As an organisation, we are guided by our “3C” principles of Customer, Compliance and Continuous Improvement.
These principles have informed our vision of “Delivering Excellence Together”
Crystal Lean Solutions (CLS) is dedicated to providing a high-quality training and consultancy service to our customers. We acknowledge that it is our collective responsibility, as members of staff and management, to deliver a standard of excellence which is consistent with our Quality Policy. Our Quality Policy is documented and implemented through our Quality Management System.
CLS will maintain ongoing compliance with all applicable legislative and awarding body regulations and guidance as and when these are published.
Our documented policies and procedures aim to ensure that we deliver our service in a consistent manner that enables us to review our effectiveness on an on-going basis. We are committed to developing a culture that recognises the importance of quality in everything we do.
Our policies and procedures are learner focused, and will ensure that all learners:
Note: These supports are described in greater detail later in this document.
In common with all organisations operating in Ireland, CLS is legally required to comply with the Employment Equality Act and Equal Status Act. These acts prohibit discrimination on specific grounds. Generally, discrimination occurs where one person is treated less favourably than another person in a comparable situation, because they differ under any of the following grounds: Age, Civil Status, Disability, Family Status, Gender, Housing Assistance Payment, Membership of the Traveller Community, Race, Religion, Sexual Orientation.
CLS welcomes this legislation, and we strongly espouse the principles of inclusiveness and equality reflected in these Acts.
If any learner feels that CLS has not upheld their rights under this legislation they should inform CLS immediately by emailing email@example.com with the subject heading “Diversity and Equality”.
Reasonable accommodation refers to the provision of additional supports, facilities, resources or amendments to assessment tasks and activities, to enable a learner with a disability or specific learning need, to have a comparable opportunity to demonstrate attainment of learning outcomes as any other learner.
QQI advise that “Reasonable accommodations are concerned with adapting the assessment approach, not with diluting the standard of learning to be attained, interfering with or amending the intended learning outcomes. Assessments which involve reasonable accommodations should be consistent with those which do not”.
In accordance with the Equal Status Acts, 2000 to 2004, CLS will provide reasonable accommodation to meet the needs of a learner who has a disability, or any other learners covered by equality legislation. CLS can only provide these supports within the constraints of our ability to do so.
Any learner with a disability which has the potential to impact their learning or assessment experience is requested, during enrolment or induction, to advise the CLS Training Management & Administration Team and recommend the nature of any support that may be required. Requests for Reasonable Accommodation must be accompanied by documentary evidence from a medical or relevant professional.
Every effort will be made by the assessor to allow the learner to demonstrate the required level of knowledge, skill, and competence without significantly impacting on the standard or the validity of the assessment.
Examples of potential reasonable accommodations include:
In circumstances where specific guidance is required, CLS will consult with organisations such as AHEAD who work to create inclusive environments in education and employment for people with disabilities.
Please email firstname.lastname@example.org with the following details and we will email a response within 48 hours and advise on review. In the event of any additional costs, we will include in our reply.
Compassionate consideration relates to extenuating circumstances. These are situations or events which may unexpectedly interfere with a learner’s ability to complete or sit an element of assessment.
CLS will allow learners to apply for compassionate consideration in relation to their assessment if they cannot complete a specific assessment due to extenuating circumstances.
Examples of extenuating circumstances may include:
CLS will make arrangements to allow the learner to complete the assessment at another time. To apply for compassionate consideration learners should contact the CLS Training Management & Administration Team. Learners seeking compassionate consideration may be required to provide appropriate evidence, e.g., a note from a GP.
All extension requests must be requested by email email@example.com with the following in the subject line “Compassionate Consideration“ and to include the following in your email:
If you feel that the grade you received is incorrect you may submit an appeal. Before submitting an appeal, you will need to review your feedback, review your assessments, and prepare a coherent academic argument as to why you feel the grade awarded was incorrect. Your argument must be specific to the parts of the assessment which you believe are marked incorrectly.
All appeal requests must be requested by email firstname.lastname@example.org with the following in the subject line “Appeals Request “and to include the following in your email:
All appeals must be received within 7 days of receiving your statement of results.
All appeals are subject to an administration fee of €90 which must be submitted with your application. If your appeal is successful, this fee will be refunded.
The following appeal requests will not be processed:
A review will not be undertaken for reasons such as the following:
When we receive an appeal from a learner our Trainer will appoint a new Internal Assessor (i.e., not the Internal Assessor that marked the original assessments) to re-read the assessments and make amendments to the original marks where appropriate. This may mean the result will increase, decrease or remain the same. The results of the appeal will be communicated to the learner via email within 10 working days.
Appealing an Appeal
If the learner feels that the grade appeal was not conducted fairly, they may appeal the appeal. In such instances, the Appeal will be reinvestigated by the CLS Academic Council. The Academic Council decision is final. A request for an Academic Council judgement should be made through the CLS administration office (email@example.com).
Awards on the framework may be certified by QQI itself, by the State Examinations Commission (SEC), by Institutes of Technology, or by Universities.
The QQI certification system is based on four award types
Minor awards can be considered as “stand-alone” awards, or they can be building blocks for major or special purpose awards.
A defined collection of minor awards can be combined to achieve a defined major or special purpose award. The exact configuration of minor awards is defined in the Award Specification for the major or special purpose award in question.
Supplemental awards are uncommon. Only one currently exists and that relates to Gas Safety.
CLS currently only offer minor awards.
Please contact us at firstname.lastname@example.org if you have any queries about programmes offered by CLS leading to QQI awards.
In order to access CLS Programmes all applicants must meet certain criteria.
CLS programmes require a minimum educational attainment of an NFQ Level one below the level of the programme for which the learner is enrolling. So, if enrolling for a Level 5 programme, the applicant must already have achieved at least a Level 4 standard on the NFQ.
In addition, for successful participation in our programmes, learners must be competent in written and spoken English. The competence level required must be at least equivalent to the CEFR B2+ standard (Common European Framework of Reference for Languages). Where there is any uncertainty about a learner’s English language proficiency, CLS may seek official certification of the learner’s recognised English Language Qualifications. CLS also recognises TOEFL (Test of English as a Foreign Language) and IELTS (International English Language Testing System). Other equivalent evidence may be considered on a case-by-case basis.
Please contact us at email@example.com if you have any queries about access requirements.
Transfer refers to the possibility of moving from one programme of education to another (with the same, or a different training provider).
A learner may complete one or more minor awards with a particular major award in mind. However, they may decide to “transfer” to a different major award and still have their completed minor awards recognised. This is possible, providing the completed minors are components (minors) of the alternative major award to which they wish to transfer.
It is also possible for a learner to commence a major award with one training provider and complete it with another.
Please contact us at firstname.lastname@example.org to discuss any transfer opportunities that may exist for you.
Progression refers to the use of awards at one level on the NFQ, towards achievement of awards at a higher level on the framework.
Please contact us at email@example.com to discuss any progression opportunities that may exist for you.
RPL refers to the recognition of prior learning undertaken by a learner. It represents a way of recognising and valuing learning achieved outside of formal education and training programmes (for example from workplace and life experience or voluntary activities).
RPL can be used for the purpose of:
Note: QQI advise that “It is important to note that practice in this field is at an early stage nationally and is unevenly available, and can be time-consuming and challenging for applicants”. (link)
RPL for Access.
Recognition of Prior Learning for access to a programme leading to an award, is a formal process. It is initiated when a learner cannot provide evidence that they meet programme access requirements. Access requirements may, for example, state that the learner must have achieved an award at a level on the National Framework of Qualifications which is no lower than one level below that of the programme they are enrolling on.
Where a learner has prior learning whether formal or informal, certified, or experiential – this will be assessed by the relevant personnel in CLS on a case-by-case basis.
Please contact us at firstname.lastname@example.org to discuss RPL for access to programmes.
RPL for Credit, Exemption or full award
RPL for credit may arise where a learner wishes to have their prior learning recognised for credit towards an award.
RPL for exemption may arise where a learner wishes to have their prior learning recognised in a way which exempts them from module(s) or assessment(s) that they would otherwise have to complete.
CLS does not offer RPL for credit or exemption. All learners are required to complete all programme training and assessment.
RPL for a full award may arise where a learner wishes to achieve recognition for a full award without undertaking the programme or assessment(s). They may consider that have achieved all programme learning outcomes already and can evidence same. CLS will liaise with QQI should such a request be received.
We are aware that your academic progress can be affected by personal circumstances. Something may happen that has an impact on you personally and therefore on your academic progress. If any factor or circumstance has a significant effect on you and your studies, you should get in touch with us immediately by email email@example.com.
We have different pathways available to learners who experience difficulties with progression. The intention is to facilitate learners to continue with their studies or to exit where they wish to do so. These pathways include:
Learners should take great care to ensure that they are aware of the progression (i.e., impact on your assessment results) and fee implications of any course of action taken.
It is also important to note that where a learner does not inform CLS that they are leaving or taking a break using the required procedure, then CLS assumes that the are still a learner. This is called “unofficial withdrawal”. This means that fees build up and assessment are considered not to have been submitted even though the learner has left.
A learner with outstanding fees and charges will not be permitted to register in a sequent programme until such time as the outstanding fees are paid in full. In addition, learners with fees owning may not be presented for certification and will not be issued with academic transcripts or any other official credentials.
The range of options provided to you are intended to ensure that you have some pathways open that is useful to you and you do not need to leave without a conversation with CLS.
CLS strives for “Delivering Excellence Together” at all times to ensure an excellent and efficient high-quality service to its clients and learners.
However, in recognition that errors or exceptions can occur, CLS is fully committed to ensuring that learners’ complaints are considered and resolved in a sympathetic, timely, fair, consistent, and equitable manner. The overall aim is to provide guidance to resolve complaints should they occur and to prevent re-occurrence.
Our staff aim to deliver the best possible service to you in an effective, efficient, and caring manner, however, if you are unhappy with the service you received, please contact us by email firstname.lastname@example.org including the following details.
During a learner’s time with us we will collect some details of personal data, however, CLS are committed to be fully compliant to the Data Protection Act 2018.
CLS records several data points of learner information. Not all information collected is the same for each learner cohort. Typical learner data recorded includes:
Initial data is captured using a booking form and the data is entered by members of the Training Management & Administration Team at time of booking. Other data is generated during your time with us (e.g., grades, feedback etc.)
Your information will be stored only for as long as needed, and in compliance with GDPR legislation. It will be destroyed or anonymised thereafter. Under the Freedom of Information Act, at any time you may request details of information that CLS holds about you by contacting email@example.com.
For further information please contact firstname.lastname@example.org for details of our Quality Manual.
This Quality Manual will be made available once Crystal Lean Solutions has completed the validation process with QQI.
"We have a deeper understanding of lean and have developed a workforce of problem solvers. To date lean has saved us 500k per year"
"Crystal Business Solutions (now Crystal Lean Solutions) work very well with all staff at every level of the organisation to explain and coach them on using Lean tools and thinking to improve processes and at the same time ensuring the data generated is applied to improve systems in a structured and robust way"
"Crystal Business Solutions (now Crystal Lean Solutions) has brought a discipline around ensuring data drives the solutions not hunches and assumptions. As a result, we have worked with Crystal Business Solutions to ensure the Lean tools are improving our processes in some critical areas of our business including supply chain and product release"
"Improved problem solving and escalation of issues"
"Continuous Improvement has continued"
"Crystal Business Solutions provide clarity on how to practically implement Lean"
"Very practical approach to training. Engages all level in the class and able to bring a light fun element to the training environment"
To find out more about how we can assist you in any aspect of your Lean journey, we would be delighted to discuss further.
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