Presentation on theme: "CMI ENGAGE 2014 still LISTENING, LEARNING and CHANGING."— Presentation transcript:
CMI ENGAGE 2014 still LISTENING, LEARNING and CHANGING
WELCOME CMI ENGAGE 2014 still LISTENING, LEARNING and CHANGING
WELCOME Steve Heappey Director of Service Delivery Website: Facebook: LinkedIn:
OUR CHANGE AGENDA ›good brand & products – qualifications/student fee ›more business development – better collateral/marketing support ›better service – more responsive and easy to access ›better process/systems – uploading, clunky, moderation
WE ARE IMPROVING April Survey Results would recommend67%89% would give testimonial24%55% service76%93% resources available74%83% …but still have loads to do
WE VALUE OUR PARTNERSHIP WITH YOU thank you for your business and welcome to CMI ENGAGE 2014
AGENDA ›sharing best practice ›supporting your business ›standardisation exercise ›working with you locally ›questions and discussion
WE: ›want better led and managed organisations ›help increase the number and standard of professionally qualified managers ›live our values: ◦professional – highest standards, accountable, ethical ◦passionate – energy, enthusiasm, making a difference ◦practical – smart, responsive, grounded in the real world ◦progressive – do better, challenge the status quo
2 OUT OF 5 MANAGERS ARE NOT UP TO SCRATCH ›only 47% feel they have the skills and knowledge they need ›<10% new managers receive formal training in first two years
MLD BUILDS BUSINESS organisational performance people performance ›professional management Diplomas ranked similarly to MBA’s for resulting in improved productivity: 84% & 86% ›Chartered Managers deliver £362,176 in added value to their organisation
MANAGEMENT NEEDS A CHANGE OF DIRECTION ›Stop excluding. Start including. ›Stop controlling. Start coaching. ›Stop confusing. Start clarifying. ›Stop resisting change. Start embracing it. ›Stop competing. Start collaborating.
CMI ENGAGE 2014 Steve Heappey Director of Service Delivery Website: Facebook: LinkedIn: have a great day
SHARING BEST PRACTICE WORKSHOP Quality Manager
INTRODUCTION TO EXERCISE ›Common weaknesses in learner work experienced for 001 units ›Allow discussion in relation to a variety of options that could be used to assess and present evidence. ›Popularity and familiarity with Units.
THE EXERCISE ◦Discuss the following: Common difficulties experienced by learners Challenges faced by tutors The teaching and learning strategies Share different methods of assessing and presenting evidence CMI and other resources available to tutors and learners ◦Discuss best practice in assessment and internal verification practices at your centre ◦Record and Feedback Findings - Template in Packs
DELIVERY AND ASSESSMENT GUIDANCE ›Front-load 1 or 2 units for early achievement. ›Use of 001 units as a bolt-on to other sector specific qualifications. ›Good Practice Guidance and Study Resources. ›Focus Command Verbs and Context of Learning Outcomes ›Word count guidance for learners ›Use of Appendices ›Submission of work in word-processed document (Not PDF) for prevention of malpractice
DELIVERY AND ASSESSMENT GUIDANCE ›Ensure learner work is sign-posted to assessment criteria regardless of activity/method used. ›CMI Templates: Recording of Professional - Recording of Presentation Assessment Feedback - Assignment Brief and I.V. Checklist - Mark Sheets ›CMI External Marksheets can be used for assessing your own assessment briefs: -
INTERNAL VERIFICATION GUIDANCE ›Formative and Summative IV Feedback Form QA 1.11 Approved centre IV feedback form ›IV Strategy to consider: ›IV Role – Plan, Operate and Evaluate assessment and quality assurance systems. CMI IV checklist QA 1.9 Candidates/Learners /cohort Assessors Methods of assessmentEvidence types Assessment sitesCompleted units Records/systems for recording marks
SUPPORTING YOUR BUSINESS Penelope Summerfield, Head of Awarding Body & Compliance Michelle De Bank-Burgess, Customer Data Manager
HUB DEVELOPMENTS Further Developments ›Centres are involved in the development process ›We have improved the on line guidance Planned Hub Developments for 2014/2015 are:- ›Registration Hub Developments coming soon ›Approvals due late summer ›Moderation end of the year ›External Marking early 2015
COMPLIANCE UPDATE ›Ofqual – Have increased their monitoring activities ›Welsh Government – Have published their own GCR ›SQA – Have launched new principles ›Key focus for 2015 ◦Preventing Malpractice ◦Data ◦Standardisation
SUPPORT RESOURCES ›Quality Managers ◦All Centres will have had one visit/audit by August 2014 ◦QM Admin duties moved to HQ ◦Response times have improved ›Customer Services ◦We cover registrations, certifications, staff approvals and hub support ◦Single point of contact ›Any Feedback?
WEBSITE ›Website redesigned and recently launched ◦70,000 monthly users ◦Qualifications #1 destination ›Win more business ◦‘Qualification finder’ diagnostic ◦Listing in the Centre Directory ›Streamlining administration ◦Access to Hub ◦Qualification resource library ›Information ◦Centre resources ◦Policies and procedures
QUALIFICATIONS ›Introducing our new qualifications ›Level 8 update ›New NVQs ›In general ◦ we are reviewing qualification portfolio and rationalising in order to make more fit for purpose ◦Can we get general feedback about centres who attract funding for our qualifications and which ones?
CMI ACHIEVE L aunched Feb 2014 Focus: Management & leadership practice Free Member benefit Companions – CEO, MD Senior Managers Fellows – other member grades 640 members are now signed up to the programme and taking active part
HOW ELSE CAN WE SUPPORT YOU?
STANDARDISATION ACTIVITY Quality Manager
KEY THEME IDENTIFIED IN MODERATION AND MARKING ›Command verbs tell the assessor specifically what the learner must to achieve the criteria ›They must not be substituted ›Command verbs are part of every QCF qualification and QCF definitions can be found online
10 COMMON COMMAND VERBS IN QUALIFICATIONS ◦Find the sheet in your packs ◦Discuss the verbs and identify the correct definition ◦i.e. If you think that “analyse” (verb a) means “state or show accurately” (explanation 6) your answer would look like this:
NEXT TASK... ›In your packs, please find the following: ◦3001V1 Assessment activity ◦7001V1 Assessment activity ›In groups, review the learner work andanswer the following questions: ◦Has the command verb been met? ◦Explain what the learner has done to meet it/or what they must do to meet it if it has not been met ◦What written feedback would you provide to the learner on this criterion specifically?
HERE’S WHAT WE THINK... ›3001V1 Assessment activity Question 3001Our Response Has the command verb been met in this work? Yes Explain what the learner has done to meet it/or what they must to meet it if it has not been met The learner has considered several key approaches that develop relationships and explained them using examples of what the approach may result in. What written feedback would you provide to the learner on this criterion specifically? You have clearly explained several things that can be used to develop the relationships with the team. Your examples show that you understand some of the impact these approaches may have.
HERE’S WHAT WE THINK... ›7001V1 Assessment Activity Question 7001Our response Has the command verb been met in this work? No Explain what the learner has done to meet it/or what they must to meet it if it has not been met The learner has talked about what strategic objective are and touched on why they are important but there is no evaluation in this piece of writing. This is more like an explanation. Also, it has gone off topic, the criterion asks for an evaluation of the impact, not what they are and why we have them. What written feedback would you provide to the learner on this criterion specifically? You have clearly explained what strategic objectives are and why they are important. You now need focus on the impact achievement of objectives on ambitions by evaluating. This means detailing the strengths and drawbacks, coming up with reasoned judgement and where possible, supporting your work with theories of models.
HERE’S WHAT WE THINK... ›5001V1 Assessment activity – if we have time Question 5001Our response Has the command verb been met in this work? Yes Explain what the learner has done to meet it/or what they must to meet it if it has not been met This is a detailed evaluation, laid out in a simple table which is just one way to help structure an evaluation. What written feedback would you provide to the learner on this criterion specifically? A clear evaluation on how the achievement of your development plan could affect the strategic objectives of your organisation. You could have further improved this by providing clear links to some theories or models and included the actual strategic objective that has been impacted
MALPRACTICE & MALADMINISTRATION WHAT IS IT? ›Examples include failure to maintain appropriate records within the centre, falsifying records to claim certificates, not registering learners with CMI after learners have paid for a qualification etc ›Internal quality assurance can identify plagiarism, multiple learners using the same work for submission. ›Each centre should have THEIR OWN policy and adhere to it and also be familiar with the CMI Policy and Procedure and implement accordingly
PREVENTING MALPRACTICE & MALADMINISTRATION ›CMI will focus on preventing Malpractice and Maladministration ›Role of the centre is vital in notifying the Quality Manager ›The centre should use their own Policy and procedure but also inform the QM immediately ›Depending on the nature of the issue CMI may also investigate the issue to ensure compliance ›The Quality Manager will also review this during centre visits.
WORKING WITH YOU LOCALLY Paul Ryan Chair – West Midlands Regional Board
FINAL QUESTIONS AND DISCUSSION with the CMI team still LISTENING, LEARNING and CHANGING
WE VALUE OUR PARTNERSHIP WITH YOU thank you for your business and joining us at CMI ENGAGE 2014