Category |
|
Subject |
Business |
University |
|
Module Title |
Business and Management |
Contents
- Introduction
- About ATHE
- Our Qualifications
- Support for Centres
- ATHE Qualifications at Level 4 in this Specification
- ATHE’s Level 4 Qualifications in Business and Management
- Introduction to the ATHE Level 4 Diploma in Business and Management
- Introduction to the ATHE Level 4 Extended Diploma in Business and Management
- Introduction to the ATHE Level 4 Extended Diploma in Business and Management (Gen. Ed.)
- Entry Requirements
- Reasonable Adjustments and Special Considerations
- Progression
- ATHE Recognition of Prior Learning (RPL)
- Resources Required by Centres
- Modes of Delivery
- Qualification Structure
- ATHE Level 4 Diploma in Business and Management
- Rules of combination
- ATHE Level 4 Extended Diploma in Business and Management
- Rules of combination
- ATHE Level 4 Extended Diploma in Business and Management (Gen. Ed.)
- Rules of combination
- General Education (Gen. Ed) Core Requirements
- Guidance on Assessment and Grading
- Assignment Marking Guidance
- Recording Assessment Judgements
- Putting an Assessment Strategy in Place
- Grading
- Qualification Grading Structure
- Quality Assurance of Centres
- Malpractice
- Guidance for Teaching and Learning
- Top Tips for Delivery
- Unit Specifications – key features
- Unit 1 The Business Environment
- Unit 2 People in Organisations
- Unit 3 Financial and Management Accounting Techniques for Managers
- Unit 4 Communication Skills for Business
- Unit 5 Resource Management
- Unit 6 The Marketing Mix
- Unit 7 Corporate Social Responsibility
- Unit 8 Managing a Work-based Team Project
- Unit 9 Entrepreneurship
- Unit 10 Customer Relationship Management
- Unit 11 Administrative Services
- Unit 12 Managing Information and Knowledge
- Unit 13 Managing Operations
- Unit 14 Managing Quality
- Unit 15 Digital Communications
- Unit 16 Cultural Perspectives
- Unit 17 Applied Statistics
Introduction
About ATHE
Awards for Training and Higher Education (ATHE) is a global awarding organisation regulated by Of qual and other United Kingdom and international regulators. We provide centres with a wide variety of qualifications including, but not limited to, business and management, administrative management, law, computing, health and social care and religious studies.
ATHE has also developed a range of bespoke qualifications for clients.
The ATHE mission is to provide outstanding qualifications, customer service and support, enabling centres to thrive and their learners to achieve and progress. We will support this mission by:
- providing qualifications which enable learners to fulfil their potential and make a positive contribution to society both socially and economically
- delivering the highest standards of customer service
- delivering support and guidance which meet the needs of all centres and enable them to improve performance
- upholding and maintaining the quality and standards of qualifications and assessments
- having a commitment to lifelong learning and development
Our Qualifications
Our qualifications have been created with the involvement of expert input from managers and staff in colleges, industry professionals and our qualification development team. We have also taken into account feedback from learners and consulted with higher education institutions to ensure the
qualifications facilitate progression to higher levels. We offer a suite of awards, certificates and diplomas across many RQF levels.
Key features of the qualifications include:
- regular reviews of the units and the associated support materials so they are current and meet the needs of learners
- alignment of the programmes of learning to degree and higher degree qualifications in HEIs in the UK and international institutions so there is comparability and smooth progression for learners
- core units that are common to different sectors offering the opportunity for learners to move between sectors or delay decisions on particular specialisms
- optional units offering the opportunity for learners to choose specialist units which best match their job, interests and progression aspirations.
- small qualifications that can be used for professional development for those in employment or for learners who do not have the time to undertake a full-time programme
- challenging and relevant learning with flexible methods of assessment allowing tutors to select the most appropriate methods for their learners
- opportunities for learners to achieve higher grades by unit and overall qualification and reach their maximum potential
- learning that develops knowledge, understanding and skills e.g. problem solving, interpersonal skills needed by effective managers.
Support for Centres
We are committed to supporting our centres and offer a range of training, support and consultancy services including:
- a comprehensive guide for centres on delivering ATHE qualifications
- qualification guidance, assessor guidance, suggested resources and sample assignments for all units which have been written and verified by experienced practitioners
- verification and guidance with internally devised assignments
- guidance on how to deliver, assess and quality assure the qualifications
- an ATHE centre support officer who guides centres through the recognition process, learner registration and learner results submission
- health check visits to highlight areas of good practice and any areas for development
- an allocated member of our team who can work with centres to support further improvements in the quality of teaching, learning and assessment
- the services of a team of experienced external quality assurers
- opportunities for training and staff development
- access to free webinars to support delivery, assessment and QA processes
- support for business development.
ATHE Qualifications at Level 4 in this Specification
This document provides key information on the following ATHE Level 4 Business and Management qualifications:
ATHE Level 4 Diploma in Business and Management
ATHE Level 4 Extended Diploma in Business and Management
ATHE Level 4 Extended Diploma in Business and Management (Gen. Ed.)
including the rules of combination, the content of all the units and guidance on assessment and curriculum planning. It should be used in conjunction with the ATHE handbook “Delivering ATHE Qualifications”. Further guidance and supporting documentation on curriculum planning, internal verification and assessment is provided separately in the Delivering ATHE Qualificat ions Guide and via the ATHE website.
These qualifications are regulated by Ofqual and are listed on Ofqual’s Register of Regulated Qualifications. Each qualification has a Qualification Number (QN). This number will appear on the learner’s final certification documentation. Each unit within a qualification also has a Unit Reference Number.
The QN numbers for these qualifications are as follows:
ATHE Level 4 Diploma in Business and Management
|
610/2057/6
|
ATHE Level 4 Extended Diploma in Business and Management
|
610/2058/8
|
ATHE Level 4 Extended Diploma in Business and Management (Gen. Ed.)
|
610/2058/8
|
Availability
These qualifications are available to learners who are registered at a recognised ATHE centre which is based in England, Wales or internationally, outside of the United Kingdom.
ATHE’s Level 4 Qualifications in Business and Management
These qualifications have been developed to conform to the requirements of the Ofqual Regulated Qualifications Framework (RQF), to meet the requirements of higher education and employers and to meet the needs of learners.
Learners looking to achieve a Level 4 qualification should be advised of all the opportunities available at this level (eg Higher Apprenticeships, Higher Technical Qualifications, Undergraduate Degree programmes) and the possible funding (ie loan opportunities) available for these.
The aims of these qualifications are to develop knowledge, skills and understanding in a range of subject areas which are pertinent to the development of learners both working towards junior management roles (eg office manager, business support manager, accounts manager, sales manager, marketing associate, business sales executive) and progressing in higher education. The qualifications also focus on the development of those study and transferable skills necessary for learners to develop and grow both personally and in the working environment.
These qualifications are, therefore, designed to provide:
- maximum flexibility with differently sized Level 4 qualifications that reflect the variety of learner’s needs
- opportunities for learners to develop a breadth of knowledge, skills and understanding of subject matter related to business and management topics and issues, but also
- optional units in particular specialisms that are directly related to learners’ current responsibilities or that meet a particular interest and support career development
- development of underpinning skills, personal qualities and behaviours/attitudes essential for successful performance in study and working life
- a strong base for continued learning and a desire to constantly develop as an individual, further improving knowledge, understanding and skills.
This suite of Level 4 Business Diplomas is designed to enable learners to deepen and develop their knowledge, skills and understanding of Business and Management. Building on Level 3 learning, a mandatory core set of units underpins each qualification outcome meaning that learners have a firm foundation to their study but can also move forward to study optional areas of business and management most directly relevant to their needs.
The qualifications are suitable for learners to study both in college/classroom settings and as distance - learning programmes. Each unit is supported by an ATHE assignment which, requires the learner to complete a small number of focussed tasks designed to demonstrate relevant business knowledge and skill.
The qualifications have been designed to maximise and facilitate learner engagement. Each unit has signposting to synoptic learning and assessment opportunities across the entire suite of units, ensuring that learning and assessment is connected and holistic. Learners and tutors can see and understand the relationship between aspects of unit content clearly and easily. Also, each unit is also signposted to Study Skills and Employability Skills opportunities derived f rom ATHE’s standards. This ensures that learners and tutors have the opportunity to relate aspects of learning to broader study and work-related skills.
More details on each specific qualification can be found below.
Introduction to the ATHE Level 4 Diploma in Business and Management
Aims of the Qualification
The Level 4 Diploma in Business and Management (60 credits) offers learners a short but flexible entry point to Level 4 business and management learning. A large range of optional units can either be used to broaden interest or further focus in on the topics and issues identified in the 2 core units, which address both the external culture confronting the business and the internal world of making a business work.
Introduction to the ATHE Level 4 Extended Diploma in Business and Management
Aims of the Qualification
The Level 4 Extended Diploma in Business and Management (120-credit) is designed to offer learners a broader and more comprehensive experience of business. For those learners interested in fully realising their own academic interest and potential for the subject, this qualification offers the opportunity to engage with a wide range of Level 4 business/management-related topics.
Introduction to the ATHE Level 4 Extended Diploma in Business and Management (Gen. Ed.)
Aims of the Qualification
Developed specifically for ultimate progression to the final year of a degree programme from an American university, learners must achieve a mandatory number of units that correspond with American university entry requirements. More details on this qualification outcome can be found below.
Entry Requirements
These qualifications are designed for learners who are typically aged 18+. ATHE’s policy regarding access to our qualifications is that:
- they should be available to everyone who is capable of reaching the required standards
- they should be free from any barriers that restrict access and progression
- there should be equal opportunities for all those wishing to access the qualifications
Centres should review the prior qualifications and experience of each learner and consider whether they provide the necessary foundations to undertake the programme of study at Level 4. If there are exceptional entrants, centres are advised to contact ATHE. For learners with disabilities and other specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification.
For learners who have recently been in education or training the entry profile is likely to include one of following:
- a GCE Advanced level profile with achievement in 2 or more subjects supported by 5 or more GCSEs at grades 4/C and above
- other related level 3 subjects such as ATHE level 3 Diplomas
- an Access to Higher Education Certificate delivered by an approved further education institute and validated by an Access Validating Agency
- other equivalent international qualifications
Learners must also have an appropriate standard of English to enable them to access relevant resources and complete the unit assignments.
For those whom English is not their first language we recommend the following standards of proficiency in English language skills or an approved equivalent for these qualifications:
- IELTs 5.5
- Common European Framework of Reference (CEFR) B2
- Cambridge English Advanced (CAE) 162 or above
- Pearson Test of English (PTE) Academic 42-49
Mature learners may present a more varied profile of achievement that is likely to include relevant work experience (paid and/or unpaid) with levels of responsibility, participation and/or achievement of relevant professional qualifications. This may be used for recognition of prior learning (RPL). Learners may also hold RQF qualifications which will enable them to claim an exemption from part of the qualification.
Centres are required to recruit learners to qualifications with integrity. Centres must carry out robust initial assessment to ensure that learners, who undertake qualifications, have the necessary background knowledge, understanding and skills to undertake the learning and assessment at Level4. This assessment should take account of any support available to the learner within the centre during the programme of study and any support that may be required to allow the learner to access the assessment for the units within the qualification.
ATHE will review centre recruitment policies as part of their monitoring processes.
Reasonable Adjustments and Special Considerations
ATHE’s policy on reasonable adjustments and special consideration aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the Equality Act 2010) without compromising the assessment of skills, knowledge and understanding. Where the learner has been awarded a Reasonable Adjustment or Special Consideration this must be recorded on the assessment sheet and the learner record. External Quality Assurers will take account of this information at the external quality assurance of learner work. Further details on Reasonable Adjustments and Special Considerations are provided in the policy document, which can be found on our website. Please contact ATHE if you uncertain about adjustments for certain learners.
Progression
On successful completion of these qualifications, learners will have a number of progression options. Learners may progress to:
- business management employment or have increased opportunities for progression in their current role
- larger qualifications at the same level e.g. from a Diploma to the Extended Diploma in Business and Management or to the Extended Diploma in Management for Health and Social Care
- a Level 5 ATHE qualification such as the ATHE Level 5 Extended Diploma in Bu siness and Management or the ATHE Level 5 Extended Diploma in Management for Health and Social Care
- the Level 5 Gen. Ed. route on successful completion of the required units at Level 4 (see below). Completion of the mandatory units listed at Level 4, will ensure learners have acquired the first level of study for meeting the General Education (Gen. Ed.) Core requirements
- the second year of degree programmes at universities supporting the ATHE progression route (see HE Progression Routes on the ATHE website)
- Higher Technical Qualifications (HTQs) and Higher Level Apprenticeships at Level 5 in business management-related areas
ATHE Recognition of Prior Learning (RPL)
There will be occasions where learners wish to claim recognition of prior learning that has not been formally assessed and accredited. ATHE has provided detailed guidance on RPL which is available for centres on the ATHE website. Centres may also contact ATHE directly to obtain further clarification or discuss the requirements for RPL.
Resources Required by Centres
ATHE expects centres to provide the right human and physical resources needed to ensure the quality of the learner experience. Centres must ensure that staff have the appropriate level of subject knowledge and are normally qualified to at least a degree standard. It is desirable that staff have a teaching and/or assessing qualification and practical experience of this sector.
The physical resources required will vary depending on the style of delivery. Where distance or blended learning is used, ATHE expects centres to have appropriate learning support materials, infrastructure and technology in place to meet student needs.
This information will be checked by external quality assurers on their visits to centres.
Modes of Delivery
Subject to checks by external quality assurers’ centres can deliver these qualifications using the following modes of delivery in order to meet the needs of their learners.
This can include:
- full time
- part-time
- blended learning
- distance learning
Qualification size
The size of a qualification is expressed in Total Qualification Time (TQT).
Total Qualification Time – TQT
TQT is the total amount of time, in hours, expected to be spent by a student to achieve a qualification .
TQT is comprised of:
- Guided Learning Hours (GLH)
- Additional non-supervised learning
Guided Learning Hours – GLH
This is the amount of time the average student is expected to spend in lectures and other tutor- supervised learning and activities, including induction, face to face training, e-learning with the co- presence of learner and tutor, invigilated exams.
Guided Learning Hours (GLH) are an estimate of the amount of time, on average, that a lecturer, supervisor, tutor or other appropriate provider of education or training, will immediately guide or supervise the learner to complete the learning outcomes of a unit to the appropriate standard.
GLH are intended to provide guidance for centres on the amount of time required to deliver the programme and support learners.
Additional non-supervised learning
This is 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.
These activities may include webinars, podcasts, research, work-based learning, private and online study, compilation of a portfolio of evidence and non-invigilated assessment.
How TQT is calculated
Values for Total Qualification Time, Guided Learning Hours and Credit, are calculated by considering the different activities that a learner would typically complete in order to achieve the learning outcomes of a qualification at the standards provided.
The needs of individual learners and the differing teaching styles used mean there will be variation in the actual time taken to complete a qualification.
Values for Total Qualification Time, Guided Learning Hours and Credit are estimates.
Credit
Each ATHE qualification has a Credit value. Credit is calculated by dividing the TQT by ten. For example, a qualification with TQT of 120 hrs would have a credit value of 12.
Level
The level is an indication of relative demand, complexity and depth of achievement and autonomy. These qualifications have been designed to suit learners working towards Level 4 qualifications. Level descriptors are divided into two categories:
- Knowledge and understanding
- Skills
There is a knowledge descriptor and a skills descriptor for each Level within the framework. The descriptors set out the generic knowledge and skills associated with the typical holder of a qualification at that Level. The knowledge and skills for Level 4 are:
Knowledge descriptor (the holder….)
Has practical, theoretical or technical knowledge and understanding of a subject or field of work to address problems that are well defined but complex and non-routine.
Can analyse, interpret and evaluate relevant information and ideas.
Is aware of the nature of approximate scope of the area of study or work.
Has an informed awareness of different perspectives or approaches within the area of study or work
Skills descriptor (the holder can….)
Identify, adapt and use appropriate cognitive and practical skills to inform actions and address problems that are complex and non-routine while normally fairly well-defined.
Review the effectiveness and appropriateness of methods, actions and results.
Rules of Combination
Each qualification has agreed rules of combination which indicates the number of credits to be achieved, the units that are mandatory and the choice of optional units. The rules of combination for these qualifications are given below.
Qualification Structure
ATHE Level 4 Diploma in Business and Management
ATHE Level 4 Diploma in Business and Management is a 60-credit qualification.
Rules of combination
Learners must achieve the two mandatory units PLUS two optional units.
- The Total Qualification Time is 600 Hours
- The Total Guided Learning Hours is 240
- The Total Credit value is 60
Unit code
|
Unit Title
|
Level
|
Credit
|
GLH
|
Mandatory units
|
Y/650/5055
|
Unit 1 The Business Environment
|
4
|
15
|
60
|
A/650/5056
|
Unit 2 People in Organisations
|
4
|
15
|
60
|
Optional units
|
D/650/5057
|
Unit 3 Financial and Management Accounting
Techniques for Managers
|
4
|
15
|
60
|
F/650/5058
|
Unit 4 Communication Skills for Business
|
4
|
15
|
60
|
H/650/5059
|
Unit 5 Resource Management
|
4
|
15
|
60
|
L/650/5060
|
Unit 6 The Marketing Mix
|
4
|
15
|
60
|
M/650/5061
|
Unit 7 Corporate Social Responsibility
|
4
|
15
|
60
|
R/650/5062
|
Unit 8 Managing a Work-based Team Project
|
4
|
15
|
60
|
T/650/5063
|
Unit 9 Entrepreneurship
|
4
|
15
|
60
|
Y/650/5064
|
Unit 10 Customer Relationship Management
|
4
|
15
|
60
|
A/650/5065
|
Unit 11 Administrative Services
|
4
|
15
|
60
|
D/650/5066
|
Unit 12 Managing Information and Knowledge
|
4
|
15
|
60
|
F/650/5067
|
Unit 13 Managing Operations
|
4
|
15
|
60
|
H/650/5068
|
Unit 14 Managing Quality
|
4
|
15
|
60
|
J/650/5069
|
Unit 15 Digital Communications
|
4
|
15
|
60
|
ATHE Level 4 Extended Diploma in Business and Management
ATHE Level 4 Extended Diploma in Business and Management is a 120-credit qualification.
Rules of combination
Learners must achieve the four mandatory units PLUS four optional units.
- The Total Qualification Time is 1200 Hours
- The Total Guided Learning Hours is 480
- The Total Credit value is 120
Unit Codes
|
Unit Title
|
Level
|
Credit
|
GLH
|
Mandatory units
|
Y/650/5055
|
Unit 1 The Business Environment
|
4
|
15
|
60
|
A/650/5056
|
Unit 2 People in Organisations
|
4
|
15
|
60
|
D/650/5057
|
Unit 3 Financial and Management Accounting
Techniques for Managers
|
4
|
15
|
60
|
F/650/5058
|
Unit 4 Communication Skills for Business
|
4
|
15
|
60
|
Optional units
|
H/650/5059
|
Unit 5 Resource Management
|
4
|
15
|
60
|
L/650/5060
|
Unit 6 The Marketing Mix
|
4
|
15
|
60
|
M/650/5061
|
Unit 7 Corporate Social Responsibility
|
4
|
15
|
60
|
R/650/5062
|
Unit 8 Managing a Work-based Team Project
|
4
|
15
|
60
|
T/650/5063
|
Unit 9 Entrepreneurship
|
4
|
15
|
60
|
Y/650/5064
|
Unit 10 Customer Relationship Management
|
4
|
15
|
60
|
A/650/5065
|
Unit 11 Administrative Services
|
4
|
15
|
60
|
D/650/5066
|
Unit 12 Managing Information and Knowledge
|
4
|
15
|
60
|
F/650/5067
|
Unit 13 Managing Operations
|
4
|
15
|
60
|
H/650/5068
|
Unit 14 Managing Quality
|
4
|
15
|
60
|
J/650/5069
|
Unit 15 Digital Communications
|
4
|
15
|
60
|
ATHE Level 4 Extended Diploma in Business and Management (Gen. Ed.)
ATHE Level 4 Extended Diploma in Business and Management (Gen. Ed.) is a 165-credit qualification.
Rules of combination
Learners wishing to ultimately progress* to the final year of a degree programme from an American university must achieve the eleven mandatory units listed below.
- The Total Qualification Time is 1650 Hours
- The Total Guided Learning Hours is 660
- The Total Credit value is 165
Unit Codes
|
Unit Title
|
Level
|
Credit
|
GLH
|
Mandatory units
|
Y/650/5055
|
Unit 1 The Business Environment
|
4
|
15
|
60
|
A/650/5056
|
Unit 2 People in Organisations
|
4
|
15
|
60
|
D/650/5057
|
Unit 3 Financial and Management Accounting
Techniques for Managers
|
4
|
15
|
60
|
F/650/5058
|
Unit 4 Communication Skills for Business
|
4
|
15
|
60
|
H/650/5059
|
Unit 5 Resource Management
|
4
|
15
|
60
|
L/650/5060
|
Unit 6 The Marketing Mix
|
4
|
15
|
60
|
M/650/5061
|
Unit 7 Corporate Social Responsibility
|
4
|
15
|
60
|
R/650/5062
|
Unit 8 Managing a Work-based Team Project
|
4
|
15
|
60
|
J/650/5069
|
Unit 15 Digital Communications
|
4
|
15
|
60
|
M/650/5070
|
Unit 16 Cultural Perspectives
|
4
|
15
|
60
|
R/650/5071
|
Unit 17 Applied Statistics
|
4
|
15
|
60
|
General Education (Gen. Ed.) Core Requirements
The mandatory units listed above meet the General Education Core Requirements and fulfil the necessary credits at Level 4 to enable learners to progress to the next level and ultimately to the final year of a degree from an American university.
Level 4 (Gen Ed) Units
|
Gen Ed Core Requirement
|
Digital Communications
|
Technology (TN)
|
Cultural Perspectives
|
Human Civilization (HC)
|
Applied Statistics
|
Mathematics (MA)
|
In addition to achieving the above Gen. Ed. units, achievement of the Mandatory Unit ‘Communication Skills for Business’ will meet the General Education Core Requirement ‘Basic Communication (BC).
Communication is also embedded throughout the other Business and Management units and this further develops the knowledge and skill required for progression.
*For progression to the final major requirements of an American degree, learners should achieve the ATHE Level 4 Extended Diploma in Business and Management (Gen. Ed.) before progressing to the Level 5 Extended Diploma in Business and Management (Gen. Ed.) and thereafter the ATHE Level 6 Extended Diploma in Management (Gen. Ed.). This will ensure that all seven General Education Core Requirements are met and the total credits necessary across levels 4-6 are fulfilled.
The breadth of study in this programme will enable learners to become more rounded individuals, and this will facilitate personal development and career progression to management roles. The programme will provide a base for continued learning and a desire to constantly devel op as an individual, further improving knowledge, understanding and skills.
Guidance on Assessment and Grading
Assessment for each unit is completed based on achievement of the Learning Outcome at the standards set by the Assessment Criteria for that unit. The learner can therefore achieve a Pass, Merit, Distinction or Fail for each unit based on the quality of the work submitted and the assessor’s judgements made against the criteria provided.
The assessment of each of the Level 4 qualifications in Business and Management is completed through the submission of internally assessed learner work.
To achieve a pass for a unit, a learner must have successfully achieved the learning outcomes at the pass standard set by the assessment criteria for that unit. To achieve merit or distinction, the learner must demonstrate that they have achieved the criteria set for these grades. Learners cannot omit completing work to meet the pass standard and simply work to the higher grades, as this would put a pass for the unit in jeopardy. Similarly, learners cannot complete work to meet the criteria for distinction in the anticipation that this will also meet the criteria for merit. However, where work for the pass standard is marginal, assessors can take into account any extension work completed as this may support achievement of the pass standard.
ATHE will provide an assignment for each unit which can be used as the assessment for the unit. These assignments have extension activities, which enable the learners to provide additional evidence to show that the criteria for the higher grades have been met. The assessor therefore must judge the grade for the work submitted on the basis of whether the LO has been met at the standard, specified for the pass, merit or distinction grade for that LO. In making their judgements assessors will continue to check whether the command verbs stated in the AC have been delivered. There is no requirement for learners to produce the additional work required for the higher grades and the tutor may advise the learner to work to the pass standard, where this is appropriate.
The assessor should record their judgements on the ATHE template, stating what grade the learner has achieved and providing evidence for the judgements. The internal verifier can also use the ATHE IV template but the feedback to the assessor must show whether the assessor has made valid judgements for all the learner work, including any extension activities which met the standard for merit and distinction grades. Assessment judgements always require care to ensure that they are reliable and that there is sufficient and specific feedback to the learner to show whether he or she has demonstrated achievement of the LO at the specified standard. The additional grades mean that assessors must take even greater care to assure the validity of their judgements.
We would encourage our centres to develop their own assessment strategies, so you can put assignments in a context that is appropriate for your learners. Any assignments that you devise independently will need to be submitted to ATHE for approval before delivery of the programme. Centres can submit assignments for approval using the ‘Centre-Devised Assignment’ template documentation available on the ATHE centre portal.
An assignment can relate to a single unit, or an integrated assignment can incorporate more than one unit. Any assignment must show which learning outcomes and assessment criteria from which unit(s) are being covered.
Assignment Marking Guidance
Each ATHE assignment has marking guidance produced with it so that assessors can better understand the requirements for the satisfaction of assessment criteria/learning outcomes. For tutors, it is worthwhile reading and understanding this marking guidance before learners are asked to commence an assignment. It is also worthwhile tutors bringing this marking guidance to the attention of learners before they embark on an assignment. As the marking guidance often captures the expected level of detail of a learner response, it contains additional information that can help learners and tutors better understand the kind of response to a task that best meets the requirements.
Key command verbs from the assessment criteria have also been emboldened in the marking guidance so that tutors and learners can clearly understand the level of response that is expected.
Recording Assessment Judgements
Assessors are required to record assessment judgements for each student by unit. ATHE has provided a template for centres to use to record their judgements and this form should be used. The form enables the centre to record any adjustments due to special considerations or reasonable adjustments. Any adjustments following appeals should also be recorded. These records must be retained as they will be checked at external quality assurance visits. All learner work must be retained for a minimum of 4 years after certification has taken place.
Putting an Assessment Strategy in Place
You will need to demonstrate to your External Quality Assurer that you have a clear assessment strategy supported by robust quality assurance to meet the ATHE requirements for registering learners for a qualification. In devising your assessment strategy, you will need to ensure that:
- Learners are well-briefed on the requirements of the unit and what they must do to meet them.
- Assessors are well-trained and familiar with the content of the unit/s they are assessing.
- There is an internal verification process in place to ensure consistency and standardisation of assessment across the qualification.
- Assessment decisions are clearly explained and justified through the provision of feedback to the learner.
- Work submitted can be authenticated as the learner’s own work and that there is clear guidance and implementation of the centres Malpractice Policy.
- There is an assessment plan in place identifying dates for summative assessment of each unit and indicating when external quality assurance will be needed.
- Enough time is included in the assessment planning to allow the learners time for any necessary remedial work that may be needed prior to certification.
Grading
Grading System
The grading algorithms and overall grade thresholds published in any ATHE specification may be subject to change where this is necessary to maintain standards.
Given that these qualifications involve assessment using judgements against ‘Pass’, ‘Merit’ and ‘Distinction’ Assessment Criteria to make a decision about whether a learner has met the required standard, our grading system is straightforward, and we do not currently envisage the need to change this. However, should a change become necessary, the change would be published in an updated version of the specification with a clearly revised version number and a new ‘valid from’ date on the front cover. We will write to all centres in good time to inform them of this change so that plans for any changes can be made to your programme delivery, internal assessment, and quality assurance arrangements.
The ATHE grading system where a qualification result can be Pass, Merit, Distinction or Fail is as currently follows and we plan to maintain this system for the foreseeable future:
- Learner meets all Learning Outcomes at Pass standards stated in the assessment criteria in a unit > Learner gains a Pass for the unit
- Learner meets all Learning Outcomes at Pass standards, and where available also at Merit standards stated in the assessment criteria in a unit > Learner gains a Merit for the unit
- Learner meets all Learning Outcomes at Pass standards, and where available also at Merit and Distinction standards stated in the assessment criteria in a unit > Learner gains a Distinction for the unit
- Learner does not meet all Learning Outcomes at Pass standards stated in the assessment criteria in a unit > Learner gains a Fail for the unit
- Learner meets the rules of combination in a qualification and points for achieving units are added up > points are converted to an overall qualification grade > learner meets minimum number of points required > learner achieves a Pass, Merit or Distinction for the qualification
- Learner does not meet the rules of combination in a qualification and/or points for achieving units are added up > points are converted to an overall qualification grade > learner does not meet rules of combination or minimum number of points required > learner achieves a Fail for the qualification but may receive unit certification for those units achieving a Pass.
Qualification Grading Structure
Each unit is graded pass, merit, or distinction. As well as receiving a grade for each individual unit learners will receive an overall grade for the qualification. The calculation of the overall qualification grade is based on the student’s performance in all units and the points gained from all credits required for the Diploma or Extended Diplomas. The learner must have attempted a valid combination of units. The formula for establishing the overall grade is as follows.
Points for each 15-credit unit allocated are:
Pass (achieves Learning Outcomes at the standards stated in pass assessment criteria) – 45 points
Merit (achieves Learning Outcomes at the standards stated in pass and all merit assessment criteria) – 54 points
Distinction (achieves Learning Outcomes at the standards stated in pass, all merit and all distinction Assessment Criteria) – 67.5 points
Total points required for each qualification grade:
ATHE Level 4 Diploma in Business and Management (60 credits)
Pass 180 - 215
Merit 216 - 269
Distinction 270
ATHE Level 4 Extended Diploma in Business and Management (120 credits)
Pass 360 - 431
Merit 432 - 539
Distinction 540
ATHE Level 4 Extended Diploma in Business and Management (Gen. Ed.) (165 credits)
Pass 495 - 593
Merit 594 - 741
Distinction 742
Example grading for Level 4 Diploma in Business and Management
Example 1
Marina has achieved a total of 202.5 points for the qualification:
Unit no.
|
Unit result
|
Unit points
|
1
|
Pass
|
45
|
2
|
Pass
|
45
|
3
|
Distinction
|
67.5
|
4
|
Pass
|
45
|
|
Total
|
202.5
|
Marina has achieved 202 points and will be awarded a Pass grade for the qualification as the requirement for a Pass is 180 - 215 points.
Example 2
Imran has achieved a total of 234 points for the qualification:
Unit no.
|
Unit result
|
Unit points
|
1
|
Pass
|
45
|
2
|
Merit
|
54
|
3
|
Distinction
|
67.5
|
4
|
Distinction
|
67.5
|
|
Total
|
234
|
Imran has achieved 234 points and will be awarded an overall Merit grade for the qualification as the requirement for a Merit is 216 - 269 points.
Quality Assurance of Centres
Centres delivering ATHE qualifications must be committed to ensuring the quality of teaching and learning so that the learner experience is assured. Quality assurance will include a range of processes as determined by the centre and this could include, gathering learner feedback, lesson observation, analysis of qualitative and quantitative date etc. There must also be effective standardisation of assessors and verification of assessor decisions. ATHE will rigorously monitor the application of quality assurance processes in centres.
ATHE’s quality assurance processes will include:
- Centre approval for those centres which are not already recognised to deliver ATHE RQF qualifications
- Monitoring visits to ensure the centre continues to work to the required standards
- External quality assurance of learner work
Centres will be required to undertake training, internal verification and standardisation activities as agreed with ATHE. Details of ATHE’s quality assurance processes are provided in the ATHE Guide: “Delivering ATHE Qualifications” which is available on our website.
Malpractice
Centres must have a robust Malpractice Policy in place, with a clear procedure for implementation. Centres must ensure that any work submitted for quality assurance can be authenticated as the learner’s own. Any instance of plagiarism detected by the External Quality Assurer during sampling, will be investigated and could lead to sanctions against the centre.
Centres should refer to the Delivering ATHE Qualifications Guide and the ATHE Malpractice and Maladministration Policy on the ATHE website.
Guidance for Teaching and Learning
Learners learn best when they are actively involved in the learning process. We would encourage practitioners delivering our qualifications to use a range of teaching methods and classroom-based activities to help them get information across and keep learners engaged in the topics they are studying. Learners should be encouraged to take responsibility for their learning and need to be able to demonstrate a high degree of independence in applying the skills of research and evaluation. You can facilitate this by using engaging methods of delivery that involve active learning rather than relying on traditional methods of lecture delivery to impart knowledge.
Your approach to delivery should give the learners enough structure and information on which to build without you doing the work for them. In achieving the right balance, you will need to produce well-planned sessions that follow a logical sequence and build on the knowledge, understanding and skills already gained.
Top Tips for Delivery
- Adopt a range of teaching and learning methods, including active learning.
- Plan sessions well to ensure a logical sequence of skills development.
- Include study skills aspects, e.g., how to construct a report or Harvard Referencing. Build time into your Scheme of Work and Session Plans to integrate study skills teaching.
- Set structured additional reading and homework tasks to be discussed in class.
- Elicit feedback from your students. Get them to identify where the work they have done meets the assessment criteria.
- Contextualise your activities, e.g., using real case studies as a theme through the sessions.
- Use learner experience from the workplace or other personal learning
- Take an integrated approach to teaching topics across units, where appropriate, rather than always taking a unit-by-unit approach. In this way, learners will be able to see the links between the content of the different units.
Unit Specifications – key features
Unit Format
Each unit in ATHE’s suite of qualifications is presented in a standard format. This format provides guidance on the requirements of the unit for learners, tutors, assessors, and external quality assurers.
Each unit has the following sections:
Unit Title
The unit title reflects the content of the unit. The title of each unit completed will appear on a learner’s statement of results.
Unit Aims
The unit aims section summarises the content of the unit.
Unit Code
Each unit is assigned an RQF unit code that appears with the unit title on the Register of Regulated Qualifications.
RQF Level
All units and qualifications in the RQF have a level assigned to them which represents the level of achievement. The level of each unit is informed by the RQF level descriptors. The RQF level descriptors are available on the ATHE website.
Credit Value
The credit value is the number of credits that may be awarded to a learner for the successful achievement of the learning outcomes of a unit.
Guided Learning Hours (GLH)
Guided learning hours are an estimate of the amount of time, on average, that a tutor, trainer, workshop facilitator etc., will work with a learner, to enable the learner to complete the learning outcomes of a unit to the appropriate standard.
Learning Outcomes
The learning outcomes set out what a learner is expected to know, understand or be able to do as the result of the learning process.
Assessment Criteria
The assessment criteria describe the requirements a learner is expected to meet to demonstrate that the learning outcome has been achieved. Command verbs reflect the level of the qualification e.g., at Level 5 you would see words such as analyse and evaluate
Unit Indicative Content
The unit indicative content section provides details of the range of subject material for the programme of learning for the unit. Learners should ensure that they use this content when preparing their responses to assignment tasks.
Suggested Resources
This comprises a list of relevant and current textual/online sources of information that will underpin learning for the unit. It is not an exhaustive list and learners/tutors might find other resources that equally serve their purposes.
Opportunities for Synoptic Teaching and Learning
This section identifies the links between the unit’s learning outcomes and other unit learning outcomes and assessment criteria within the qualification that are thematically related. This enables learners and tutors the opportunity to connect learning across the qualification to ensure that learners have a joined-up experience of each unit.
Opportunities for Synoptic Assessment
This section identifies the way in which a unit’s assessment links internally different parts of a unit or links more broadly to other parts of the overall qualification. In each unit, there are shared Merit and
Distinction AC which draw together different but related learning from different LOs. These are labelled throughout each unit:
Eg, Unit 1
LO3 + LO4
4D1 Assess the challenges of operating in both an economic and market environment for a named organisation For certain units, eg Unit 8 Managing a Work-based Team Project, these represent larger opportunities for assessment to be informed by knowledge and understanding developed in previous units.
Opportunities for Skills Development
This section contains two important elements of signposting: signposting to ATHE Study Skills and signposting to ATHE Employability Skills. These enable learners and tutors the opportunity to see where each unit’s LO/AC link into underpinning Study Skills and Employability Skills categories, eg Digital Skills, Thinking Skills etc, and to promote possible programme/curriculum opportunities for the development of these skills. The ATHE Study Skills and Employability Skills are drawn from the standards documents for each skill. These standards documents are on the ATHE Centre Portal.
Unit Specifications
Unit 1 The Business Environment
|
Unit Aims
|
This unit will develop learners’ understanding of the business
environment and the internal and external circumstances in which
different organisations operate. Learners will also gain understanding of
organisational responsibilities and structures.
|
Unit Level
|
4
|
Unit Code
|
Y/650/5055
|
GLH
|
60
|
Credit Value
|
15
|
Unit Grading Structure
|
Pass-Merit-Distinction
|
Assessor Guidance
|
In order to achieve this unit learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners must use real life examples to illustrate the points which are made. There is a requirement to utilise information from specific organisations to meet some of the stated standards. Learners will need to agree with tutors an appropriate organisation and country on which to base their study. Tutors need to ensure that the organisation chosen is suitable. SMEs are recommended as larger organisations are often too complex and accessing the information required can be challenging.
Learner work should demonstrate substantial coverage of the unit indicative content.
|
Learning outcomes
The learner will demonstrate that they:
|
Assessment criteria
The learner can:
|
|
P
|
M
|
D
|
1. Understand types of organisation, their purposes and responsibilities
|
1.1 Explain the different types of organisations
1.2 Analyse the purposes
and responsibilities of organisations
1.3 Analyse how organisations fulfil their responsibilities to stakeholders
|
1M1 Assess the extent to which a named organisation meets its stated purposes
|
|
2. Understand the structure of organisations
|
2.1 Explain the different structures found within organisations
2.2 Analyse the functions of different departments and their inter- relationships in organisational structures
|
|
2D1 Propose
improvements to the structure of a named organisation
|
3. Understand the
|
3.1 Analyse the impact of
supply and demand on the prices of goods and services in markets
3.2 Analyse possible planned interventions in the marketplace and their impact on organisations
|
3M1 Assess the response of a named organisation to changes in its market
|
|
impact of the
|
|
market
|
|
environment on
|
|
organisations
|
|
|
LO3 and LO4
|
|
4D1 Assess the
|
|
challenges of
|
|
operating in
|
4. Understand the
|
4.1 Analyse the role of
monetary and fiscal policy and the possible impact on organisations and their activities
4.2 Evaluate the impact of competition policy and other regulatory mechanisms on the activities of a named organisation
|
|
nature of the
|
both an
|
national environment in which organisations operate
|
economic and
market environment for a named organisation
|
Indicative Content
Understand types of organisations, their purposes and responsibilities
Types of organisations
- Including private: sole trader, partnership, limited, public limited), public, government, voluntary, charitable
Purposes
- Including profit, growth, return on investment (ROI), sales, service, customer satisfaction, corporate responsibility, ethical, environmental and social responsibilities,
- Expressed though vision, mission, aims and objectives, long and short -term goals, values, culture
Responsibilities
- Meeting legal requirements of country or countries in which it is operating (e.g. consumer legislation, employee legislation, equal opportunities and anti-discriminatory legislation, environmental legislation, health and safety legislation) quality and safety of products and services offered, ethical practices, meeting stakeholder interests, dealing with potential conflicts of interest, producing and implementing policies, recruitment of expertise.
Meeting objectives of different stakeholders
- Stakeholders: including internal and external stakeholders, e.g. financial institutions, other lenders, debtors and creditors, owners/managers/employers, customers and clients, employees, government, trade unions, suppliers, community
- Objectives: including financial, corporate, social, ethical and environmental, achieve business plan e.g. meet customer demand through production/sales of products and services, ensure repeat business through standards of service, ensure commitment of suppliers through payment agreements, generate profit for owners, and meet environmental objectives.
- Potential conflict between objectives of differing stakeholders
Understand the structure of organisations
Organisational structures
- Hierarchical structure (e.g. flat, matrix, functional, divisional), centralization vs. decentralisation, specialisation, departmentalisation or other form of distribution of work, span of control, chain of command and level of formality in procedures
- Functions of the departments: human resource management, physical resource management, finance, marketing and sales, communications, quality of service delivery, operations, logistics, decision-making, performance management, defining the expected type of communication and relationship between employees
- The nature of inter-relationship in order to deliver mission and meet business strategy and objectives, impact of culture
- Impact of globalisation: requirements for operating globally, limitations of certain organisational structures in the global field with respect to intercultural relations, geographical distances and different time zones
Understand the impact of the market environment on organisations
Supply and demand
- Concept of supply and demand and their relationship, time and supply, equilibrium and disequilibrium, excess demand
- Examples of pricing strategies (e.g. skimming, premium, penetration, economy)
Interventions in the marketplace
- Government initiatives: taxing and subsidies, setting maximum and minimum prices, tools of market regulation, state ownership and funding
- Impact of the planned interventions: correcting market failures, re-distribution of income and
wealth, managing monopolistic situations, improvement of market performance, mobility and social inclusion
Understand the nature of the national environment in which organisations operate
Impact of national fiscal and monetary policy on business organisations and their activities
- Impact of fiscal and monetary policy: level of profit, size and nature of employment, redundancy, imports, exports, trading partners, business behaviour, consumer behaviour, propensity to save, propensity to spend, tastes and preferences, expansion, downsizing
- Government Policy and related agencies: including fiscal policy, monetary policy, private finance initiatives (PFI), central and local government spending, quantitative easing, interest rates, competition commission, sector regulators
Impact of competition policy on the chosen organisation:
- Main aims/impact of competition policy: including to promote competition in markets and price between suppliers, improve markets, contribution to efficiency and competitiveness, wider consumer choices for goods and services, technological innovation
- Other regulatory mechanisms: Will differ between country in which organisation located but UK examples include: 4 pillars of competition policy in the UK (antitrust and cartels, market liberalisation, state aid control, merger control), Competition Act 1998, Enterprise Act 2002, Office of Fair Trading, Directorate General for Competition, Ofgem, Ofwat, Civil Aviation Authority, Companies Act, Enterprise, Training and Skills Policies, Public Sector Borrowing
Benefits and challenges of operating in different economic environments
Benefits: may include the ability to
- complete effective market analysis
- adapt to cyclical changes
- expand business operations
- communicate effectively (within the domestic business environment)
- access and purchase high quality materials and labour
- benefit from economies of scale
Challenges: may include
- the inability to communicate effectively with the international business environment
- diseconomies of scale
- the increase in regulations and international legislations
- difficulty in adapting and meeting the needs of different cultures
- language barriers
Suggested Resources
Burns J. & Needle D., 2019, Business in Context: An Introduction to Business and its Environment. 7th Ed. Cengage Learning
Hamilton L. & Webster P., 2019, International Business Environment, OUP
Morrison J., 2020, The Global Business Environment: Towards Sustainability? Bloomsbury Academic
Wetherly P. and Otter D., 2018, The Business Environment: Themes and Issues in a Globalizing World, Oxford University Press
Worthington I., Britton C., Thompson E., 2018, The Business Environment, Pearson
Unit 1 The Business Environment - Supporting information
|
Opportunities for Synoptic Teaching and Learning
|
Learners and tutors will have the opportunity to link the learning from this unit with the content of other units.
|
Learning Outcome
|
Teaching and learning links to other unit LO/AC
|
LO1 Understand types of organisations, their purposes and responsibilities
|
Unit 7 Corporate Social Responsibility LO1 Understand current corporate social responsibility issues facing business, AC 1.1 Explain the regulatory framework for CSR in a named country, AC
1.2 Analyse environmental issues in CSR, AC 1.3 Analyse social and community issues in CSR, LO2 Understand the impact of corporate social responsibility policy on different stakeholders, AC 2.1 Assess the benefits of CSR to employees and senior managers, AC 2.2 Analyse the impact of CSR on the supply chain, AC 2.3 Explain how a CSR policy impacts external stakeholders
Unit 14 Managing Quality LO2 Understand the importance of quality control and quality assurance systems to organisations
|
LO2 Understand the structure of organisations
|
Unit 2 People in Organisations LO1 Understand communication within organisations, LO3 Understand the issues associated with remote working, AC 3.1 Analyse the implications of remote working for individuals
|
LO3 Understand the impact of the market environment on organisations
|
Unit 6 The Marketing Mix LO1 Understand the elements of the marketing mix, LO2 Understand the application of the marketing mix, AC 2.1 Analyse the application of a co-ordinated marketing mix in a chosen context
|
LO4 Understand the nature of the national environment in which organisations operate
|
Unit 15 Digital Communications LO1 Understand a range of digital communications technologies, AC 1.2 Trends in digital communications
Unit 16 Cultural Perspectives LO1 Understand culture and cultural theories in an interconnected world
|
Opportunities for Synoptic Assessment
|
Some of the Merit and Distinction criteria require knowledge from one or more of the LOs. In this unit AC 4D1 includes assessment across LO3 and LO4.
|
Opportunities for Skills Development within this unit
|
Employability Skills
|
Study Skills
|
Working Independently - Using own
initiative, self -organisation, maintaining
|
Using sources of information - Accessing
information, e.g. choosing current, sufficient,
|
motivation/focus, managing tasks (LO1, LO2, LO3, LO4)
Problem-solving - Using analytical skills,
e.g. research skills, handling information, consulting multiple sources, categorising information (LO1, LO2, LO3, LO4)
|
relevant and reliable sources (LO1, LO2, LO3, LO4)
Reading Skills – Identifying different reading materials, reading with a purpose, understanding reading styles (LO1, LO2, LO3, LO4)
Thinking Skills - Using critical thinking skills, e.g. reading all information, identifying and interpreting others’ positions, arguments and conclusions, weighing up opposing arguments, drawing conclusions (LO1, LO2, LO3, LO4)
Writing Skills – Understanding the purpose of writing; understanding writing styles and forms (LO1, LO2, LO3, LO4)
|
Unit 2 People in Organisations
|
Unit Aims
|
This unit aims to develop knowledge and understanding of those aspects
of organisations that concern and support people. This includes communication practices, teamwork, remote working and other organisational structures. Using this knowledge and understanding,
learners will be able to review the impact of workplace practices on people.
|
Unit Level
|
4
|
Unit Code
|
A/650/5056
|
GLH
|
60
|
Credit Value
|
15
|
Unit Grading
Structure
|
Pass-Merit-Distinction
|
Assessment Guidance
|
In order to achieve this unit learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners must use real life examples to illustrate the points which are made. There is a requirement to utilise information from specific organisations to meet some of the stated standards. Learners will need to agree with tutors appropriate organisations on which to base their study. Tutors need to ensure that the organisations chosen are suitable. SMEs are recommended as larger organisations are often too complex and accessing the information required can be challenging.
Learner work should demonstrate substantial coverage of the unit indicative content.
|
Learning outcomes
The learner will demonstrate that they:
|
Assessment criteria
The learner can:
|
|
P
|
M
|
D
|
1. Understand communication within organisations
|
1.1 Analyse the benefits of effective
communication to organisations
1.2 Explain the
implications of legislation, policies and procedures relevant to communication within organisations
1.3 Assess how the organisational structure impacts on communication
|
1M1 Assess the impact of new technologies on organisations’ communications
|
|
2. Understand effective teamwork
|
2.1 Assess the benefits of team working to individuals and organisations
2.2 Analyse why teams might fail to meet their objectives
|
2M1 Assess the
potential impact of different leadership styles on teamwork
|
2D1 Evaluate the use and effectiveness of teamwork in a chosen organisation
|
3. Understand the issues associated with remote working
|
3.1 Analyse the implications of remote working for individuals
3.2 Assess the
effectiveness of
different leadership styles for remote working
|
|
LO2, LO3 and LO4
4D1 Evaluate the impact of legislation on employee relations management in different organisational contexts
|
4. Understand how
organisations monitor and support people in the workplace
|
4.1 Explain how HR
departments provide support and monitor people within the workplace
4.2 Assess policies and procedures designed to support and monitor people in the workplace
|
|
Indicative Content
Understand communication practices within organisations
Benefits
- Accurate and timely information
- Efficiency
- Good relationships/effective teams
- Morale
- Clear messages
- Customer and supplier relationships
Policies, procedures and legislation
Policies and procedures to cover:
- Protocols e.g. for email,
- Staff briefings
- Newsletters/posters/bulletins/email groups
- Briefings, regular meetings at different levels in the organisation
- Cascade
- Policies e.g. dealing with the media, confidentiality
Legislation to cover:
- Data Protection Act 1998, GDPR 2018
- Freedom of Information Act
- Equality Act 2010
- Confidentiality
Implications of policies, procedures and legislation for communication within organisations e.g. improving communication, standardising communication, protecting confidentiality, security of personal information.
Organisational structure
- Flat/tall
- Matrix
- Regional
- Remote offices
- Dotted line reporting
Implications for effectiveness of communication e.g. flat organisational structures - fewer gatekeepers, internal and external communication flows more freely but can be uncontrolled; functional structure no ambiguity, strict reporting lines, good in times of crisis but can slow and stifle communication; hierarchical structure - clear reporting lines but can be frustrating, decision-making can be more efficient, power concentrated and teamwork can be limited; impact on methods used e.g. more hierarchical organisations may use more formal, impersonal methods of communication; flatter organisations may use more face-to-face and informal communication.
Impact of new technologies
- Remote working, isolation, maintaining consistency
- Speed of responses
- Need for damage limitation (e.g. due to social media)
Understand effective teamwork
Benefits
- Synergy
- Motivation
- Sense of belonging
- Efficiency
- Creativity
- Being able to utilise individual skills and experience, building on ideas and concepts
- Opportunity for personal development
Failure of teams
- Communication
- Absence of individuals
- Conflict or conversely desire not to upset other team colleagues
- Imbalanced team make-up
- Poor brief, lack of clarity about objectives, process
- Insufficient monitoring of progress against objectives and key milestones
- Leadership style
- Tuckman team development theory e.g. stuck in early development stage
Impact of leadership styles on teamwork:
- Autocratic e.g can be too controlling and demotivate, lead to poor morale, impede collaboration.
- Coaching e.g. can be positive but tends towards micromanaging and coaching individuals.
- Participative e.g. can be natural fit for team work, joint decision making, share ideas, information etc.
- Affiliative e.g. specifically aimed at developing work teams, risks are that team harmony placed above performance, little individual accountability and performance may suffer.
- Laissez faire – e.g. manager is hands off so will depend on strength of team
- Other management styles may be included as appropriate
Understand the issues associated with remote working
Remote working includes:
- Working at home
- Working from home (home-based)
- Regional offices
- Virtual working
- Global working
Implications
- Investment in technology
- Feeling remote, isolated and lonely
- Challenges with communication
- Working in different time zones
- Different ways of behaving and doing things
- Time management and irregular hours
- Different working practices: teleconferencing, webinars, flexible hours (e.g. around personal commitments), regular updates, meetings, skype, email, travel.
- Technological requirements for remote working; Broadband access with good speeds, web - based communications software eg skype, hangouts or similar
Impact of leadership styles on remote working:
- Autocratic e.g can be too controlling and demotivate, lead to poor morale, may monitor remote employees too closely through excessive meetings for example.
- Coaching e.g. can be positive but tends towards micr omanaging and coaching individuals which may be supportive to remote workers or intrusive.
- Democratic/Participative e.g. will communicate with employees frequently using messages, emails, video conferencing – may interrupt work too much
- Laissez faire – e.g. manager is hands off, employees will be given freedome to make own decisions but may need more guidance – no opportunity to discuss with others when remote working
- Other management styles may be included as appropriate
Understand how organisations monitor and support people in the workplace
Human resources department
- Ensuring the correct policies and procedures are in place
- Assessing developmental needs
- Dealing with disciplinary issues
- Supporting in issues concerning conflict
- Advising managers
- Support for those leaving organisations e.g. retirement, redundancy
- Policies and procedures
- Recruitment and selection criteria
- Job descriptions and person specifications
- Contracts of employment
- Flexible working/family friendly
- Termination of employment
- Induction, appraisal, training
- Data protection
- Personal issues e.g. bereavement, pregnancy
Practices
- Coaching
- Mentoring
- Training
- Performance reviews
- Appraisals
Review and appraisal process
- Motivation
- Monitor outputs
- Manage poor performance
- Reward good performance
Impact of legislation on employee relations management
- Employment law relating to equality, data protection, health and safety, maternity, redundancy, contracts of employment, industrial tribunals, trade unions, collective agreements; ethical issues.
- Strategies and processes for building employee relations
Suggested Resources
Adair J., 2019, Develop Your Leadership Skills: Fast, Effective Ways to Become a Leader People Want to Follow, Kogan Page
Bowes E., 2021, Leadership in Diversity and Inclusion: Ultimate Management Guide to Challenging Bias, Creating Organizational Change and Building an Effective Diversity & Inclusion Strategy
Buchannan D. & Huczynski A., 2019, Organisational Behaviour, Pearson
Gold J. and Anderson L., 2017, Developing Leadership and Management Skills, Kogan Page Publishers
Gold J., Thorpe R., Mumford A, 2010, Leadership and Management Development, CIPD - Kogan Page
Mullins L.J., 2013, Management and Organisational Behaviour, FT Publishing International
Sale J., 2017, Mapping motivation: Unlocking the key to employee energy and engagement, Routledge
Vibrant, 2019, Organizational Behavior Essentials You Always Wanted To Know (Self -Learning Management Series), Vibrant Publishers
Unit 2 People in Organisations - Supporting information
|
Opportunities for Synoptic Teaching and Learning
|
Learners and tutors will have the opportunity to link the learning from this unit with the content of
other units.
|
Learning Outcome
|
Teaching and learning links to other unit LO/AC
|
LO1 Understand communication within organisations
|
Unit 1 The Business Environment LO2 Understand the structure of
organisations
Unit 4 Communication Skills for Business LO1 Understand how internal communication takes place within organisations
|
LO2 Understand effective teamwork
|
Unit 8 Managing a Work-based Team Project, all LOs
|
LO3 Understand the issues associated with remote working
|
Unit 1 The Business Environment LO2 Understand the structure of organisations
|
LO4 Understand how organisations monitor and support people in the workplace
|
Unit 5 Resource Management LO3 Understand how to use human resources effectively
|
Opportunities for Synoptic Assessment
|
Some of the Merit and Distinction criteria require knowledge from one or more of the LOs. In this unit, 4D1 ‘different organisational contexts’ includes team working and remote working as explored in LO2 and LO3.
|
Opportunities for Skills Development within this unit
|
Employability Skills
|
Study Skills
|
Working Independently - Using own initiative, self -organisation, maintaining motivation/focus, managing tasks (LO1, LO2, LO3, LO4)
Problem-solving - Using analytical skills,
e.g. research skills, handling information, consulting multiple sources, categorising information (LO1, LO2, LO3, LO4)
Communication Skills - Written communication, e.g. appropriate formats, style and tone, spelling, punctuation & grammar (SPAG) (LO1, LO2, LO3, LO4)
|
Using sources of information - Accessing
information, e.g. choosing current, sufficient, relevant and reliable sources (LO1, LO2, LO3, LO4)
Reading Skills – Identifying different reading materials, reading with a purpose, understanding reading styles (LO1, LO2, LO3, LO4)
Thinking Skills - Using critical thinking skills, e.g. reading all information, identifying and interpreting others’ positions, arguments and conclusions, weighing up opposing arguments, drawing conclusions (LO1, LO2, LO3, LO4)
|
|
|
|
Unit 3 Financial and Management Accounting Techniques for Managers
|
Un Aims
|
To develop a knowledge and understanding of fundamental financial and
management accounting techniques that are used by managers in
organisations and to develop skills enabling learners to apply these techniques.
|
Unit Level
|
4
|
Unit Code
|
D/650/5057
|
GLH
|
60
|
Credit Value
|
15
|
Unit Grading
Structure
|
Pass-Merit-Distinction
|
Assessment
Guidance
|
In order to achieve this unit learners must produce work which
demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners must use real life examples to illustrate the points which are made. There is a requirement to utilise information from specific organisations to meet some of the stated standards. Learners will need to agree with tutors appropriate organisations on which to base their study. Tutors need to ensure that the organisations chosen are suitable. SMEs are recommended as larger organisations are often too complex and accessing the information required can be challenging. Learners may need support in finding suitable published accounts on which to base their ratio analysis.
Learner work should demonstrate substantial coverage of the unit indicative content.
|
Learning outcomes
The learner will demonstrate that they:
|
Assessment Criteria
The learner can:
|
|
P
|
M
|
D
|
1. Understand financial and management accounting systems
|
1.1 Compare
management and financial
accounting systems
1.2 Analyse financial and management techniques used for recording financial information
|
1M1 Assess the needs of stakeholders in relation to management and financial accounting
information in a specific organisation
|
1D1 Evaluate the benefits of integrating
financial and management accounting for a specific business organisation system
|
2. Can assess business organisation performance
|
2.1 Analyse components of working capital explaining how business organisations can
|
2M1 Evaluate the
usefulness of ratio analysis when assessing
|
|
|
effectively manage working capital
2.2 Use ratios to assess the performance of a specific organisation
|
organisational performance
|
|
3. Can apply
|
3.1 Use budgetary
techniques for decision-making
3.2 Use costing techniques for pricing purposes
3.3 Use capital investment appraisal techniques to evaluate a specific business decision
|
|
LO1 and LO3
|
management
|
|
accounting
|
3D1 Evaluate the
|
techniques for
|
benefits of
|
decision-making
|
management
|
|
accounting
|
|
techniques in
|
|
supporting
|
|
financial
|
|
decision making
|
|
to ensure long
|
|
term financial
|
|
stability
|
Indicative Content
Understand financial and management accounting systems
Management and financial accounts
- Users
- Outputs – information required by managers
- Monthly/quarterly accounts
- Useful ratios
Purpose and requirement for financial records
- Legal requirements
- Tax requirements
- Internal control requirements
Financial Accounting Systems and techniques
- Double entry bookkeeping
- Day books and ledgers
- Trial Balance
- Annual financial statements (sole traders, partnerships, private limited companies (i.e. income statement, statement of financial position) and Public Limited Companies (annual reports, i.e. general corporate information, accounting policies, income statement, statement of financial position, statement of cash flows, notes to the financial statements, chairperson’s and directors’ reports, auditor’s report).
Management Accounting Systems and techniques
- Cost-accounting systems
- Inventory (stock) management systems
- Cash flow forecasting
- Capital Investment Appraisal
- Budgeting and Budgetary Control
- Marginal and Absorption Costing
- Break-Even Analysis
Stakeholders
- Shareholders
- Potential investors
- Directors
- Managers
- Employees
- Suppliers
- Customers
- Lenders
- Government
- Analysts
- Local community
- Information needs of different stakeholders
- Benefits of integrated accounting systems
Assess business organisation performance
Working capital components
- Bank and cash balances
- Trade receivables (debtors)
- Trade payables (creditors)
- Inventory (Stock)
Management of working capital
- Working capital ratios – calculation and evaluation
- Ways to manage working capital – payment and collection cycles, inventory control, overdrafts, introduction of Just In Time (JIT) system etc.
Ratio analysis
- Liquidity ratios (current ratio, acid test (quick) ratio)
- Profitability ratios (Mark-up, Gross Profit margin, Net profit margin, return on capital employed)
- Efficiency ratios (Inventory turnover, Trade receivables collection period, Trade payables payment days)
- The interpretation of ratios including comparison with historical data, industry averages, other organisations etc. and use for assessment and decision-making
- The benefits and limitations of ratio analysis
Apply management accounting techniques for decision-making
Budgetary control
- Purpose and content of budgets
- Cash flow forecasts
- Budgetary control process
- Importance of budgets for management
- Zero based budgeting, incremental budgeting
- Advantages and disadvantages of budgets
- Variances
- Flexing the budget
- Calculating variances
- Explaining variances – financial and non-financial factors
- Reconciliation of budgeted to actual profit
- Advantages and disadvantages of variance analysis
Costing and pricing
- Classifying costs – direct/indirect, fixed/variable
- Calculating unit cost
- Dealing with overheads in manufacturing and service industries – full absorption costing and overview of other costing methods including Activity Based Costing, job costing
- Pricing – cost plus, marginal cost, price takers etc.
- Break-even analysis and marginal costing
Appraisal methods
- Accounting rate of return
- Payback
- Net present value
- Internal rate of return
Evaluation
- Strengths and weaknesses of each method
- Non-financial factors – organisational goals and vision, time factors etc.
- Organisational preference
Suggested Resources
Atrill P., 2017, Financial Management for Decision Makers, Harlow: Pearson
Davies T. & Crawford I., 2011, Business Accounting and Finance, Pearson
Drury C, 2018, Management accounting for business, Cengage Learning EMEA
Edmonds T., Edmonds C., Edmonds M. A. and Olds P., 2019 Fundamental Managerial Accounting Concepts, McGraw Hill
Elliot B. and Elliot J., 2019, Financial Accounting and Reporting, Harlow: Pearson
Mowen M.M., Hansen D.R. and Heitger D.L., 2022, Managerial accounting: The cornerstone of business decision-making, Cengage Learning
Seal W.B., Rohde C., Garrison R. H. and Noreen E. W., 2018, Management Accounting, McGraw Hill
Thomas A. & Ward AM., 2019, Introduction to Financial Accounting, McGraw Hill
Unit 3 Financial and Management Accounting Techniques for Managers - Supporting information
|
Opportunities for Synoptic Teaching and Learning
|
Learners and tutors will have the opportunity to link the learning from this unit with the content of other units.
|
Learning Outcome
|
Teaching and learning links to other unit LO/AC
|
LO1 Understand financial and management accounting systems
|
Unit 4 Communication Skills for Business LO5 Communicate
effectively in writing, AC 5.1 Communicate complex information in writing for specific purposes includes communicating financial
information
Unit 11 Administrative Services LO2 Understand how to create and use organisational systems, AC2.3 Analyse the importance of keeping accurate records links to purchase and sales ledger and generally to financial record keeping
|
LO2 Assess business organisation performance
|
Unit 9 Entrepreneurship LO3 Prepare for a new business venture, AC 3.2 Prepare a start-up plan for a chosen new business venture - financial aspects of business plans
Unit 13 Managing Operations LO2 Understand the relationship between operations and performance, AC 2.1 Describe the process models used in managing operations – links between process and operations specifically lean management techniques
Unit 17 Applied statistics LO1 Collect, present and interpret data - use of numerical and algebraic methods, especially ratios/percentages
|
LO3 Apply management accounting techniques for decision-making
|
Unit 6 The Marketing Mix LO2 Understand the application of the marketing mix - role of price in the marketing mix links with pricing in AC 3.2
Unit 9 Entrepreneurship LO3 Prepare for a new business venture, AC
3.2 Prepare a start-up plan for a chosen new business venture - financial aspects of business plans
Unit 17 Applied Statistics LO1 Collect, present and interpret data – the use of numerical and algebraic methods, especially for costing and pricing methods
|
Opportunities for Synoptic Assessment
|
Some of the Merit and Distinction criteria require knowledge from one or more of the LOs. In this unit, 3D1 is synoptic across LO1 and LO3
|
Opportunities for Skills Development within this unit
|
Employability Skills
|
Study Skills
|
Communication skills – Written communication, appropriate formats (LO1, LO2, LO3)
Problem-solving – Using analytical skills and critical thinking skills (LO2, LO3)
|
Using sources of information – Identifying sources of information and accessing information (LO1, LO2)
Thinking Skills – Using analytical skills, handling information; using critical thinking skills, drawing conclusions (LO2, LO3)
Digital Skills - Applying relevant numeracy skills to explore and organise data appropriately (LO1, LO2)
|
Unit 4 Communication Skills for Business
|
|
This unit aims to develop knowledge and understanding of the
communication practices within organisations and learners are introduced to the different modes and channels of communication used in organisations. In addition, learners will be able to develop their communication skills. Learners will also apply their own communication
skills to typical organisational requirements.
|
Unit Level
|
4
|
Unit Code
|
F/650/5058
|
GLH
|
60
|
Credit Value
|
15
|
Unit Grading Structure
|
Pass-Merit-Distinction
|
Assessment
Guidance
|
In order to achieve this unit learners must produce work which
demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Assessors should also note that LOs 4 and 5 require learners to demonstrate that they are able to do what is stated in the LO and this cannot be achieved by purely theoretical work.
|
Learning outcomes
The learner will demonstrate that they:
|
Assessment criteria
The learner can:
|
|
P
|
M
|
D
|
1. Understand how
internal communication takes place within organisations
|
1.1 Explain the process
of internal communication within organisations
1.2 Assess the appropriate use of different internal modes of communication for different purposes
1.3 Analyse barriers to effective communication within organisations
|
1M1 Analyse the legal
and ethical issues in relation to the communication of information within organisations
|
|
2. Understand how
organisations communicate with customers
|
2.1 Evaluate
communication systems used by organisations to communicate with customers
|
|
|
3. Understand the factors that impact on the effectiveness of
communications in business
|
3.1 Analyse the impact of organisational relationships on effective communications
3.2 Assess the impact of non- verbal communication on the
effectiveness of oral communications
|
|
|
|
LO3, LO4 and LO5
|
4. Can present oral
information effectively
|
4.1 Present complex
information using technology
|
5M1 Assess the
effectiveness of
technology in oral and written
|
4D1 Adapt own oral
communication for different audiences and purposes
|
|
communication
|
5. Can
communicate effectively in writing
|
5.1 Communicate complex information in writing for specific purposes
|
|
5D1 Adapt own written communication for different audiences and purposes
|
Indicative Content
Understand how internal communication takes place within organisations
The process of communication
- To provide information, to gain information/understanding, to generate ideas, to generate team cohesion, to motivate
- To send information vertically (upward and downward) and horizontally
- To provide information formally and informally
- A dynamic process
- Sender has an idea
- Idea/message sent
- Message transmitted to receiver
- Receiver gets message
- Receiver gives feedback (responds) to message
Modes of communication
- Written – letters, bulletins, noticeboards, updates, newsletters, bulletins, noticeb oards and updates
- Face to face/oral - briefings, appraisals, daily/weekly huddles meetings (departmental, weekly updates, team meetings); interviews, disciplinary, sales, annual general meeting (AGM); extraordinary general meeting (EGM)
- Electronic – email, Facebook, Twitter, blog, Intranet, Yammer, Skype
- Conferences/whole staff meetings
- Training events; webinars
Barriers
- Clarity of written/oral message – readability, language, tone
- Technology – poor connections, inappropriate use
- Interpersonal relationships – personal conflict
- Non-verbal communication
Legal and ethical issues
Legal:
- Freedom of Information Act
- General Data Protection Regulation (GDPR)
- Equality legislation
Ethical:
- Use of email
- Whistleblowing Organisational policies
Understand how organisations communicate with customers
Formal communications
- Websites, brochures, letters, newsletters, emails, telephone calls, face to face, public relations
Informal communications
- social media
- Blogging
- Influencers
Understand the factors that impact on the effectiveness of communications in business
Impact of organisational relationships
- Team cohesion
- Personal conflict
- Favouritism
- Hierarchical, line management, culture
Impact of non-verbal communication
- Tone of voice, body language
- Negative and positive, reinforcement of oral message/contradiction of oral message
- Active listening and focusing
Impact of technology
- Negative – reliance on technology at meetings/presentations; can create stress
- Positive – enhanced clarity of information, helps reinforce messages, can help those with different communication styles and needs
Effectiveness
- Clarity (e.g. of purpose, information, actions required); layout, length
- Message received is the same as the one that is sent
- The purpose is achieved (e.g. motivational speech, disciplinary letter, consultative email)
Present oral information effectively
Oral presentation
- Formal presentation to a small group e.g. staff, colleagues, management
Complex information
- General - introductory
- Complex - facts, figures, data
Technology
- Presentation software
- ICT e.g. spread sheets, hand-outs
Effectiveness
- Were intended purposes met?
- Appropriateness of language used and body language
- Audience understanding and response
- Quality and appropriateness of information given
Communicate effectively in writing
Communicate complex information
- In writing e.g. reports, briefing notes, press releases, social media (e.g. Facebook, Twitter and blogs), meeting documentation
- Purpose e.g. to present results to the board, to launch a marketing campaign
- Conventions in written communications
- Formal reports, informal reports, emails, letters, texts
- Greetings, sign off, tone, punctuation and grammar, use of first or third person
Documents required for meetings
Quantitative data
- E.g. financial results, sales figures, changes in product features, productivity, energy efficiency
- Review written communication
- For clarity, readability, appropriateness of media, use of visuals (e.g. charts, graphs, pictures); tone, language
Review and adapt written communications
(e.g. website, social media posts, letters, emails),
- clarity
- selection of material
- choice of channel for purpose
- tone / style of presentation (formal, informal)
- suitability for intended audience
Suggested Resources
Bouvee C., 2020, Business Communication Essentials: Fundamental Skills for the Mobile-Digital- Social Workplace, Pearson
Bouvee C. et al., 2020, Business Communication Today, Pearson
Kaczmarek S., Locker K., 2013, Business Communication: Building Critical Skills, McGraw-Hill
Roche M., 2022, Business Communication in Plain English: How to Use Grammar, Punctuation & Style to Communicate Effectively in Business and Professional Settings: Business English Originals, IDM Business English
Unit 4 Communication Skills in Business - Supporting information
|
Opportunities for Synoptic Teaching and Learning
|
Learners and tutors will have the opportunity to link the learning from this unit with the content of
other units.
|
Learning Outcome
|
Teaching and learning links to other unit LO/AC
|
LO1 Understand how
internal communication
|
Unit 2 People in Organisations LO1 Understand communication
within organisations AC 1.1 – 1.4 are all relevant links
|
takes place within organisations
|
Unit 12 Managing Information and Knowledge LO2 Understand how information and knowledge are shared and used in the workplace and why they are important
|
LO2 Understand how organisations communicate with customers
|
Unit 6 The Marketing Mix LO2 Understand the application of the marketing mix, AC 2.1 Analyse the application of a co-ordinated marketing mix in a chosen context
Unit 10 Customer Relationship Management LO2 Understand how effective customer relationship management is achieved, AC 2.1 Evaluate the processes necessary for achieving effective customer relationship management
|
LO3 Understand the
factors that impact on the effectiveness of communications in business
|
Unit 11 Administrative Services LO4 Understand the importance of effective communications in providing administrative services in the workplace, AC 4.1 Analyse the need for effective communication in the provision of administrative services, AC 4.2 Evaluate the suitability of different communication methods in the provision of
effective administrative services in the workplace
|
|
Unit 15 Digital Communications LO2 Understand the impact of digital communications, AC 2.1 Explain how digital communications have impacted on communications procedures within the workplace, AC 2.3 Analyse the impact of digital communications technology on oral and written communications, AC 3.3
|
LO4 Present oral
information effectively
|
Unit 9 Entrepreneurship LO3 Prepare for a new business venture, AC 3.2 Prepare a start-up plan for a chosen new business venture
|
LO5 Communicate effectively in writing
|
Unit 3 Financial and Management Accounting Techniques for Managers LO1 Understand financial and management accounting systems
Unit 15 Digital Communications LO4 Understand blogging, digital content management and social networking platforms, AC 4.1 Explain the use of blogging software, AC 4.2 Explain the features of digital content management, AC 4.3 Outline the benefits and drawbacks of using social networking platforms
|
Opportunities for Synoptic Assessment
|
Some of the Merit and Distinction criteria require knowledge from one or more of the LOs. In this
unit, AC 5M1 offers opportunity to assess learning across LO3, LO4 and LO5 .
|
Opportunities for Skills Development within this unit
|
Employability Skills
|
Study Skills
|
Communication Skills – Taking the right action
|
Writing Skills – Understanding the purpose of
|
with the information gathered, spoken
|
writing and writing styles, e.g. presentation,
|
communication, e.g. knowing your purpose,
|
report-writing (LO1, LO2, LO3, LO4, LO5)
|
knowing your audience, written communication,
e.g. appropriate formats, style and tone (LO1, LO2, LO3, LO4, LO5)
|
Thinking Skills – Using analytical and critical
thinking skills, e.g. handling and categorising information and identifying and interpreting
|
Digital Skills – Using appropriate digital devices
|
others’ positions (LO1, LO2, LO3, LO4, LO5)
|
and relevant applications e.g. presentation
|
|
software, problem-solving, e.g. presenting data
|
|
(LO4, LO5)
|
|
Problem-solving - Using analytical skills, e.g.
|
|
research skills, handling information, consulting
|
|
multiple sources, categorising information (LO1,
|
|
LO2, LO3, LO4, LO5)
|
|
Unit 5 Resource Management
|
Unit Aims
|
The aim of this unit is to provide an overview of the human and physical
resources needed in a range of organisations, including those in the primary, service and manufacturing sectors. The unit develops an understanding of the impact of efficiency on organisations. Learners will use this knowledge and understanding to review the effective use of
resources within an organisation.
|
Unit Level
|
4
|
Unit Code
|
H/650/5059
|
GLH
|
60
|
Credit Value
|
15
|
Unit Grading
Structure
|
Pass-Merit-Distinction
|
Assessment Guidance
|
In order to achieve this unit learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners must use real life examples to illustrate the points which are made. There is a requirement to utilise information from specific organisations to meet some of the stated standards. Learners will need to agree with tutors appropriate organisations on which to base their study. Tutors need to ensure that the organisations chosen are suitable. SMEs are recommended as larger organisations are often too complex and accessing the information required can be challenging.
Learner work should demonstrate substantial coverage of the unit indicative content.
|
Learning outcomes
The learner will
demonstrate that they:
|
Assessment criteria
The learner can:
|
|
P
|
M
|
D
|
1. Understand the
key features of resource management
|
1.1 Analyse the differing
resource requirements of organisations in
different sectors of the economy
1.2 Explain the importance of resource management and how this is achieved
|
|
1D1 Evaluate
internal and external factors which impact on resource management
|
2. Understand the importance of the effective use of physical resources
|
2.1 Explain how the use of physical resources is monitored and managed
2.2 Evaluate the measures to reduce the impact of
|
2M1 Analyse recent cases of resource wastage and how waste could be used as a resource, using examples
|
|
|
resource wastage
2.3 Assess the costs of high-profile technological failures
2.4 Assess the business case for the use of ethical and sustainable resources
|
|
3. Understand how
to use human resources
effectively
|
3.1 Assess the need for
human resource planning in the workplace
3.2 Evaluate the methods used to monitor, improve and reward employee
performance
|
LO2, LO3, LO4
|
3D1 Evaluate the
impact of employee
engagement in
|
|
4M1 Evaluate how resource management practices have contributed to business success or failure, using examples.
|
an organisation
|
4. Understand
how to review the effective use of resources
|
4.1 Explain the data
needed to review and make judgements on employee
performance and utilisation of physical resources
|
|
Indicative Content
Understand the key features of resource management
Organisations
Primary e.g. mining
Secondary e.g. Manufacturing, electronics, engineering
Tertiary e.g. service industries e.g. tourism, finance, catering
Resource requirements
Raw materials
equipment
Human resources/know how
Technology
Facilities
Time
Transport
Requirements
Compliance with legislation, codes of practice
Health and Safety e.g. hazardous substances
Environmental e.g. disposal, impact on environment,
Employment e.g. diversity and inclusion, health and safety at work
Storage facilities
Waste/recycling systems
Specialist training
Management information systems
Importance of resource management
Efficiency
Reducing costs, prevent wastage, increasing profit
Resource management strategies
Stock taking – manual; electronic
Security systems
Human resource management
Reusing wastage
Internal and external factors impacting on resource management External
Regulations/legislation
Economic conditions
Technological advancements
Competition
Internal
Budget
Existing staff skills level
Productivity/level of growth
Understand the importance of the effective use of physical resources
Monitoring and management of physical resources
Buying and ordering systems
Schedules
Preferred suppliers
Just-in-time management
Stock control systems
Impact of resource wastage
Financial costs, reduced profits
Need for disposal of excess/out of date stock
Poor image e.g. public outcry at waste
Goods not delivered/manufactured/supplied
Loss of customer base
Delays in production
Environmental damage
Waste used as a resource
Examples include, straw used as a fuel, biomass, concrete (building waste) used to create insulation materials (Rockwool)
Resource wastage
Technological failures, for example NHS computer system, fire service control centre, system, MOD procurement system
Human failures The business case
Business profile/image
Marketing advantage, competitor advantage
Ethical and sustainable reasons
Understand how to use human resources effectively
Human resource planning
Respond to change – in the organisation, to external factors
Staff turnover
Forecasting HR requirements
Responding to employment trends
At micro level – to organise staff e.g. terms of employment, staff rotas, holidays
Monitoring and improving employee performance
Key performance indicators (KPIs)
Appraisals
Statistics e.g. sales figures
Targets
Customer feedback
Training – internal and external
Reward systems
Performance related pay
Bonuses
Advancement/promotion
Status
Share options
Employee engagement
Training; personal development
Working environment
Work/life balance
Flexible working
Social events; subscription to sports facilities
Understand how to review the effective use of resources
Data on employee performance
Absenteeism; sickness
Statistics e.g. sales figures
Performance against targets
Customer feedback, levels of positive and negative feedback/complaints, levels of returns
Repeat sales
Data on utilisation of physical resources
Budget restraints
Statistics e.g. sales figures
Performance against targets
Customer feedback, levels of positive and negative feedback/complaints, levels of returns
Repeat sales
Targets
Key performance indicators (KPIs)
Examples of organisations where resource management practices have contributed to business success or failure
Amazon
Sports direct
Carillion
Capita
Ryanair
Suggested Resources
Armstrong M. & Taylor S., 2020, Armstrong’s Handbook of Human Resource Management Practice, Kogan Page
Carbery R., 2018, Human Resource Management, Red Globe Press
Paton S., Clegg B., Hsuan J. & Pilkington A., 2020, Operations Management, McGraw Hill
Slack N., 2019, Operations Management, Pearson
Unit 5 Resource Management - Supporting information
|
Opportunities for Synoptic Teaching and Learning
|
Learners and tutors will have the opportunity to link the learning from this unit with the content of
other units.
|
Learning Outcome
|
Teaching and learning links to other unit LO/AC
|
LO1 Understand the key features of resource management
|
Unit 9 Entrepreneurship LO3 Prepare for a new business venture,
AC 3.2 Prepare a start-up plan for a chosen new business venture
Unit 13 Managing Operations LO1 Understand operations management
|
LO2 Understand the importance of the effective use of physical resources
|
Unit 9 Entrepreneurship LO3 Prepare for a new business venture,
AC 3.2 Prepare a start-up plan for a chosen new business venture
Unit 8 Managing a Work-Based Team Project LO2 Plan the work- based team project
Unit 7 Corporate Social Responsibility LO1 Understand current corporate social responsibility issues facing business, LO3 Make recommendations for responsible business practice
Unit 14 Managing Quality LO2 Understand the importance of quality control and quality assurance systems to organisations
|
LO3 Understand how to use human resources effectively
|
Unit 2 People in Organisations LO4 Understand how organisations monitor and support people in the workplace
Unit 9 Entrepreneurship LO3 Prepare for a new business venture,
AC 3.2 Prepare a start-up plan for a chosen new business venture
|
Opportunities for Synoptic Assessment
|
Some of the Merit and Distinction criteria require knowledge from one or more of the LOs. In this unit AC 4M1 includes assessment across LO2, LO3 and LO4.
|
Opportunities for Skills Development within this unit
|
Employability Skills
|
Study Skills
|
Working Independently - Using own initiative, self-organisation, maintaining motivation/focus, managing tasks (LO1, LO2, LO3, LO4)
|
Using sources of information - Accessing information, e.g. choosing current, sufficient,
relevant and reliable sources (LO1, LO2, LO3, LO4)
|
Problem-solving - Using analytical skills, e.g. research skills, handling information, consulting multiple sources, categorising
information (LO1, LO2, LO3, LO4)
Communication Skills - Written communication, e.g. appropriate formats, style and tone, spelling, punctuation & grammar (SPAG) (LO1, LO2, LO3, LO4)
|
Reading Skills – Identifying different reading materials, reading with a purpose, understanding reading styles (LO1, LO2, LO3, LO4)
Thinking Skills - Using critical thinking skills, e.g. reading all information, identifying and interpreting others’ positions, arguments and conclusions, weighing up opposing arguments, drawing conclusions (LO1, LO2, LO3, LO4)
|
Unit 6 The Marketing Mix
|
Unit Aims
|
To develop an understanding of the seven elements of the marketing mix
and how they relate to one another, including how digital and social media marketing relate to each element.
|
Unit Level
|
4
|
Unit Code
|
L/650/5060
|
GLH
|
60
|
Credit Value
|
15
|
Unit Grading
Structure
|
Pass-Merit-Distinction
|
Assessment Guidance
|
In order to achieve this unit learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners must use real life examples to illustrate the points which are made. Learners may need guidance to choose suitable contexts for analysis.
Learner work should demonstrate substantial coverage of the unit indicative content.
|
Learning
|
Assessment criteria
|
outcomes
|
|
The learner will
|
The learner can:
|
demonstrate that
|
|
they:
|
|
|
P
|
M
|
D
|
1. Understand the elements of the marketing mix
|
1.1 Explain the use of the seven elements of the marketing mix
1.2 Analyse the
relationship between the different elements of the marketing mix
|
1M1 Evaluate the role of different elements of marketing mix
for a chosen product or service
|
1D1 Assess the
impact of adjusting one element of the marketing mix on the other elements of the marketing mix
|
2. Understand the application of the
marketing mix
|
2.1 Analyse the
application of a co- ordinated marketing mix for a chosen product or service
2.2 Analyse the benefits of a co-ordinated marketing mix
|
LO1 and LO2
|
|
|
2M1 Assess the success of the marketing mix used for a chosen product or service
|
3. Understand digital elements of the marketing mix
|
3.1 Explain the digital tools and techniques available to include within the marketing mix
3.2 Analyse the use of digital marketing tools and techniques for a chosen product or service
3.3 Assess the benefits of digital marketing
|
|
3D1 Evaluate the marketing mix including digital elements for a chosen product or service
|
Indicative Content
Understand the elements of the marketing mix
Product
Features and benefits of products or services
Product and service information and descriptions are provided to potential customers
Comparison against features and benefits of competitor products and services
Importance of having the right product or service which is of interest to customers
Use of marketing mix at each stage of Product Life Cycle
Creating lifetime value to a customer by using the Customer Life Cycle – targeting needs at different life stages
Price
Use of pricing to reflect the perceived value of the benefits of a product to the buyer
Use of pricing to offset the costs of product manufacturing and/or service delivery
Different pricing strategies: penetration pricing, economy pricing, price skimming, psychological pricing, product line pricing, optional pricing, captive product pricing, product bundle pricing, promotional pricing, geographical pricing, premium pricing.
Place (distribution channels)
chain of distribution channel: wholesalers, retailers, distributors, internet
direct channel (end consumer buys straight from manufacturer)
indirect channel (end consumer buys from wholesaler or retailer)
types of distribution of products and services for market coverage: intensive distribution, selective distribution, exclusive distribution.
Advantages of using a direct marketing channel (personal feel of market due to direct contact, easy to adapt to changes required thanks to immediate customer feedback, can control product pricing)
Promotion
Functions of promotion: persuade, remind, inform, sell, respond to competition, increase market share
Promotion of corporate identity
Process
Process activities: technological, manufacturing, electronic (electronic point-of-sale (epos); barcodes, checkouts, loyalty cards), direct (at customer interface), indirect (before, during and after customer interface)
How process leads to customer focus (customer retention, cross-selling, tailor process to needs of different individuals)
People
Importance of recruiting the right people to become customer facing staff
How people underpin customer relationship between the business and the consumer. (People buy from people), relationships can add value to transactions, people provide expertise on business and its products and services and ask questions to ascertain customers’ needs and wants
Importance to the business of training customer-facing and non-customer-facing staff (increase knowledge and skills; add value by offering technical support, expertise and advice; support sales, marketing and customer service processes; represent the business and build its reputation, ensure seamless transactions and customer service).
Physical evidence
Physical environment
Ambience
Spatial layout
Corporate branding: signs, symbols, artefacts; packaging, webpages, brochures, uniforms, business cards.
Relationship between elements
Relationship between elements and effects of adjusting one element of a product or service on other elements e.g.
Product: changes may affect cost which in turn affects price, changes in quality may affect
pricing and distribution, items that have to be tried outsell better in shops etc.
Price: changes marketing strategy, affects demand and sales, impacts on cash flow and can impact perception of quality
Place: online distribution may need different information, cheaper/more expensive items may sell in different outlets
Promotion: discounting/buy one get one free offers not usually suitable for more expensive products, national campaigns require product to be available nationally
Process: fresh products need short order to delivery times, efficien t processes provide better customer service which make products more desirable and can affect price
People: provide better customer service which can make products more desirable and can affect price
Physical evidence: presence and branding makes product more visible; branding may make products more desirable; high quality branding may allow higher price to be set
Identifying and relating elements within an organisation
Understand the application of the marketing mix
Analysing marketing mix within organisations: identify a product or service, research and establish each element
Benefits: supports understanding of products/services and customers, helps planning, helps
businesses focus on strengths, helps business avoid unnecessary costs, support efficiency because of whole organisation focus, guide for allocating resources and responsibilities,
facilitates communication
Understand digital elements of the marketing mix
Digital tools
Search marketing
Social media marketing
Digital advertising
Digital PR
Digital partnerships
Digital messaging
Digital media can be:
Paid for e.g. pay per click, paid social media, online adverts, affiliate marketing, external email push
Owned media – in house e.g. guest blogging, customer reviews, website advertising
Earned media e.g. sponsorship, earned mentions, influencer, partner emails Examples of uses
Product –opportunities offering digital products as core products or add-ons such as customer service, advice etc.
Price – new pricing models and strategies including online discounts
Place – for example using affiliate or co-marketing
Promotion –marketing techniques such as search, email and social media marketing
People, process and physical evidence –improving customer service via Livechat and online knowledge bases
Suggested Resources
Jobber, D. & Ellis-Chadwick, F., 2012, Principles and Practice of Marketing, Maidenhead: McGraw-Hill
Ghauri N. and Cateora, P., 2021, International Marketing, McGraw Hill Education: Maidenhead Grocutt J. & Hopkins C., 2015, Marketing (Business Briefings), London: Palgrave Macmillan
Simkin, L., Pride, W., Ferrell, D. and Dibb, S, 2019, Marketing Concepts and Strategies, Cengage Learning
Unit 6 The Marketing Mix - Supporting information
|
Opportunities for Synoptic Teaching and Learning
|
Learners and tutors will have the opportunity to link the learning from this unit with the content of other units.
|
Learning Outcome
|
Teaching and learning links to other unit LO/AC
|
LO1 Understand the elements of the marketing mix
|
Unit 1 The Business Environment LO3 Understand the impact of the market environment on organisations, AC 3.1 Analyse the impact of supply and demand on the prices of goods and services in markets
Unit 3 Financial and Management Accounting Techniques for Managers LO3 Apply management accounting techniques for decision-making, AC 3.2 Use costing techniques for pricing purposes
Unit 4 Communication Skills for Business LO2 Understand how organisations communicate with customers
Unit 9 Entrepreneurship LO3 Prepare for a new business venture
Unit 10 Customer Relationship Management LO2 Understand how effective customer relationship management is achieved
|
LO3 Understand digital elements of the marketing mix
|
Unit 15 Digital Communications LO4 Understand blogging, digital content management and social networking platforms
|
Opportunities for Synoptic Assessment
|
Some of the Merit and Distinction criteria require knowledge from one or more of the LOs. In this unit, 2M1 includes assessment across LO1 and LO2.
|
Opportunities for Skills Development within this unit
|
Employability Skills
|
Study Skills
|
Working Independently - Using own initiative,
self-organisation, maintaining motivation/focus, managing tasks (LO1, LO2, LO3)
Problem-solving - Using analytical skills, e.g. research skills, handling information, consulting multiple sources, categorising
information (LO1, LO2, LO3)
Communication Skills - Written communication, e.g. appropriate formats, style
|
Using sources of information - Accessing
information, e.g. choosing current, sufficient, relevant and reliable sources (LO1, LO2, LO3)
Thinking Skills - Using critical thinking skills, e.g. reading all information, identifying and interpreting others’ positions, arguments and conclusions, weighing up opposing arguments, drawing conclusions (LO1, LO2, LO3)
|
and tone, spelling, punctuation & grammar (SPAG) (LO1, LO2, LO3)
Digital Skills – Using appropriate digital devices, handling and judging the reliability of information, problem-solving (eg online research, presenting data) (LO1, LO2, LO3)
|
|
Unit 7 Corporate Social Responsibility
|
Unit Aims
|
To develop an understanding of Corporate Social Responsibility (CSR)
issues and impacts of CSR policy. Learners will be able to use their
knowledge and understanding to make recommendations for responsible business practice.
|
Unit Level
|
4
|
Unit Code
|
M/650/5061
|
GLH
|
60
|
Credit Value
|
15
|
Unit Grading Structure
|
Pass-Merit-Distinction
|
Assessment Guidance
|
In order to achieve this unit learners must produce work which
demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners must use real life examples to illustrate the points which are made. Learners will need to agree with tutors appropriate organisations and countries on which to base their study. Tutors need to ensure the organisations chosen are suitable. SMEs are recommended as larger organisations are often too complex and accessing the information required can be challenging. This is particularly important in LO3.
Learner work should demonstrate substantial coverage of the unit indicative content.
|
Learning outcomes
The learner will demonstrate that they:
|
Assessment criteria
The learner can:
|
|
P
|
M
|
D
|
1. Understand current
corporate social responsibility issues facing business
|
1.1 Explain the regulatory
framework for CSR in a named country
1.2 Analyse
environmental issues in CSR
1.3 Analyse social and
community issues in CSR
|
|
1D1 Assess
changing attitudes to CSR
|
2. Understand the impact of corporate social responsibility policy on different stakeholders
|
2.1 Assess the benefits of CSR to employees and senior managers
2.2 Analyse the impact of CSR on the supply chain
2.3 Explain how a CSR policy impacts
|
|
|
|
external stakeholders
|
|
|
|
|
LO2 and LO3
3M1 Analyse the
potential conflicts
|
|
3. Can make
recommendations for responsible business practice
|
3.1 Review the CSR
policy of a specific organisation
3.2 Make
recommendations for responsible
business practice to
benefit different stakeholders
|
3D1 Evaluate the success of a chosen organisation in managing CSR issues
|
|
|
between the
needs and
|
|
|
expectations of
different
|
|
|
stakeholders
|
|
3.3 Evaluate the potential impact of recommendations on business
performance
|
|
|
when
introducing
|
|
|
responsible
business
|
|
|
practice
|
|
Indicative Content
Understand current corporate social responsibility issues facing business
Issues relating to CSR
Definition of CSR
Behaving responsibly
Contributing to a better society
Integrating social and environmental concerns in business
Supporting local businesses
Supporting developing countries
Fair trade
The Triple Bottom Line – people, planet and profit
Voluntary nature
Regulatory frameworks
ISO 26000 Social responsibility – voluntary guidance
Environmental protection
Health and safety legislation
Human rights legislation
Compliance with employment legislation
Environmental issues
Recycling policies
Sustainability
Use of packaging
Logistics of delivery, congestion
Use of scarce resources
Pollution
Carbon footprint
Economic and political issues
Location of suppliers
Supporting local business
Supporting developing countries
Fair trade
Non-acceptance of global agreements
Social and community issues
Employing socially disadvantaged and disabled people
Sponsorship
Encouraging education and training
Volunteering
Social enterprise
Response to pressure groups
Effectiveness of voluntary practice.
Changing attitudes
Opportunity for growth
Opportunity to engage with customers
Committed leadership
Opportunity for innovation
Understand the impact of corporate social responsibility policy on different stakeholders
Impact on employees
Improved working conditions
Reduced discrimination
Compliance with legislation
Whistleblowing policy
Feel-good factor
Impact on senior managers
Improved sales
Improved profits
May align with personal values and so increase satisfaction
May be seen as an increase in workload
Conflicts of interest between stakeholders
Competitive edge
Impacts on supply chain
Ethics in production
Responsible sourcing
Reduced transport costs
Reduced carbon footprint
Use of technology in supply chain management
Impact on customers
Increased customer engagement
Increased satisfaction
Increase in loyalty
Higher prices, but often willing to pay more for ethical products
Impact on other external stakeholders
Increased confidence in the business
Positive messages to potential investors
More willing to invest in the business
More successful business as a result of CSR offers greater return on investments
Increased reputation by association
Conflicts between stakeholders
Using profit for shareholder dividends versus reinvestment
Disagreement over CSR approach
Disagreement over chosen environmental/social areas supported
Make recommendations for responsible business practice
Examples of businesses
Manufacturing
Financial services
Hospitality
Retail
Not for profit
Changes to CSR policy
Adapting business practice
Ethical leadership
Ethics in production and sales
Engaging in corporate philanthropy
Codes of conduct
Environmental reporting
Different stakeholders
Customers
Shareholders
Owners
Suppliers
Local and non-local communities
Impact of changes on business performance
Enhanced public image
Increased sales/profits
Risk management
Competitive edge
Improved recruitment and retention of staff
Increased costs
Increased prices
Need to develop ethical policies
Enhanced brand differentiation
Customers willingness to pay more for ethical products
Shareholders’ return on investment
Suggested Resources
Blowfield M. et al., 2019, Corporate Social Responsibility, OUP
Doppelt B. (2015). Leading Change Towards Sustainability. London: Routledge.
Grayson D., 2022, The Sustainable Business Handbook: A Guide to Becoming More Innovative, Resilient and Successful, Kogan Page
Young S. et al., 2013, Sustainability: Essentials for Business, Sage
Unit 7 Corporate Social Responsibility - Supporting information
|
Opportunities for Synoptic Teaching and Learning
|
Learners and tutors will have the opportunity to link the learning from this unit with the content of
other units.
|
Learning Outcome
|
Teaching and learning links to other unit LO/AC
|
LO1 Understand current corporate social responsibility issues facing business
|
Unit 5 Resource Management LO2 Understand the importance of the effective use of physical resources, AC 2.2 Evaluate the measures to reduce the impact of resource wastage and AC 2.4 Assess the business case for the use of ethical and sustainable resources
|
|
Unit 16 Cultural Perspectives LO2 Understand ethics, values, and decision-making when promoting positive intercultural relations, AC
2.1 Assess the importance of ethics for a chosen organisation
|
LO2 Understand the impact of corporate social responsibility policy on
different stakeholders
|
Unit 1 Business Environment LO1 Understand types of organisations, their purposes and responsibilities, AC 1.3 Analyse how organisations fulfil their responsibilities to stakeholders
Unit 14 Managing Quality LO2 Understand the importance of quality control and quality assurance systems to organisations
|
LO3 Make
|
Unit 5 Resource Management LO2 Understand the importance of the
|
recommendations for
|
effective use of physical resources, AC 2.2 Evaluate the measures
|
responsible business
|
to reduce the impact of resource wastage and AC 2.4 Assess the
|
practice
|
business case for the use of ethical and sustainable resources
|
Opportunities for Synoptic Assessment
|
Some of the Merit and Distinction criteria require knowledge from one or more of the LOs. In this unit AC 3M1 includes assessment across LO2 and LO3.
|
Opportunities for Skills Development within this unit
|
Employability Skills
|
Study Skills
|
Working Independently - Using own initiative, self -organisation, maintaining motivation/focus, managing tasks (LO1, LO2, LO3)
Problem-solving - Using analytical skills,
e.g. research skills, handling information, consulting multiple sources, categorising information (LO1, LO2, LO3)
Communication Skills - Written communication, e.g. appropriate formats, style and tone, spelling, punctuation & grammar (SPAG) (LO1, LO2, LO3)
|
Using sources of information - Accessing information, e.g. choosing current, sufficient,
relevant and reliable sources (LO1, LO2, LO3)
Reading Skills – Identifying different reading materials, reading with a purpose, understanding reading styles (LO1, LO2, LO3)
Thinking Skills - Using critical thinking skills, e.g. reading all information, identifying and interpreting others’ positions, arguments and conclusions, weighing up opposing arguments, drawing conclusions (LO1, LO2, LO3)
|
|
|
|
Unit 8 Managing a Work-based Team Project
|
Unit Aims
|
This unit aims to develop project management skills for a work-based
team project by implementing the different stages of project
development. Learners will have the opportunity to plan, implement and review a project of their choice.
|
Unit Level
|
4
|
Unit Code
|
R/650/5062
|
GLH
|
60
|
Credit Value
|
15
|
Unit Grading Structure
|
Pass – Merit - Distinction
|
Assessment Guidance
|
In order to achieve this unit learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners will be required to develop a proposal for a work-based team project, plan the project, implement the plan and evaluate the project. Assessors should note that all of the LOs in this unit require the learner to do what is stated, so this unit cannot be approached from a theoretical standpoint.
Learners will need to agree with tutors projects on which to base their study. Tutors need to ensure the projects chosen are suitable.
|
Learning outcomes
The learner will
demonstrate that they:
|
Assessment criteria
The learner can:
|
|
P
|
M
|
D
|
1. Can develop a
proposal for a work- based team project
|
1.1 Develop the objectives
and scope of the project
1.2 Propose ways of monitoring and evaluating the project, including quality assurance processes
|
1M1 Evaluate the
benefits of the project to the organisation
|
|
2. Can plan the work-
based team project
|
2.1 Plan the activities for
the project using a suitable project management methodology
2.2 Analyse the resources required to undertake the project
2.3 Carry out a risk
assessment for the project
|
|
2D1 Justify the
management control points needed in the project including those for quality assurance processes
|
|
|
|
|
3. Can implement the plan for a work- based team project
|
3.1 Implement the plan, logging activities
3.2 Manage risks and
issues identified during the project, noting decisions taken
|
LO3 and LO4
4M1 Evaluate own and team members’ performance
within the project
|
3D1 Manage the quality control requirements of the project and document the outcomes
|
4. Can evaluate the process and outcomes of the project
|
4.1 Analyse feedback gathered from stakeholders about the project
4.2 Evaluate performance of the project against the objectives and quality requirements
|
|
Indicative Content
Develop a proposal for a work-based team project
Objectives
Strategic
Financial
Organisational
Personal development
Team building
Scope
Outputs
Financial
Time
Quality
Out of scope
Ways of monitoring the project
Meetings
Reporting
Data analysis
Risks and issues
Managing quality processes
Ways of evaluating the project
Success criteria
Self-evaluation
Peer evaluation
Customer evaluation
Benefits to organisation
Strategic
Financial
Competitive
Innovative
Kudos
Benefits customers
Plan the work-based team project
Project management methodology
Critical path analysis
Gantt charts
PERT analysis
Project management methodologies e.g. Prince2, Agile, Waterfall, PMP, APM, organisation’s bespoke models
Activity planning
Identification of activities
Ordering of activities in a logical order
Identification of interdependencies
Critical path
Identifying key milestones in the plan
Identifying opportunities for monitoring and evaluating quality
Allocating roles and responsibilities for the project team
Identifying and allocating resources for the project
Key milestones
Milestones at which decision will be taken to continue or stop project
Physical/technology resources
Workspace
Documentation
Other physical
Technology
Financial resources
Budget
Sources of funding
Contingency
Human resources
Allocation of team members’ roles
Roles and responsibilities
External expertise
Risk assessment
Identification of risks
Likelihood of risk
Severity of risk
Contingencies
Quality requirements
Acceptance criteria
Line manager/customer’s quality expectations
Quality log; review
Quality plan
Product description and quality criteria
Stage quality plan
Management control points
Project initiation decision
End stage assessment
Highlight reports
Tolerance
Exception reports
Project closure
Implement the plan for a work-based team project
Carry out plan
Track activities completed
Risk and issue management
Identification and logging of risks and issues
Contingency planning
Mitigation
Management of risks and issues
Risk and issue log
Manage quality
Quality check: fitness for use of the project outcome, and adherence to requirements
Evaluate the process and outcomes of the project
Collection of feedback
Identification of stakeholders to provide feedback
Verbal and written feedback
Project review meetings and discussions
Lessons learned meeting
Analysis of feedback
Use of feedback to identify common patterns and themes
Summary of patterns and themes
Evaluation of project
Evaluation of project outcomes against project aims and objectives
Suggested Resources
Heagney J., 2018, Fundamentals of Project Management, Amacom
Horine, G., 2022, Project Management Absolute Beginner’s Guide, Que Publishing
Maylor, H. and Turner, Neil, 2022, Project Management, Pearson
Newton, R., 2012, Project Management Step by Step: How to Plan and Manage a Highly Successful Project, Pearson
Unit 8 Managing a Work-based Team Project - Supporting information
|
Opportunities for Synoptic Teaching and Learning
|
Learners and tutors will have the opportunity to link the learning from this unit with the content of other units.
|
Learning Outcome
|
Teaching and learning links to other unit LO/AC
|
LO1 Develop a proposal for a work-based team project
|
Unit 2 People in Organisations LO2 Understand effective teamwork, AC 2.1 Assess the benefits of team working to individuals and organisations
Unit 14 Managing Quality LO1 Understand approaches to quality management in organisations
|
LO2 Plan the work-based team project
|
Unit 5 Resource Management LO2 Understand the importance of the effective use of physical resources, AC 2.1 Explain how the use of physical resources is monitored and managed and AC 2.2 Evaluate the measures to reduce the impact of resource wastage
Unit 11 Administrative Services LO3 Support meetings and events
Unit 14 Managing Quality LO2 Understand the importance of quality control and quality assurance systems to organisations
|
LO4 Evaluate the process and outcomes of the project
|
Unit 5 Resource Management LO4 Understand how to review the effective use of resources, AC 4.1 Explain the data needed to review and make judgements on employee performance and
utilisation of physical resources
|
Opportunities for Synoptic Assessment
|
Some of the Merit and Distinction criteria require knowledge from one or more of the LOs. In this unit AC 4M1 includes assessment across LO3 and LO4.
Given the nature of this unit, it could be used as a synoptic unit that brings together lear ning from previous units. Where used in this way, it should be undertaken at the end of a learner’s programme.
|
Opportunities for Skills Development within this unit
|
Employability Skills
|
Study Skills
|
|
|
|
Problem-solving - defining challenges and issues, determining and assessing solutions, planning and implementing solutions (LO1, LO2, LO3)
Communication Skills - Spoken communication, e.g. knowing your purpose, being prepared, knowing your audience, adapting language to your audience, understanding the importance of non-verbal behaviours (LO3)
Time management - Planning, e.g. organising time around commitments (LO2, LO3)
Teamwork - Planning teamwork with colleagues, team members having specific roles, working and respecting differences between people (based on sex/gender, race, disability, age etc), allocating tasks based on individual capabilities, taking responsibility for timekeeping and outcomes, maximising
feedback and participation for team members, dealing with differences of opinion and conflict, meeting deadlines and ensuring quality (LO1, LO2, LO3)
Negotiation - Planning your approach, justifying your position, actively listening,
using emotional intelligence, building rapport and trust, questioning and clarifying, managing expectations, being patient with the process, knowing when to stop, adapting positions and arguments when things change, persuading others to your point of view (LO1, LO2, LO3)
Leadership – Confidence, planning, having vision & being creative, sharing your vision, taking charge & being decisive, inspiring motivation (by example), having an open and welcoming communication style, positivity, resilience, delegating appropriately (LO1, LO2, LO3)
|
Thinking Skills - Reflective thinking, e.g. allow time and space to listen and read feedback so that we become more self -aware and can improve (LO4)
Writing Skills - Understanding the purpose of writing, e.g. maintaining a project log, note-taking, organising one’s thoughts – mind maps (LO1, LO2, LO3, LO4)
|
Unit 9 Entrepreneurship
|
Unit aims
|
To provide the learner with an understanding of entrepreneurship in business, the skills and qualities needed by a successful entrepreneur and the roles an entrepreneur plays in starting and developing businesses. The learner will develop skills in generating ideas for possible new business ventures and will be able to prepare for a new
business venture.
|
Unit level
|
4
|
Unit Code
|
T/650/5063
|
GLH
|
15
|
Credit value
|
60
|
Unit grading structure
|
Pass - Merit - Distinction
|
Assessment guidance
|
In order to achieve this unit learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria
Learners must use real life examples to illustrate the points which are made. In order to achieve LO3 learners are required to provide evidence to show that they are able to do what is stated in the learning outcomes.
Learners will need to liaise with their tutor when choosing a final business venture for AC 3.2 to ensure the choice is appropriate and substantial enough to allow LO3 to be fully met.
|
Learning outcomes
The learner will demonstrate that they:
|
Assessment criteria
The learner can:
|
P
|
M
|
D
|
1. Understand entrepreneurship in business
|
1.1 Analyse the entrepreneurial lifecycle
1.2 Evaluate how
entrepreneurship is encouraged and supported in
different countries
|
|
1D1 Analyse the impact of entrepreneurship on the economy in a named country
|
2. Understand the
skills and qualities of a successful entrepreneur
|
2.1 Analyse the different
types of entrepreneurs
2.2 Compare the skills and qualities of entrepreneurs and managers
|
2M1 Analyse the differences
between the roles of entrepreneurs and managers
|
|
3. Can prepare for a new business venture
|
3.1 Propose a range of new entrepreneurial ideas for further development using
|
3M1 Justify your choice of new business venture
|
3D1 Analyse brand development and promotion
aspects of
|
|
Drucker’s seven sources of innovation
3.2 Prepare a start-up plan for a chosen new business venture
|
|
launching an effective new
business venture
|
Indicative Content
Understand entrepreneurship in business
What is entrepreneurship?
Entrepreneurial lifecycle: new idea conception; test ideas; focus on opportunity; commit resources; market entry; growth; maturity/sale of business/decline of business.
New business ventures, business start-ups
Opening new markets; fulfilling a new need; identifying a gap in the market; new products and services; new business models; disruptive business models
Entrepreneurship vs established business management
Can create employment and wealth
European Commission Entrepreneurship 2020 Action Plan; Entrepreneur First (EF)
World Economic Forum – Entrepreneurial Ecosystem
DIT Global Entrepreneur programme; entrepreneurship visa; TechStars London
Understand the skills and qualities of a successful entrepreneur
Types of entrepreneur; e.g. small business entrepreneur; lifestyle entrepreneur; high - growth potential entrepreneur; professional entrepreneur; serial entrepreneur, corporate entrepreneur, social entrepreneur
Skills and qualities: risk-taking; organising; motivating people; drawing together a team of people with relevant skills; creativity; opportunity analysis; speed of taking action to take advantage of opportunities; decision-making; innovative; hard-working; passionate; able to sell ideas and convince others; perseverant; resilient; imaginative; motivated; problem- solving; vision, teamwork, commitment
Compare with managers who may be more concerned with stability, profit margins, lower risk-takers, people oriented, responsible and accountable.
Roles of managers and entrepreneurs e.g. entrepreneur driving force, often business owner, starts and expands the business; managers focus on administration, utilise existing resources, plan and control day-to-day activities.
Prepare for a new business venture
New business opportunities: services, products, new business models
Idea generation
Model/theory: Drucker’s 7 sources of innovation
Making recommendations: selection of workable idea; justifying the business case; financial projections; customer base; gap in market; need for product/service
Component parts of an effective business plan; executive summary; business description; market analysis; organisation management; sales strategies; funding requirements; financial projections
Developing a brand: link with business strategy; identification of target customers; research of target customers; develop of brand positioning; developing of messaging strategy; development of name, logo and tagline; development of content marketing strategy; development of branded items (e.g. website, business cards)
Business promotion; marketing plan; social networks; promotional products, adverts, samples
Business start-up plan: strategy; team; financial objectives and projections; form of business organisation and legal set-up; product/service and their features and benefits; market; customer analysis; competitors; market positioning; sales and marketing strategy; operations; payback plan (is using loans and other people’s investment)
Suggested Resources
Besant J. & Tidd J., 2016, Innovation and Entrepreneurship, Oxford: Wiley
Grant W., 2020, Starting A Business: A 7-Step System To Successfully Launch Your Own Business In 30 Days, Business 101
Matthieu T., 2021, Entrepreneurship: A Guide To Success For Entrepreneurs And Aspiring Entrepreneurs
Burns P., 2016, Entrepreneurship and Small Business: Start-up, Growth and Maturity, Palgrave
Unit 9 Entrepreneurship - Supporting information
|
Opportunities for Synoptic Teaching and Learning
|
Learners and tutors will have the opportunity to link the learning from this unit with the content of other units.
|
Learning Outcome
|
Teaching and learning links to other unit LO/AC
|
LO3 Prepare for a new business venture
|
Unit 3 Financial and Management Accounting Techniques for Managers LO2 Assess business organisation performance, LO3 Apply management accounting techniques for decision-making
Unit 4 Communication Skills in Business LO4 Present oral information effectively
Unit 5 Resource Management LO1 Understand the key features of resource management, AC 1.1 Analyse the differing resource requirements of organisations in different sectors of the economy
Unit 6 The Marketing Mix – all LOs in providing context for business planning
|
Opportunities for Synoptic Assessment
|
LO3 is cumulative and brings together knowledge from throughout the unit (LOs 1 and 2) to prepare a plan.
|
Opportunities for Skills Development within this unit
|
Employability Skills
|
Study Skills
|
Working Independently - Using own initiative, self -organisation, maintaining motivation/focus, managing tasks (LO1, LO2, LO3)
Problem-solving - Using analytical skills,
e.g. research skills, handling information, consulting multiple sources, categorising information (LO1, LO2, LO3)
Communication Skills - Written communication, e.g. appropriate formats, style and tone, spelling, punctuation & grammar (SPAG) (LO1, LO2, LO3)
|
Using sources of information - Accessing information, e.g. choosing current, sufficient,
relevant and reliable sources (LO1, LO2, LO3)
Reading Skills – Identifying different reading materials, reading with a purpose, understanding reading styles (LO1, LO2, LO3)
Writing Skills – Understanding purpose of writing; understanding writing styles (business report) (LO3)
Thinking Skills - Using critical thinking skills, e.g. reading all information, identifying and interpreting others’ positions, arguments and conclusions, weighing up opposing arguments, drawing conclusions (LO1, LO2, LO3)
|
|
|
|
Unit 10 Customer Relationship Management
|
Unit Aims
|
Learners will be able to develop knowledge and understanding of the
scope and importance of Customer Relationship Management (CRM) and to explore how effective CRM is achieved. Learners will also gain an understanding of loyalty schemes and have an opportunity to make
improvements to CRM.
|
Unit Level
|
4
|
Unit Code
|
Y/650/5064
|
GLH
|
60
|
Credit Value
|
15
|
Unit Grading Structure
|
Pass-Merit-Distinction
|
Assessment Guidance
|
In order to achieve this unit learners must produce work which
demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners will be required to carry out research into customer relationship management and, for LO4, produce a plan for a specific organisation.
Learners will need to agree with tutors appropriate organisations on which to base their study. Tutors need to ensure the organisations chosen are suitable. SMEs are recommended as larger organisations are often too complex and accessing the information required can be challenging. This is particularly important in LO4.
Learner work should be illustrated with real world examples and should demonstrate substantial coverage of the unit indicative con tent.
|
Learning outcomes
The learner will demonstrate that they:
|
Assessment criteria
The learner can:
|
|
P
|
M
|
D
|
1. Understand the importance of customer relationship management (CRM) to business
|
1.1 Explain the key
features of customer relationship management
1.2 Analyse the benefits of good customer relationship management
to business
|
|
|
2. Understand how
effective customer relationship management is achieved
|
2.1 Evaluate the
processes necessary for achieving effective customer relationship management
|
2D1 Analyse the
impact of employee engagement with CRM on customer
|
|
2.2 Assess the role of staff in achieving effective customer relations experiences
2.3 Assess the role of external stakeholders in achieving effective customer relations
|
LO1 and LO2
2M1 Evaluate the methods used to measure customer satisfaction
|
relations experiences
|
3. Understand the
use of loyalty schemes in customer relationship management
|
3.1 Analyse the use of
loyalty schemes to gain information about customers
3.2 Explain how the
information gained is used to inform segmentation and other CRM decisions
|
|
3D1 Evaluate
methods used to segment customers as part of a customer relationship management process in a named
organisation
|
4. Can plan improvements to customer relationship management in a named organisation
|
4.1 Review customer relationship management in an organisation
4.2 Propose
improvements to processes and staff roles for customer relationship management
4.3 Plan for the
implementation of improvements
|
4M1 Obtain feedback on your plan and make amendments
|
|
Indicative Content
Understand the importance of customer relationship management (CRM) to business
Key features
Definition e.g. strategies to learn more about customers and improve relationships with them
Collecting customer information
Systems to store customer information
Access to information for appropriate personnel
Analysis of customer behaviour
Use of data to inform marketing, customer service and quality systems
Benefits
Increased profits
Competitive advantage
Increased sales due to better understanding of customer requirements
Effective marketing targeted at known customer profiles
Personalised approach to customers
Increased customer satisfaction
Increased customer retention
Measuring customer satisfaction
Formal/informal
repeat business, customer loyalty
Net Promoter Score (NPS)
Customer feedback
Complaints
Understand how effective customer relationship management is achieved
Processes
Creating a customer culture
Collecting and processing customer information
Making systems customer based
Supporting with effective IT
Complaints procedures
Staff
Senior management
IT managers
Operational managers
Front line
Administration
Staff Roles
Determination of aims and objectives of CRM
Choice of system
Implementation and management of system
Liaison with software suppliers
Analysis and use of data
Implementing customer service policies and processes
Understanding of customer service as a key responsibility
Role model
Training
External stakeholders
Shareholders
Suppliers
Community groups
Customers
External stakeholder roles
Agreeing strategies
Reporting
Sharing information
Complying with customer service policies
Acting in partnership
Giving feedback
Impact of employee engagement with CRM
Increased job satisfaction
Increased productivity/efficiency
Better service
Satisfied customers/repeat business
Understand the use of loyalty schemes in customer relationship management
Information from loyalty schemes
Purchasing habits
Opinions
Preferences
Profiles of customers
Use of information
Targeting groups of customers
Product development to meet customer needs
Adapting marketing mix
Personalising marketing
Choice of media for promotion
Segmentation by
Geography
Products purchased
Stage in family lifecycle
Loyalty
Consumer spends
Plan improvements to customer relationship management in a chosen organisation
Review
Systems in use
Current role of staff
Service policies in use
Quality benchmarks used
Quality of customer service
Available data on customer satisfaction
Potential improvements to processes
New software systems
Customer service policies
Working towards recognised quality standards
Introduction of mystery shoppers
Introduction of a CSR department
Potential improvements to the role of staff
Recruitment of right staff
Training
Clear vision and mission
Appropriate access to customer data
Obtain feedback from
colleagues
customers
managers
Suggested Resources
Buttle F. et al., Customer Relationship Management: Concepts and Technologies, Oxford: Routledge
Henry K., 2021, Define and Deliver Exceptional Customer Service: Proven Strategies to Maximize Your Profits
Toister J., 2017, The Service Culture Handbook: A Step-by-Step Guide to Getting Your Employees Obsessed with Customer Service
Unit 10 Customer Relationship Management - Supporting information
|
Opportunities for Synoptic Teaching and Learning
|
Learners and tutors will have the opportunity to link the learning from this unit with the content of other units.
|
Learning Outcome
|
Teaching and learning links to other unit LO/AC
|
LO2 Understand how effective customer
relationship management is
achieved
|
Unit 4 Communication Skills for Business LO2 Understand how organisations communicate with customers, AC 2.1 Evaluate communication systems used by organisations to communicate with customers
Unit 6 The Marketing Mix LO2 Understand the application of the marketing mix, AC 2.2 Analyse the benefits of a co-ordinated marketing mix
|
LO3 Understand the use of loyalty schemes in customer relationship management
|
Unit 4 Communication Skills for Business LO2 Understand how organisations communicate with customers, AC 2.1 Evaluate formal communication systems used by organisations to communicate with customers
|
Opportunities for Synoptic Assessment
|
In this unit AC 4.3 and 4M1 are cumulative and give opportunities to utilise learning across LO1 – LO4 as learners will use knowledge gained in the whole unit to apply understanding when preparing and amending their plan.
Some of the Merit and Distinction criteria require knowledge from one or more of the LOs. In this unit AC 2M1 includes assessment across LO1 and LO2.
|
Opportunities for Skills Development within this unit
|
Employability Skills
|
Study Skills
|
Working Independently - Using own initiative, self -organisation, maintaining motivation/focus, managing tasks (LO1, LO2, LO3, LO4)
Problem-solving - Using analytical skills,
e.g. research skills, handling information, consulting multiple sources, categorising information (LO1, LO2, LO3, LO4)
Communication Skills - Written communication, e.g. appropriate formats,
|
Using sources of information - Accessing information, e.g. choosing current, sufficient,
relevant and reliable sources (LO1, LO2, LO3, LO4)
Reading Skills – Identifying different reading materials, reading with a purpose, understanding reading styles (LO1, LO2, LO3, LO4)
Writing Skills – Understanding purpose of writing; understanding writing styles (business report) (LO4)
|
style and tone, spelling, punctuation & grammar (SPAG) (LO1, LO2, LO3, LO4)
Digital Skills - Handling and judging the reliability of information, using appropriate digital devices, e.g. (computers, laptops, tablets etc) and relevant applications,
software, systems and getting online
(LO1, LO2, LO3, LO4)
|
Thinking Skills - Using critical thinking skills, e.g. reading all information, identifying and interpreting others’ positions, arguments and conclusions, weighing up opposing arguments, drawing conclusions (LO1, LO2, LO3, LO4)
|
Unit 11 Administrative Services
|
Unit Aims
|
Learners will be able to develop knowledge and understanding of the
range of administrative services that might be offered to managers or departments within organisations. Learners will also be able to create and use administrative systems and develop skills needed for
effective administration in organisations.
|
Unit Level
|
4
|
Unit Code
|
A/650/5065
|
GLH
|
60
|
Credit Value
|
15
|
Unit Grading Structure
|
Pass-Merit-Distinction
|
Assessment Guidance
|
In order to achieve this unit learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners will research a range of administrative services and demonstrate administrative skills. Tutors should note that in order to achieve the LOs at the standards provided, learners will need to refer to a range of real-world examples, use organisational systems and support actual meetings and events. Aspects of this unit cannot be achieved from a theoretical perspective.
|
Learning
outcomes
The learner will demonstrate that they:
|
Assessment criteria
The learner can:
|
|
P
|
M
|
D
|
1 Understand the
range and diversity of administrative skills and services
|
1.1 Explain the
administrative services that may be offered in organisations
1.2 Analyse the skills
required to deliver administrative services
|
|
|
2. Understand how to
create and use organisational systems
|
2.1 Explain different types
of filing systems
2.2 Set up a filing system
2.3 Analyse the importance of keeping accurate records
2.4 Review the use of an organisational system
|
2M1 Propose
improvements to an organisational system
|
|
3. Can support meetings and events
|
3.1 Support a meeting for planning a named event
3.2 Complete a risk assessment for a named event
3.3 Plan for a named
event to ensure its operational feasibility
|
3M1 Propose improvements to the event plan produced after obtaining feedback
|
LO1 and LO3
3D1Assess personal administrative skills making suggestions for
improvement
|
4. Understand the importance of effective
communications in providing administrative services in the workplace
|
4.1 Analyse the need for effective communication in the provision of administrative services
4.2 Evaluate the suitability of different communication methods in the provision of effective administrative services in the workplace
|
|
4D1 Evaluate the effectiveness of communication in the provision of administrative services in a named organisation
|
Indicative Content
Understand the range and diversity of administrative skills and services
Administrative services
Clerical services
Data management
Supervising junior staff
Record keeping
Managing mail
Diary management
Supporting meetings and events
Payroll
Reception duties
Customer service
Technology management
Skills
Communication; planning, prioritisation
Spelling and grammar
IT
Organisation
Time management
Teamwork
Understand how to create and use organisational systems
Filing systems
Electronic /cloud
Alphabetic
Geographic
Numeric
Chronological
Subject Record keeping
Sales ledger
Purchase ledger
Financial records
Meeting notes
Email records
Accuracy in terms of correctness, spelling, dates. verified, etc.
Implications of inaccurate records
Data Protection Act and GDPR
Improvements to systems
Technological, communication
Support meetings and events
Meeting and event planning
Risk assessment
Physical or virtual venue
Bookings
Catering
Timings
Planning to budget
Promotion/invitation
Attendees
Challenges
Managing specific needs of different personnel
Planning and prioritising
Utilising technology to streamline processes
Meeting documentation
Agenda
Minutes
Distribution lists
Papers for the meeting
Understand the importance of effective communications in providing administrative services in the workplace
Importance of effective communication
Clarity
Common understanding
Two-way conversations
Makes organisation effective
Different communication methods
Face to face meetings
Virtual meetings
Telephone
Electronic messaging systems
Suitability of communication system for person or situation
Impact of poor communication
Inefficiency
Negativity
Confusion and misunderstanding
Low morale
Mistrust
Unnecessary conflict
Missed opportunities
Suggested Resources
Boddy D., 2012, Essentials of Management: A Concise Introduction, Pearson
Bouvee C., 2020, Business Communication Essentials: Fundamental Skills for the Mobile-Digital- Social Workplace, Pearson
Kreitner B. et al., 2014, Administrative Management: Setting People Up for Success, South-Western College Publishing
Roche M., 2022, Business Communication in Plain English: How to Use Grammar, Punctuation & Style to Communicate Effectively in Business and Professional Settings: Business English Originals, IDM Business English
Unit 11 Administrative Services - Supporting information
|
Opportunities for Synoptic Teaching and Learning
|
Learners and tutors will have the opportunity to link the learning from this unit with the content of other units.
|
Learning Outcome
|
Teaching and learning links to other unit LO/AC
|
LO1 Understand the range and diversity of administrative skills and services
|
Unit 12 Managing Information and Knowledge LO4 Understand policies, procedures, legislation and best practice for managing
information, AC 4.1 Analyse policies, procedures and best practice
for managing workplace information
|
LO2 Understand how to create and use organisational systems
|
Unit 3 Financial and Management Accounting Techniques for Managers LO1 Understand financial and management accounting systems
Unit 12 Managing Information and Knowledge LO3 Understand the importance of using current, valid and reliable information and knowledge in the workplace, AC 3.1 Explain the need for current, valid and reliable information and knowledge in the workplace
|
LO3 Support meetings and events
|
Unit 8 Managing a Work-based Team Project LO2 Plan the work- based team project, AC 2.1 Plan the activities for the project, AC 2.2 Analyse the resources required to undertake the project, AC 2.3 Carry out a risk assessment for the project
|
LO4 Understand the importance of effective communications in providing administrative services in the workplace
|
Unit 4 Communication Skills for Business LO3 Understand the factors that impact on the effectiveness of communications in
business, AC 3.1 Analyse the impact of organisational relationships on effective communications, AC 3.2 Assess the impact of non- verbal communication on the effectiveness of oral communications, 5M1 Assess the effectiveness of technology in oral and written communication
Unit 15 Digital Communications LO1 Understand a range of digital communication technologies, AC 1.1 Explain the differences between analogue and digital communications, AC 1.2 Evaluate new and emerging trends in digital communications technologies, LO2 Understand the impact of digital communications, AC 2.1 Explain how digital communications have impacted on communications procedures within the workplace, AC 2.2 Analyse the societal impact of digital communications tools, AC 2.3 Analyse the impact of digital communications technology on oral and written communications
|
Opportunities for Synoptic Assessment
|
Within the unit, AC 3D1 Assess personal administrative skills making suggestions for improvement, offers the opportunity to assess across LO1 and LO3.
|
Opportunities for Skills Development within this unit
|
Employability Skills
|
Study Skills
|
Working Independently - Using own
initiative, self -organisation, maintaining motivation/focus, managing tasks (LO1, LO2, LO3, LO4)
Problem-solving - Using analytical skills,
e.g. research skills, handling information, consulting multiple sources, categorising information (LO1, LO2, LO3, LO4)
Communication Skills - Written communication, e.g. appropriate formats, style and tone, spelling, punctuation & grammar (SPAG) (LO1, LO2, LO3, LO4)
Digital Skills - Handling and judging the reliability of information, using appropriate digital devices, e.g. (computers, laptops, tablets etc) and relevant applications,
software, systems and getting online
(LO1, LO2, LO3, LO4)
|
Using sources of information - Accessing
information, e.g. choosing current, sufficient, relevant and reliable sources (LO1, LO2, LO3, LO4)
Reading Skills – Identifying different reading materials, reading with a purpose, understanding reading styles (LO1, LO2, LO3, LO4)
Writing Skills – Understanding purpose of writing; understanding writing styles (business report) (LO2, LO3)
Thinking Skills - Using critical thinking skills, e.g. reading all information, identifying and interpreting others’ positions, arguments and conclusions, weighing up opposing arguments, drawing conclusions, Ensuring we allow time and space to listen and read feedback; to review and learn from our study (LO1, LO2, LO3, LO4)
|
Unit 12 Managing Information and Knowledge
|
Unit Aims
|
To provide the learner with an understanding of the importance of
information and knowledge to organisations and the key concepts of managing information and knowledge in a business setting. Learners will gain an understanding of sources of information and kn owledge, how this is shared and ensuring its reliability and validity. In addition, there is opportunity to understand policies, procedures, legislation and
best practice for managing information.
|
Unit Level
|
4
|
Unit Code
|
D/650/5066
|
GLH
|
60
|
Credit Value
|
15
|
Unit Grading Structure
|
Pass-Merit-Distinction
|
Assessment guidance
|
In order to achieve this unit learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners will need to agree with tutors an appropriate organisation and country on which to base their study. Tutors need to ensure the organisation chosen is suitable. SMEs are recommended as larger organisations are often too complex and accessing the information required can be challenging.
Learner work should be illustrated with real world examples and should demonstrate substantial coverage of the unit indicative content.
|
Learning outcomes
The learner will demonstrate that they:
|
Assessment criteria
The learner can:
|
P
|
M
|
D
|
1. Understand the meaning and sources of information and knowledge for the workplace
|
1.1 Explain the meaning of information and knowledge and their interrelationship
1.2 Analyse the potential sources of
information and knowledge for the workplace
|
1M1 Evaluate the advantages and limitations of sources of
information and knowledge for the workplace
|
|
|
LO1 and LO2
|
|
2.1 Explain the importance of information and knowledge to organisations
2.2 Analyse how information and knowledge are shared in the workplace
|
2D1 Assess the value of
information
and knowledge in terms of competitive advantage to an organisation
|
2. Understand how
information and knowledge are shared and used in the workplace and why they are important
|
2M1 Justify the importance of information and
knowledge to the effective operation of quality systems in organisations
|
3. Understand the importance of using current, valid and reliable information and knowledge in the workplace
|
3.1 Explain the need for current, valid and reliable information and knowledge in the workplace
3.2 Analyse how information and
knowledge can be
tested and validated in the workplace before use
|
|
3D1 Evaluate the advantages and limitations of a range of methods for testing and validating
information and knowledge in the workplace
|
4. Understand policies,
procedures, legislation and best practice for managing
information
|
4.1 Analyse policies,
procedures and best practice for managing workplace
information
4.2 Explain key legislation applicable to managing workplace
information in a given country
|
|
|
Indicative Content
Understand the meaning and sources of information and knowledge for the workplace
Definitions – information is data collected internally and externally; knowledge is gained from analysis/synthesis of data, opinions, facts and conclusions leading to an understanding of the information.
Different categories of sources: primary and secondary, qualitative and quantitative, internal and external.
Sources of information (Internal and external)
Past data
Past records
Performance records
Financial records
KPI’s
Performance reviews
Internet
Third party data houses etc.
Regional and national statistics
Sources of knowledge (Internal and external)
Meetings
Forums
Presentations
Critical incidents
Problem solving activities
Kaizen and Quality Improvement Initiatives
Improvement teams
Staff undertaking specific roles
Capacity, efficiency, productivity
Financial analysis and standard costing etc.
Advantages and limitations of information and knowledge sources
Cost
Currency
Validity
Reliability/accuracy
Bias
Relevance
Understand how information and knowledge are shared and used in the workplace and why they are important
Sharing of information and knowledge: reports; documents; talking; socialising; collaboration; teamwork; encouragement of dialogue; asking for feedback and questions; asking for insight; meetings; training; coaching; mentoring; flow of information through chain of command; cross - functional communication; the use of ICT in managing and sharing information.
Importance of information and knowledge: basis for good decision making; supports the improvement of performance; supports development of new products, processes and services; advises management on the progress of business activities; provides information for investors, suppliers and customers; supports financing applications.
Quality systems and how they are dependent on accurate, timely, relevant information and knowledge.
Value of information and knowledge: good quality information and knowledge supports effective decision making which leads to different aspects of competitive advantage.
Understand the importance of using current, valid and reliable information and knowledge in the workplace
Importance of and need for current, valid and reliable information and knowledge in the workplace
Impact on decision making at operational and strategic levels
Impact on organisational performance and the meeting of strategic ambitions, aims and objectives
Testing and validating information: run through business cases; usability testing, case models; check with experts; check with stakeholders; check authorisation of information; keep records; track outcomes of validated information, confirm information
Tools, techniques and methods available to test the currency, validity and reliability of informatio n and knowledge: simple probability, normal distribution curve, control charts, correlation analysis, time series analysis, trend analysis, etc
Understand policies, procedures, legislation and best practice for managing information
Data management, security and confidentiality policies and procedures
Maintaining the integrity of data
The roles of Data Processors and Data Controllers
Best practice principles for information management
Preventing, managing and reporting breaches of confidentiality and security breaches
Legislation e.g. in UK: Data Protection Act 2018 and the Information Commissioner’s Office (ICO)
Suggested Resources
Bocji P. et al., 2018, Business Information Systems: Technology, Development and Management for the Modern Business, Pearson
Chaffey, D, White, G., 2011, Business Information Management, Prentice Hall
Laudon A. et al., 2021, Management Information Systems: Managing the Digital Firm, Pearson
Mutch A., 2008, Managing Information and Knowledge: A Literacy Approach, Routledge
Newell, S., Robinson, M., Scarborough, H., Swan, J., 2010, Managing Knowledge, Work and Innovation, Palgrave Macmillan
Unit 12 Managing Information and Knowledge - Supporting information
|
Opportunities for Synoptic Teaching and Learning
|
Learners and tutors will have the opportunity to link the learning from this unit with the content of other units.
|
Learning Outcome
|
Teaching and learning links to other unit LO/AC
|
LO2 Understand how
information and knowledge are shared and used in the workplace and why they are important
|
Unit 4 Communication Skills for Business LO1 Understand how internal communication takes place within organisations
Unit 14 Managing Quality LO2 Understand the importance of quality control and quality assurance systems to organisations
|
LO3 Understand the importance of using current, valid and reliable information and knowledge in the workplace
|
Unit 11 Administrative Services LO2 Understand how to create and use organisational systems, AC 2.3 Analyse the importance of keeping accurate records
|
LO4 Understand policies, procedures, legislation and best practice for managing information
|
Unit 15 Digital Communications LO3 Understand issues of accessibility, security and portability in digital communications, AC
3.2 Analyse how individuals and organisations can protect themselves against digital communications security threats
|
Opportunities for Synoptic Assessment
|
Within the unit, AC 2M1 Justify the importance of information and knowledge to the effective operation of quality systems in organisations, offers opportunity for synoptic assessment across LO1 and LO2.
|
Opportunities for Skills Development within this unit
|
Employability Skills
|
Study Skills
|
Working Independently - Using own
initiative, self -organisation, maintaining motivation/focus, managing tasks (LO1, LO2, LO3, LO4)
Problem-solving - Using analytical skills,
e.g. research skills, handling information, consulting multiple sources, categorising information (LO1, LO2, LO3, LO4)
Communication Skills - Written communication, e.g. appropriate formats, style and tone, spelling, punctuation & grammar (SPAG) (LO1, LO2, LO3, LO4)
|
Using sources of information - Accessing
information, e.g. choosing current, sufficient, relevant and reliable sources (LO1, LO2, LO3, LO4)
Reading Skills – Identifying different reading materials, reading with a purpose, understanding reading styles (LO1, LO2, LO3, LO4)
Thinking Skills - Using critical thinking skills, e.g. reading all information, identifying and interpreting others’ positions, arguments and conclusions, weighing up opposing arguments, drawing conclusions (LO1, LO2, LO3, LO4)
|
|
|
|
|
Digital skills - Handling and judging the reliability of information, using appropriate digital devices,
e.g. (computers, laptops, tablets etc) and relevant applications, software, systems and getting online (LO1, LO2, LO3, LO4)
|
Unit 13 Managing Operations
|
Unit Aims
|
Learners will have the opportunity to gain an understanding of the role
and importance of operations management in organisations. Learners will also develop an understanding of the approaches and techniques that are used in operations management, the relationship between operations and performance and the techniques used to make operational
management decisions.
|
Unit Level
|
4
|
Unit Code
|
F/650/5067
|
GLH
|
60
|
Credit Value
|
15
|
Unit Grading
Structure
|
Pass-Merit-Distinction
|
Assessment Guidance
|
The work must demonstrate that learners have achieved the learning outcomes at the standards stated by each of the assessment criteria.
Learners will need to agree with tutors appropriate organisations on which to base their study. Tutors need to ensure the organisations chosen are suitable. SMEs are recommended as larger organisations are often too complex and accessing the information required can be challenging.
Learner work should be illustrated with real world examples and should demonstrate substantial coverage of the unit indicative content.
|
Learning outcomes
The learner will demonstrate that they:
|
Assessment criteria
The learner can:
|
|
P
|
M
|
D
|
1. Understand operations management
|
1.1 Explain the approaches to planning business operations
1.2 Analyse the techniques used in operations management
1.3 Analyse why effective operations management is important for organisations
|
|
|
2. Understand the relationship between operations and performance
|
2.1 Describe the process
models used in managing operations
2.2 Identify suitable performance objectives when
managing operations
|
2M1 Analyse the significance of the performance objectives that underpin
|
2D1 Evaluate, using a process model, how a named organisation manages its operations
|
|
2.3 Evaluate the issue of quality for business operations in a named organisation
|
operations management
|
|
3. Understand the techniques used to make operational management decisions
|
3.1 Explain the techniques
used by a named organisation when making operational management decisions
3.2 Assess the usefulness of network plans for a named organisation when making operational management decisions
|
3M1 Justify the use of critical path analysis for a named organisation when making operational management decisions
|
LO1 and LO3
3D1 Analyse how a named organisation manages and reviews the implementation of operational management techniques
|
Indicative Content
Understand Operations Management
Operations Function
Management of resources for production of goods
Management of resources for the delivery of goods or services
Impact of environmental and ethical issues
Role of the supply chain
Operations Management Approaches
Six Sigma
Business process modelling
Business process reengineering
Supply chain management
Just in Time
Ensuring strategy and vision drive operational processes required
Project planning and control
Risk management
Lean management
Operations Management Techniques
Processes – input-transformation-output process
Benchmarking
Balanced score card
Inventory management
Lean production techniques
Use of Economic Order Quantities
Operations Processes – Four Vs
Organisations survive and flourish when operations management lies in the hands of able managers to manage core activities that transform key resources into deliverable products or services
Volume
Variety
Variation
Visibility
Understand the relationship between operations and performance
Process Models
Waterfall Model
Incremental Development Model
Spiral Model
V Model
Operations Management Performance Key Objectives
Cost
Dependability
Flexibility
Quality
Speed
Quality Control
Importance of accurate data linked to reporting systems and processes
Web analytics
Qualitative and quantitative metrics
Data on purchase orders
Location of business
Capacity
Stock management
Total Quality Management (TQM)
Understand the techniques used to make operational management decisions
Techniques
Implementation review; identifying when and how to review and the links to reporting processes and future actions
Linear programming
Decision trees
Critical Path Analysis
Flow charts
Network planning – includes critical path analysis/method (CPA/CPM), Project Evaluation and Review Technique (PERT), The Precedence Diagramming Method (PDM) and Systematic Network Planning (SNP)
Understand the elements of a network diagram, e.g. critical path analysis
Understand how to Identify a critical path
Analyse a network diagram
Evaluate the usefulness of critical path analysis as a decision-making tool
Six Sigma
Lean Principles
Suggested Resources
Manners-Bell, J., 2020, Supply Chain Risk Management: How to Design and Manage Resilient Supply Chains, Kogan Page
Manners-Bell, J. and Lyon, K., 2022, Logistics and Supply Chain Innovation: A Practical Guide to Disruptive Technologies and New Business Models, Kogan Page
Kelly P. & Cole G., 2020, Management Theory and Practice, Cengage Learning
Paton S., Clegg B., Hsuan J. & Pilkington A., 2020, Operations Management, McGraw Hill
Slack N., 2019, Operations Management, Pearson
Indicative Content
Understand approaches to quality management in organisations
Approaches / Theories
Deming
Juran
Feigenbaum
Crosby
Ishikawa
Practical Applications in Organisations
Quality planning
Quality control
Continuous quality improvement
Self-assessment
Communication channels
Impact of external factors on choice of approach to quality management
Continuous Improvement
Ensuring customer needs, wants and aspirations are met
Identification of quality gaps
Contrasting needs of internal and external customers
External inspections
Organisational need e.g. business development, bottom line, updating
Impacts on business organisations of failing to maintain and improve quality
Loss of customers and clients
Damage to business reputation
Increased reworking of faulty products
Increased waste
Increased costs
Legal implications
Effect on staff morale
External Factors
Policy - regulations
Legal requirements
Technology - cost/access to appropriate technology
Social – increased awareness of quality and consumer expectations
Understand the importance of quality control and quality assurance systems to organisations
Quality Systems
Mass production and mass inspection
Quality systems for goods v quality systems for services
Quality accreditation, for example, BS 5750, ISO 9002, EN 29000, Chartermark, Citizen’s Charter, Investors in People
Quality Assurance
Pro-active managerial tool
Responsibility of the whole workforce
Process orientated
Focuses on prevention
Occurs before and during processes
Quality Control
Reactive and corrective tool
Product orientated
Focuses on identification and correction of components or products that fall below standards
Carried out to ensure products meet the specification, function correctly, are free of defects.
Quality Management Systems
Six Sigma
Zero Defects
Total Quality Management (TQM)
International Quality Standards
Benchmarking.
Modifications / Service Systems
Service improvements
Concepts applications
Documentation
Administrative processes
Application of standards for monitoring, feedback and review
Action on improvements
Performance indicators
Response times
Understand the impact of organisational culture on approaches to quality management
Culture
Language
Religion
Values
Attitudes
Customs
Education
Infrastructure
Work attitudes
Organisational culture
Organisational values
Changing organisational culture to improve quality management
Change management
Communication of change process
Needs, requirements and commitment from employees
Communication and reporting mechanisms between management and employees
Reducing resistance to change
Suggested Resources
Beckford, J., 2009, Quality: A Critical Introduction, Routledge
Dale BG., Bamford D., et al, 2016, Manging Quality: An Essential Guide and Resource Gateway, Wiley
Defeo J, 2016, Juran’s Quality Handbook: The Complete Guide to Performance Excellence, McGraw Hill
Edwards Deming W., (Joyce Orsini ed), 2012, The Essential Deming: Leadership Principles from the Father of Quality, McGraw Hill
Tague N., 2005, The Quality Toolbox
Indicative Content
Understand a range of digital communications technologies
Analog and digital communications: How analog waves are recorded as opposed to being sampled and converted into a digital format. Advantages of sustainability and longevity of digital formats.
Digital communications examples: Provide examples of different types of digital communications. Some examples include email, video conferencing, instant messaging, text messaging and mobile phones.
New and emerging trends: Virtual environments for research, teaching and learning. Interactive workspaces and virtual offices. The growth in mobile workers and changes to traditional work environments. Examples include: Ambient Knowledge, Immersive Technology and Bürolandschaft (office landscaping to accommodate mobile workers).
Understand the impact of digital communications
Digital communications in the workplace: How digital media has streamlined certain office procedures such as invoicing and payments, digital marketing tools, meetings and collaborative software and on-line trading via e-commerce facilities.
Societal impact: Greater choice and flexibility in terms of consumer buying power and breaking down barriers associated with supply and demand of goods and services. Enhanced global communications, bringing people together through email, Skype, Zoom, Teams, Facebook, Messenger, Twitter, Snap Chat and other digital media applications. Isolation of vulnerable groups such as children and teenagers as they become more dependent on digital communications as opposed to face-to-face interaction. Health and well-being issues of becoming more insular and less mobile.
Written and oral communications: Use of texting and emojis. Move away from formal English language and phrases to more informal styles of communication. Decline of more traditional written formats such as letter writing, with more modern methods such as emails, WhatsApp etc.
Understand issues of accessibility, security and portability in digital communications
Barriers: Cost - need to constantly upgrade to new faster machines and devices, operating systems and storage. Limited by geography and networks, access to wi-fi and the internet. Some sectors of society still lack technological skills and knowledge to understand how to use the required hardware, software and applications. Time zones still an issue for virtual meetings across different continents. Resistance to change within a workforce due to fear of being replaced by technology and making job roles redundant.
Security threats: Protection of mobile devices with anti-virus software, passwords and log-in shields. Advancements in terms of voice recognition to access secure data, multi factor authentication and passkeys for banking. Use of payment systems such as PayPal in oppose to typing in bank details onto a mobile device. Network security, firewalls, administrators, IT policies, download and portable device restrictions in organisations to combat potential security threats.
Portability and growth: Assess the importance of having digital communications ‘on the go’. The need to be available 24/7. The impact of accessibility and expectation of being available 24/7. No defined barriers between work-life and social-life with constant notifications, updates, emails and software accessibility on portable devices such as mobile phones.
Portability: The ability to work from any location including home or whilst travelling thus saving time and transport costs. Being able to work easily and more flexibly with people in different time zones, creating a 24/7 productive environment.
Breach of digital security: Unauthorised access to data, applications, services, networks and/or devices by bypassing underlying security mechanisms. Sensitive, protected or confidential data is copied, transmitted, viewed, stolen or used by an individual unauthorised to do so.
Understand blogging, digital content management and social networking platforms
Blogging software: Blogging tools such as: WordPress, Wix, Yola, Tumblr or Contentful etc.
Blogging evaluation: Comment on the layout, content and design. Is the blog ‘fit for purpose’? Is it appealing in terms of audience views, does it allow comments, is it updated regularly?
Content management: Discuss the features in terms of what content management is and does. Understand the processing and technologies that supports the collection, managing, and publishing of information. Explanation of how it becomes ‘digital content’.
Social media platforms: Drawbacks to include issues of spam, privacy and cyber -bullying. In addition to security threats, viruses and hackers. Other issues related to costs and the global social divide between countries that do and do not have access.
Benefits to include global communication networks, developments and advancements in teaching, learning and innovation.
Suggested Resources
Bouvee C., 2020, Business Communication Essentials: Fundamental Skills for the Mobile-Digital- Social Workplace, Pearson
Bouvee C. et al., 2020, Business Communication Today, Pearson
Chaffey D., et al., 2019, Digital Business and E-Commerce Management: Strategy, Implementation and Practice, Pearson
Scott, D.M., 2022. The new rules of marketing and PR: How to use content marketing, podcasting, social media, AI, live video, and newsjacking to reach buyers directly, John Wiley & Sons
Indicative content
LO1 Understand culture and cultural theories in an interconnected world
Definitions of culture; Culture from both a societal/geographical perspective as well as a business perspective
The definition of Globalisation and its impact on cultural change
Different types of culture globally and how these may influence business cult ure; the importance of recognising and understanding cultural difference; cultural difference and its impact on leadership styles
LO2 Understand ethics, values, and decision-making when promoting positive intercultural relations
The definitions, concepts and application of the following: The Personal Side of Culture: Rituals, Religion, and Family, Intercultural Communication: Words and Meaning, Applying Cultural Intelligence to Work and Life
Application of the following: Eastern and Western approaches to business ethics, organisational approaches impacting ethical decision making, leadership characteristics impacting ethical decision making, the principles of corporate social responsibility, the triple bottom line
LO3 Understand cultural frameworks and contemporary issues in a business environment
Application of appropriate cultural frameworks and interdisciplinary, global perspectives in addressing contemporary issues – Global Citizenship: Ethics and Values, Global Citizenship and Education, Global Health
Contemporary historical context: Global Society in a Post-Cold-War World; Origins, concept and theory of Globalisation; Factors driving Globalisation, Strategic complexities of operating in a global environment
LO4 Review own cultural assumptions and perspectives
Continued review and reflection of one's own cultural assumptions and perspectives in relationship to others in order to build meaningful intercultural relations and become an effective global citizen.
Reflection on methods used, challenges faced, new learning, skills and knowledge used to enable progress, skills and knowledge gap, personal learning and development.
Suggested Resources
Bartlett C. et al., 2018, Transnational Management: Texts, Cases, and Readings in Cross -Border Management, McGraw-Hill
Collinson S., 2020, International Business, Pearson
Deresky H., 2016, International Management: Managing Across Borders and Cultures, Pearson
Indicative Content
Collect, present and interpret data
Sampling Techniques
Simple Random Sampling (SRS)
Stratified Sampling
Cluster Sampling
Systematic Sampling
Multistage Sampling
Data Collection
Interviews
Questionnaires and Surveys
Observations
Focus Groups
Ethnographies, Oral History, and Case Studies
Documents and Records
Frequency distributions
Frequency tables
Discrete and continuous data
Graphs and charts
Graphs of linear and quadratic equations
Histograms
Frequency polygon
Frequency curve
Cumulative frequency curves
Bar charts
Pie charts
Lorenz curve
Reporting
Importance of interpretation of results of analysis
Making recommendations based on analysis
Reporting information using non-technical terms
Use descriptive statistical techniques
Numerical techniques
Four rules of number
Negative numbers
Hierarchy and order of operations
Decimal places and significant numbers
Fractions, Decimals and Percentages
Factors, multiples, common factors
Prime numbers and prime factor decomposition
Reduce ratios to their simplest form
Interpret scales Expand and factorise quadratic expressions
Manipulate expressions and formulae (to include both linear and quadratic expressions)
Descriptive statistics
Measures of Frequency: Count, Percent, Frequency.
Measures of Central Tendency: Mean, Median, and Mode.
Measures of Dispersion or Variation: Range, Variance, Standard Deviation.
Measures of Position: Percentile Ranks, Quartile Ranks
Uses of statistical methods in a range of business functions eg:
Costing
Inventory Valuation
Budgeting
Incomplete accounting records
Staffing requirements
Payroll
Carry out investigations with appropriate inferential testing
Hypothesis and null hypothesis
Nature of a hypothesis test
One-tail test
Two-tail tests
Application of a ‘null hypothesis’ and ‘alternative hypothesis’
Use of ‘significance level’, ‘rejection region’ (or ‘critical region’), ‘acceptance region’ and ‘test statistic’ during the investigation.
Presentation of results
Tables
Graphs
Charts
Reports
Inferential testing
Choice of sampling method to obtain a representative sample
Research design
Research aim
Level of measurement – nominal, ordinal and interval levels
Inferential testing methods to meet the needs of task.
Statistical techniques
Analysis of variance (ANOVA)
Correlation
Pearson product-moment correlation coefficient
Factor analysis
Regression analysis
Non-parametric hypothesis tests, for example:
The nature and use of Chi squared test
The Mann-Whitney non-parametric tests
Wilcoxon signed-rank tests
Parametric hypothesis tests, for example:
The nature and use of Student t-Test
The nature and use of the z-Test
Understanding of and ability to use statistical packages to aid computation
Timeseries analysis and forecasting
Suggested Resources
Black K., 2020, Business Statistics: For Contemporary Decision Making, Wiley
Davis G. & Pecar B., 2021, Statistics in Business & Management, Sage Publications
Trimming A., 2022, Applied Statistics: Business and Management Research, Sage
Unit 17 Applied Statistics - Supporting information
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Opportunities for Synoptic Teaching and Learning
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Learners and tutors will have the opportunity to link the learning from this unit with the content of other units.
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Learning Outcome
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Teaching and learning links to other unit LO/AC
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LO1 Collect, present and interpret data
LO2 Use descriptive statistical techniques
LO3 Carry out investigations with appropriate inferential testing
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Links could be made to other units in terms of using these as a context for analysis. For example, Unit 6 The Marketing Mix – analysis of marketing data; Unit 3 Financial and Management Accounting Techniques – analysis and presentation of financial results, sales etc; Unit 5 Resource Management – describing and planning effective use of resources; Unit 11 Administrative Services – ‘Just in Time’ stock management and economic order quantities; Unit 14 Managing Quality – descriptions of quality data
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Opportunities for Synoptic Assessment
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LO1 Collect, present and interpret data underpins both types of statistical analysis (ie descriptive
and inferential) presented in LOs 2 and 3.
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Opportunities for Skills Development within this unit
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Employability Skills
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Study Skills
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Problem-solving – Analytical and research skills; critical thinking; drawing conclusions (LO1, LO2, LO3)
Digital Skills – Handling information, problem solving, applying relevant numeracy skills to explore, organise and share data appropriately (LO1, LO2, LO3)
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Using sources of information – Knowing where to look for information and how to access it (LO1, LO2, LO3)
Thinking Skills – Researching and handling
information, collecting and analysing information
(LO1, LO2, LO3)
Digital Skills – Problem-solving and applying relevant numeracy skills to explore and organise data appropriately (LO1, LO2, LO3)
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