Apprenticeships. Functional Skills Level 2 ENGLISH

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1 Apprenticeships Management Functional Skills Level 2 ENGLISH

2 Published by Pearson Education Limited, a company incorporated in England and Wales, having its registered office at Edinburgh Gate, Harlow, Essex, CM20 2JE. Registered company number: Text Pearson Education Limited 2012 Typeset by Tek-Art, Crawley Down, West Sussex Original illustrations Pearson Education Ltd First published British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright notice All rights reserved. No part of this publication may be reproduced in any form or by any means (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency, Saffron House, 6 10 Kirby Street, London EC1N 8TS ( Applications for the copyright owner s written permission should be addressed to the publisher. Acknowledgements The publisher would like to thank the following individuals and organisations for permission to reproduce photographs: Page 1 Pearson Education Ltd/Studio 8 Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. Websites Pearson Education Limited is not responsible for the content of any external internet sites. It is essential for tutors to preview each website before using it in class so as to ensure that the URL is still accurate, relevant and appropriate. We suggest that tutors bookmark useful websites and consider enabling students to access them through the institution s intranet. Disclaimer This material has been published on behalf of Edexcel and offers high-quality support for the delivery of Edexcel qualifications. This does not mean that the material is essential to achieve any Edexcel qualification, nor does it mean that it is the only suitable material available to support any Edexcel qualification. Material from this publication will not be used verbatim in any examination or assessment set by Edexcel. Any resource lists produced by Edexcel shall include this and other appropriate resources. Copies of official specifications for all Edexcel qualifications may be found on the Edexcel website: ii

3 To achieve your BTEC Apprenticeship Level 3 in Management you will need to pass Functional Skills English at Level 2. The following practice assessments are representative of the kinds of questions that you will answer in your Functional English test. They are not intended to reflect complete Functional English papers with a full range of questions and mark schemes, and do not necessarily cover all possible question types in the Functional English test. The following questions are set in the context of your Apprenticeship and will be about topics with which you are familiar. You should remember that the real Functional Skills test scenarios and texts will be generic and not set in the context of a particular industry or role, or the sector of your Apprenticeship. Your tutor can help you to prepare for your test by visiting 1

4 DEVELOPING FUNCTIONAL READING SKILLS When taking Functional Skills English Level 2 you will read Text A, Text B and a group of short extracts in Text C, and answer a range of questions on each. Section A: Read Text A and answer the questions that follow. Text A You read this article on the Internet about being a leader. + Taking the lead? Manager or leader? Some people (more than 55%) confuse being a good manager with being a good leader. The two are different things and some managers who are good at what they do are not necessarily good leaders. You need to know your own strengths. As Ian Sagar, Manager of Players Company, says: I am really good at making my business work but I leave making a difference to my business partner who has that overview which is so important. Company vision Every organisation has a vision, sometimes known as a mission statement. A leader needs to lead by example and show others how to make the mission statement work. Being a good leader is about being active too, and working with people. At least 60% of workers appreciate a leader who has good people skills. A leader also needs to be really clear about what changes must happen and has to turn ideas into action. Expert in management and leadership, Andrew Charles, thinks that A good leader must be seen to be doing as well as having that important company vision. Share the load and develop talent! Being a leader doesn t mean that you don t listen to others. You need to be flexible, willing to listen and have that two-way discussion. Involve the managers and don t be afraid to give them projects to manage. If you ve been a good leader and led by example, then they have a good role model to follow! And in 99% of cases, colleagues rise to the challenge. Communicating changes As a leader, you need to think about the future and be able to plan ahead. But think before you send that ! When there are changes, people can become worried so you need to choose your words carefully and understand how the change will affect others. 75% of colleagues in any organisation are concerned about change. Get involved It is really important that you are seen to get involved. Company Leader of the Year winner, Sam Smith, agrees: You need to be a hands-on leader; no one respects a leader who doesn t get involved. Although, not everyone agrees. Iain Marchbanks, a management and leadership consultant, says: Getting too involved can earn you the reputation of interfering! It s all about getting the right balance. 1. What is the main purpose of Text A? 2

5 Answer questions 2 to 3 with a cross in the box [X]. If you change your mind about an answer, put a line through the box [X] and then mark your new answer with a cross. 2. According to Text A, what percentage of workers are concerned about change? A 55% B 60% C 75% D 99% Answer 3. According to Text A, which one of the following statements is true? A B C D All managers make poor leaders. All managers react badly to responsibility. All managers like leaders to get involved. All managers need to know their own strengths. Answer 4. According to Text A, what two things should leaders do when working with people? Place a tick in the correct column for each of the six statements to show which are presented in the article as facts and which are presented as opinions. More than 60% of workers like leaders who have people skills. No-one respects a leader who does not get involved. Every organisation has a vision. At least 55% of people confuse the roles of managers and leaders. A good leader needs to be seen to be doing. Most people rise to the challenge. Fact Opinion 6. In Text A, the writer claims that leaders need to lead by example. Give two examples from the text that support the writer s point of view

6 Section B: Read Text B and answer the questions that follow. Text B You read this leaflet about choosing a career in management. Managers are important! Are you thinking of a career in management? This leafl et will help you think about being a manager. Being a good manager is usually about common sense, being fair and being consistent. Liking people usually helps too! Get to know your staff 1. What do they like about their jobs? 2. What things don t they like? (You can either change this for them or help them to manage the situation.) 3. What is important to them outside of work? (If you show that you respect their lifestyle, they will give 100% when they are at work.) 4. Respect what is important to them and they will respect you as a manager. Give them a chance to develop their skills Managers should help their teams to do a good job. Start by giving them either something that can easily be fi xed if it goes wrong, or something that is small and manageable. You can give them more responsibility later. Remember, being a manager doesn t mean you have to do all the work yourself. This is bad for you and frustrating for the team. Be approachable Make sure that people can come to you with any problem and know that you will help them. Problems and solutions People should not be afraid to make mistakes. As a manager you should encourage your team to learn from mistakes and show that you can learn from your own mistakes. This leads to a no blame culture and people are more likely to fl ag up something going wrong. Be seen to be fair Whatever you do, don t have a go at everyone for what only one person is doing. Deal with that person privately. As a manager, you should be seen to treat everyone equally and we all notice very quickly when we think that we are not being given the credit for good work. We all like to be appreciated. 4

7 7. What is the main purpose of Text B? 8. Give three features of Text B that help to convey information Give two examples from Text B of how a manager must be seen to be fair According to Text B, what is an important attitude for a manager to have in relation to people? 11. Your friend is considering moving into management but is unsure how she would deal with mistakes and problems. Using the information in Text B, give three positive ways in which they could use problems or mistakes

8 Section C: Read Text C and answer the questions that follow. Text C The following short courses on management have been advertised. Option 1 A 6-week course at Estrick College, taking place every Saturday from 9.30 am to 5 pm Cost: 250 Two 1:1 sessions and a CD about management to take away from the course. Course is also valid for Continual Professional Development (CPD). Certificate of attendance issued. There will be opportunities to participate in group workshops and to discuss situations that would need to be managed. Each day finishes with a session delivered by different managers from local businesses about their experiences as a manager. Option 3 Online management course. 90 hours over 3 months but completed at the learnerʼs own pace. Cost: 300 Guaranteed responses to questions within 24 hours. Designated course tutor for the three months with three face-to-face meetings to be arranged for convenience of course participants. Course includes comprehensive training on appraisal and performance management. Option 2 12-week course at Estrick College. Tuesdays and Thursdays from 7 pm to 9.30 pm Cost: 350 Course leads to an initial qualification in management, recognised nationally. Sessions include role-playing different situations with feedback from college tutors and peer review. This challenging course will prepare you for management in the workplace. Successful completion of this course will enable participants to study management at a more advanced level. Accreditation will be based on the quality of participation in the role-play session, 95% attendance and a 1000-word assignment, which will be required two weeks after the course finishes. 6

9 12. Your friend wants to go on a management course but works Saturdays. She is also very interested in management of performance. Which course would you recommend for her? 13. Another friend is very interested in management but likes a practical approach. He works most weekends. Which course would you recommend that he chooses? 14. Consider the information provided in the three different adverts for management courses in Text C. Based on the information provided, which course would you choose? Give three reasons for your choice. Your reasons must refer to the course that you choose. Remember to give the name of the option in your answer

10 DEVELOPING FUNCTIONAL WRITING SKILLS When taking Functional Skills English Level 2 you will complete two tasks that assess your writing skills. Remember that spelling, punctuation and grammar will be assessed in both tasks. Task 1 Your college/workplace is running a series of articles in its magazine in which people write about someone who is important to them or someone they admire. The article is called Someone who has influenced me. Writing task Write your own article for the college/workplace magazine about someone who has influenced you. It could be someone you know, or someone famous, either now or from the past. In your article you should: introduce the person and give a brief description of what he/she has said or done explain how this person has influenced you add any other ideas/comments about the person. Remember to lay out your article using a suitable format and to use your own words. Begin your answer on the next page. 8

11 9

12 Task 2 Your manager sends you an about a team-building day that she is organising. From: jhowe@abc.co.uk To: teammanager@abc.co.uk Subject: Team-building day at Estrick Park Hi, Thanks for helping me out today. As you know, we are organising a team-building day at Estrick Park. There will be: different activities throughout the day a team meal in the evening certificates and a presentation of awards before the meal. The venue is excellent with great facilities and a good atmosphere. I am concerned, however, as I have heard that some people think that this day will be a waste of their time. Please could you the team and do what you can to make the day sound worthwhile and persuade them that team-building is important? I know I can rely on you! Thanks, Jill Writing task Write an to your team promoting the day and to persuade them that team-building is very important. In your you should: explain why you are writing to your colleagues give them details of the day explain why team-building is so important make the day sound like a positive experience. Begin your answer on the next page. 10

13 From: To: Subject: Team-building day at Estrick Park 11

14 DEVELOPING FUNCTIONAL SPEAKING AND LISTENING SKILLS When taking Functional Skills English Level 2 you will need to complete two assessments where you show you are able to make effective contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations. You will be assessed with a maximum of four others for the discussion and either individually or as part of a group for the presentation. 1. Context for the presentation A customer has written a letter of complaint about the level of service he received on a recent visit to your company. Example presentation topics arising from this include: What makes a good leader/manager? What is good customer care? How should we manage complaints? Lessons learned from dealing with complaints. An example of a complaint and how it should be treated, e.g. quick holding response, followed by more detailed response once details have been established. 2. Informal/formal discussion In the course of your work you will take part in many discussions with colleagues, team members and customers. Use one of the contexts listed below as the basis for a discussion. In your managers meeting, have a discussion with peers about the importance of time-keeping and how to deal with staff who do not meet the required standards. Chris is not meeting targets set in his performance review and seems to have other problems. During a one-to-one session with Chris, discuss his performance and ways in which you can support him. Hold a discussion with colleagues on the importance of recognising and rewarding good performance. 12

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