1.1 Describe what is expected of a buddy - Unit 33: Buddy a Colleague to Develop Their Skills
Unit 33: Buddy a Colleague to Develop Their Skills
Unit reference number: M/506/1895 QCF level: 2
Credit value: 3
Guided learning hours: 19
Unit type: Competence
Unit summary
Buddying is an important part of helping to develop skills and knowledge needed to carry out any role in an organisation. It will give you the opportunity work with a new member of staff in your organisation and introduce them to their new work colleagues and surroundings. It gives you the opportunity to pass on knowledge learned whilst being employed in the company and to help to solve day-to-day problems that a new member of staff will encounter. You will also be able to develop your own leadership and people skills as well as develop the confidence of your buddy.
In this unit you will learn how to give positive and constructive criticism to a colleague working within the confines of the expectations of a buddy. You will have the opportunity to develop new techniques which will build a relationship with your buddy, skills you will be able to use in later life in different situations. Being a buddy means being organised and setting dates for monitoring and checking on progress, and creating action plans and sticking to them. You will get the opportunity to pass on your experience and give your buddy advice and guidance.
Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria outline the requirements the learner is expected to meet to achieve the unit.
Unit 33: Buddy a Colleague to Develop Their Skills
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Learning outcomes
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Assessment criteria
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1
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Understand how to buddy a colleague
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1.1 Describe what is expected of a buddy
1.2 Explain techniques to give positive feedback and constructive criticism
1.3 Explain techniques to establish rapport with a buddy
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2
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Be able to plan to buddy a colleague
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2.1 Agree which aspects of a colleague’s work may benefit from buddying
2.2 Confirm organisational requirements for standards of behaviour, presentation, communication and performance of a buddy colleague
2.3 Agree a schedule of meetings that minimise disruption to business
2.4 Agree specific, measurable, achievable, realistic and time- bound (SMART) buddying objectives
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3
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Be able to support a buddy colleague carrying out work activities
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3.1 Remain unobtrusive while a buddy colleague carries out their work activities
3.2 Provide examples of how to carry out tasks correctly
3.3 Identify instances of good practice and areas for improvement through observation
3.4 Praise a buddy colleague on well completed tasks
3.5 Give constructive feedback on ways in which a buddy could improve performance
3.6 Offer a buddy hints and tips based on personal experience
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Unit amplification
AC1.1: Describe what is expected of a buddy
- Expectations of a buddy: to give key information about the organisation and reduce uncertainty; introductions to key members of staff; advise on where to go for additional help if required; explain organisational processes and procedures; be a point of contact, e.g. support, advice, guidance; arrange regular meetings to check progress and answer questions; maintain confidentiality
- Techniques to giving positive feedback and constructive criticism: start and end with a compliment; keep eye contact at all times when giving feedback; use humour where applicable; be specific; include examples; choose a suitable time and place to deliver feedback
- Techniques to establish rapport: be friendly and approachable; hold structured face to face meetings which is informative and builds confidence; balance the talking between both people; be available when required to answer routine questions, this could be either face to face or via e-mail or telephone; work closely to improve the situation and make their introduction to the organisation a better experience; listen; validate thoughts and opinions of others
AC1.2: Explain techniques to give positive feedback and constructive criticism
AC1.3: Explain techniques to establish rapport with a buddy
Information for tutors: Unit 33: Buddy a Colleague to Develop Their Skills
Suggested resources
Books
Carysforth C – Administration NVQ Level 2 (Heinemann, 2006) ISBN: 9780435463335
Sutherland J and Sutherland D – Business and Administration NVQ Level 2
(Hodder Education, 2011) ISBN: 9781444144208
Websites
www.mindtools.com – this website provides processes and techniques to make the most of careers, including mentoring skills
www.mrc.ac.uk – the medical research council website, which provides guidance for mentors
Assessment
This unit is internally assessed. To pass this unit the evidence that the learner presents for assessment must demonstrate that they have met the required standard specified in the learning outcomes and assessment criteria and the requirements of the Assessment Strategy.
To ensure that the assessment tasks and activities enable learners to produce valid, sufficient, authentic and appropriate evidence that meets the assessment criteria, centres should apply the Unit Assessment guidance and the requirements of the Assessment Strategy below.
Wherever possible, centres should adopt a holistic approach to assessing the units in the qualification. This gives the assessment process greater rigour and minimises repetition, time and the burden of assessment on all parties involved in the process.
Unit assessment requirements
This unit must be assessed in the workplace in accordance with the Skills CFA Assessment Strategy for Business Administration, Customer Service and Management and Leadership, in Annexe A. Simulation is not allowed for this unit.
All evidence of occupational competence should be generated through performance under workplace conditions; this includes evidence of achievement for knowledge- based learning outcomes and associated assessment criteria.
Unit assessment guidance
This guidance supports assessors in making decisions about how best to assess each unit and the evidence needed to meet the assessment requirements. Centres can adapt the guidance for learners and the particular assessment context, as appropriate.
The evidence for demonstrating achievement of learning outcome 2 and learning outcome 3 is likely to come from a combination of direct observation of the learner acting within their role as a buddy, examination of the learner’s work products, questions and answers (Q&A) and witness testimony. Buddying can relate to mentoring and shadowing and can refer to a new employee or an existing colleague.
The learner’s work products for learning outcome 2 could include the agreed development plan for the buddy, notes from meetings, diary showing schedule meetings and records of relevant communications, e.g. emails – these would provide evidence for AC2.1, AC2.3, AC2.4. Q&A and/or witness testimony could be used to provide evidence for AC2.2.
The evidence from any direct observation for learning outcome 3 could be supported by examining work products such as reports, notes from meetings and record of communications to buddies, e.g. emails – this would provide further evidence to meet the assessment requirements, for example, AC3.3, AC3.4, AC3.5 and AC3.6. Witness testimony could be used to support the evidence from direct observation for all the assessment criteria in learning outcome 3. Q&A can be used to close any gaps in the evidence required, for example AC3.3 and AC3.6.
Questions and answers (Q&A) or learner diary could be used to meet the assessment requirements of learning outcome 1. It is good practice to relate the assessment of the knowledge with the competence activities carried out by the learner. For example, the learner could explain the techniques to give positive feedback and constructive criticism by drawing on how they have done this to meet AC3.5. Learners’ responses must be at the appropriate breadth and depth to meet the level of demand of the knowledge assessment criteria; for example, the responses must have sufficient detail about the techniques to give positive feedback and constructive criticism (AC1.2) and the techniques to establish rapport with a buddy (AC1.3).
Evidence of Recognition of Prior Learning (RPL) can also be used within the unit to confirm competence. Wherever possible, the learning outcomes in this unit should be assessed holistically across the qualification.
Unit 33: Buddy a Colleague to Develop Their Skills
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