Supply Chain Management NVQ

What are NVQs?

The central feature of an NVQ is the National Occupational Standards on which they are based.

National Occupational Standards or ‘Framework Documents’ as they are commonly known, are statements of performance standards which describe what competent people in a particular occupation are expected to be able to do. They cover all of the main aspects of an occupation, including current best practice, the ability to adapt to future requirements and the knowledge and understanding which underpins competent performance. NVQs are work related, competence based qualifications which reflect the skills and knowledge required to do a job effectively.

Definitions of the NVQ Levels

The NVQ Qualification Framework is organised into a coherent classification based on the competence levels required by industry. The following is a definition of each of the 5 levels of NVQ and is intended as a general guide and should not therefore be regarded as prescriptive.

NVQ Level	Definition
1	This level targets competence which involves the application of knowledge in the performance of a range of varied work activities, most of which may be routine and predictable.
2	This level targets competence which involves the application of knowledge in a significant range of work activities, performed in a variety of contexts. Some of these activities are complex or non routine and there is some individual responsibility or autonomy. Collaboration with others, perhaps through membership of a work group or team, may often be a requirement.
3	This level targets competence which involves the application of knowledge in a broad range of varied work activities performed in a wide variety of contexts, most of which are complex and non routine. There is considerable responsibility and autonomy and control or guidance of others may often be a requirement.
4	This level targets competence which involves the application of knowledge in a broad range of complex, technical or professional work activities performed in a variety of contexts and with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others and the allocation of resources is often present.
5	This level targets competence which involves the application of a range of fundamental principles across a wide and often unpredictable variety of contexts. Very substantial personal autonomy and often significant responsibility for the work of others and for the allocation of substantial resources features strongly, as do personal accountabilities for analysis, diagnosis, design, planning, execution and evaluation.

The Structure of an NVQ

NVQs are available for almost any occupation you care to mention however, whilst the fundamental format of the NVQ is universal, each occupational NVQ has its own distinct specification or ‘Framework Document’ as referred to above.

All NVQs are divided into sections, with the main differentiation between the sections being those which contain the mandatory ‘units of competence’ and those which contain the ‘optional units of competence’.

The mandatory units within an NVQ will generally be concerned with what are considered to be the fundamental competencies required by any individual in that occupation. All students undertaking the qualification will therefore be required to complete these units. The mandatory units generally make up approximately 30% - 50% of the total units required for any particular NVQ.

The optional units within an NVQ provides Qube Vocational Development Ltd with the scope to bespoke the qualification to meet the specific needs of both the student and their employer. The optional units generally make up 50% - 70% of the qualification.

In order to simplify this explanation, the following is a definition of each of the components which together make up an NVQ;

Unit of Competence
A Unit of Competence describes what the student is expected to do in a particular aspect of their job, for example in the Supply Chain Management NVQ a unit might be concerned with how a student manages a contract or how they manage suppliers . A ‘Unit’ is considered to be the smallest part of an NVQ that is worthy of individual certification.

Outcomes
Each Unit of Competence has a set of outcomes that will have to be achieved in order to demonstrate competent performance. They are, in effect, statements of competent practical activity.

Achievement Criteria
Achievement Criteria also accompany each Unit of Competence. These express the various circumstances or variables which can/might be associated with each outcome.

Application of Knowledge
The information under the heading Application of Knowledge is derived from the NVQ standard and is considered essential underpinning knowledge for any individual wishing to demonstrate competence. In effect the student should consider this the theory section of the NVQ.

Demonstrating Competence

In order for the assessor to judge whether the student is competent, he or she will need to assess evidence of the student’s performance in the workplace. Performance or ‘product’ evidence as it is sometimes referred to, is the primary form of evidence which the student will include in their ‘Portfolio’ to demonstrate their competence and, which the assessor will use to make a judgement of the students performance against the standards. That said, the following is a listing of other legitimate forms of evidence which can be used by the student as alternative forms of evidence;

Observation: The student may be assessed through observation in the workplace if a convenient assessment opportunity arises. For example, the student may be observed chairing a meeting or making a presentation.

Product evidence: Actual outputs of the students performance in the workplace as referred to above will provide evidence of competence. Work products may include reports, contract documentation, specifications and general communication for example letters, e-mails, memos, minutes of meetings etc.

Simulations or Flexible assessments: These are special assessment occasions arranged within the workplace or away from it for observing performance in specific elements or units. They can be based on projects, assignments, role plays or professional discussion and may be necessary because the activity being assessed, although essential for competence, does not occur frequently as part of normal work.

Witness testimony: Line managers, colleagues and customers, for example, can provide evidence about the students performance in the workplace. This is called witness testimony. It can be oral or written but it must directly relate to the standards and refer specifically to achievements against one or more elements. Witness testimony can be in support of past experiences or provide evidence of current performance.

Historical evidence: The students past experience may provide a great deal of evidence towards the standards. This evidence can be recognised and will justify a claim for credit provided it is authentic, is relevant to the element/units of competence, is sufficiently varied to cover the range and shows that your competence is current. You can use witness testimony as historical evidence.

Questioning: The student may be asked questions, either oral, written or both, to confirm that they possess the knowledge and understanding associated with the competent performance of a task or activity.