and ineffective
communication
1.3 Demonstrate open and positive body language
2 Understand the importance of the choice of
communication method
2.1 Choose appropriate communication methods for
different purposes
2.2 State the importance of clear communication
3 Know how to use communication to
support the work of others
3.1 State the importance of passing information to
relevant people
3.2 Share information with others using an
appropriate method of communication
4 Understand the importance of following
instructions
4.1 State the importance of following instructions
4.2 Follow a given set of instructions accurately
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
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Unit M/615/1073
Developing time management skills
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Understand the importance of good time
management and timekeeping
1.1 Describe the benefits of good time management
skills
1.2 Describe one or more effects of poor
timekeeping
1.3 Explain how home and work life can be balanced
by using good time management
2 Know how to manage time 2.1 Prioritise tasks and agree deadlines when
working
2.2 Work to deadlines
2.3 Know what to do if going to be late for an
appointment or deadline
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
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Unit T/615/1074
Business and customer awareness
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Understand the different types of
business and organisations, their
purposes and customers in their area.
1.1 Identify the main areas of business for 3 different
types of organisations in their local area, at least
one of which must be a national organisation.
1.2 Identify the types of customer for one local and one
national organisation identified.
2 Understand why employers might
require particular attitudes from their
staff in different situations.
2.1 Give 2 examples of particular attitudes employers
might require from their staff in different situations.
2.2 State why these attitudes are important to the
employer and the business or organisation.
3 Be able to relate employer expectations
to their own activities.
3.1 Identify activities they have undertaken that would
meet an employer’s expectations.
3.2 Identify the attitudes they have shown within these
activities
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
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Unit A/615/1075
Preparing to lead the team
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Understand the key leadership roles 1.1 Outline the team leader’s role in motivating the team
1.2 Describe the team leader’s role in setting objectives for
the team
1.3 Describe the team leader’s role in supporting
development of team members
1.4 Outline the importance of clear communication when
dealing with the team and others
1.5 Describe how the team leader can promote the team
within the organisation
2 Understand the benefits of working
with colleagues
2.1 Describe the benefits of productive working
relationships with colleagues
2.2 Identify key colleagues within the working environment
and the role of each
2.3 Explain how to display behaviour that shows
professionalism when dealing with colleagues
2.4 Provide examples of potential work related difficulties
and conflicts of interest with colleagues
2.5 Explain how potential work related difficulties and
conflicts of interest can be resolved
3 Understand the team leader’s role in
health, safety and security
3.1 Explain the key responsibilities of the Team Leader
under Health and Safety legislation
3.2 Outline the responsibilities of the Team Leader with
regards to fire safety
3.3 Outline the responsibilities of the Team Leader with
regards to first aid precautions in the workplace
3.4 Explain how to carry out a safety inspection in the
workplace including documents
3.5 Explain how to maintain security of premises, property
and equipment
4 Understand the team leader’s role in
procuring resources
4.1 Identify the resources, both physical and personnel,
needed by the team
4.2 Explain how resources are acquired by the team leader
4.3 Identify any constraints on the acquisition of resources
for the team
4.4 Describe ways a team leader can overcome a lack of
resources
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Learning Outcome – The learner will: Assessment Criterion – The learner can:
5 Understand the team leader’s role in
customer service
5.1 Identify key internal and external customers of the team
5.2 Explain the services the team provides to key internal
and external customers
5.3 Explain the customer service standards expected of the
team by the organisation
5.4 Explain how to make the team aware of customer
service requirements
5.5 Explain how to provide support to the team in order to
meet the service standards
5.6 Describe the team leader’s role in monitoring customer
satisfaction
6 Understand how information is
managed
6.1 Identify the main information collected by the team
leader and how it is stored
6.2 Explain how the security of information is ensured
6.3 Provide examples of information collected by, and
accessible to, the team
6.4 Describe how the team is made aware of security of
information
6.5 Outline how the data protection impacts on the role of
the team leader and the work of the team
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
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Unit F/615/1076
Support development of self and team members
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Understand the performance
requirements of the team leader’s role
1.1 Outline the requirements of the job role
1.2 Describe the reporting procedure for the job role
1.3 Identify the team members and the roles they play in
the team
1.4 Explain the knowledge and skills required for the job
role
1.5 Identify gaps in skills and knowledge required for the
job role
2 Understand how to measure progress
against agreed personal objectives
2.1 Explain how to produce a development plan to
address individual and organisation needs
2.2 Identify opportunities and resources available for
personal development
2.3 Develop a plan of activities to address identified
needs
2.4 Explain how to measure the success of activities
undertaken as part of the plan
2.5 Explain the importance of collecting and recording
feedback from colleagues and managers on the result
of development activities
3 Understand how to communicate the
team’s purpose and objectives to team
members
3.1 Describe the purpose and objectives of the
individual’s team
3.2 Explain how to communicate the teams purpose and
objectives to its members in a way that promotes
understanding
3.3 Explain how to agree with the team objectives that
are SMART
3.4 Describe how to develop a plan with team members
showing how team objectives will be met
4 Understand how to support team
members
4.1 Explain how to encourage team members to
participate in the planning process and think
creatively
4.2 Identify the difficulties and opportunities that may be
faced by team members
4.3 Explain how the identified opportunities and
difficulties can be addressed with team members
4.4 Describe how advice and support to team members to
overcome difficulties and make the most of
opportunities may be given
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Learning Outcome – The learner will: Assessment Criterion – The learner can:
5 Understand how to monitor the
team’s progress against agreed
objectives
5.1 Describe how to record the team’s progress against
agreed objectives and timescales
5.2 Explain how to provide feedback on progress against
agreed objectives to the team
5.3 Explain how to recognise and celebrate individual and
team achievements
5.4 Identify development opportunities for team
members who are under achieving in order to meet
agreed objectives
5.5 Identify activities to challenge high performing team
members against agreed objectives
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
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Unit J/615/1077
Communication and the Team Leader
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Understand the importance of effective
communication
1.1 Identify suitable methods of communication that
the team leader could use
1.2 Identify the positive and negative factors for
each method of communication
1.3 Outline ways in which poor communication can
impact on the job role and organisation
1.4 Explain how good communication can improve the
work of the team
1.5 Describe how good communication can present a
positive image of the team
2 Understand the importance of effective
communication with the team and
colleagues
2.1 Outline reasons for sharing information with the
team and colleagues
2.2 Identify information that can be shared formally
with the team and colleagues
2.3 Explain the methods of sharing information and the
advantages of each
2.4 Explain how to vary communication methods as a
result of feedback from the team and colleagues
2.5 Outline why it is important to ensure the accuracy
of information shared
2.6 Explain how to clarify self understanding of
information given
2.7 Explain how to minimise or defuse conflict within
the team or with colleagues resulting from poor
communication
3 Understand how to present information
to a team
3.1 Explain how to collect information relevant to an
aspect of the team’s work
3.2 Indicate what further investigation about the team
needs to be done
3.3 Explain how to create a presentation suitable for
delivery to the team
3.4 Explain how to record individual and team
reflections on the presentation
3.5 Identify individual development activities in order
to meet the teams presentation needs
4 Understand how to give clear
instructions
4.1 Explain how to prepare a detailed instruction for an
activity
4.2 Describe how this could be used to instruct a team
member
4.3 Explain how to assess the performance of the team
member based on the instruction given
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Level 2 Diploma in Utility Mapping and Surveying
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Learning Outcome – The learner will: Assessment Criterion – The learner can:
4.4 Describe how to record individual reflections and
those of the team member
4.5 Identify development points in the quality of
instruction that need to be acted upon
5 Understand how to take part in a
meeting
5.1 Explain the objectives of the meeting
5.2 Identify individual and others roles at the meeting
5.3 Describe how to prepare the necessary information
to support individual participation in the meeting
5.4 Explain how to show respect for the opinions of
others
5.5 Explain how to seek clarification of the outcomes of
the meeting clarification as necessary
5.6 Describe how the information from the meeting
could be passed on to interested parties
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
October 2017
Level 2 Diploma in Utility Mapping and Surveying
26
Unit L/615/1078
Equality, diversity and the Team Leader
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Understand the support disabled team
members or colleagues require
1.1 Outline the legislation relating to disability
discrimination
1.2 Identify common disabilities encountered in the
workplace
1.3 Describe the range of aids available for each disability
1.4 Explain why disabled members of staff should be
valued and supported
1.5 Explain how the team leader can support disabled
team members or colleagues
2 Understand how the team leader can
support ethnic diversity
2.1 Outline the main points of racial discrimination
legislation
2.2 Describe ways in which cultural differences can be
valued and supported by the team leader
3 Understand how the team leader can
support minority groups
3.1 Identify other groups that may be in a minority in the
workplace
3.2 Outline legislation relating to discrimination against
each group
3.3 Describe how the team leader could support each
group in the workplace
3.4 Outline examples of behaviour the team leader could
challenge in the workplace
4 Understand how the team leader can
promote minority groups
4.1 Describe how the team leader can promote equality
and inclusion in the workplace
4.2 Explain the main points of the organisation’s equality
and diversity policy
4.3 Describe how the team leader can brief the team on
the contents of the equality and diversity policy
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
October 2017
Level 2 Diploma in Utility Mapping and Surveying
27
Unit R/615/1079
Motivating the Team
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Understand motivational theory 1.1 Outline how Maslow’s Hierarchy of Needs applies to
leading a team
1.2 Identify what motivates each team member
1.3 Outline each team members position on Maslow’s
pyramid and the impact this may have on the team
leader’s role
1.4 Describe what motivational factors are present within
individual area of responsibility
1.5 Outline sources of assistance for motivational factors
outside of immediate control
2 Understand the use of delegation as a
motivational tool
2.1 Describe how effective delegation can motivate team
members
2.2 Outline ways in which ineffective delegation can
demotivate team members
2.3 Examine the team leader’s job role, indicating what
areas can and can’t be delegated
2.4 Identify how these areas can impact on team
members and their individual motivation
2.5 Explain why the areas may be reviewed as a result of
feedback from team members
3 Understand the importance of
development activities in motivation
3.1 Describe how development activities can motivate
team members
3.2 Identify the development aspirations of each team
member
3.3 Outline which of these are under the control of the
team leader
3.4 Identify sources of assistance for activities outside of
the team leader’s control
3.5 Explain how to draw up a team and individual
development action plan with timescales for review
3.6 Explain why not following through a team and
individual development action plan may be a demotivator
4 Understand the importance of
individual and team recognition in
motivation
4.1 Describe how team members can be motivated by
recognition of achievement
4.2 Explain how individuals may feel demotivated through
exclusion from the recognition process
4.3 Describe how each team member is essential to team
success
4.4 Explain how team members can be encouraged to
develop ideas to help team and individual recognition
October 2017
Level 2 Diploma in Utility Mapping and Surveying
28
Learning Outcome – The learner will: Assessment Criterion – The learner can:
4.5 Explain how to collect a range of ideas from the team
that could be used in the recognition process
4.6 Explain how the team leader can support team
members in making a proposal for a new idea
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
October 2017
Level 2 Diploma in Utility Mapping and Surveying
29
Unit J/615/1080
Preparation for Work
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Understand how own skills and qualities
relate to those needed for working life
1.1 Describe personal and employability skills and
qualities which employees need
1.2 Describe their own skills, qualities and
achievements
1.3 Explain how their own skills, qualities and
achievements relate to those needed in the
workplace
1.4 Suggest areas for improvement
2 Research personal career opportunities 2.1 Find out about a range of potential job roles which
interest them
2.2 Match their skills, qualities and achievements to a
potential job role
2.3 Identify and prepare key information needed for
an application or interview
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
October 2017
Level 2 Diploma in Utility Mapping and Surveying
30
Unit R/615/1082
Competing a job application
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Know the different ways of applying for
a job
1.1 Describe different ways of applying for a job
2 Be able to apply for a job 2.1 Identify the information necessary for an application
form
2.2 Complete an application form
2.3 Write a simple letter to accompany the application
form
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
October 2017
Level 2 Diploma in Utility Mapping and Surveying
31
Unit Y/615/1083
Writing a CV
Learning Outcome – The learner will: Assessment Criterion – The learner can:
1 Know the type of information
usually included in a CV
1.1 Identify the type of information usually included in a CV
1.2 Collect the information they will need to create a CV
ensuring it is accurate and up to date
2 Understand the importance of a
reference
2.1 Identify 2 people who would be suitable as referees
2.2 Give examples of people who would not be acceptable as
referees
3 Produce a CV 3.1 Choose a suitable layout for a CV
3.2 Produce an accurate and appropriately laid out CV using
IT
Assessment
There must be valid, authentic and sufficient for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning
outcome or assessment criterion.
