Health & Social Care Management

learning outcomes of a unit. One credit is equal to 10
hours of TQT.


OTHM LEVEL 4 DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
ENTRY REQUIREMENTS
These qualifications are designed for learners who are typically aged 18 and above. The
entry profile for learners is likely to include at least one of the following:
●Relevant Level 3 Diploma qualification or equivalent qualification
●GCE Advanced level in 2 subjects or equivalent qualification
●Mature learners (over 21) with relevant management experience (learners must
check with the delivery centre regarding this experience prior to registering for the
programme)
English requirements: If a learner is not from a majority English-speaking country, they
must provide evidence of English language competency. For more information visit the
English Language Expectations page on the OTHM website.
PROGRESSION
Successful completion of Level 4 Diploma in Health and Social Care Management
qualification provides learners the opportunity for a wide range of academic progressions
including progression to relevant OTHM Level 5 Diplomas.
As this qualification is approved and regulated by Ofqual (Office of the Qualifications and
Examinations Regulation), learners are eligible to gain direct entry into Year 2 of a three-
year UK Bachelor’s degree programme. For more information visit the University
Progressions page.
DELIVERY OF OTHM QUALIFICATIONS
OTHM do not specify the mode of delivery for its qualifications, therefore OTHM centres are
free to deliver this qualification using any mode of delivery that meets the needs of their
learners. However, OTHM centres should consider the learners’ complete learning
experience when designing the delivery of programmes.
OTHM Centres must ensure that the chosen mode of delivery does not unlawfully or unfairly
discriminate, whether directly or indirectly, and that equality of opportunity is promoted.
Where it is reasonable and practicable to do so, it will take steps to address identified
inequalities or barriers that may arise.
Guided Learning Hours (GLH) which are listed in each unit gives centres the number of
hours of teacher-supervised or direct study time likely to be required to teach that unit.
ASSESSMENT AND VERIFICATION
All units within this qualification are assessed and internally quality assured by the centre
and externally verified by OTHM. The qualifications are criterion referenced, based on the
achievement of all the specified learning outcomes.
To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have
fulfilled all the learning outcomes and meet the standards specified by all assessment
criteria. Judgement that the learners have successfully fulfilled the assessment criteria is
made by the assessor.


OTHM LEVEL 4 DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
Specific assessment guidance and relevant marking criteria for each unit are made available
in the Assignment Brief document.
The assessor should provide an audit trail showing how the judgement of the learners’
overall achievement has been arrived at.
RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT
Recognition of Prior Learning (RPL) is a method of assessment that considers whether
learners can demonstrate that they can meet the assessment requirements for a unit
through knowledge, understanding or skills they already possess and do not need to develop
through a course of learning.
RPL policies and procedures have been developed over time, which has led to the use of a
number of terms to describe the process. Among the most common are:
●Accreditation of Prior Learning (APL)
●Accreditation of Prior Experiential Learning (APEL)
●Accreditation of Prior Achievement (APA)
●Accreditation of Prior Learning and Achievement (APLA)
All evidence must be evaluated with reference to the stipulated learning outcomes and
assessment criteria against the respective unit(s). The assessor must be satisfied that the
evidence produced by the learner meets the assessment standard established by the
learning outcome and its related assessment criteria at that particular level.
Most often RPL will be used for units. It is not acceptable to claim for an entire qualification
through RPL. Where evidence is assessed to be only sufficient to cover one or more
learning outcomes, or to partly meet the need of a learning outcome, then additional
assessment methods should be used to generate sufficient evidence to be able to award the
learning outcome(s) for the whole unit. This may include a combination of units where
applicable.


OTHM LEVEL 4 DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
EQUALITY AND DIVERSITY
OTHM provides equality and diversity training to staff and consultants. This makes clear that
staff and consultants must comply with the requirements of the Equality Act 2010, and all
other related equality and diversity legislation, in relation to our qualifications.
We develop and revise our qualifications to avoid, where possible, any feature that might
disadvantage learners because of their age, disability, gender, pregnancy or maternity, race,
religion or belief, and sexual orientation.
If a specific qualification requires a feature that might disadvantage a particular group (e.g. a
legal requirement regarding health and safety in the workplace), we will clarify this explicitly
in the qualification specification.


UNIT SPECIFICATIONS

PROMOTING EQUALITY, DIVERSITY AND INCLUSION IN HEALTH AND SOCIAL CARE

the learner will need to be made by the centre.
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
All units are mandatory.
Unit Ref. No.Unit title LevelCreditGLHTQT
K/650/1117 Promoting Equality, Diversity and Inclusion
in Health and Social Care
4 20 100200
K/650/1144 Professional Development and Academic
Writing
4 20 100200
L/650/1118 Communication in the Caring Professions4 20 100200
M/650/1119 Principles of Health and Safety for Health
Professions
4 20 100200
L/650/1136 Assessment Processes in Health and
Social Care Settings
4 20 100200
M/650/1137 Resource Management in Health and
Social Care
4 20 100200
R/650/1138 Working in Partnership in Health and
Social Care
5 20 100200
T/650/1139 Managing the Safeguarding and
Protection of Vulnerable Individuals
5 20 100200
D/650/1140 Health Education and Promoting
Wellbeing
5 20 100200
F/650/1141 Team Management in Health and Social
Care
5 20 100200
H/650/1142 Professional Supervision Practice in
Health and Social Care
5 20 100200
J/650/1143 Research Methods in Health and Social
Care
5 20 100200
DEFINITIONS
Total Qualification Time (TQT) is the number of notional hours which represents an
estimate of the total amount of time that could reasonably be expected to be required in
order for a learner to achieve and demonstrate the achievement of the level of attainment
necessary for the award of a qualification.
Total Qualification Time is comprised of the following two elements –
a)the number of hours which an awarding organisation has assigned to a qualification for Guided Learning, and
b)an estimate of the number of hours a Learner will reasonably be likely to spend in preparation, study or any other form of participation in education
or training, including assessment, which takes place as directed by – but, unlike Guided Learning, not under the Immediate Guidance or
Supervision of – a lecturer, supervisor, tutor or other appropriate provider of education or training.
(Ofqual 15/5775 September 2015)
Guided Learning Hours (GLH) are defined as the hours that a teacher, lecturer or other
member of staff is available to provide immediate teaching support or supervision to a
student working towards a qualification.
Credit value is defined as being the number of credits that may be awarded to a learner for
the successful achievement of the learning outcomes of a unit. One credit is equal to 10
hours of TQT.
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
ENTRY REQUIREMENTS
These qualifications are designed for learners who are typically aged 18 and above. The
entry profile for learners is likely to include at least one of the following:
Relevant Level 3 Diploma qualification or equivalent qualification
GCE Advanced level in 2 subjects or equivalent qualification
Mature learners (over 21) with relevant management experience (learners must
check with the delivery centre regarding this experience prior to registering for the
programme)
English requirements: If a learner is not from a majority English-speaking country, they
must provide evidence of English language competency. For more information visit the
English Language Expectations page on the OTHM website.
PROGRESSION
Successful completion of the OTHM Level 5 Extended Diploma in Health and Social Care
Management, provides learners the opportunity for a wide range of academic progressions
including the OTHM Level 6 Diploma in Health and Social Care Management.
As this qualification is approved and regulated by Ofqual (Office of the Qualifications and
Examinations Regulation), learners are also eligible to gain direct entry into Year 3 of a
three-year UK Bachelor’s degree programme. For more information visit the University
Progressions page.
DELIVERY OF OTHM QUALIFICATIONS
OTHM do not specify the mode of delivery for its qualifications, therefore OTHM centres are
free to deliver this qualification using any mode of delivery that meets the needs of their
learners. However, OTHM centres should consider the learners’ complete learning
experience when designing the delivery of programmes.
It is important that centres develop an effective delivery method to teaching and learning that
supports the progression and stretch of learners through the level 4 and 5 units of the OTHM
Level 5 Extended Diploma qualifications.
OTHM Centres must ensure that the chosen mode of delivery does not unlawfully or unfairly
discriminate, whether directly or indirectly, and that equality of opportunity is promoted.
Where it is reasonable and practicable to do so, it will take steps to address identified
inequalities or barriers that may arise.
Guided Learning Hours (GLH) which are listed in each unit gives centres the number of
hours of teacher-supervised or direct study time likely to be required to teach that unit.
ASSESSMENT AND VERIFICATION
All units within this qualification are assessed and internally quality assured by the centre
and externally verified by OTHM. The qualifications are criterion referenced, based on the
achievement of all the specified learning outcomes.
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have
fulfilled all the learning outcomes and meet the standards specified by all assessment
criteria. Judgement that the learners have successfully fulfilled the assessment criteria is
made by the assessor.
Specific assessment guidance and relevant marking criteria for each unit are made available
in the Assignment Brief document.
The assessor should provide an audit trail showing how the judgement of the learners’
overall achievement has been arrived at.
Assessment Tracking and Recording Learner Progress
It is necessary to track and record learner achievement throughout the delivery period of the
OTHM Extended Diploma and this should not be left until the end of the course.
This will include regular review of learner work through formative and summative
assessment and internal quality assurance at planned intervals during the programme:
 before decisions have been made on any unit
 sampling evidence once one or two of the units or assignments are completed
Tracking learner progress, recording the achievement of each learner per criteria on a unit-
by-unit basis ensures:
 the assessment evidence is clearly measured against national standards
 learner progress is accurately tracked
 the assessment process can be reliably verified
 evidence is valid, authentic and reliable for the safety of certification
 identification of which assessments are outstanding
 internal verification is timely
 samples for standards verification and other external audits can be made available as required
 up to date, securely stored assessment records help to minimise the risk of assessment malpractice and potential issues; maintaining the integrity
of the qualification.
Tutors/Assessors should provide learners with formative and summative feedback to aid
development during their studies.
Formative Assessment
Formative assessment is an integral part of the assessment process, involving both the
Tutor/Assessor and the learner about their progress during the course of study.
Formative assessment takes place prior to summative assessment and focuses on helping
the learner to reflect on their learning and improve their performance and does not confirm
achievement of grades at this stage.
The main function of formative assessment is to provide feedback to enable the learner to
make improvements to their work. This feedback should be prompt so it has meaning and
context for the learner and time must be given following the feedback for actions to be
complete. Feedback on formative assessment must be constructive and provide clear
guidance and actions for improvement.
All records should be available for auditing purposes, as we may choose to check records of
formative assessment as part of our ongoing quality assurance.
Summative Assessment
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
Summative assessment is used to evaluate learner competence and progression at the end
of a unit or component. Summative assessment should take place when the assessor
deems that the learner is at a stage where competence can be demonstrated.
Learners should be made aware that summative assessment outcomes are subject to
confirmation by the Internal Verifier and External Quality Assurer (EQA) and thus is
provisional and can be overridden. Assessors should annotate on the learner work where
the evidence supports their decisions against the assessment criteria. Learners will need to
be familiar with the assessment and grading criteria so that they can understand the quality
of what is required.
Evidence of both formative and summative assessment MUST be made available at the time
of external quality assurance – EQA.
RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT
Recognition of Prior Learning (RPL) is a method of assessment that considers whether
learners can demonstrate that they can meet the assessment requirements for a unit
through knowledge, understanding or skills they already possess and do not need to develop
through a course of learning.
RPL policies and procedures have been developed over time, which has led to the use of a
number of terms to describe the process. Among the most common are:
 Accreditation of Prior Learning (APL)
 Accreditation of Prior Experiential Learning (APEL)
 Accreditation of Prior Achievement (APA)
 Accreditation of Prior Learning and Achievement (APLA)
All evidence must be evaluated with reference to the stipulated learning outcomes and
assessment criteria against the respective unit(s). The assessor must be satisfied that the
evidence produced by the learner meets the assessment standard established by the
learning outcome and its related assessment criteria at that particular level.
Most often RPL will be used for units. It is not acceptable to claim for an entire qualification
through RPL. Where evidence is assessed to be only sufficient to cover one or more
learning outcomes, or to partly meet the need of a learning outcome, then additional
assessment methods should be used to generate sufficient evidence to be able to award the
learning outcome(s) for the whole unit. This may include a combination of units where
applicable.
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
EQUALITY AND DIVERSITY
OTHM provides equality and diversity training to staff and consultants. This makes clear that
staff and consultants must comply with the requirements of the Equality Act 2010, and all
other related equality and diversity legislation, in relation to our qualifications.
We develop and revise our qualifications to avoid, where possible, any feature that might
disadvantage learners because of their age, disability, gender, pregnancy or maternity, race,
religion or belief, and sexual orientation.
If a specific qualification requires a feature that might disadvantage a particular group (e.g. a
legal requirement regarding health and safety in the workplace), we will clarify this explicitly
in the qualification specification.
SPECIFICATION | MAY 2024

LEVEL 4 UNIT SPECIFICATIONS

PROMOTING EQUALITY, DIVERSITY AND INCLUSION IN HEALTH AND SOCIAL CARE

Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand equality, diversity, inclusion and human rights
within the health and social care workplace.
1.1Define the terms:

diversity

equality

inclusion

discrimination

unconscious bias

protected characteristics

human rights
1.2Explain the legislation underpinning diversity, equality and inclusion in the
health and social care sector.
1.3Explain the models of practice that underpin equality, diversity and inclusion.

Definition of key terms: diversity, equality, inclusion, discrimination,
unconscious bias, protected characteristics, human rights

Legislation: Main elements of legislation e.g. The Equality Act (2010);
Mental Capacity Act (2005); Human Rights Act 1(998)

Models: valuing differences, treating people fairly; ensuring a positive
working/environment culture; equal opportunities approach; diversity and
inclusion.

Impact of barriers: Structural, institutional and physical barriers. Prejudice;
values beliefs and attitudes.

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
1.4Explain the impact of barriers to equality, diversity and inclusion.
2.Understand the development of systems that promote
diversity, equality and inclusion.
2.1Examine the effectiveness of policies in ensuring legislative requirements are
met.
2.2Evaluate the effectiveness of procedures in promoting equality, diversity and
inclusion in the workplace.

Policies and procedures: anti-discriminatory and non-judgemental attitudes;
good role modelling; training and supervision practices; challenging
discrimination; effects of discrimination; impact of inclusion; the value of
diversity and celebrating it; person centred ways of working.
3.Be able to promote equality, diversity and inclusion.3.1Analyse how the promotion of equality, diversity, inclusion and human rights
can lead to improved outcomes for individuals.
3.2Demonstrate how to communicate to others methods of promoting equality and
inclusion within the workplace.
3.3Demonstrate how to support others to actively promote equality,
diversity and inclusion within the workplace.
3.4Demonstrate how to effectively challenge discrimination and exclusion in policy
and practice.

Person centred ways of working: inclusion, choice, wishes and preferences
being identified and met.

Content of a well-designed policy that addresses discrimination and
promotes a positive culture. Monitoring and reviewing a policy;
communicating the policy. Whistle blowing, protected disclosures.

Monitor for out of date practice, changes in legislation, and annual audits of
policies. Findings from audits can identify gaps. Improvements can be
proposed.

Communicate to others: preparation of training resources; observation,
reflective account, case study which was carried out or could be delivered
in the work setting.
4.Know how to manage risk and balance rights with duty of
care.
4.1Analyse how to address ethical dilemmas in the workplace when balancing
individual rights with the duty of care.
4.2Explain the principles of informed choice and capacity.
4.3Demonstrate how to develop a strategy for managing risks while balancing
individual rights and the duty of care owed to others in your own area of
responsibility.

Ethical dilemmas: respect for dignity; justice; risk management; protect from
harm; sound judgment and compassion.

Duty of care, rights of individuals, NHS Constitution (2011) care standards
documents, charters and professional codes of conduct, support individual
decision making as far as possible, as long as this does not infringe on the
rights of others.

The Mental Capacity Act (2005) statutory principles on identifying abilities
and inabilities. Best interests. Lasting Power of Attorney. Advance
decisions. Deputies and the Court of Protection.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
Beauchamp, T and Childress, J. (2013) Principles of Biomedical Ethics (7th Ed) Oxford University Press
Care Quality Commission Report (2011) National Report on Dignity and Nutrition Review, 13 October. London. CQC
Department of Health (2000) No Secrets: Guidance on developing and implementing multi agency policies and procedures to protect
vulnerable adults from abuse. London. The Stationary Office
Thompson, N, (2011) Promoting Equality; Working with Diversity and difference (3rd Ed). Basingstoke. Palgrave Macmillan.
Titterton, M. (2005) Risk and Risk Taking in Health and Social Care. London: Jessica Kingsley Publications.
Walker, B. (1994) Valuing differences: the concept and a model in Mabey, C and Iles
Additional Resources
www.gov.uk/government The Adult Social Care Outcomes Framework 2018/19
Department of Health and Social Care
www.gov.uk Mental Capacity Act
www.legislation.gov.uk/ukpga/2014/23/contents Care Act 2014
www.kingsfund.org.uk How might older people and disabled people be using assisted living services in 2030?
SPECIFICATION | MAY 2024

PROFESSIONAL DEVELOPMENT AND ACADEMIC WRITING SKILLS

Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative contents
1.Understand the principles of professional development.1.1Explain what is meant by professional development.
1.2Explain ways of overcoming barriers to professional development.
1.3Determine the different sources available for professional development.
1.4Analyse factors to consider when selecting opportunities and activities for
keeping knowledge and practice up to date.

Definition of professional development, continuous process.

Professional Codes and Standards of conduct: The Health and Care Professions
Council;) Standards of Conduct, Performance and Ethics, Nursing and Midwifery
Council; The Code; Professional Standards of Practice and behaviour for nurses
and midwives.

National Occupational Standards / Up-dates for Manual Handling etc.

Potential barriers: own attitudes, access to training, time, lack of resources, costs,
different learning styles.

Formal and informal sources of support for development: organised learning
activities, experience in the work setting. Supervision, appraisal, mentoring,
coaching, presentations and sharing good practice.

Factors when considering professional development: allocation of budget, time,

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
career goals, time off.

Supporting others: open up discussion, observation of colleagues, share good
practice.
2.Be able to develop goals and targets for their own professional
development.
2.1Evaluate own knowledge against standards and benchmarks.
2.2Create SMART goals and targets for own professional development.
2.3Determine appropriate goals and targets to meet expected standards.
2.4Assess learning opportunities to meet objectives and reflect personal
learning style.

Demonstrate they are working to standards; codes of conduct; regulations,
National Occupational Standards. Health and Care Professions Council, Nursing
and Midwifery Council, review own role, SMART Targets.

Personal Analysis: SWOT (strengths, weaknesses, threats and opportunities)

Setting Goals: set specific, measurable, achievable, realistic and time-bound
(SMART) objectives:
o Specific: Clear, unambiguous, straightforward, understandable
o Measurable: Related to quantified or qualitative performance measures
o Achievable: With known resources
o Realistic: Linked to industry needs/standards
o Time-bound: Building-in completion date and review dates

Personal Objectives: this stage involves setting out your personal objectives.

Learning style: use of learning inventory, learning styles questionnaire.
3.Be able to prepare a professional development plan. 3.1Produce a professional development plan.
3.2Apply techniques to review progress toward personal and professional
objectives.

Prioritise learning development, short and long term goals, objectives, dates for
achievement, how you will achieve objectives, support required, evidence of
outcomes.

Evidence that objectives have been met.
4.Be able to use models of reflective practice to evaluate own
development.
4.1Compare models of reflective practice.
4.2Apply reflective practice techniques to improve performance.
4.3Evaluate the effectiveness of own reflective practice.

Models: e.g. Kolb, Johns, Gibbs, Jasper (2006), Schon (1983), reflection of
behaviours and performance, feedback from others.

Improve performance through reflection on and reflection of practice; goal setting;
improvement through use of evidence base practice; best practice

Is practice meeting the needs of individuals accessing services, and of the
service; fitness for purpose; safe and current practice.
5.Be able to apply appropriate academic conventions in written
communication.
5.1Explain the principles of academic writing.
5.2Produce written work according to academic conventions.
5.3Apply techniques to review on own academic writing skills.

Clarity; presentation skills; consideration of the intended audience; application of
theories and concepts; objectivity; logical structure and flow; evidence based /
references, accessibility; use of acronyms; use of first person;
headings/subheadings; avoidance of slang or colloquial language; punctuation;
grammar; avoiding contractions.

Harvard referencing conventions; citations; quotes; annotations; bibliography;
reference lists; web references; accuracy.

Developing academic skills; understanding of plagiarism; paraphrasing and
summarising; reflective learning; critical analysis
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be met Assessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 5 All ACs under LO 1 to 5 Coursework 3000 words
Indicative Reading list
Bolton, G. (2018) Reflective Practice: Writing and Professional Development (4th Ed) London: Sage Publishing
DOH (2013) The Cavendish Review: An Independent Review into Health care Assistants and Support Workers in the NHS and Social Care
settings, London. HMSO
Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Oxford: Oxford Further Education Unit.
Hargreaves, J., 2013. Reflective Practice (Key Themes in Health and Social Care). Polity
Jasper (2013) Professional Development, Reflection and Decision Making (2
nd
Ed). Oxford: Blackwell Publishing
Additional Resources
www.communitycare.co.uk Online journal for social care
www.cqc.org.uk Care Quality Commission regulations for providers under the Health and Social Care Act 2008 (Regulated Activities)
Regulations 2014
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
www.hcpc-uk.org The Health and Care Professions Council (HPC) (formerly the Health Professions Council) Sets the standards expected of
social workers
www.nmc.org.uk Nursing and midwifery regulator
COMMUNICATION IN THE CARING PROFESSIONS

Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Know about the range of communication requirements
in the workplace.
1.1Explain different methods of communication to meet individual and organisational
needs.
1.2Describe strategies to overcome communication barriers.

Definition of communication; communication cycle, group and individual
communication; addressing communication needs; communication as a
manager; meeting communication needs; supporting effective
communication; barriers and challenges to communication; culture; values;
language; conflict; resistance to change; power dynamics; self-esteem.

Personal issues; environmental issues; different viewpoints; poor listening
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
skills. Overcoming barriers both environmental and cultural. SOLE,
overcoming internal barriers (emotional intelligence).

Different modes of communication; verbal; paralinguistics; non-verbal; sign
language, Makaton and Braille; assisted communication, written
communication, electronic communication.
2.Be able to use communication systems and practices
in the workplace.
2.1Evaluate communication systems and practices used in different settings.
2.2Propose improvements to communication systems and practices used in health and
social care.
2.3Explain the impact of poor communication on health and social care management.
2.4Demonstrate communication techniques to support effective practice.

Feedback from individuals, staff, visitors and others; implementation of a
revised practice in communication systems in own setting.

Changes to practice, procedures; training empowerment; promotion of rights;
maintaining confidentiality; personalisation

Loss of trust; confidentiality breach of regulations;

who can access records and who is excluded;

Situations for sharing information; boundaries to agreement; sharing of good
practice
3.Be able to use communication systems to facilitate
partnership working
3.1Demonstrate the use of communication systems to promote partnership working.
3.2Compare the use of different communications systems for partnership working.
3.3Recommend ways to improve communication systems used for partnership working.

Sharing of records when necessary/permitted/appropriate, e.g. electronic,
written, email, fax, face-to-face; working effectively together with
professionals, agencies, organisations to enhance supporting positive
outcomes.

Use of records; sharing protocols; roles and responsibilities; sharing of
resources
4.Know how to use systems for information
management.
4.1Explain legal and ethical tensions in sharing information.
4.2Explain how personal information is processed to meet legal requirements.

Shared communication systems; shared databases; records to promote
consistency in care (service user’s notes); email; letters; daily records of
care/nursing/medical notes.

Confidentiality; sharing information; General Data Protection Regulation
(GDPR); The Care Act (2014); Data Protection Act (1998); Human Rights Act
(1998); The Freedom of Information Act (2000); The Equality Act (2010);
Public Interest Disclosure Act (1999), DOH (2003) Confidentiality NHS Code
of Practice.

Storage of confidential information.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
Indicative Reading list
Argyle. M (1978) The Psychology of Interpersonal Behaviour (3rd Ed) Harmondsworth; Penguin
Beauchamp, T.L and Childress, K.F. (1994) Principles of Biomedical Ethics, Oxford: Oxford University Press
Gault I; Shapcott J (2016) Communication in Nursing and Healthcare: A Guide for Compassionate Practice London; Sage
Roebuck, A (2016) Rethinking Communication in Health and Social Care Paperback, London: Red Globe Press
Tilmouth, T., Davies-Ward, E, and Williams, B. (2011) Foundation Studies in Health and Social Care. London: Hodder Education
Additional Resources
www.communitycare.co.uk Online journal for social care
www.scie.org.uk Social Care Institute for Excellence
SPECIFICATION | MAY 2024

PRINCIPLES OF HEALTH AND SAFETY FOR HEALTH PROFESSIONS

Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Know about the current legislative framework for health
and safety.
1.1Explain the legislative framework for health and safety in a health and social care
setting.
1.2Analyse how policies, procedures and practices in own setting meet health and
safety requirements.

Care Quality Commission, Health and Safety Executive and Local Authorities;
Health and Safety at Work etc Act 1974; Control of Substances Hazardous to
Health Regulations 2002 (COSHH). Staff training, safe access and egress,
equipment maintenance, welfare provision for staff. Management of Health and
Safety at Work Regulations (1999), Electricity at Work Regulations (1989),
Food Safety Act (1990), Food Hygiene Regulations (2014) Workplace (Health,
Safety and Welfare) Regulations (1992), Personal Protective Equipment at
Work Regulations (1992), Reporting on Injuries, Diseases and Dangerous
Occurrences (2013), Health and Social Care Act (2012), Human Medicines
Regulations (2012) Regulatory Reform (Fire Safety) 2005

Own Role: record keeping, reporting, compliance, audits, update risk
assessments, dealing with noncompliance.

Employer and Employee responsibilities

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
2.Understand the importance of compliance in relation to
health and safety.
2.1Explain how to support others to comply with health and safety requirements.
2.2Explain the consequences of noncompliance with health and safety
requirements.
2.3Explain the importance of record keeping in relation to health and safety.

Authorities; improvement notices, prohibition notices; prosecution

Supporting others: health and safety as part of the agenda in meetings,
posters, role model, responsibilities.

Noncompliance: staff updates, training. Potential action taken by HSE, local.

Record keeping; data protection. CQC standard number 20. Records are a part
of a legal process, provide audit trail. Reporting of Injuries, Diseases and
Dangerous Occurrences Regulations 2013.

Implementation: risk management; contribute to policy writing; HSE’s (steps to
risk Management).
3.Understand risk assessment processes related to
health or social care.
3.1Describe the range of risk assessments used in health and social care settings.
3.2Carry out a risk assessment.
3.3Analyse how to work with individuals and
others to manage potential risks and hazards.
3.4Demonstrate how to implement the outcomes of a risk assessment.
3.5Apply techniques to review own and others practice in promoting a balanced
approach to risk assessment.

Risk assessment processes: identifying risks and potential hazards within
health and social care environments; identifying who might be at risk; the level
of risk; recording the findings

5 steps of Risk Assessment: identify hazards and risks, decide who might be
harmed and how, evaluate the risks and decide on precautions, record your
findings and implement them, review your risk assessment and update if
necessary

Risk assessment: hazard identification, potential severity of harm resulting from
each hazard, likelihood/ probability of each hazard causing harm, critical
controls,

Calculating the degree of risk: likelihood of something happening, scale of 1 to
5 (1 is not very likely; low risk, 3 moderate risk, 5 means very possible or even
probable)

Controlling risks: ways to minimise/remove the risk; possible actions to
remove/reduce risk (e.g. raising awareness of hazards, use of safety
equipment, modifying operational procedures, modification of an
activity/process

Hazards: relating to the physical environment, equipment, infections,
substances, working conditions, working practices, security systems Harm and
abuse: possibility of, eg abuse, injury, acquired infection, psychological
distress, inappropriate care planning, exposure to danger, stress, loss
of/damage to, eg belongings, premises Setting: types, eg residential care,
hospital, day care, pre-school, infant school, childminder, clinic, surgery, any
location where an individual receives care services (including in own home or
the community); public environment, eg retail area, swimming pool, public park,
sports ground, beach, transport Individuals: those receiving care; workers in a
setting: care staff (based in setting, visiting setting), support staff (eg caterers,
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
cleaners, administrative), visitors (eg relatives, friends, volunteers) Users of
health and social care services: as relevant to setting, eg patients, older people,
people with learning disabilities, young people, young children, babies, those
with physical disability or sensory impairment, people with mental health
problems

Monitoring effectiveness of controls: procedures for controlling risks; review
time scales of risks and controls; record keeping; roles of health and safety
officer and care workers; policies and procedures.
4.Be able to review health and safety practices, policies
and procedures.
4.1Evaluate the effectiveness of health and safety practice, policies and procedures
in the work setting.
4.2Recommend changes to practices, policies and procedures to ensure safety and
compliance in the work setting.

Audit, and evaluation of health and safety activities in own workplace,
document the process.

Currency of practice; knowledge of the need for compliance; updating staff; role
modelling; ongoing monitoring and review
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Department of Health (2007) Independence, Choice and Risk: A Guide to best Practice in supported decision making. London. HMSO
HSE (2010) An Introduction to Health and Safety; Health and Safety in small businesses. Sudbury, Suffolk. HSE
Additional Resources
www.nhs.uk A guide to health services in England
Care Quality Commission (2021) Enforcement Policy
www.hse.gov.uk Health and Safety Executive
SPECIFICATION | MAY 2024

ASSESSMENT PROCESSES IN HEALTH AND SOCIAL CARE SETTINGS

Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Know about approaches used in the assessment
process for care provision.
1.1Explain the purpose of different assessment models.
1.2Describe the purpose of assessment tools used in health and social care.
1.3Analyse how partnership working can support the assessment process.

Care and support planning; models of assessment (Smale et al 1993); The
questioning model; The procedural Model; The Exchange Model. Needs led
assessment; User-led assessment; single assessment process; risk
assessment. Valuing people's plans. Care Programme Approach. End of life
care/advance care planning

Assessment tools e.g.: Pain Assessment scales; Patient Health
Questionnaires; Glasgow Coma Scale; scales which measure activities of daily
living; Waterlow Score, Height, weight, Nutritional Assessment. Definitions and
categories of need

Assessment of risk; sharing of resources; sharing of knowledge; agreed
outcomes and goals, reducing costs; meeting the needs of individuals
accessing services.
2.Know how to lead assessments for care provision.2.1Explain how to use person centred ways of working to support individuals to

Expert Patient Programme; encouraging the client voice, advocacy

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
participate in the assessment process.
2.2Explain how to undertake an assessment.
2.3Explain when to use the referral process for individuals.
requirements, translator/interpreter.

Capacity.

Referrals to other services/partnership working

Importance of language used in assessments Collaborative working
relationship

The multidisciplinary context.

Empowerment and anti-discriminatory practice

Referral: practitioner involvement, areas of expertise, needs led, individual
preference
3.Know how to manage the outcomes of care
assessments.
3.1Explain how to develop a care or support plan in collaboration with the individual.
3.2Explain how to evaluate the effectiveness of the assessment process and
outcomes.
3.3Explain how to develop an action plan to address any changes following an
assessment review.

Developing care plans/support plans to meet individual requirements. Meetings,
encouragement of individual involvement to make choices and decisions about
their care. Planned interventions need to provide positive outcomes. Action
planning to address findings. Elements of a competent assessment; person
centred; valid, reliable, culturally sensitive, avoidance of jargon, inclusive
4.Be able to advise others about the role of assessment.4.1Demonstrate how to formally instruct others about the assessment process.
4.2Demonstrate ways in which to help ensure others understand the functions of
assessment tools.
4.3Assess staff understanding of the impact of assessments on individuals and their
families.

Staff Instruction resources: e.g a supervision session, a handout, PowerPoint
presentation, leaflet or any other medium appropriate to staff training and
development.

Assessment planning and review, how and when assessment is carried out,
positive and negative impacts of assessment e.g. social dynamics; living
arrangements; optimising independence, person centred ways of working, the
use of effective communication, inclusion,

Assessment of staff understanding of the impact of assessments on individuals
and their families.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
DOH (2015) 2010 TO 2015 Government Policy: Health and Social Care integration Paper. London
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
Ellis P (2020) Patient Assessment and Care Planning in Nursing London; Sage
Hayes, H., 2010. The Care Process: Assessment, Planning, Implementation and Evaluation in Health and Social Care. (s.n.)
CPD Journal for Health and Social care professionals: 5 Year Booklet (Black and White) (CPD journals for Health and social care
professionals)
by Newbee Publication | 3 Jun 2020
Additional Resources
www.nhs. uk NHS guide to Assessment
www.scie.org.uk Social Care Institute for Excellence
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
RESOURCE MANAGEMENT IN HEALTH AND SOCIAL CARE

Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Know about the purpose and
objectives of human resource
management.
1.1Explain the purpose of human resource management.
1.2Explain the objectives of human resource
management.
Staffing
Employee compensation
Discipline
People – process - performance
Workforce planning
Talent management
Employee engagement
Performance management
2.Understand key aspects of
managing others in the
workplace.
2.1Describe management and leadership styles.
2.2Explain the importance of supervision and
appraisal.
2.3Explain the importance of recruitment and
retention of staff.
Leadership styles; autocratic; democratic;
laissez-faire. Development and supervision.
Aims of supervision. Appraisal; situational
leadership; leading by example; leading by
direction.
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
2.4Describe theories of team development.
2.5Analyse how to manage the impact of change.
Recruitment and retention strategies.
Legislation and policy context. Vetting and
Barring Scheme.
Induction programme; legal aspects;
organisational context; health and safety,
infection control; food handling; first aid, moving
and handling.
Tuckman’s group theory (1965), Belbin’s Team
Roles, managing meetings Social Care Institute
of Excellent Best Practice guidelines. Service
users /patient meetings.
Change management influences: insecurity,
loss, confusion, reduced competency, non-
compliance. Some will be proactive and
engage. Accommodate all experiences.
3.Understand the regulation and
inspection of health and social
care services.
3.1Explain the regulatory system that underpins
service delivery.
3.2Describe the process of inspection for health and
social care services.
Care Quality Commission key lines of enquiry;
underpinning legislation; sector specific
requirements inspection; regulation
Standards and policies to support key
inspections and unannounced inspections.
Surveys, what inspectors do. National Minimum
standards
4.Understand the management
of financial resources.
4.1Explain the principles of budget management.
4.2Analyse the systems used to manage finances in
health and social care.
4.3Explain the sources of funds available.
4.4Analyse factors affecting funding allocation.
Cost benefit analysis; fixed and variable costs,
auditing expenditure, budgetary profiling.
Involving members of staff in managing budget.
Development of incentive plans to avoid
carelessness. Capital expenditure. Revenue
expenditure. Hire purchase, lease, loans.
Resource availability; priorities; competing
priorities; needs led; market influences.
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Bryans, B., 2007. Practical Budget Management in Health and Social Care. Radcliffe Publishing Ltd.
Mackian, S., (2013). Leading, Managing, Caring: Understanding Leadership and Management in Health and Social Care. Routledge.
Martin, V., (2010). Managing in Health and Social Care. Taylor & Francis, Inc.
Neil, D., 2017. Leading and Managing in Health and Social Care - Second Edition. CreateSpace Independent Publishing Platform.
Field and Brown (2019) Effective Leadership, Management and Supervision in Health and Social Care (3rd Ed) Learning Matters; London
Additional Resources
www.scie.org.uk
Information and resources on resource management systems - Social Care Institute for Excellence
https://www.cqc.org.uk/guidance-providers/regulations-enforcement/regulations-service-providers-managers-relevant
Care Quality Commission: Regulations for service providers and managers: relevant legislation
SPECIFICATION | MAY 2024

LEVEL 5 UNIT SPECIFICATIONS

WORKING IN PARTNERSHIP IN HEALTH AND SOCIAL CARE

Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the features of partnership working.1.1Describe key elements of partnership working with:

external organisations

other practitioners

colleagues

the individual

families
1.2Evaluate the importance of partnership working with:

external organisations

other practitioners

colleagues

the individual

families
1.3Explain how to overcome barriers to partnership working.

Elements: Joint agreements, good communication, strong leadership and trust
between partners. Health and Social Care Act (2012), openness, trust, shared goals
and values. Consistency of approach and avoidance of duplication.

Better outcomes: Service user is central to care plan. Mutual respect; constructive
approach; learn from each other, wider collaboration, additional funding, mutual
advantage and resources. Meets statutory requirements; coordinated packages of
care; Voluntary sector involvement.

Barriers to partnership working: resistance to change, poor morale, different pay
scales, staff shortages, costs, time for meetings, priorities and cultures, pre-existing
views, use of professional jargon, misunderstandings, withholding information, poor
sense of mission, joint employment. Different agendas and a lack of clear structure.
Imbalances within the group – of power, of access to resources, of knowledge and
understanding of the issues.

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
1.4Explain how to deal with conflict that may occur in partnership working.

Overcoming barriers: improved communication; clarity about roles, engaging
families. Person Centred care. National Voices charity. Active participation, joint
education, meeting regularly, challenging discrimination.

Importance: improves experiences for individuals, reduces barriers to resources;
attract more funding from a diverse range of sources; Service delivery is often more
effective, improved wellbeing of service user. Holistic approach. Involvement of
relatives in care planning processes, person centred care.
2.Understand how to establish
and maintain working relationships with others.
2.1Evaluate procedures for effective working relationships with others.
2.2Analyse common objectives used when working with others within the boundaries
of own role and responsibilities.

Agreement of common objectives, goals and targets; use of established tools,
processes and procedures.

Use of SMART (Specific, Achievable, Measurable, Realistic, Timebound) objectives;
realistic approach; maintain standards; understanding; clarification; use of
jargon/acronyms; recognition of boundaries; clear communication.
3.Understand how to evaluate
partnership working.
3.1Explain the contribution learners can make to enhance partnership working.
3.2Evaluate own strengths and weaknesses in relation to partnership working.
3.3Describe ways to improve own practice in relation to partnership working.
3.4Explain how to review the effectiveness of
partnership working in achieving the agreed
outcomes of working together.

Role and Responsibilities: keep an open mind, respect other roles; collaboration,
open communication channels, liaison with partnerships, accountability, setting
objectives for staff, non-judgmental; assertiveness, negotiating, confidence. Care Act
2014.Effective team work

Conflict: look at issues objectively; techniques of problem-solving, Bargaining,
Cooperative conflict can contribute to effective problem solving. Challenge
discrimination, reporting concerns

Evaluate: appraisal systems and outcomes, feedback from families and friends of the
service user. Monitor (Independent regulator)

Development plan: establishing and maintaining partnership working, approaches to
partnership working, understanding of partnership working.

Own contributions, leadership style. Reflection on practice

Measure: service receipt and impacts of service on recipient of care, review of care
plan
4.Know how to work with others to support organisational
innovation and growth.
4.1Describe aspects of an organisation that are no longer effective in providing a
person-centred service.
4.2Explain how to work with others to identify
opportunities for growth and development, or
redesign, as a service and a business.
4.3Describe how to maintain a culture that
supports innovation, change and growth in relation to the service provided.
4.4Describe how to maintain a culture that recognises the resources available in the
expertise of those using or working in the service.
4.5Explain the importance of entrepreneurial skills in ensuring that the market is able

The skills and knowledge required to ensure that the service is able to recognise and
proactively adapt to trends, gaps and improvements in the provision of care and
support

Involvement of key stakeholders; team meetings; shared goals; roles and
responsibilities; analysing service delivery methods, comparing outcomes to
objectives/goals

Sharing goals; identifying innovate ideas; listening to team members, shared
responsibilities, delegating; roles and responsibilities, changing workload.

Forward planning; currency and validity of service delivery; market leader;
awareness of opportunities/threats.
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
to meet future demand for adult care services.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.

Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Glasby, J., 2014. Partnership Working in Health and Social Care: What Is Integrated Care and How Can We Deliver It? Second Edition (Better
Partnership Working). Policy Press.
Jelphs, K., 2016. Working in Teams (Better Partnership Working). Policy Press.
Additional Resources
www.communitycare.co.uk
Online articles
www.cpa.org.uk
Centre for Policy on Ageing
www.gov.uk/guidance/enabling-integrated-care-in-the-nhs
Guidance on enabling integrated care in the NHS
www.scie.org.uk
SCIE Reports
SPECIFICATION | MAY 2024

MANAGING THE SAFEGUARDING AND PROTECTION OF VULNERABLE INDIVIDUALS

Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the legal framework, regulations, policies and
procedures that support the safeguarding and protection of
vulnerable individuals.
1.1Examine the concepts of:

safeguarding

protection.
1.2Explain the legislative framework for safeguarding vulnerable individuals in
health and social care.
1.3Analyse how serious case reviews have influenced safeguarding and
protection.
1.4Explain the action to be taken in the event of suspected or actual abuse.

Definitions of safeguarding and protection. Legislative framework for example:
The Care Act (2014); independent advocates, follow up of suspected or actual
adult abuse. Policy documents: Health and Social Care Act (2012); Our Health,
Our Care, Our Say (2006) and putting People first (2007), No secrets and in
safe Hands (2000), Vetting and Barring Scheme (2006), Local safeguarding
Adults Boards,

Modernising social services white paper, valuing people: A new strategy for
learning disability in the 21
st
Century (2001).

Serious case reviews: Winterbourne View Hospital; Orchid View; The Francis
Report (2010)

Protocols and referral procedures in own setting. Confidentiality and consent

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
2.Know about the management of a service which safeguards
and protects vulnerable individuals.
2.1Analyse how service provision supports individuals to take risks and make
informed choices.
2.2Demonstrate how to provide information to others on signs and symptoms of
abuse.
2.3Demonstrate how to inform others of the measures to be taken to avoid abuse
taking place.
2.4Demonstrate how to articulate with others practice that maintains the safety
and protection of vulnerable individuals.

Prepare a staff training resource; the training resource might include: Forms of
abuse: physical, emotional, sexual, neglect and acts of omission, financial,
discriminatory and institutional.

Abuse avoidance: culture of openness and dignity, clear complaints procedure
roles of staff are clear; training in adult protection.

Steps to be taken: stages in responding to concerns about abuse

Policies: safeguarding, risk assessment, induction, CPD, equal opportunities,
recruitment procedures.

Discuss practice with others: staff meetings, appraisals and supervision.
3.Understand the importance of partnership working to protect
vulnerable individuals.
3.1Explain the agreed protocols for working in partnership.
3.2Evaluate the importance of working in partnership with others in relation to
safeguarding and protection.

Partnership working, safeguarding boards, local authorities, the police and the
NHS, and local community members. Safeguarding adults – A National
Framework (2005)

Evaluate efficiency: shared objectives and goals, servicer user involvement in
planning; satisfaction surveys etc
4.Understand how to review procedures and practices that
promote safeguarding of vulnerable individuals.
4.1Asses the importance of the involvement of individuals in the review of
systems and procedures in services.
4.2Review a work setting’s procedures and practice against current legislation
and policy in relation to safeguarding and protecting vulnerable individuals.

Challenge practice: unsafe practice, whistle blowing, Public Interest and
Disclosure Act (1998) reporting poor practice, record

Recommend to staff and management any proposals for improvement.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Reading List
Adult safeguarding: A Guide for Family Members, Social and Health Care Staff and Students by Bob Dawson The Choir Press (20 Sept. 2021)
Additional Resources
www.cqc.org.uk Safeguarding people
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
www.gov.uk/government/publications/working-together-to-safeguard-children--2
Working together to safeguard children: a guide to inter-agency working to safeguard and promote the welfare of children (HMSO March 2015)
https://www.gov.uk/government/organisations/department-of-health-and-social-care Department of Health and Social Care
www.mind.org.uk Mental Health - Online information and support
www.nhs.uk/mental-health/nhs-voluntary-charity-services/nhs-services/ A guide to mental health services in England
www.rethink.org Information and support for young people with mental health issues
HEALTH EDUCATION AND PROMOTING WELLBEING

Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand approaches to health education. 1.1Evaluate the concept of health and ill health.
1.2Compare and contrast models of health.
1.3Analyse factors affecting health and well-being.
1.4Analyse the connection between diet, exercise and health.
1.5Evaluate the role of media in influencing attitudes to health.
1.6Explain the terms:

health education

health protection

disease prevention.
1.7Explain approaches to health promotion.

Concept of health and ill health: World Health Organisation (WHO) definition

Medical and social models of health

Definition: World Health Organisation; alternative definitions; criticisms

Factors: lifestyle, exercise, substance abuse, drinking, health practices social
class; age; culture, gender, sexuality, financial stability; employment status,
housing, pollution, workplace health, physical factors

Role of the media: positive/negative influence, impact on self

Definition of key terms: health education, health protection, disease prevention.

Approaches: e.g.: medical model; behaviourist; educationalist; empowerment;
fear
2.Understand models of behaviour change. 2.1Explain two models of behaviour change that have been used in recent national
health education campaigns.
2.2Evaluate the effectiveness of different models of behaviour change in relation to
health and well-being.

Models of behaviour change:

Models: health belief model, theory of reasoned action, theory of planned
behaviour, stages of change model, social learning theory

Social and economic context: eg financial, social class, peer pressure
3.Be able to carry out a health education campaign. 3.1Define the rationale of a health education campaign.
3.2Carry out a health education campaign, relating it to models of behaviour change.
3.3Evaluate the effectiveness and impact of the health education campaign.
3.4Explain ethical issues involved in the health education campaign.

Purpose – promotion of healthy ideas and concepts to motivate people to
change behaviour and adopt healthy lifestyle choices, designed to be proactive
in tackling health-related challenges and issues

Aims of health-promotion activities, e.g. raise health awareness, encourage
safety and reduce accidents, reduce number of people smoking, encourage
healthy eating habits, reduce alcohol intake, identification of target audience;
liaison with partnerships/others where necessary, planning schedule, action
plan, design of material; involvement of others,

Different types of health promotion and health-promotion activities : health-
promotion campaigns – local or national initiatives targeted at large audiences
with the aim of raising awareness of health-related issues, use of different forms
of media

Gain access: permissions etc, pre-set criteria including feedback mechanisms,
cost, resources, and timescales.

Research using different sources, e.g. websites, books, newspapers/magazines,
leaflets, journals, TV programmes, Department of Health and Social Care,
health professionals and service users, gathering data to understand the health
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
topic, e.g. statistics (national, local), case studies

Health-promotion materials, e.g. posters, leaflets, games, presentations, wall
displays

Target groups, e.g. children, adolescents, employees, sports or social clubs,
type of service user

Health-promotion materials appropriate to target group, e.g. language, images,
activity, position of display, timing, ethics, form of media, how materials could be
adapted for different target groups

Evaluation and reflection of personal practice, skills used, quality measures,
benefits to the individual, aims and objectives, outcome measures/pre-set
criteria, strengths and weaknesses, aspects to improve

Ethical issues: to consider, eg rights of individuals, rights of others,
confidentiality
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be met Assessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 3 All ACs under LO 1 to 3 Coursework 3000 words
Indicative Reading list
Copeman J et al (2020) Practical Health Promotion (3
rd
ed) Polity; London
Gottwald, G., 2013. A Guide to Practical Health Promotion. McGraw-Hill
Naidoo, J. and Wills, J. 2016. Foundations for Health Promotion, 4e (Public Health and Health Promotion). Elsevier
Additional Resources
www.cqc.org.uk The independent regulator of all health and social care services in England.
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
https://www.gov.uk/government/organisations/department-of-health-and-social-care Department of Health and Social Care
www.mind.org.uk Mental Health - Online information and support
www.nhs.uk A guide to health services in England
SPECIFICATION | MAY 2024

TEAM MANAGEMENT IN HEALTH AND SOCIAL CARE

Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand the characteristics of effective team work.1.1Analyse theories of team development.
1.2Suggest strategies to overcome common team work challenges.
1.3Evaluate the impact of leadership styles on a team.
1.4Assess the importance of accountability and trust in a team.
1.5Compare and contrast methods of managing conflict within a team.

Challenges for a team: Tuckman’s theory of group development, respect
differences; role recognition, Belbin’s Team roles.

Features of a team: goals, roles, procedures, communication, relationships and
leadership.

Solutions to challenges: communication, negotiation, joint working with
professionals, task sharing, assertiveness, strong leadership and direction.

Theories of management styles: Trait Theory, Authoritarian/Autocratic,
Democratic/Participative, Laissez- faire.

Accountability: be consistent, honest.

Conflict: disagreements, personal values and beliefs.
2.Know how to support a positive culture within a team
in a health and social care setting.
2.1Explain the components of a positive culture within a team.
2.2Describe how systems and processes support a positive culture in a team.
2.3Explain how to foster creative and innovative ways of working in a team.

Shared ways of working; communication; values/beliefs; valuing contribution from
others; inclusiveness and openness

Shared records; team meetings; supervisions/appraisals; induction and staff

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
training

Creative and innovative methods of working: communication; dynamic approach;
person; centred care; integrated workforce agenda; priorities; co-working; rota
systems; challenging routine practices
3.Understand how to agree performance objectives with
the team.
3.1Explain the links between individual, team organisational objectives.
3.2Explain factors which influence forward planning in a team.
3.3Explain how to identify areas of individual and team responsibility in achieving
objectives.
3.4Explain how to identify and agree aims and
objectives to promote a shared vision within own team.
3.5Evaluate how the vision and strategic direction of a team influences team practice.

Beliefs and values, personality, information systems, appraisal, training, creativity,
transformational leadership, culture of interest, developmental opportunities.

Shared methods of working; communication; values and beliefs; working methods
between team members; valuing contribution from others; inclusiveness and
openness

Supervision; appraisal; sharing information; communicating; listening to others;
team working to common goal/objectives

Transformational leadership; shared values;
empowerment; co-production; developing other people; openness; honesty;
strategic planning; ongoing monitoring and review.
4.Be able to manage team performance. 4.1Apply techniques to monitor progress in achieving team objectives.
4.2Demonstrate how to provide constructive feedback when underperformance is
identified.
4.3Explain how team members are managed when performance does not meet
agreed requirements.

Communicate strategy and vision, identify aims and objectives, sharing of skills,
roles and responsibilities, and celebrate achievement.

Progress towards objectives, quality of provision, service user feedback.

Underperformance: areas to improve on, Set clear expectations and match staff to
the skills required, performance reviews, training, mentorship. Disciplinary action/
stages.
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
5.Know about recruitment and
selection processes in health and social care.
5.1Explain the impact of legislative and regulatory requirements on recruitment and
selection processes in health and social care settings.
5.2Analyse how serious case reviews and inquiries have contributed to the
establishment of policies and procedures within recruitment which are necessary to
safeguard vulnerable people.
5.3Explain how to establish the criteria that will be used in the recruitment and
selection process.
5.4Describe how to involve others in the recruitment process.

Equality Act 2010; General Data Protection Regulation (GDPR) 2018, Health and
Safety etc Act 1974; Safeguarding Vulnerable Groups Act 2016, The National
Minimum Wage Regulations 2016, Working Time Directive 1998, Working
Together to Safeguard Children 2013, working hours, visas, advertising standards;
qualification requirements; safeguarding-DBS; national initiatives;
apprenticeships, traineeships, internships and returnships
●Use of social media networks; internal to the organisation; newspapers and
journals; local radio; television; networks; agencies; head hunters;
recommendation/referrals, recruitment fairs, people leaving the services, job
centres.
●Involvement through effective communication methods; person centred ways of
working; identification of needs, preferences and abilities; advocacy.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 5 All ACs under LO 1 to 5 Coursework 3000 words
Indicative Reading list
Belbin, M. (1981). Management Teams: Why they succeed or fail. London: Heinemann
Tuckman, B (1965) Developmental sequence in small groups, Psychological Bulletin,
Martin, V., Charlesworth, J. and Henderson, E. (2010) Managing in Health and Social Care (2nd Ed). London. Routledge
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
Tilmouth, T., Davies-Ward, E and Williams B. (2011) Foundation Degree in Health and Social Care. London: Hodder Education.
Gold. J., Thorpe, R. and Mumford, A. (2010) Leadership and Management Development. 5th Edition. CIPD
Marchington, M. and Wilkinson, A. (2008) People Management and Development: Human Resource Management at Work. London: CIPD
Redman, T. and Wilkinson, A. (2009) Contemporary Human Resource Management: Text and Cases. 3rd Edition. Pearson, Financial Times
Press
Additional Resources
www.businessballs.com Learning and development resources
www.teambuilding.co.uk Event management
www.belbin.com Resources on team theories
www.leadershipacademy.nhs.uk NHS - Leading Teams in Health and Social Care
SPECIFICATION | MAY 2024

PROFESSIONAL SUPERVISION PRACTICE IN HEALTH AND SOCIAL CARE

Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand professional supervision in health and
social care settings.
1.1Evaluate theories and models that underpin the practice of professional
supervision.
1.2Explain the legal and regulatory codes of practice that relate to professional
supervision.
1.3Explain how evidence-based practice informs professional supervision.

What is professional supervision? The scope and purpose of it; meet standards
of practice and improve the quality of service.

Models: e.g.: Developmental models, scaffolding, integrative models, and
solution focused models.

Legislation, codes of practice e.g.: The Care Act (2014) Outcome 14, regulation
23.

Supporting information and guidance; supporting effective clinical supervision.

Evidence based practice; new knowledge applied to care practice.
2.Know how to agree on the framework for a
professional supervision process.
2.1 Explain how to overcome power-imbalance in professional supervision.
2.2Explain the boundaries and parameters for carrying out supervision with the
supervisee.

The performance management cycle; planning, develop, perform, and review
Performance against targets, SMART targets.

Agreement in relation to timing, objectives, confidentiality, limitations,
considerations; responsibilities of both parties; reporting mechanisms.

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
3.Know how to provide professional supervision. 3.1Describe how to provide constructive feedback to the supervisee.
3.2Describe how conflict can be managed within supervision.
3.3Analyse methods that can be used to measure performance.
3.4Explain how to review and agree performance targets.

Constructive feedback; reviewing the quality of practice; ways to improve
practice; detailed feedback

Personal power (knowledge skills and competence). Organisational power:
reward power, coercive power, legitimate power, information power.

Target setting; aims and objectives; performance review; 360 review;
monitoring; observation.

Agreeing details regarding professional supervision: confidentiality, professional
boundaries, roles and accountability. Time and location. Evidence that can be
presented for supervision and preparation the supervisee needs to do.
4.Know how to reflect on own practice in professional
supervision.
4.1Explain how to use tools to gather feedback on own professional supervision
practice.
4.2Describe how to reflect on feedback to identify changes to be made to own
practice.

Feedback, positive praise and constructive feedback. Staff development. Use of
staff appraisals to review.

Potential for conflict during supervision; eg: task based conflict or relationship
based conflict. Resolution through resolving conflict by conversation.

Feedback from staff. Measure own performance against standards, reflection on
practice of supervision process.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words
Indicative Reading list
Field, R. (2017). Effective Leadership, Management and Supervision in Health and Social Care (Post-Qualifying Social Work Practice Series).
Learning Matters.
Hawkins, P. and Shohet, R. (2012) Supervision in the Helping Professions (Supervision in Context). London. Oxford University Press
Additional Resources
www.scie.org.uk Putting effective supervision into practice: Sector expectations regarding supervision
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
www.skillsforcare.org.uk SCIE Research briefings
Skills for Care – guidance on supervision and standards
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
RESEARCH METHODS IN HEALTH AND SOCIAL CARE

Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative content
1.Understand approaches to research in health and social
care.
1.1Explain the function of research in health and social care.
1.2Evaluate types of research methodology.
1.3Describe methods of gathering data.
1.4Describe tools to analyse and present data.
1.5Explain how to assess the validity and reliability of data in research.
1.6Analyse the importance of the validity and reliability of data used within research.

Function: identify need; highlight gaps in provision; plan provision; inform policy or
practice; extend knowledge and understanding; improve practice; aid reflection;
allow progress to be monitored; examine topics of contemporary importance.

Types of research: quantitative; qualitative; primary; secondary Primary sources:
questionnaires; structured and unstructured interviews; scientific experiment;
formal and informal observation; measurements Secondary sources: information
literacy, eg website, journals, media, books, e-resources; literature review, eg
extract information, interpret, analyse, synthesis; data, eg graphs, tables,
statistics

Methods to gather data: checklists and scales; questionnaires, experiments,
observation, interviews, action research, case study.

Tools to analyse data; tables, charts, lists.
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION

Reliability and validity.
2.Be able to plan a research project relevant to a health and
social care setting.
2.1Determine a research topic in a chosen area of interest.
2.2Develop the aims and objectives of the research
project.
2.3Explain ethical considerations that apply to
the area of the research project.
2.4Complete a literature review of chosen area of research.

SMART aims and objectives;
o Terms of reference
o Rationale for selection,
o Key milestones,
o Project goals,
o Schedule

Ethics (confidentiality; agreements with participants; research governance (HRH
Health Research Authority), reading critically, Ethics: permissions and approvals,
consent, confidentiality.

Elements: Statement of problem,

Literature review, conceptual framework, research question, hypothesis, terms of
reference, methodology, timelines, scope of work and budget.
3.Be able to carry out a research project relevant to a health
and social care setting.
3.1Develop relevant research questions.
3.2Formulate a detailed plan for the research project.
3.3Determine appropriate research methods for the research project.
3.4Conduct the research using identified research methods.

Topic to be explored; literature review, conceptual framework, research question,
hypothesis, terms of reference, methodology, timelines, scope of work and
budget. Ethics: permissions and approvals, consent, confidentiality.
4.Be able to make informed recommendations. 4.1Analyse the data and present findings.
4.2Formulate recommendations related to the chosen research topic
4.3Reflect how own research findings substantiate initial literature review.
4.4Make recommendations related to area of research.
4.5Identify potential uses for the research findings within practice.

Analysis: organisation and interrogation of data

Initial analysis: detect patterns, themes, and relationships in the information, test
hypotheses, draw conclusions and build recommendations.

Report writing and dissemination: To share findings and encourage uptake

Potential uses for findings in practice, draw conclusions from the data.

Discuss the actions that future researchers should take as a result of the Project.

Benefits to the organisation.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be metAssessment Criteria to be coveredAssessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Research Project 3000 words
Indicative Reading list
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
Aveyard, H., (2014). Doing A Literature Review In Health And Social Care: A Practical Guide. Open University Press.
Becker, S and Bryman, A (2004) Understanding Research for Social Policy and Practice Bristol. The Policy Press
Bowling, A. (2002) Research methods in Health: Investigating health and health services (2nd ed) Milton Keynes: Open University Press
Additional Resources
Economic and Social Research Council (2002) Research Ethics Framework. London HMSO
SPECIFICATION | MAY 2024

OTHM LEVEL 5 EXTENDED DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT | SPECIFICATION
IMPORTANT NOTE
Whilst we make every effort to keep the information contained in programme specification up
to date, some changes to procedures, regulations, fees matter, timetables, etc may occur
during the course of your studies. You should, therefore, recognise that this booklet serves
only as a useful guide to your learning experience.
For updated information please visit our website www.othm.org.uk
SPECIFICATION | MAY 2024