ATHE Level 4 Business and Management Specification

Published: 10 Jul, 2025

Category		Subject	Business
University		Module Title	Business and Management

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		operating in
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
	4.1 Present complex information using technology	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

Agenda, minutes, papers

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)

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)

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	LO2 and LO3 3M1 Analyse the potential conflicts	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	stakeholders
		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)

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

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

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)

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
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 Collect, present and interpret data LO2 Use descriptive statistical techniques LO3 Carry out investigations with appropriate inferential testing	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
Opportunities for Synoptic Assessment
LO1 Collect, present and interpret data underpins both types of statistical analysis (ie descriptive and inferential) presented in LOs 2 and 3.

Opportunities for Skills Development within this unit

Employability Skills

Study Skills

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)

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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ATHE Level 4 Business and Management Specification

Contents

Introduction

About ATHE

Our Qualifications

Support for Centres

ATHE Qualifications at Level 4 in this Specification

Availability

ATHE’s Level 4 Qualifications in Business and Management

Introduction to the ATHE Level 4 Diploma in Business and Management

Aims of the Qualification

Introduction to the ATHE Level 4 Extended Diploma in Business and Management

Aims of the Qualification

Introduction to the ATHE Level 4 Extended Diploma in Business and Management (Gen. Ed.)

Aims of the Qualification

Entry Requirements

Reasonable Adjustments and Special Considerations

Progression

ATHE Recognition of Prior Learning (RPL)

Resources Required by Centres

Modes of Delivery

Qualification size

Guided Learning Hours – GLH

Additional non-supervised learning

How TQT is calculated

Qualification Structure

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

Grading System

Qualification Grading Structure

Quality Assurance of Centres

Guidance for Teaching and Learning

Top Tips for Delivery

Unit Specifications – key features

Unit Specifications

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