Credit Rated Units for Certificate in Role
Redesign
These Units are designed to offer credits for the knowledge and skills required for
good practice in Role Redesign. The Units can be undertaken singly as part of
targeted knowledge and skill development or as a suite of units to accumulate
towards a demonstration of a complete suite of skills in the field of role redesign.
The units have been designed to meet the standards for Role Redesign set out in
the NLIAH publication, “Standards and Guidance for Role Redesign in the NHS in Wales”
(2007). The standards, set out in the document are listed in the table below and these equate to
the unit titles in the suite of units as shown.
“Standards and Guidance for Role Redesign in the NHS in
Wales” (2007)
1. Changes to roles follow good practice in Human
Resource Management and are fully legally compliant
2. Role redesign is an inclusive process and to ensure
this, all key stakeholders have been involved including
patients and carers, partners, staff representatives,
other departments, KSF leads, professional bodies
and if appropriate, regulators.
3. Patient safety and/or service quality has been
demonstrably improved as a result of the change.
Mechanisms for evaluating the effectiveness of the
new or redesigned role are in place and routinely used
and reported.
4. New and redesigned roles are based on competences
required and these competences are, wherever
possible, the National Occupational Standards.
5. The changes are based upon a careful analysis of the
service, the existing roles and patient pathways and a
comprehensive risk assessment for the assurance of
the safety of the patient, particularly where greater or
worker autonomy is created.
6. Emerging and accepted good practice feature strongly
in the resultant change.
7. The skills, knowledge and understanding required by
the occupier of the role are given careful consideration
by way of a competence analysis. This ensures that
skills development is properly accounted for, and that
CPD for staff in new roles is assured. Recognition is
given to the transferable skills, professional
development and lifelong learning of those affected by
the change.
8. A business case for the change has been created and
Unit Title
Unit 1 - Human Resource
Management Skills and
Knowledge for Role Redesign
Unit 2 - Methods of Evidencing
and Evaluating Improvements in
Quality and Effectiveness
Unit 2 - Methods of Evidencing
and Evaluating Improvements in
Quality and Effectiveness
Unit 6 - Establishing Development
Needs and Planning Workers
Development
Unit 3 – Undertaking Service Risk
Analysis and Managing Service
Risk
Unit 4 - Service Analysis Skills
Unit 5 - Understanding Sources
for Benchmarking Good Practice
Unit 6 - Establishing Development
Needs and Planning Workers
Development
Unit 7 - Developing Simple
approved by the organization so that the role change is
sustainable and supported by the organisation.
Whole award 24 Credits @ Level 4
Business Cases
Unit 1 - Human Resource Management Skills and Knowledge for Role Redesign
Level: 4
Credit Value: 4
LEARNING OUTCOMES
The learner should be able to:
ASSESSMENT CRITERIA
The learner has achieved this outcome because
s/he can:
1. Demonstrate knowledge and understanding of 1.1 Describe the Role of the Human Resource
Human Resource Management theories,
function within an organization.
concepts and practices
1.2 State the distinction between Performance
Management and Human Resource Management
1.3 Describe the HRM duties and responsibilities of
operational managers
1.4 Describe the importance of Human Resource
Planning and Resourcing
1.5 Describe the integrated workforce planning
process and their role and responsibility within it
1.6 Explain the term Labour Market Intelligence
1.7 Explain and illustrate the differences between
operation HRM and Strategic HRM
2. Undertake basic workforce analyses and
designs
2.1 Complete an age profile for a team or the staff
within a service
2.2 Complete an analysis of the sickness absence
for a team or the staff within a service
2.3 Complete a competence based skill mix
analysis of a team or service using National
Occupational Standards
2.4 Create a deployment map for a service or team
2.5 Complete a workforce culture study for a
service or team
2.6 Produce a structure Chart for a team or service
3. Understand terms and conditions of
employment and concepts of employment law
relating to role redesign
3.1 Explain the term “The psychological contract”
3.2 Explain the term “New ways of working” in the
context of the National Health Service”
3.3 Describe the recruitment process from preadvertisement to post-appointment in your
place of work
3.4 Describe and explain the basic outline of
Agenda for Change and the job evaluation
process
3.5 Create sample job descriptions and person
specifications for a minimum of two staff, at
different levels, in a human service.
3.6 Demonstrate the process of reshaping a job
description in consultation with the postholder
3.7 Create a stakeholder communication plan for
making changes to roles and services
Unit 1 - Human Resource Management Skills and Knowledge for Role Redesign
KSF Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following KSF Dimensions and Levels
Core 1 Level 4
Core 2 Level 3
Core 4 Level 2 and Level 3
Core 6 Levels 1,2,3 and 4
IK2
Levels 2 and 3
G1
Levels 1,2 and 3
G2
Level 1
G6
Levels 3 and 4
NOS Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following National Occupational Standards
CfA406, CfA413, CfA414, CfA416, CfA417
M&LA1, M&LB8, M&LB10, M&LB11, M&LC2, M&LC5, M&LC6, M&LD1, M&LD2,
M&LA3, M&LD4, M&LD7, M&LF9, M&LF12
The assessment activities for this unit are indicated in the table below:
Key:
P = Prescribed – this assessment method must be used to assess the unit.
O = Optional – this assessment method could be used to assess the unit.
Case study
Written question & answer/test/exam
Essay
Report
Oral question and answer
Written description
Reflective log / diary
O
O
O
O
O
Project
Role play/simulation
Practical demonstration
Group discussion
Performance/exhibition
Production of artifact
Practice file
O
O
P
O
O
P
O
Signposting Key Skills
This unit offers clear opportunities for learners to provide evidence of achievement in
Key Skills achievement in the following skill area/s:
Key Skill
Communication
Information Technology
Application of Number
Wider Key Skill
Y Working with others
Y Problem solving
Improving Own Learning and
Y
Performance
Y
Y
Y
Unit 2 - Methods of Evidencing and Evaluating Improvements in Quality and
Effectiveness
Level: 4
Credit Value: 4
LEARNING OUTCOMES
The learner should be able to:
ASSESSMENT CRITERIA
The learner has achieved this outcome because
s/he can:
1. Understand the principles of evaluation and 1.1 Explain the distinction between Effectiveness
establishing measures for services
and Efficiency
1.2 Distinguish between qualitative and quantitative
data and the relative strengths of each in
measuring service performance
1.3 Describe measures of central tendency and
distribution and the limits of their effective use eg
Mean
Median
Mode
Distribution curve
1.4 Describe the importance of baseline data
1.5 Explain the importance of benchmarking data
1.6 Explain the importance of evidence of quality
as well as efficiency and effectiveness in compiling
evaluations
2. Understand and compile a range of
evaluation methods
1.7 Explain the importance of compliance with data
protection policy, procedure and law.
2.1 Explain what is meant by the term “Cost/Benefit
analysis”
2.2 Describe the process of building a Cost/Benefit
analysis
2.3 Explain what is meant by the term “Cost/Utility
Analysis”
2.4 Describe the process of building a “Cost/Utility
Analysis”
2.5 Explain the benefits and drawbacks of using
correlation studies
2.6 Explain the benefits and drawbacks of using
satisfaction surveys
2.7 Construct a satisfaction survey with due regard
for the target audience and the data
Unit 2 - Methods of Evidencing and Evaluating Improvements in Quality and
Effectiveness
KSF Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following KSF Dimensions and Levels
Core 2 Level 2
Core 4 Level 3
IK1
Level 2 and 3
IK2
Levels 1,2,3 and 4
IK3
Level 1
NOS Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following National Occupational Standards
(Health Informatics) HI3, HI4, HI5, HI11,
Marketing 1.2.1, Marketing 1.2.2 and Marketing 1.2.5
M&L F9, M&L F11
The assessment activities for this unit are indicated in the table below:
Key:
P = Prescribed – this assessment method must be used to assess the unit.
O = Optional – this assessment method could be used to assess the unit.
Case study
Written question & answer/test/exam
Essay
Report
Oral question and answer
Written description
Reflective log / diary
O
O
O
O
O
Project
Role play/simulation
Practical demonstration
Group discussion
Performance/exhibition
Production of artifact
Practice file
O
O
P
O
O
P
O
Signposting Key Skills
This unit offers clear opportunities for learners to provide evidence of achievement in
Key Skills achievement in the following skill area/s:
Key Skill
Communication
Information Technology
Application of Number
Wider Key Skill
Y Working with others
Y Problem solving
Improving Own Learning and
Y
Performance
Y
Y
Unit 3 – Undertaking Service Risk Analysis and Managing Service Risk
Level: 4
Credit Value: 3
LEARNING OUTCOMES
The learner should be able to:
1. Understand the nature of risks within a
human services setting, risk assessment
and the factors which impact on risk
management.
ASSESSMENT CRITERIA
The learner has achieved this outcome because s/he
can:
1.1 Illustrate how a service can comply with, legal
requirements, industry regulations, organisational
policies and professional codes with regard to risk.
1.2 Describe the types of risk faced by human services
and the factors which influence the impact of different
types of risk
1.3 Describe the key stages in the risk assessment and
risk management process
1.4 Explain the importance of importance of seeking and
taking account of the views of relevant people across the
organisation and stakeholders
1.5 Explain how to identify potential risks in relation to
current and planned activities, the nature of the risks, the
probability of occurrence and consequences
1.6 Describe systems monitoring and reviewing the
effectiveness of risk management processes
2. Contribute to the Management of Risks in 2.1 Explain the importance of ensuring that there is
a Human Service Situation
clarity around responsibilities for risk management,
which is communicated across the organisation.
2.2 Evaluate significant current and planned
organisational activities and identify potential risks, the
nature of the risks, the probability of occurrence and
consequences.
2.3 Describe how to construct a Service Risk Profile and
a Risk Register for a service, outlining the importance of
the component parts
2.4 Construct a contingency plan for high probability and
high impact risks.
2.5 construct a communication plan to ensure that all
stakeholders, especially senior management, are aware
of risks
2.6 Explain the importance of reviewing and monitoring
risk registers and profiles and how to make
improvements
2.7 Explain the term “Balance risks against benefits that
may arise from taking risks”.
Unit 3 – Undertaking Service Risk Analysis and Managing Service Risk
KSF Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following KSF Dimensions and Levels
Core 1 Level 3
Core 3 Level 3
HWB3 Level 2
G5
Level 3
IK3
Level 2
NOS Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following National Occupational Standards
M&L A1, M&L B10
The assessment activities for this unit are indicated in the table below:
Key:
P = Prescribed – this assessment method must be used to assess the unit.
O = Optional – this assessment method could be used to assess the unit.
Case study
Written question & answer/test/exam
Essay
Report
Oral question and answer
Written description
Reflective log / diary
O
O
O
O
O
Project
Role play/simulation
Practical demonstration
Group discussion
Performance/exhibition
Production of artifact
Practice file
O
O
O
P
O
Signposting Key Skills
This unit offers clear opportunities for learners to provide evidence of achievement in
Key Skills achievement in the following skill area/s:
Key Skill
Communication
Information Technology
Application of Number
Y
Y
Wider Key Skill
Working with others
Problem solving
Improving Own Learning and
Performance
Y
Y
Unit 4 - Service Analysis Skills
Level: 4
Credit Value: 6
LEARNING OUTCOMES
The learner should be able to:
1. Undertake a range of service and
workforce analyses to support
understanding of service situation
( It is important to focus on one service for
all the analyses specified in the
Assessment Criteria)
ASSESSMENT CRITERIA
The learner has achieved this outcome because s/he
can:
1.1 Complete a “SWAT” analysis for a service
(Strengths, Weaknesses, Opportunities and Threats)
1.2 Complete a “PESTLE” Factor analysis for a service
(Political, Economic, Social, Technological, Legal and
Environmental)
1.3 Explain the term Market Mix and illustrate this by
completing a Market Mix analysis for a service to include
evidence of
Service demand
Customer/Service User/Patient profiles
Service location
Service operating hours
Overall budget for the service and service costs
Staff competences, credits and qualifications
1.4 Explain the term “Process Map” and illustrate this by
creating a process map for a specific aspect of a service
1.5 Create an evidence based analysis of the volume of
service delivery for a team or service
1.6 Explain the term “Value Chain Analysis” and illustrate
this by completing a Value Chain Analysis for a service.
1.7 Based on the evidence collated from the analyses,
Create a Boston Matrix for a team or service, ensuring
that evidence from the KSF is included.
1.8 Based on the evidence collated from the analyses,
collate a list of recommendations with specific reference
to how service improvement can be better achieved
through the redesigning of roles
Unit 4 - Service Analysis Skills
KSF Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following KSF Dimensions and Levels
Core 2 Level 2
Core 4 Level 2 and 3
Core 5 Level 3
IK1
Level 2
IK2
Level 1,2,3 and 4
G2
Level 1,2 and 3
G4
Level 1
NOS Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following National Occupational Standards
HI5, HI10, HI11 and HI12 (Health Informatics)
CfA310 (Business Administration)
WP2, WP3, WP4, WP5, WP6 and WP7 (Workforce Planning)
The assessment activities for this unit are indicated in the table below:
Key:
P = Prescribed – this assessment method must be used to assess the unit.
O = Optional – this assessment method could be used to assess the unit.
Case study
Written question & answer/test/exam
Essay
Report
Oral question and answer
Written description
Reflective log / diary
P
O
P
O
O
O
Project
Role play/simulation
Practical demonstration
Group discussion
Performance/exhibition
Production of artifact
Practice file
P
O
O
P
O
Signposting Key Skills
This unit offers clear opportunities for learners to provide evidence of achievement in
Key Skills achievement in the following skill area/s:
Key Skill
Communication
Information Technology
Y
Application of Number
Y
Wider Key Skill
Working with others
Problem solving
Improving Own Learning and
Performance
Y
Y
Y
Unit 5 - Sources for Benchmarking Good Practice
Level: 4
Credit Value: 3
LEARNING OUTCOMES
The learner should be able to:
ASSESSMENT CRITERIA
The learner has achieved this outcome because s/he
can:
1. Understand the term “benchmarking” and 1.1 Define the term “benchmarking” in relation to quality
how it applies to standards for service
standards for service delivery
delivery
1.2 Explain what is meant by the term National
Occupational Standard and describe where these
resources can be located
1.3 Describe the service standards or National Service
Frameworks which govern the delivery of specific
services
1.4 Explain how staff and managers can use
professional networks to collect benchmarking data
1.5 Explain the tem “Comparative Analysis”
2. Undertake a range of benchmarking
activities and analyses
1.6 Explain what is meant by a National Service
Framework and how it applies to a public service
2.1 Undertake comparative analyses on key aspects of
service effectiveness, efficiency, and quality using a
case study.
2.2 Obtain Inspectorate Standards for Services
2.3 Compare and contrast a range of national or
inspectoral service standards with the standards
achieved by a service or team as illustrated by
benchmarking data
2.4 Create a competence framework for a service or
team, based on National Occupational Standards
Unit 5 - Sources for Benchmarking Good Practice
KSF Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following KSF Dimensions and Levels
Core 1 Level 2
Core 2 Level 3
Core 4 Level 3
Core 5 Level 3
IK1
Level 3 and 4
IK2
Level 3 and 4
IK3
Level 3
G2
Level 3
NOS Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following National Occupational Standards
CfA310, CfA407, CfA410, CfA414, CfA415 (Business Administration)
HI3, HI4, HI5, HI12, HI18, HI19 (Health Informatics)
M&L B2, M&L B8, M&L D2, M&L D3, M&L D4, M&L F9, M&L F12 (Management and
Leadership)
The assessment activities for this unit are indicated in the table below:
Key:
P = Prescribed – this assessment method must be used to assess the unit.
O = Optional – this assessment method could be used to assess the unit.
Case study
Written question & answer/test/exam
Essay
Report
Oral question and answer
Written description
Reflective log / diary
P
O
O
O
O
O
Project
Role play/simulation
Practical demonstration
Group discussion
Performance/exhibition
Production of artifact
Practice file
O
O
P
O
Signposting Key Skills
This unit offers clear opportunities for learners to provide evidence of achievement in
Key Skills achievement in the following skill area/s:
Key Skill
Communication
Information Technology
Y
Y
Application of Number
Y
Wider Key Skill
Working with others
Problem solving
Improving Own Learning and
Performance
Y
Y
Y
Unit 6 - Establishing Development Needs and Planning Workers Development
linked to the NHS Knowledge and Skills Framework
Level: 3
Credit Value: 2
LEARNING OUTCOMES
The learner should be able to:
1. Apply the NHS Knowledge and Skills
Framework (KSF)
ASSESSMENT CRITERIA
The learner has achieved this outcome because s/he
can:
1.1 Describe the NHS KSF as a framework for all staff
development and explain the links between the NHS
KSF and Agenda For Change.
1.2. Explain the importance of staff development to
organisations
1.3. Using the eKSF, Create post outlines at different
levels
1.4 Define “New Role” and “Extended Role”.
2. Monitor and promote the development
needs of staff
2.1 Using the eKSF, undertake Development Reviews
2.2 Using the eKSF, create a range of Development
Plans, linking learning need to National Occupational
Standards to ensure staff development is facilitated
2.3 Discuss and explain the positive and negative
aspects of various evidence which indicates the amount
of development workers have achieved
2.4 Explain the role of the KSF Reviewer in the process
of evaluating learning and development.
2.5 Explain the importance of induction and construct an
induction programme for a new starter, providing a
rationale for each element.
Unit 6 - Establishing Development Needs and Planning Workers Development
KSF Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following KSF Dimensions and Levels
Core 1 Level 2
Core 2 Level 2 and 3
Core 4 Level 2
Core 5 Level 2
G1
Level 2
G6
Level 1, 2 and 3
NOS Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following National Occupational Standards
M&L D5, M&L D6, M&L D7 (Management and Leadership)
CfA415 (Business Administration)
LLUK L1, LLUK L3, LLUK, L5, LLUK L14, LLUK L17 (Lifelong Learning)
The assessment activities for this unit are indicated in the table below:
Key:
P = Prescribed – this assessment method must be used to assess the unit.
O = Optional – this assessment method could be used to assess the unit.
Case study
Written question & answer/test/exam
Essay
Report
Oral question and answer
Written description
Reflective log / diary
O
O
O
O
O
O
Project
Role play/simulation
Practical demonstration
Group discussion
Performance/exhibition
Production of artifact
Practice file
O
O
O
P
O
Signposting Key Skills
This unit offers clear opportunities for learners to provide evidence of achievement in
Key Skills achievement in the following skill area/s:
Key Skill
Communication
Information Technology
Y
Y
Wider Key Skill
Working with others
Problem solving
Y
Application of Number
Improving Own Learning and
Performance
Y
Unit 7 - Developing Simple Business Cases
Level: 3
Credit Value: 2
LEARNING OUTCOMES
The learner should be able to:
ASSESSMENT CRITERIA
The learner has achieved this outcome because s/he
can:
1. Understand the components of a simple 1.1 Explain the importance of creating business cases
business case within the context of role
redesign
1.2 Explain the components of a simple business case
and describe a logical structure for a document of this
kind.
1.3 Explain the reporting arrangements and decision
making processes which exist to allocate resources
within an organisation
2. Develop a simple Business Case for the 2.1. Summarise a document by providing a bullet-point
development of roles and services
précis of the salient facts
2.2 Write a passage providing the background to a case,
an event or a project, ensuring that salient facts are
included.
2.3. Write a brief project proposal based on background
and service situation information, to include:
A summary of risks including likelihood and
impact
Potential improvements to staff and service
efficiency and/or quality
2.4. Establish the costs involved in a proposal to change
the way an individual, team or service operates to
include:
Fixed Costs
Variable and semi-variable costs
Capital Costs
Revenue Costs
2.5 Write a brief conclusion to a business case based on
available facts
2.6 Write business case recommendations for key
decision makers within a service or organisation.
Unit 7 - Developing Simple Business Cases
KSF Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following KSF Dimensions and Levels
Core 1 Level 2
Core 4 Level 3
IK2
Level 2
G7
Levels 2 and 3
NOS Mapping: This unit will contribute to staff and managers looking to provide
evidence for development towards the following National Occupational Standards
CfA310, CfA318, CfA411 (Business Administration)
M&L C5 (Management and Leadership)
The assessment activities for this unit are indicated in the table below:
Key:
P = Prescribed – this assessment method must be used to assess the unit.
O = Optional – this assessment method could be used to assess the unit.
Case study
Written question & answer/test/exam
Essay
Report
Oral question and answer
Written description
Reflective log / diary
P
O
O
P
O
P
O
Project
Role play/simulation
Practical demonstration
Group discussion
Performance/exhibition
Production of artifact
Practice file
P
O
P
O
Signposting Key Skills
This unit offers clear opportunities for learners to provide evidence of achievement in
Key Skills achievement in the following skill area/s:
Key Skill
Communication
Information Technology
Y
Application of Number
Y
Wider Key Skill
Working with others
Problem solving
Improving Own Learning and
Performance
Y
Y