iq iam level 4 diploma in business and administrative management (qcf) · diploma in business and...

Quality Management System

of 106 IQB/0.2/228 | Version 1.0 | 15/04/2014 | Author DM

IQ IAM Level 4

Diploma in Business and

Administrative Management (QCF)

Qualification handbook February 2014 edition

Qualification regulation number 601/2718/1



Contents

1. Introduction to the Level 4 Diploma in Business and Administrative Management.................. 4

Qualification aim .................................................................................................................................. 4

Qualification structure ......................................................................................................................... 5

Qualification assessment...................................................................................................................... 6

Examinations ........................................................................................................................................ 6

2. Information for candidates .................................................................................................... 9

Candidate entry requirements ............................................................................................................. 9

Independent candidates ...................................................................................................................... 9

Membership .......................................................................................................................................10

3. Information for centres ....................................................................................................... 12

Diversity and Equality .........................................................................................................................12

Resource requirements ......................................................................................................................12

Registration and certification .............................................................................................................12

Reasonable adjustments ....................................................................................................................12

Appeals ...............................................................................................................................................12

4. Plagiarism ........................................................................................................................... 13

Guide to Centres, Assessors, Examiners and Candidates ...................................................................13

5. Mandatory units ................................................................................................................. 14

401 Fundamentals of administrative management .......................................................................... 15

402 Administrative systems .............................................................................................................. 20

403 Managing operations ................................................................................................................. 24

404 Managing quality ........................................................................................................................ 29

405 Personal effectiveness ................................................................................................................ 34

406 Managing people in organisations ............................................................................................. 40

407 Managing information and knowledge ...................................................................................... 48

408 Finance for administrative managers ......................................................................................... 53

6. Optional units ..................................................................................................................... 58

409 Administration for executive assistants ..................................................................................... 59

410 Introduction to Islamic finance .................................................................................................. 69

411 Managing business facilities ....................................................................................................... 75

7. Imported Optional units ...................................................................................................... 81

431 Management accounting: costing and budgeting ...................................................................... 82



432 Marketing intelligence ................................................................................................................ 89

433 The Internet and e-business ....................................................................................................... 95

434 Business events management .................................................................................................. 101



1. Introduction to the Level 4 Diploma in Business and Administrative

Management

Qualification aim

The IQ IAM Level 4 Diploma in Business and Administrative Management (QCF)is based on the

IQ IAM’s definition of administrative management, namely that the administrative

management function supports organisations in planning, organising, directing, and controlling

their business activities across all functional areas. Thus, administrative management and

administrative managers have a key role in ensuring that businesses gain and maintain their

competitive advantage. The qualification explores how businesses design and operate internal

structures and systems which support these goals.

Candidates will develop a holistic approach to business together with the analytical and

evaluative skills necessary for those in management positions. They will also become familiar

with the theory that underpins research, with the elements of formal research and with

research methods and techniques.

Candidates will gain knowledge, skills and understanding to manage effectively and efficiently

business and administrative functions across organisations. The qualification has a flexible

structure and includes a range of optional units. This enables candidates to tailor the

qualification to their specific needs.

Qualification accreditation information

Accreditation number: 601/2718/1



Qualification structure

The IQ IAM Level 4 Diploma in Business and Administrative Management QCF) is made up of a

combination of mandatory and optional units.

Rule of combination (RoC)

To achieve the IQ IAM Level 4 Diploma in Business and Administrative Management candidates

must achieve a minimum of 120 credits. Candidates must complete all eight mandatory units,

worth 100 credits, plus two optional units worth a minimum of 20 credits.

Mandatory units

Ofqual ref. Unit no. Unit title GLH Credit

Group 1 Administrative management and systems

A/602/1796 401 Fundamentals of administrative management 60 15

K/602/1809 402 Administrative systems 40 10

Group 2 Managing operations and quality

D/602/1810 403 Managing operations 60 15

H/602/1811 404 Managing quality 50 10

Group 3 Managing and developing human resources in organisations

M/602/1813 405 Personal effectiveness 50 10

T/602/1814 406 Managing people in organisations 75 15

Group 4 Managing finance, information and knowledge

F/602/1797 407 Managing information and knowledge 60 15

K/602/1812 408 Finance for administrative managers 50 10

Optional units

Ofqual ref. Unit no. Unit title GLH Credit

M/602/4873 409 Administration for executive assistants 50 10

T/602/4874 410 Introduction to Islamic finance 75 10

R/602/4865 411 Managing business facilities 50 10

R/601/0836 431 Management accounting: costing and

budgeting

60 15

K/601/0955 432 Marketing intelligence 60 15

J/601/1109 433 The Internet and e-business 60 15

Y/601/1048 434 Business events management 60 15



Qualification assessment

Units 401-408 are assessed in groups; consequently, none of these units are assessed

individually.

Each of the four assessment groups is assessed by either a three-hour written examination or

an IQ IAM assignment; the word count for these assignments is 2000-2500 words. When

entering for assessment, the centre or independent candidate must notify IQ IAM which

method of assessment the candidate is to be entered for.

Live assignments are downloaded from the Student Members’ Login area of the IQ IAM

website. For each mandatory assessment group, candidates have a choice of assignments from

which each candidate must select one assignment only. Assignments are marked by the centre

and moderated by IQ IAM.

All Level 4 optional units are assessed by IQ IAM assignments; the word count for these

assignments is 2000-2500 words. Live assignments are downloaded from the Student

Members’ Login area of the IQ IAM website. Candidates have a choice of assignments from

which each candidate must select one assignment only. Assignments are marked by the centre

and moderated by IQ IAM.

Examinations

Group 1 Administrative management and systems

401 Fundamentals of administrative management

402 Administrative systems

This group is assessed by either a three-hour written examination or an IQ IAM assignment.

The examination paper is divided into two sections:

Section A

This section forms 60% of the total mark for this paper. Candidates must complete three

questions from a selection of six.

Section B

This section forms 40% of the total mark for this paper. This section is compulsory. Candidates

will be given a short scenario to read and will then answer a question related to that scenario.

This section will encourage candidates to use independent thinking as opposed to quoting

textbook answers.


403 Managing operations

404 Managing quality





Section A



Section B




textbook answers.

Group 3 Managing and developing human resources in organisations

405 Personal effectiveness

406 Managing people in organisations

This group is assessed by either a three-hour examination based on a pre-released case study

or an IQ IAM assignment. The examination paper is divided into two sections:

Section A


questions from a selection of six, all based on the pre-released case study.

Section B

This section forms 40% of the total mark. This section is compulsory. Candidates are expected

to answer two compulsory questions relating to the pre-released case study.

Group 4 Managing finance, information, and knowledge

407 Managing information and knowledge

408 Finance for administrative managers



Section A



Section B




textbook answers.



Assessment terminology The table below includes the terminology used in all types of assessment at levels 2 to 5. It also includes

the Institute’s explanation of the meaning of these terms in the contexts of assessments.

Knowledge/understanding

These are foundation skills.

Assessment tasks in this category require candidates to

demonstrate their knowledge and understanding of the

required subject content. They assess basic learning.

Define

describe

list

name

outline

state

Application

Candidates must show an ability to demonstrate the

understanding of the specified knowledge content in

practical business contexts.

Assessment tasks in this category require candidates, for

example, to:

• make a practical decision

• demonstrate the required knowledge, understanding,

and skills in organisational contexts.

Apply

calculate

create (in an applied context)

demonstrate/ demonstrate how

design

estimate

investigate

plan

prepare

propose

use

Analysis

Candidates must be able to break down situations,

statements, theory, and numerical and non-numerical data

into components or essential features.

For higher level analysis candidates should incorporate

relevant concepts and theory into their arguments.

Assessment tasks in this category require candidates to:

• select data relevant to tasks

• organise data relevant to tasks

• break down data/texts to their elements

• respond to data/text that contains several elements

analyse / critically analyse

clarify

compare

differentiate between

examine

explain

identify why, how, reasons, characteristics

investigate

select

summarise

Evaluation

The most advanced cognitive skill is that of evaluation. At

this level, candidates make connections, present

judgements, opinions and draw conclusions that are

supported by valid reasons and evidence.

Evaluation involves reflective thinking.

Assessment tasks in this category require candidates to

give detailed responses and while doing so:

• provide supported decisions or conclusions

• make a reasoned case

• make comparisons based on valid and relevant reasons

and evidence

• set up arguments based on valid reasons and evidence

advise

argue for and against

compare, contrast and reach a judgement

criticise

discuss

evaluate

identify the most important

interpret

investigate e.g. the effectiveness of

justify

reason for and against

recommend

solve

summarise

…to what extent?

IQ IAM Level 4 Diploma in Business and Administrative Management


2. Information for candidates

Candidate entry requirements There are no formal entry requirements for this qualification. However, it is recommended that

candidates should have a level 4 qualification or equivalent work experience in the business

administration area.

Language knowledge A language knowledge equivalent to level 6 ILETS is recommended. It is the centre’s responsibility to

assess if candidates have the required level of English and if they wish, they could require formal

certification.

Age restrictions and legal considerations The level of demand of this qualification is broadly equivalent to the second year of a university

bachelor’s degree in the area of business management. Therefore, given the complexity of some of the

content we believe that candidates will not have sufficient knowledge or experience below the age of

19.

Progression

This qualification leads to further studies in management at level 6 and to higher education.

Replacement documentation

In some circumstances, centres will require replacement copies of documents previously issued i.e.

notifications of results, transcripts, certificates. For information on how to order replacements, please

contact [email protected]

Appeals Where learners feel that the assessment decision has not been fair, they should have the opportunity to

access the normal appeals/complaints procedure of the centre, in the first instance, and if this does not

resolve the situation then IQ’s enquiries and appeals procedures.

The IQ appeals policy can be found at: http://www.industryqualifications.org.uk/centre-portal/general-guidance/qualification-policies/appeals-policy

Independent candidates Some candidates choose to prepare for these examinations by studying as an independent candidate,

with no support from a tuition centre. Such a learning strategy is not recommended because there is

evidence to suggest that the quality of learning is greatly enhanced by tutor and peer group support at

this level.

If a candidate still wishes to undertake any of the IQ IAM qualifications as an independent candidate,

they will need to complete the appropriate registration forms, which can be requested from:

[email protected]

Important notice for independent candidates It is important that all candidates are aware that IAM accredited centres are not permitted to provide

tutorial or assessment support for independent candidates. If candidates are aware of any breach of

these rules, they should immediately notify [email protected]



Membership

The IQ IAM is the only professional body in the United Kingdom specialising in the promotion of

Administrative Management.

Our membership includes directors, accountants and company secretaries, people concerned with

specialist functions, general managers and executives with operational and administrative

responsibilities in both the public and private sector.

There are two routes into professional membership of the IQ IAM, based on:

• taking IQ IAM professional qualifications

• previous experience and knowledge

Both routes have equal status and all members are encouraged to undertake Continuing Professional

Development (CPD).

Student membership All Level 4 Diploma in Business and Administrative Management candidates registered with the IQ IAM

receive student membership of the Institute. This enables them to have access to the Student

Members’ Login area of the IQ IAM website, which includes the course study and support materials.

Technician (TinstAM) Associate membership is open to individuals who:

• hold a qualification at level 2 or 3

• have been employed for two years or more in any business where their duties involve the

management of business administration or professional administration

• have completed ten days’ CPD in the past two years

Technician members of the Institute are eligible to use the designatory letters TinstAM. Upon successful

completion of any IQ IAM level 2 or 3 qualification, candidates may apply to become a technician

member.

Associate (AinstAM)

Associate membership is open to individuals who:

• have been employed for four years or more in any business where their duties involve the

management of business administration

• hold a qualification at level 4 or 5

• have completed twenty days’ CPD in the past three years

Associate members of the Institute are eligible to use the designatory letters AinstAM. Upon successful

completion of any IQ IAM level 4 or 5 qualification, candidates may apply to become an associate

member.

Member (MinstAM) Full membership is open to individuals who:

• have been employed for five years or more in any business where their duties involve the

management of business administration

• hold a qualification at level 6

• have completed thirty days’ CPD in the past three years

Full members of the Institute are eligible to use the designatory letters MinstAM. Upon successful

completion of any IQ IAM level 6 qualification, candidates may apply to become a full member.



Fellow (FinstAM)

Fellowship of the IQ IAM is open to full members who:

• can demonstrate significant experience or contribution to the fields of business and administrative

management or professional administration, assessed according to IQ IAM Professional Standards

• hold a qualification at level 7 or above

Fellows of the Institute are eligible to use the designatory letters FinstAM. On occasion, the IQ IAM will

accept applications for direct entry to fellowship when the applicants experience and achievements

merit the status of IQ IAM fellow.

Companion (CinstAM) Companion is the highest grade attainable and is by invitation only. Only those most senior and

experienced Fellows, who have made a significant contribution to the institute or have increased the

breadth of research and knowledge in business and administrative management, or professional

administration, are eligible for this level.

Designatory letters can only be used while an associate member, member, or fellow is a paid-up

member of the IQ IAM.



3. Information for centres

Centres must be approved by IQ in order to offer this qualification and must meet the required

criteria and satisfy IQ that their tutorial staff, learning resources, and quality systems comply with IQ

quality standards.

For further information or to find out more about how to apply to become an IQ IAM centre, please

contact [email protected]

Diversity and Equality Centres must:

• have Diversity and Equality policies incorporating processes that adhere to current Diversity and

Equality legislation

• are adhering to their own published Diversity and Equality policies in practice

• comply with the policies and processes set out in IQ’s Diversity and Equality and Reasonable

Adjustments Policies

• IQ’s Diversity and Equality can be downloaded

from: http://www.industryqualifications.org.uk/centre-portal/general-guidance/company-

policies/diversity-equality-policy

Resource requirements Centres must have appropriate accommodation and systems to support provision. This includes the

IT system which must enable the centre to transmit assessment and other personal data securely,

this includes including teaching rooms, libraries, teaching materials and IT systems.

Registration and certification

It is the responsibility of the centre to ensure that their candidates’ registrations are up-to-date.

Reasonable adjustments

When developing qualifications and designing assessments, every effort is made to consider the

needs of all candidates, including those with disabilities or specific difficulties.

Despite careful design, it is possible that some candidates require reasonable adjustments to

assessment methods or arrangements in order to ensure that they can access the assessment.

Reasonable Adjustments Policy can be found at:

http://www.industryqualifications.org.uk/centre-portal/general-guidance/qualification-

policies/reasonable-adjustments-policy

Appeals

Centres must have Centres must have their own auditable appeals procedure that they must

explain to candidates during the induction to the courses.

The IQ appeals policy can be found at:

http://www.industryqualifications.org.uk/centre-portal/general-guidance/qualification-

policies/appeals-policy



4. Plagiarism

Guide to Centres, Assessors, Examiners and Candidates

What is plagiarism?

Candidates commit plagiarism when they copy, very closely imitate, paraphrase or cut and paste

someone else’s work, ideas, and/or language and present it as their own.

How could tutors and centres prevent plagiarism in assessments?

First of all tutors should assess if the groups and individuals they teach are likely to commit

plagiarism. They should also establish why this could happen, for example for linguistic, cultural

reasons or because of simple ignorance or misunderstanding of the concept.

Tutors and centres then should:

• explain what plagiarism is and why it is wrong to plagiarise

• explain the concept of intellectual property; the ownership of words, concepts, electronic

materials, etc.

• develop centre policies to prevent plagiarism

• explain the consequences of committing plagiarism

• explain the importance of referencing and teach the use of referencing systems

• set differentiated, individual assignments for each candidate

What are the consequences of plagiarism?

Tutors should explain to candidates that those who commit plagiarism achieve lower academic

results than those who do not.



5. Mandatory units

Group 1 Administrative management and

systems


Group 3 Managing and developing human

resources in organisations

Group 4 Managing finance, information and

knowledge




Credit: 15

GLH: 60

Unit aim

This unit explores the role and function of administrative management in organisations and

within the management profession. The candidates will become familiar with the

communication tools necessary for this business function and will examine the role of ICT in

administrative management.

Candidates who aspire to managerial positions in business and administration will develop

the fundamental knowledge and understanding, and the analytical and evaluative skills

necessary for such job roles.

Learning outcomes

This unit has three learning outcomes.

The candidate will:

01 Understand the concept of administrative management

02 Understand administrative systems

03 Understand the role of communication in organisations

Mandatory reading

Mullins, L. J. (2010) Management and Organisational Behaviour. 9th edition. Harlow, FT

Prentice Hall

Further reading

Cole, G. (2003) Management Theory and Practice. 6th edition. Thomson Learning

For further learning resources, please consult the learning resources section in the Student

Members’ Login area of the IQ IAM website.




Learning outcome 01: Understand the concept of administrative management

Assessment criteria

The candidate can:

1.1 Outline the role of administrative management

1.2 Demonstrate how the role of the administrative manager relates to the functions of

management

1.3 Evaluate the role of the administrative manager in the context of the administrative

management function

1.4 Analyse the strengths and weaknesses of administrative managers

Amplification of assessment criteria

1.1 Outline the role of administrative management

1.1.1 Demonstrate why administrative management is a key role within organisations

1.1.2 Identify the role and responsibilities of an administrative manager

1.1.3 Explain the contribution of administrative management to different types of

organisations (e.g. profit making, non-profit making, charities, large, SMEs, etc.)

1.2 Demonstrate how the role of administrative manager relates to the functions of

management

1.2.1 Identify the key functions of management

1.2.2 Demonstrate, using examples, the role of the administrative manager in achieving

the key functions of management

1.3 Evaluate the role of the administrative manager in the context of the administrative

management function

1.3.1 Identify and give examples of the activities that make up the administrative

management function

1.3.2 Assess the contribution of the administrative manager to business functions

1.4 Analyse the strengths and weaknesses of administrative managers

1.4.1 Identify the skills profile required by an administrative manager

1.4.2 Demonstrate, by using examples, how these skills support administrative

management within different organisations

1.4.3 Examine the ways in which administrative managers’ weaknesses can affect their

job performance




Learning outcome 02: Understand administrative systems

Assessment criteria

The candidate can:

2.1 Describe the main features of administrative systems employed in different types of

organisations

2.2 Explain how organisations manage information flows

2.3 Analyse and evaluate the role of information and communication technology (ICT) in

supporting administration


2.1 Describe the main features of administrative systems employed in different types of

organisation

2.1.1 Outline the main features of administrative systems

2.1.2 Evaluate the contribution of administrative systems to organisations of different

types and size

2.2 Explain how organisations manage information flows

2.2.1 Use examples to explain information flows within organisations

2.2.2 Demonstrate how information flows are managed within organisations

2.2.3 Assess the contribution of information flows within organisations

2.3 Analyse and evaluate the role of information and communication technology (ICT) in

supporting administration

2.3.1 Explain the role of ICT in supporting administration

2.3.2 Analyse and evaluate the contribution of ICT in supporting administrative

management




Learning outcome 03: Understand the role of communication in organisations

Assessment criteria

The candidate can:

3.1 Understand different models of communication

3.2 Analyse the strengths and weaknesses of an organisation’s communication system

3.3 Recommend how an organisation’s communication system can be improved


3.1 Understand different models of communication

3.1.1 Identify the models of communication used by administrative managers

3.1.2 Demonstrate, using examples, how various models of communication are used to

support administrative management

3.2 Analyse the strengths and weaknesses of an organisation’s communication system

3.2.1 Describe an organisation’s communication system

3.2.2 Identify its potential strengths and weaknesses

3.2.3 Compare its system to one or more models of communication

3.3 Recommend how an organisation’s communication system can be improved

3.3.1 Propose how weaknesses can be tackled and strengths embedded

3.3.2 Make justified recommendations to improve communications within this

organisation




Guidance for tutors

The starting point for the study of this unit is to give candidates a clear explanation of the

role and function of administrative managers. This should reflect their activity within

businesses of different sizes, within different industries and from both the ‘for-profit’ and

‘not-for-profit’ sectors.

Make clear to candidates that in the business world administrative managers are

professionals who will lead teams which get the required work done. They will be

responsible for transforming inputs e.g. people, inventory, resources into outputs (including

business success through improved effectiveness and efficiencies). They will have particular

responsibilities for improving business performance in order to achieve long-term

sustainable business gains.

Candidates need to understand that planning, organising and controlling will be a key part of

an administrative manager’s activities. Responsibilities will involve managing human

resources, budgets and achieving improvements in cross-business activities including quality,

facilities, and ICT (information and communications technology).

A key requirement of the unit is that candidates identify and understand the essential

contribution of administrative systems in different types of business. Study of this part of

the unit should emphasize the need to evaluate the contribution of administrative systems

to business success. A critical element of this is being able to explain how information flows

are managed and understanding why this is so important.

Study of this unit should demonstrate that systems for communication and ICT are key

elements in effective and efficient administration. This requires demonstrating how ICT and

models of communication are used by administrative managers. This can be successfully

achieved through the use of examples from business to explore how administrative systems

can become more effective through better utilisation of communications and ICT.

In dealing with this part of the unit, consideration should be given to how communications

and ICT can be improved given the contribution each makes to administrative management.




Credit: 10

GLH: 40

Unit aim

This unit explores how a framework of systems thinking can be used to improve the

administrative performance of organisations. It examines the impact administration has on

the organisation and the need for sound administrative policies and procedures to manage

organisational activities.

Candidates who aspire to design administrative systems, policies, and procedures will

develop the fundamental knowledge, understanding, and skills necessary for such job roles.

Learning outcomes

This unit has two learning outcomes.

The candidate will:

01 Understand how systems thinking can affect the administrative performance of

organisations

02 Understand the role and function of policies and procedures in meeting customer

requirements

Mandatory reading

Lucey, T. (2005) Management Information Systems. 9th edition. London, Thomson

Further reading

Alter, S. (2001) Information Systems, Foundations of E-business. 4th edition. Pearson

Education

Appleby, R.C. (1994) Modern Business Administration. 6th edition. London, ELBS with

Pitman

Quible, Z. K. (2005) Administrative Office Management: An Introduction. 8th edition. Upper

Saddle River, N.J., Pearson/FT Prentice Hall






Learning outcome 01: Understand how systems thinking can affect the administrative

performance of organisations

Assessment criteria

The candidate can:

1.1 Explain the contribution of systems thinking to efficient and effective administrative

performance

1.2 Demonstrate the potential drawbacks to systems thinking in an organisational context

1.3 Apply systems thinking to the analysis of work situations


1.1 Explain the contribution of systems thinking to efficient and effective administrative

performance

1.1.1 Identify the essence of systems thinking within the context of ‘the systems

approach’ and administrative processes

1.1.2 Explain systems terms e.g. boundary, feedback, de-coupling, interface, hierarchy

1.1.3 Clarify the role and purpose of administration in financial and non-financial

systems e.g. in relation to efficiency (inputs) and effectiveness (outputs)

1.2 Demonstrate the potential drawbacks to systems thinking in an organisational context

1.2.1 Explain the impact systems thinking may have on the staff affected

1.2.2 Prepare a plan for consulting staff on systems change

1.2.3 Discuss whether the implementation of systems change will be in the interests of

all stakeholders

1.3 Apply systems thinking to the analysis of practical work situations

1.3.1 Examine the stages of systems development

1.3.2 Use systems thinking to analyse a range of work situations




Learning outcome 02: Understand the role and function of policies and procedures in

meeting customer requirements

Assessment criteria

The candidate can:

2.1 Identify criteria for administrative procedures

2.2 Analyse the purposes of administrative policies and procedures

2.3 Analyse the relationship between formulating policy and preparing procedures

2.4 Judge the extent to which the procedures meet customer requirements


2.1 Identify criteria for administrative procedures

2.1.1 Differentiate between policy (guideline for activity) and procedure (statement of

method)

2.1.2 Identify criteria for effective procedures

2.1.3 Identify methods for evaluating the effectiveness of procedures

2.2 Analyse the purposes of administrative policies and procedures

2.2.1 Explain the purposes of various types policies and procedures, e.g. formal and

informal

2.2.2 Prepare procedures for meeting specific customer requirements in the context of

an organisation

2.3 Analyse the relationship between formulating policy and preparing procedures

2.3.1 Explain how organisations formulate policies and prepare procedures

2.3.2 Examine the relationship between policies, procedures, and strategic objectives

2.4 Judge the extent to which the procedures meet customer requirements

2.4.1 Discuss whether the proposed procedures will be difficult to implement in the

organisation concerned

2.4.2 Recommend whether or not the new procedures should be implemented




Guidance for tutors

This unit demonstrates how to apply a framework of systems thinking to the analysis of

administrative activities. This involves the candidate being familiar with the concepts, terms,

and processes of systems thinking, and applying these through policies and procedures to an

administrative setting.

Learning outcome one introduces the candidate to the scope, application, and relevance of

systems thinking within a framework of concepts, types, and models as they relate to

administrative processes and inform practical examples of their application to administrative

activity in work situations.

Learning outcome two develops upon learning outcome one by introducing policies and

procedures as they underpin the operation of administrative systems. The candidate should

be familiar with the purpose, development, and relationship between policies and

procedures, and draw on practical examples of their use in organisational situations.

This offers scope for introducing a variety of teaching materials and approaches which are

consistent with the credit value and indicative guided learning hours for this unit, and

establish the relevance and applicability of systems thinking.




Credit: 15

GLH: 60

Unit aim

The aim of this unit is to examine how operations support other service or manufacturing

activities. Candidates will explore how administration enables the effective management of

operations across business functions, incorporating the management of the supply chain.

Candidates who aspire to positions in operations management will develop the fundamental

knowledge, understanding, and skills necessary for such job roles.

Learning outcomes


The candidate will:

01 Understand the activities that make up operations management

02 Understand the relationship between operations and performance

03 Understand the importance of administration in operations management

Mandatory reading

Slack, N. et al (2007) Operations Management. 5th edition. FT Prentice Hall

Further reading

Boddy, D. (2005) Management: An Introduction. 3rd edition. Harlow, FT Prentice Hall

Johnston, R. and Clark, G. (2008) Service Operations Management. 2nd edition. Harlow, FT

Prentice Hall






Learning outcome 01: Understand the activities that make up operations management

Assessment criteria

The candidate can:

1.1 Outline the main types of operations found within businesses

1.2 Explain how all operational activities can be represented as systems

1.3 Evaluate the characteristics which differentiate operational systems


1.1 Outline the main types of operations found within businesses

1.1.1 Identify types of operation found within businesses; give examples of different

operations required by organisations, including production, transportation,

training, controls and administration

1.1.2 Explain how all operations might differ depending on the size and type of

businesses; use examples to explain how customer needs (taking account of,

size/nature of organisation) will guide the way operations management is carried

out

1.2 Explain how operational activities can be represented as systems

1.2.1 Explain the systems model: demonstrate how the systems model of

input/processing/ output (transformations) is used in operations management

1.2.2 Give examples of a range of operations represented as systems; use examples

from different functions to demonstrate the application of the systems model

1.3 Evaluate the characteristics which differentiate operational systems

1.3.1 Identify the characteristics which can be used to differentiate operational systems:

output volume, nature of processing, outputs (discrete/continuous), customer

requirements, and physical layout

1.3.2 Demonstrate how these characteristics can be used to show the differences

between operational systems: use examples to illustrate the differences between

operational systems




Learning outcome 02: Understand the relationship between operations and performance

Assessment criteria

The candidate can:

2.1 Describe how the operations function supports business performance

2.2 Identify the main internal measures of success used by businesses

2.3 Evaluate how internal measures of success link to business objectives


2.1 Describe how the operations function supports business performance

2.1.1 Explain what operations function means in different businesses: small, medium,

large; for-profit, not-for-profit

2.1.2 Explain why operations is so important within organisations: explain how

operations management can be applied to both service and manufacturing

activities

2.1.3 Demonstrate, using examples, why operations need to be effectively managed;

give examples from different aspects of a business of operations that need to be

managed to reflect, for example, capacity, standards, scheduling and materials

2.1.4 Explain the links between performance and operational management in

organisations; demonstrate the impact of operations management on businesses

2.1.5 Find examples to demonstrate how operations management contributes to

performance in a range of organisations and situations

2.2 Identify the main internal measures of success used by businesses

2.2.1 Explain why internal success needs to be measured by organisations; give examples

of internal success in the context of a range of internal activities and explain how

internal success impacts on the business

2.2.2 Identify how measures can be used to assess internal success: identify a range of

measures, both qualitative and quantitative; explain how such measures can be

used in target setting and monitoring activities, and in comparing actual to

expected performance

2.3 Evaluate how internal measures of success link to business objectives

2.3.1 Explain the need for internal measures of success to monitor actual performance in

achieving business objectives

2.3.2 Using examples, explore the links between measuring internal success and setting

objectives; why objectives need to be set, measured, and reviewed, and explore

the objective setting process




Learning outcome 03: Understand the importance of administration in operations

management

Assessment criteria

The candidate can:

3.1 Examine the relationship between operations and administrative management

3.2 Compare the process and functional approaches to operations

3.3 Examine the relationship between operations and the supply chain

3.4 Demonstrate the links between operations and quality management


3.1 Examine the relationship between operations and administrative management

3.1.1 Identify the relationship between operations and administrative management

3.1.2 Demonstrate the contribution administration makes to operational activities

3.2 Compare the process and functional approaches to operations

3.2.1 Give examples of how administration plays an integral role in operations

management

3.2.2 Explain the differences between process and functional approaches to operations

management; explain process (way people interact such as decision-making) and

functional (grouping similar processes such as under Human Resources)

approaches

3.2.3 Demonstrate the impact of these differences upon operations management; use

examples of these approaches to identify differences such as the impact of how

decisions are taken (process) and separation into groupings (functional) of tasks

into separate areas of responsibility

3.3 Examine the relationship between operations and the supply chain

3.3.1 Explain the supply chain; demonstrate the way a business operates to provide

those links in a chain of activity that best meet customer needs

3.3.2 Explain the links between operations management and the supply chain; show

how effective operations management impacts on the supply chain

3.3.3 Give examples of how operations management supports the supply chain;

demonstrate how operations management provides both the links and the means

to bond these links together

3.4 Demonstrate the links between operations and quality management

3.4.1 Explain why operations management needs to be continuously reviewed and

improved; explain the value of continuous improvement

3.4.2 Give examples of how quality management can contribute to the improvement of

operations management, e.g. by monitoring and providing feedback; provision of

standards and developing quality systems; achieving consistent conformance to

customers’ expectations




Guidance for tutors

In this unit candidates will explore the concept of operations management and how this

supports measuring performance within businesses. Candidates will consider how the main

internal measures of success are used by businesses and how in turn these are linked to

objectives. For example, capacity is a basic measure of performance. Another measure of

how well operations are proceeding is efficiency. Businesses will identify targets that relate

to these and other measures.

A key requirement of this unit is that candidates explore how operations can be represented

as systems, thus allowing the demonstration of the transformational aspects of operations

management. Candidates should consider different types of transformation, including

physical, presentational and location. This requires a study of businesses in terms of their

inputs, required activities, and outcomes. However, it is also important to be able to explain

the characteristics of operations in a way that candidates can identify differences. This will

include consideration of volume of output, actual processes, the nature of outputs (either

continuous or discrete), customer requirements, and issues relating to physical layout.

It is important that when candidates study this unit they explore the main types of

operations found within businesses. These should reflect the different types of businesses,

such as manufacturing, service providers and those providing the mix of products and

services, for example restaurants.

Candidates will recognise the key role that administration plays in supporting the operations

function. This will be evident both in terms of completing required activities and in tasks

related to measuring performance. For example, by ensuring that there are smooth

operational flows, including both information and activity flows.

Candidates should analyse the differences between the ‘process’ and the ‘operational’

approach to operations management. This will lead to an understanding of each approach

and a consideration of when each might be most appropriate.

It is also essential that candidates examine operations at different points of the supply chain,

when these operations result in customer satisfaction. Since the satisfaction of both internal

and external customers is so important, candidates must be able to explain the links

between quality, operations, and customer satisfaction.




Credit: 10

GLH: 50

Unit aim

This unit examines the role quality management plays in enhancing quality across all

functional areas of a business. It also discusses how administration takes an integral part in

activities which lead to continuous quality enhancement in business organisations.

Candidates who aspire to positions in quality management will develop the fundamental


Learning outcomes


The candidate will:

01 Understand the activities that make up quality management

02 Understand how quality management supports performance in organisations

03 Understand the role administration plays in managing quality

Mandatory reading

Slack, N. et al (2007) Operations Management. 5th edition. FT Prentice Hall

Further reading

Boddy, D. (2005) Management: An Introduction. 3rd edition. Harlow, FT Prentice Hall

Dale, B. G. (2007) Managing Quality. 5th edition. Blackwell Business






Learning outcome 01: Understand the activities that make up quality management

Assessment criteria

The candidate can:

1.1 Identify the main approaches organisations use to manage quality

1.2 Explain how organisations benefit from continuous improvement

1.3 Identify the differences between compliance and ownership-based approaches to

achieving quality


1.1 Identify the main approaches organisations use to manage quality

1.1.1 Use examples to show how effective various approaches to managing quality are in

different business organisations, e.g. in small, medium, large, for-profit, not-for-

profit organisations

1.2 Explain how organisations benefit from continuous improvement

1.2.1 Explain why continuous improvement is important to organisations; explain the

meaning if continuous improvement and how continuous improvement can be

achieved

1.2.2 Use examples to demonstrate the benefits for organisations to achieve continuous

improvement

1.3 Identify the differences between compliance and ownership-based approaches to

achieving quality

1.3.1 Explain the concepts of compliance and ownership in the context of quality

management

1.3.2 Demonstrate why compliance and ownership based approaches to quality are used

within organisations; give examples to show how each is used and under what

circumstances each would be appropriate




Learning outcome 02: Understand how quality management supports performance in

organisations

Assessment criteria

The candidate can:

2.1 Demonstrate how quality management supports performance in organisations

2.2 Evaluate the main approaches to performance evaluation used within business

organisations


2.1 Demonstrate how quality management supports performance in organisations

2.1.1 Explain what quality management means in different organisations, e.g. small,

medium, large; for-profit, not-for-profit

2.1.2 Demonstrate, using examples, why quality needs to be managed

2.1.3 Demonstrate, by giving examples, how the quality of products and services can be

improved

2.1.4 Explain what performance management is, why performance management is

important to organisations and provide examples of benefits of improved

performance

2.2 Evaluate the main approaches to performance evaluation used within business

organisations

2.2.1 Explain how performance can be evaluated: identify what it is that needs to be

evaluated

2.2.2 Use examples to demonstrate different approaches to performance evaluation




Learning outcome 03: Understand the role administration plays in managing quality

Assessment criteria

The candidate can:

3.1 Analyse the role of administrative systems in the effective management of quality

3.2 Explain the benefits of adopting a holistic approach to quality management

3.3 Critically examine the role of quality management in meeting customer needs

3.4 Demonstrate the links between quality and operations management


3.1 Analyse the role of administrative systems in the effective management of quality

3.1.1 Identify which administrative systems are necessary to support quality

management; provide examples reflecting different types and size of organisations

3.1.2 Show how administrative systems support the management of quality; explain why

quality needs to be viewed holistically

3.2 Explain the benefits of adopting a holistic approach to quality management

3.2.1 Explain what a holistic approach to quality requires organisations to do; explain the

concept of a holistic approach; give examples to demonstrate the

interrelationships between systems within organisations

3.2.2 Use examples to demonstrate the impact of a holistic approach on quality

3.3 Critically examine the role of quality management in meeting customer needs

3.3.1 Explain why customers should play a part in determining quality; give examples of

how customers can be involved in determining quality

3.3.2 Use examples to show how quality management can help to satisfy customer

needs

3.4 Demonstrate the links between quality and operations management

3.4.1 Use the supply chain to demonstrate the process of operations management and

the necessity for quality to be delivered at each stage; give examples of where

quality needs to be maintained

3.4.2 Use examples to demonstrate how quality management can contribute to

improved operations management; give examples of how quality and operations

complement each other




Guidance for tutors

The concept of managing quality should be explored by candidates in the context of

supporting performance improvement within organisations. This requires an understanding

of what performance improvement is and the measures that can be taken to improve

quality. It is particularly important to consider how developing a culture of quality

contributes to business success.

Candidates need to explore a range of approaches to performance evaluation. Such

performance evaluation approaches are likely to be based on measures of efficiency and

effectiveness. These measures will be applied through a variety of methods for measuring

process and systems performance dependent on the business context in which they are

employed.

Candidates must identify and examine the main approaches to managing quality within a

business organisation. These will usually be developed from a clear view of the organisation

and the standards it wishes to achieve. From this basis, clear aims and objectives can be

agreed and set. Approaches employed will usually consist of a combination of internal

review and monitoring supported by external review, for example, auditors or standard

setting bodies relevant to the business.

It is important that candidates are able to explain the role of continuous improvement and

understand why organisations need to adopt this thinking. This can be best achieved by

identifying the benefits that arise from continuous improvement and the dangers when such

an approach is not adopted.

Candidates need to consider the differences between compliance based (must do) and

ownership based (want to do) approaches to achieving quality. While requirements for

compliance cannot be ignored, giving employees a sense of ownership of quality achieves a

positive atmosphere and better long-term results. Candidates should analyse the integral

role that administration plays in all aspects of managing quality. Administration will provide

systems and procedures, plus the essential recording and measuring of performance on

which any approach to quality management relies.

Candidates should examine the benefits of adopting a holistic approach to managing quality.

Such an approach will enable an understanding of how quality is critical to all aspects of

business activity. The candidate must make clear that all parts of an organisation need to

achieve their performance targets, since underachievement in one area impacts on success

elsewhere within the business. Understanding the importance of holism provides a useful

basis from which to examine contribution of quality management to meeting customer

needs. Since quality is best built upon a concept of achieving customer satisfaction, it is

important to explore the process of customer driven quality.

Customer satisfaction, for both internal and external customers, is an important feature of

good overall management; candidates must also be able to explain the links between

operations and quality management.




Credit: 10

GLH: 50

Unit aim

This unit explores the relationship between the effective management of people,

motivation, and the performance of individuals in organisations. It focuses on the skills

managers should develop to solve problems and diffuse conflicts occurring in organisations.

The unit also examines the role of continuous professional development (CPD).

Candidates who aspire to manage individuals in organisations will develop the fundamental


Learning outcomes

This unit has four learning outcomes.

The candidate will:

01 Understand the relationship between personal effectiveness and people management

02 Understand the relationship between motivation and personal effectiveness

03 Understand the need for effective skills in problem-solving and conflict resolution when

managing people

04 Understand how CPD influences personal effectiveness

Mandatory reading

No single text adequately addresses the diverse nature of this unit. Candidates should

selectively access and utilise a range of resources.

Further reading

Armstrong, M. (2008) How to Be a Better Manager. Kogan Page

Horn, R. (2009) The Business Skills Handbook. Chartered Institute of Personnel &

Development

Pedler, M. et al (2006) A Manager’s Guide to Self Development. 5th edition. McGraw-Hill

Routledge, C. and Carmichael, J. (2007) Personal Development and Management Skills.

Chartered Institute of Personnel & Development

Templar, R. (2009) The Rules of Work: A Definitive Code for Personal Success. Harlow, FT

Prentice Hall

Whetten, D. and Cameron, K. (2010) Developing Management Skills. 8th edition. FT

Prentice Hall

Winstanley, D. (2005) Personal Effectiveness. Chartered Institute of Personnel &

Development






Learning outcome 01: Understand the relationship between personal effectiveness and

people management

Assessment criteria

The candidate can:

1.1 Identify the personal and interpersonal skills needed by effective managers

1.2 Analyse the relationship between time management and the effective performance of

individuals in organisations

1.3 Propose solutions to problems caused by ineffective time management in organisations


1.1 Identify the personal and interpersonal skills needed by effective managers

1.1.1 Identify the nature and role of management

1.1.2 Discuss and define what effectiveness is

1.1.3 Explore and define what the skill set mangers need to manage effectively

1.2 Analyse the relationship between time management and the effective performance of

individuals in organisations

1.2.1 Examine the difference between managing and leading people

1.2.2 Discuss the influencing skills necessary to shape other peoples’ behaviour

1.3 Propose solutions to problems caused by ineffective time management in organisations

1.3.1 Outline good habits in time management

1.3.2 Examine the importance of good time management in organisations

1.3.3 Identify the problems and barriers to effective time management

1.3.4 Explain the need to prioritise work in order to achieve effective time management




Learning outcome 02: Understand the relationship between motivation and personal

effectiveness

Assessment criteria

The candidate can:

2.1 Explain the relationship between motivation and the effectiveness of individuals in

organisations


2.1 Explain the relationship between motivation and the effectiveness of individuals in

organisations

2.1.1 Discuss the meaning and underlying concept of motivation

2.1.2 Examine how managers can develop effective teams

2.1.3 Critically examine the motivation theories that relate best to the individual

2.1.4 Evaluate at least one theory of motivation in relation to a specific workplace

2.1.5 Examine the role of motivation theory in assisting effective job design




Learning outcome 03: Understand the need for effective skills in problem-solving and

conflict resolution when managing people

Assessment criteria

The candidate can:

3.1 Identify sources of conflict within organisations

3.2 Examine how conflicts can be managed

3.3 Demonstrate how managers use the appropriate skills to resolve conflicts

3.4 Demonstrate problem-solving skills needed by managers


3.1 Identify sources of conflict within organisations

3.1.1 Examine why different stakeholders may have different objectives

3.1.2 Discuss how different objectives can lead to conflict

3.1.3 Evaluate the sources of conflict which may arise within an administrative

department

3.2 Examine how conflicts can be managed

3.2.1 Outline the main approaches to deal with conflict within teams and between

individuals

3.2.2 Consider when it may be necessary to bring in outside help to conciliate or

arbitrate

3.3 Demonstrate how managers use the appropriate skills to resolve conflicts

3.3.1 Identify the skills needed for effective problem-solving, including cognitive (analysis

and evaluation) and interpersonal

3.3.2 Evaluate how these skills might help in solving a specific organisational problem

3.4 Demonstrate problem-solving skills needed by managers

3.4.1 Outline the decisional roles identified by Mintzberg

3.4.2 Evaluate the extent to which one or more of these roles might be effective in a

specific organisation




Learning outcome 04: Understand how CPD influences personal effectiveness

Assessment criteria

The candidate can:

4.1 Examine the role of CPD in organisations

4.2 Demonstrate how CPD influences the effectiveness of individuals in organisations


4.1 Examine the role of CPD in organisations

4.1.1 Outline the principles and objectives of CPD

4.1.2 Examine the process of delivering effective CPD

4.2 Demonstrate how CPD influences the effectiveness of individuals in organisations

4.2.1 Identify the benefits and drawbacks to individuals of undertaking CPD

4.2.2 Evaluate whether CPD should be a top-down or bottom-up process

4.2.3 Identify the benefits and drawbacks to organisations resulting from CPD

4.2.4 Judge which benefits are of most importance to a specific organisation




Guidance for tutors

The unit should be approached from the perspective of personal and managerial

effectiveness. The emphasis is on understanding the skills and behaviours which underpin

effective performance in a managerial role.

Candidates should explore the competencies and developable skills necessary to perform

effectively in the changing world of organisations. A range of views and frameworks of

critical managerial skills should be accessed. Candidates should recognise the interrelated

and overlapping and frequently paradoxical nature of managerial skills. Issues of time

management and effective communication should be explored in some detail.

Learning outcome two requires consideration of the application motivation theory. The

focus should be on examining the implications of key motivation theories for individual job

design and the degree of autonomy and empowerment afforded work teams.

The areas of problem solving, decision making and negotiation are interlinked to reflect the

interpersonal skills central to success in these areas. In addition to understanding the tools

that may be used to assist decision-making, the behavioural aspect of the process of

decision-making and problem solving should be explored.

The basic assumptions for CPD, predicated on personal responsibility for learning,

development and continuous improvement are at the core of learning outcome four the

needs for reflective practice and continuous learning in a transformational world should be

examined. The value of the underpinning philosophy and objectives of CPD for both

individuals and organisations should be understood. Candidates should also be aware of the

resource requirement of CPD and the challenges in sustaining motivational momentum.




Credit: 15

GLH: 75

Unit aim

This unit examines the effects that individual differences have on the approach to work and

the relationship between leadership and team working. It recognises that the greatest

assets organisations possess are the people who work there, and that effective management

of these people is the key to sustaining competitive advantage within a framework of

organisational behaviour. It also explores the impact ethical practice and social

responsibility have on organisations and the individuals within them.

Candidates who aspire to positions in human resource management or aim to manage and

lead teams will develop the fundamental knowledge, understanding, and skills necessary for

such job roles.

Learning outcomes

This unit has six learning outcomes.

The candidate will:

01 Understand the different methods by which individuals learn and develop in the

workplace

02 Understand how individual differences between people influence their behaviour at work

03 Understand the concept of leadership and its influence on effective team working

04 Understand the factors contributing to the successful development and performance of

teams

05 Understand how types of organisational structure and culture impact on individuals and

organisations

06 Understand the impact of ethical practice and social responsibility on organisations and

the individuals within them

Mandatory reading

Mullins, L. J. (2010) Management and Organisational Behaviour. 9th edition. Harlow, FT

Prentice Hall

Further reading

Cole, G. A. (2003) Management Theory and Practice. 6th edition. London, Thomson

Huczynski, A. A. and Buchanan, D. A. (2007) Organizational Behaviour, an Introductory Text.

8th edition. Harlow, Financial Times Prentice Hall






Learning outcome 01: Understand the different methods by which individuals learn and

develop in the workplace

Assessment criteria

The candidate can:

1.1 Identify different learning and development methods and the basis for their selection

1.2 Select appropriate learning and development methods for an individual at work


1.1 Identify different learning and development methods and the basis for their selection

1.1.1 Definitions of and distinctions between education, training, development, learning

1.1.2 Benefits of having a planned and systematic approach to managing learning,

training and development

1.1.3 Importance of learning and development for maintaining competence levels and

improving adaptability of people in organisations

1.1.4 Nature of learning and development, areas of learning behaviour - psychomotor,

cognitive, self

1.1.5 Methods of learning and development - action learning, experiential, role-play etc.

1.1.6 Bases for selecting types of learning and development methods - content, process,

setting etc.

1.2 Select appropriate learning and development methods for an individual at work

1.2.1 Selection and application of appropriate learning and development methods for

the work situation of the learner




Learning outcome 02: Understand how individual differences between people influence

their behaviour at work

Assessment criteria

The candidate can:

2.1 Distinguish between ability and aptitude

2.2 Explain how abilities, aptitudes, personalities, attitudes, and perceptions affect individual

behaviour at work

2.3 Explain the importance of motivation and morale for individual performance


2.1 Distinguish between ability and aptitude

2.1.1 Identifying the differences between ability e.g. exiting capacity, aptitude e.g.

potential capability

2.1.2 Impact of individual differences in ability, aptitude, attitude, perception, and

personality on the work situation - performance, satisfaction, relationships,

conflict, co-operation, and their implications for managing diversity

2.2 Explain how abilities, aptitudes, personalities, attitudes, and perceptions affect individual

behaviour at work

2.2.1 Nature and definitions of motivation and the needs and expectations of people at

work

2.2.2 Impact of intrinsic and extrinsic rewards on motivation and satisfaction and their

relationship to morale

2.2.3 Concepts, models and theories of motivation - content i.e. needs, process i.e.

expectancies, and equity, goal

2.2.4 Individual behaviour and practical application of theories/models to job and work

design - enrichment, enlargement, group autonomy, flexible working

2.3 Explain the importance of motivation and morale for individual performance

2.3.1 Critically examine studies relating motivation to workplace performance




Learning outcome 03: Understand the concept of leadership and its influence on effective

team working

Assessment criteria

The candidate can:

3.1 Critically examine the concept of leadership and its importance for teamwork

3.2 Apply relevant concepts, models, and theories of leadership to specific situations

3.3 Analyse the impact of leadership styles on leading and communicating within teams


3.1 Critically examine the concept of leadership and its importance for teamwork

3.1.1 Type of leadership and its importance for a team

3.1.2 Definitions of leadership relating to influence, persons, situations

3.1.3 Relation of leadership to teams and management - function of management,

differences, leadership, e.g. appointed, emergent, management, e.g. legitimate

position

3.2 Apply relevant concepts, models, and theories of leadership to specific situations

3.2.1 Models and theories of leadership - trait, behavioural, grid, situational, contingency

3.3 Analyse the impact of leadership styles on leading and communicating within teams

3.3.1 Impact and appropriateness of leadership styles - authoritarian, democratic, laissez

faire for communicating to and leading teams within the work situation

3.3.2 Types of communication networks - chain, circle, wheel, ‘Y’, all channel, their

patterns of communications within a team and consequences for individual and

team performance




Learning outcome 04: Understand the factors contributing to the successful development

and performance of teams

Assessment criteria

The candidate can:

4.1 Explain the nature and importance of teamwork for an organisation

4.2 Identify the stages of group development and factors influencing effective team

performance

4.3 Examine the relationship between different group roles and effective team performance


4.1 Explain the nature and importance of teamwork for an organisation

4.1.1 Importance of groups, types of groups - formal and informal, differences between

groups and teams

4.2 Identify the stages of group development and factors influencing effective team

performance

4.2.1 Stages of group development - forming, storming, norming, performing, adjourning

and their importance for effective team building

4.2.2 Elements of group dynamics - behaviour, sentiments, activities, interactions

4.3 Examine the relationship between different group roles and effective team performance

4.3.1 Balanced roles within the team and their relation to team performance

4.3.2 Characteristics of team effectiveness - goals, identity, leadership, cohesion,

communication etc.




Learning outcome 05: Understand how types of organisational structure and culture

impact on individuals and organisations

Assessment criteria

The candidate can:

5.1 Outline different types of organisational structure

5.2 Outline different types of organisational culture

5.3 Analyse the impact of structure and culture on organisations

5.4 Explain how structure and culture influence the behaviour of individuals and teams at

work


5.1 Outline different types of organisational structure

5.1.1 Examine the nature, elements, and types of organisational structure – web,

bureaucratic, matrix, and individual

5.2 Outline different types of organisational culture

5.2.1 Examine the nature, elements, and types of organisational culture - power, role,

task, and person

5.3 Analyse the impact of structure and culture on organisations

5.3.1 Models and classificatory schemes of the relationship between and impact of

organisational culture and structure on organisations

5.4 Explain how structure and culture influence the behaviour of individuals and teams at

work

5.4.1 Influences on the development of organisational culture - ownership, history,

technology, size, environment etc., and the impact of structure and culture on

individual effectiveness and performance - productivity, motivation, turnover,

efficiency etc.




Learning outcome 06: Understand the impact of ethical practice and social responsibility

on organisations and the individuals within them

Assessment criteria

The candidate can:

6.1 Examine ethics as relating to the organisation and the individual employee

6.2 Weigh up the benefits to organisations of adopting codes of ethics

6.3 Identify areas of ethical concern and social responsibility for organisations

6.4 Give reasons for and against organisations accepting social responsibility


6.1 Examine ethics as relating to the organisation and the individual employee

6.1.1 Distinction between ethical - individual and social responsibility, and

organisational, areas of concern

6.1.2 Distinguish between ethics and the use of ethical concerns to promote business

interests

6.2 Weigh up the benefits to organisations of adopting codes of ethics

6.2.1 Purposes and benefits of having a code of ethics - coverage of and reference to

customers, suppliers, environment etc.

6.2.2 Examining the effectiveness of ethical codes in changing the behaviour of

individuals and organisations

6.3 Identify areas of ethical concern and social responsibility for organisations

6.3.1 Stakeholders and their interests. External - suppliers, customers, society,

government etc. Internal - owners, directors, managers, employees etc.

6.3.2 Relevance of ethics for individual behaviour at work involving areas of ethical

concern for an organisation - advertising, lobbying, bullying etc.

6.3.3 Impact of organisations on the physical environment, transportation, pollution, raw

materials etc.

6.4 Give reasons for and against organisations accepting social responsibility

6.4.1 Areas of social responsibility covered by social objectives - environment, energy,

products etc.

6.4.2 Arguments for and against an organisation accepting social responsibility - self-

interest, enlightenment, law, profit, image etc.




Guidance for tutors

Organisations share several common features such as people, objectives, and structure. The

interaction of people and objectives is the basis for an organisation, with structure providing

a framework to coordinate and channel the efforts and interaction of people. Finally, the

entire process has to be effectively managed.

This unit is centred on the individual, group, and organisation. This lends itself to teaching

progressively from the level of the individual, through the group and leadership, and then

addressing the organisation as a whole; setting each stage in its wider context.

Learning outcome one introduces the candidate to the importance of learning and

development as a foundation for individual progression. Distinctions between concepts,

types of methods and their application within a planned approach can be explored in a way

that is relevant to the circumstances of the learner.

Learning outcomes, two through six then provide the opportunity to explore topic areas for

the individual, group, and organisation whilst at the same time making connections between

them.

Finally, their relevance and application can be established within a framework of ethics and

social responsibility as they relate to the individual and organisation as a whole.

This approach offers scope for introducing a variety of teaching materials and approaches

that are consistent with the credit value and indicative guided learning hours for this unit,

appropriate for its level and scope and at the same time satisfying its aims and rationale

whilst preparing the candidate for assessment.




Credit: 15

GLH: 60

Unit aim

This unit explores the relationship between data, information and knowledge, and the

contribution information and knowledge management makes to the success of

organisations.

Candidates who aspire to positions in information and knowledge management will develop

the fundamental knowledge, understanding, and skills necessary for such job roles.

Learning outcomes


The candidate will:

01 Understand the need to manage information and knowledge within organisations

02 Understand the role of ICT in managing information and knowledge

03 Understand the links between knowledge management strategy and competitive

advantage

Mandatory reading

Lucey, T. (2005) Management Information Systems. 9th edition. London, Thomson Learning

Further reading

Hislop, D. (2009) Knowledge Management in Organizations: A Critical Introduction. 2nd

edition. Oxford, Oxford University Press

Senge, P. M. (2006) The Fifth Discipline: The Art and Practice of the Learning

Organisation. 2nd revised edition. Random House Books






Learning outcome 01: Understand the need to manage information and knowledge within

organisations

Assessment criteria

The candidate can:

1.1 Outline the main features of information management

1.2 Explain the relationship between data, information and knowledge

1.3 Analyse the concept of knowledge management

1.4 Analyse the benefits that information and knowledge management brings to

organisations


1.1 Outline the main features of information management

1.1.1 Explain why information is an essential business commodity

1.1.2 Explain what management information is

1.1.3 Identify the main features of information management and information society

1.2 Explain the relationship between data, information, and knowledge

1.2.1 Identify data, information, sources, and levels of information within organisations

1.2.2 Summarise the requirements of an information system and describe the attributes

of quality information

1.2.3 Explain how information becomes knowledge

1.3 Analyse the concept of knowledge management

1.3.1 Explain what knowledge is, e.g. tacit and explicit knowledge

1.3.2 Identify the definitions and components of knowledge management

1.3.3 Summarise the importance and significance of knowledge management

1.4 Analyse the benefits that information and knowledge management brings to

organisations

1.4.1 Identify the features of competitive advantage

1.4.2 Explain the relationship between information, knowledge, and competitive

advantage




Learning outcome 02: Understand the role of ICT in managing information and knowledge

Assessment criteria

The candidate can:

2.1 Outline the types and nature of organisational information systems

2.2 Explain how information and communication technology (ICT) affects organisational

communication

2.3 Evaluate how ICT can be used to disseminate knowledge throughout the organisation


2.1 Outline the types and nature of organisational information systems

2.1.1 Summarise the features and uses of various types of information systems, e.g.

executive information systems (EIS), management information systems (MIS),

decision support systems (DSS), transaction processing systems (TPS), expert

systems, marketing information system (MKIS), human resources information

systems (HRIS), financial information systems (FIS)

2.1.2 Summarise the features and uses of intranets, extranets, internet, and email

2.1.3 Explain the role of outsourcing

2.1.4 Explain the importance of e-commerce to organisations

2.2 Explain how information and communication technology (ICT) affects organisational

communication

2.2.1 Explain, using examples, the role of ICT in organisational problem solving; illustrate

your points with examples

2.2.2 Clarify how ICT enhances internal and external organisational communication;

illustrate your points with examples

2.2.3 Explain the use of ICT in a business organisation of your choice

2.3 Evaluate how ICT can be used to disseminate knowledge throughout the organisation

2.3.1 Examine how ICT is used to acquire, exchange and disseminate knowledge within

organisations

2.3.2 Compare the traditional methods of moving knowledge within organisations, e.g.

meetings, workshops, presentations, master classes, and publications

2.3.3 Examine how organisations use the intranet, emails, and other communication

technologies to encourage collaboration and sharing of knowledge




Learning outcome 03: Understand the links between knowledge management strategy and

competitive advantage

Assessment criteria

The candidate can:

3.1 Explain the role and importance of knowledge for organisations

3.2 Justify the need for maintaining a learning culture in a changing environment

3.3 Demonstrate how knowledge management strategies and processes support and

facilitate organisational learning

3.4 Evaluate the relationship between organisational learning and competitive advantage


3.1 Explain the role and importance of knowledge for organisations

3.1.1 Explain how knowledge is embodied in individuals and embedded in organisational

processes

3.1.2 Explain the push strategy (codification approach)

3.1.3 Explain how to make knowledge requests - pull strategy (personalisation approach)

3.2 Justify the need for maintaining a learning culture in a changing environment

3.2.1 Explain the concept of the learning organisation

3.2.2 Justify the need for organisations to respond to unpredictable, changing, and

dynamic business environments

3.2.3 Justify why there is a need to develop an organisational climate that nurtures

learning

3.3 Demonstrate how knowledge management strategies and processes support and

facilitate organisational learning

3.3.1 Explain what organisational learning is

3.3.2 Demonstrate, by using examples, what barriers exist to knowledge management

and organisational learning

3.3.3 Demonstrate, using examples, how organisations can facilitate organisational

learning

3.4 Evaluate the relationship between organisational learning and competitive advantage

3.4.1 Explain the concept of sustainable competitive advantage

3.4.2 Analyse how the creation and transfer of knowledge may form a basis for

competitive advantage

3.4.3 Examine the relationship between organisational learning and competitive

advantage




Guidance for tutors

Candidates must be able to make the distinction between data and information and be able

to distinguish between strategic, tactical and operational information. Candidates will need

to know the main features of, and the need for, information management in today’s

information society.

The relationship between information and knowledge should be explored by candidates.

Candidates in studying information and knowledge management should be able to

understand the significance of these to an organisation in achieving competitive advantage.

Candidates will need to know how ICT supports organisational activities. In addition to

exploring the types of information systems, such as EIS, MIS, DSS, TPS, expert systems, MKIS,

HRIS, FIS; candidates will be required to describe the role of ICT in enhancing decisions and

communications within the organisation.

Candidates when studying this unit will examine the strategic role of information systems

and ICT and how ICT can be used to acquire, exchange and disseminate knowledge within

organisations.

They will be required to explain the links between knowledge management strategies and

competitive advantage. In addition, candidates will explore how knowledge management

strategies support and facilitate organisational learning and the relationship between

organisational learning and competitive advantage. They will also need to be able to identify

the barriers to knowledge management and organisational learning. Candidates need to

understand how organisational climate nurtures learning and must be able to explain the

relationship between adaptive and proactive learning and competitive advantage.




Credit: 10

GLH: 50

Unit aim

This unit explores how financial information enables administrative managers to plan,

control, and make effective decisions.

Candidates who aspire to managerial positions in businesses will develop the fundamental

financial and accounting knowledge, understanding, and skills underpinning such job roles.

Learning outcomes


The candidate will:

01 Understand the relationship between cost accounting and management accounting

02 Understand budgets and how budgetary control operates

03 Understand the application of financial accounting

Mandatory reading

Burns, P. and Morris, P. (1997) Business Finance: A Pictorial Guide for Managers.

Butterworth-Heinemann

Lucey, T. (2009) Costing. 7th revised edition. Cengage Learning

Further reading

Hawkins, A. and Turner, C. (1995) Balance Sheet Pocketbook. Management pocketbooks

Hawkins, A. and Turner, C. (1995) Managing Budgets Pocketbook. Management

pocketbooks

Hawkins, A. and Turner, C. (1995) Managing Cash Flow Pocketbook. Management

pocketbooks






Learning outcome 01: Understand the relationship between cost accounting and

management accounting

Assessment criteria

The candidate can:

1.1 Explain the purpose and scope of cost and management accounting

1.2 Use information that can be provided by a cost accounting system to make decisions


1.1 Explain the purpose and scope of cost and management accounting

1.1.1 Define management accounting

1.1.2 Define cost accounting

1.1.3 Explain the purpose and scope of management accounting

1.1.4 Explain the purpose and scope of cost accounting

1.2 Use information that can be provided by a cost accounting system to make decisions

1.2.1 Define costs, indirect costs, and prime cost

1.2.2 Explain what cost centres are and why they are used

1.2.3 Explain what is meant by cost apportionment

1.2.4 Explain the importance of cost behaviour

1.2.5 Distinguish between fixed, variable, and semi-variable costs

1.2.6 Make decisions to purchase based on quantitative and qualitative information




Learning outcome 02: Understand budgets and how budgetary control operates

Assessment criteria

The candidate can:

2.1 Explain the use of and relationships between budgets

2.2 Use budgetary techniques to plan and control


2.1 Explain the use of and relationships between budgets

2.1.1 Definition of budget and budgeting

2.1.2 What is the limiting factor?

2.1.3 Explain the relationships between budgets

2.1.4 Explain what is meant by the behaviour aspects of budgeting

2.1.5 Explain the rationale of the various types of budgets; fixed, flexible, cash

2.2 Use budgetary techniques to plan and control

2.2.1 Explain the importance of flexible budgets for control purposes

2.2.2 Know how to construct a flexible budget

2.2.3 Define and calculate budget variances

2.2.4 Explain the purpose of and know how to compile a cash budget

2.2.5 Explain how budgetary control is operated within organisations




Learning outcome 03: Understand the application of financial accounting

Assessment criteria

The candidate can:

3.1 Explain the nature and purpose of the main financial statements

3.2 Prepare a basic set of company accounts


3.1 Explain the nature and purpose of the main financial statements

3.1.1 Explain the need for financial statements

3.1.2 Explain the content and use of an income and expenditure account

3.1.3 Describe the main elements of a balance sheet; assets and liabilities

3.1.4 Describe the main elements of a profit and loss account

3.1.5 Draw/illustrate the working capital cycle

3.2 Prepare a basic set of company accounts

3.2.1 Construct a balance sheet and profit and loss account

3.2.2 Explain the difference between and calculate working capital and capital employed

3.2.3 Explain the relationship between profit and cash




Guidance for tutors

This unit explores the concepts of cost, management, and financial accounting. The first key

requirement is that candidates explore the relationship between cost and management

accounting. The purpose and scope of each should be considered and candidates will need

to know what costs are and how they can be classified. Candidates will examine the use of

cost centres to accumulate overheads and how these overheads can be allocated and

apportioned. The use of this financial information and other quantitative and qualitative

information will be considered in taking decisions on purchasing.

Secondly, candidates will explore the benefits of budgets and budgetary control within a

business. This will require them to examine the relationship between fixed, flexible and cash

budgets. Candidates need to consider the operation of budgetary control within a business

and the contribution of teamwork in preparing budgets. Candidates will be required to

compile flexible budgets and to calculate budget variances. In addition, the use of cash

budgets will be examined. Candidates will have to compile cash budgets and make

recommendations based on resulting deficits or surpluses.

Finally, candidates will need to know the content and use of the main financial statements of

income and expenditure accounts, profit and loss accounts, and balance sheets. This will

require candidates to understand the difference between profit and cash, to draw the

working capital cycle, to calculate working capital and capital employed in addition to

constructing a profit and loss account and a balance sheet.



6. Optional units

Administration for executive assistants

Introduction to Islamic finance

Managing business facilities



409 Administration for executive assistants

Credit: 10

GLH: 50

Unit aim

This unit explores the contribution executive assistants make to organisational systems,

processes and to the physical environment in their workplace. It investigates how they

support their managers and the effectiveness of the management of the organisation.

Candidates who aspire to become executive assistant will develop the fundamental

knowledge, skills, and understanding to fulfil such job roles.

Learning outcomes

This unit has seven learning outcomes.

The candidate will:

01 Understand the skills required by executive assistants

02 Understand how executive assistants support organisational systems and processes

03 Be able to support the office environment

04 Be able to support business meetings and events

05 Be able to communicate in the workplace

06 Be able to support projects

07 Understand the importance of managing diaries effectively

Mandatory reading

France, S. (2009) The Definitive Personal Assistant and Secretarial Handbook: A Best Practice

Guide for All Secretaries, PAs, Office Managers and Executive Assistants. Kogan Page Limited

Further reading

Allen, D. (2002) Getting Things Done: The Art of Stress-free Productivity. Piatkus Books

Campbell, F. (2003) Essential Tips for Organizing Conferences and Events. Routledge Falmer

Eley, J. et al, (2000) Office Space Planning: Designs for Tomorrow’s Workplace. McGraw-Hill

Professional

Farrington, B. and Lysons, K. (2005) Purchasing and Supply Chain Management. Financial

Times Prentice Hall

Fisher, J. (2000) How to run a successful conference: proven management techniques for

delivering a successful event on budget. 2nd edition. Kogan Page

Foster, J. (2008) Effective writing skills for public relations. 4th edition. Kogan Page Ltd

Gutmann, J. (2010) Taking minutes of meetings. Kogan Page Ltd

Heller, R. and Hindle, T. (1998) Managing meetings. Penguin Books Ltd

Mullins, L.J. (2007) Management and organisational behaviour. 8th edition. Harlow,

Financial Times Prentice Hall

Portny, S.E. (2010) Project management for dummies. John Wiley and Sons Ltd



Sayce, K. (2006) What not to write. Words at Work. London.

Further reading (continued)

Waters, D. (2003) Inventory control and management. John Wiley and Sons Ltd






Learning outcome 01: Understand the skills required by executive assistants

Assessment criteria

The candidate can:

1.1 Explain how executive assistants support effective management in organisations

1.2 Identify the skills required and challenges posed to executive assistants when working

with multiple managers


1.1 Explain how executive assistants support effective management in organisations

1.1.1 Explain the role of the executive assistant and the relationship of the role to

management and organisational aims and objectives

1.1.2 Outline methods used by organisations to measure management effectiveness

1.1.3 Describe the ways in which the executive assistant can contribute to management

effectiveness through activities of communication and coordination

1.2 Identify the skills required and challenges posed to executive assistants when working

with multiple managers

1.2.1 Explain what is meant by management style

1.2.2 Provide an overview of different management styles (autocratic/participative)

1.2.3 Describe suitable methods for dealing with issues arising from different

management styles

1.2.4 Explain key interpersonal skills required by an executive assistant




Learning outcome 02: Understand how executive assistants support organisational

systems and processes

Assessment criteria

The candidate can:

2.1 Describe the factors to be considered when setting up filing systems

2.2 Demonstrate how stock control ordering and purchasing systems operate in

organisations

2.3 Demonstrate how executive assistants support human resources processes


2.1 Describe the factors to be considered when setting up filing systems

2.1.1 Explain how files can be sorted

2.1.2 Describe organisational filing systems and their location for effective and efficient

information storage and retrieval

2.1.3 Explain how cost, space, staff ability, confidentiality, security, data protection,

speed of retrieval, and availability can all influence the type of filing system used

in an organisation

2.2 Demonstrate how stock control ordering and purchasing systems operate in

organisations

2.2.1 Describe the procedural sequence for stock control in organisations that are

organised departmentally

2.2.2 Outline the benefits of using a computerised stock control system within an

organisation

2.2.3 Explain the role of the executive assistant in using stock control ordering and

purchasing systems

2.2.4 Demonstrate the use of the appropriate administrative procedures when using

stock control, ordering and purchasing systems

2.3 Demonstrate how executive assistants support human resources processes

2.3.1 Summarise the activities that human resources processes relate to; recruiting,

interviews, appointments, induction, appraisals and personnel records, what is

meant by these terms and how the executive assistant is involved

2.3.2 Demonstrate how the executive assistant works to support the organisation

strategically and functionally




Learning outcome 03: Be able to support the office environment

Assessment criteria

The candidate can:

3.1 Outline the factors to consider when designing the layout of an office

3.2 Compare the benefits of different types of office environments

3.3 Examine and address the concerns that employees and managers may have over

different working environments


3.1 Outline the factors to consider when designing the layout of an office

3.1.1 Demonstrate the importance of layout so that space is used to the best advantage

and output of work is maximised

3.1.2 Explain the ergonomic and cybernetic aspects of Health and Safety and the role of

the Health and Safety Executive in ensuring that legislation is followed

3.2 Compare the benefits of different types of office environments

3.2.1 Provide a definition of the office and its functions

3.2.2 Outline what is meant by job share, virtual assistants, flexitime, teleworking, and

hot-desking

3.2.3 Compare and contrast these contemporary office environments to the traditional

office

3.3 Examine and address the concerns that employees and managers may have over

different working environments

3.3.1 Explain the advantages and disadvantages of the open plan office

3.3.2 Evaluate measures of effectiveness and efficiency used by organisations in office

environments

3.3.3 Explain the benefits of job rotation, job enrichment and job rotation in improving

working environments




Learning outcome 04: Be able to support business meetings and events

Assessment criteria

The candidate can:

4.1 Explain the differences between meetings and events

4.2 Compare different types of statutory meetings

4.3 Demonstrate how executive assistants contribute to the organisation of meetings events


4.1 Explain the differences between meetings and events

4.1.1 Identify organisational stakeholders and explain why they need communicate

effectively with each other

4.1.2 Outline the role of meetings in promoting effective internal and external

organisational communication

4.1.3 Outline the role of events in organisational promotion and branding

4.2 Compare different types of statutory meetings

4.2.1 Describe what is meant by the following examples of statutory meetings;

inaugural, annual general, extraordinary general, requisitioned and board

meetings

4.3 Demonstrate how executive assistants contribute to the organisation of meetings events

4.3.1 Explain how the executive assistant works with their employer to clarify the

purpose, budget, venue, attendees, delegates, and date of conference




Learning outcome 05: Be able to communicate in the workplace

Assessment criteria

The candidate can:

5.1 Evaluate the appropriateness and effectiveness of different communication channels and

tools within organisations

5.2 Demonstrate how to select appropriate communication channels and tools within

organisations

5.3 Demonstrate how clear use of language support effective communication


5.1 Evaluate the appropriateness and effectiveness of different communication channels and

tools within organisations

5.1.1 Analyse the needs of the audience is various organisational situations

5.1.2 Evaluate communication tools appropriate to various audiences

5.1.3 Explain why vertical, lateral or networked communication channels may be used

within organisations

5.2 Demonstrate how to select appropriate communication channels and tools within

organisations

5.2.1 Chose and apply the appropriate communication tools in a variety of practical

organisational situations

5.2.2 Select and use the appropriate communications channels in practical

organisational situations

5.3 Demonstrate how clear use of language support effective communication

5.3.1 Use the vocabulary relevant to the content of a range of communication and

appropriate to their audience

5.3.2 Avoid ambiguity in communication using the correct grammar (e.g. word order,

prepositions, tenses, punctuation, etc.)




Learning outcome 06: Be able to support projects

Assessment criteria

The candidate can:

6.1 Explain the key stages of projects

6.2 Discuss the main reasons causing projects to fail


6.1 Explain the key stages of projects

6.1.1 Explain the importance of identifying need, analysis of options, implementation,

evaluation and future actions

6.1.2 Explain the importance of being able to identify the link between projects and

overall organisational aims and objectives

6.2 Discuss the main reasons causing projects to fail

6.2.1 Explain the factors that cause projects to fail including experience of project

managers, availability of resources, lack of clear objectives, and poor performance

by suppliers, and how these factors can be managed




Learning outcome 07: Understand the importance of managing diaries effectively

Assessment criteria

The candidate can:

7.1 Demonstrate how good diary management supports effective time management

7.2 Analyse the relationship between project management and diary management


7.1 Demonstrate how good diary management supports effective time management

7.1.1 Describe the boundaries of responsibility in respect of diary management within

an organisation

7.1.2 Demonstrate how to simultaneously manage several staff diaries including

electronic diaries within an organisation

7.1.3 Explain how the executive assistant acts as a gatekeeper and organiser for senior

staff within an organisation

7.2 Analyse the relationship between project management and diary management

7.2.1 The role of the executive assistant in assisting with project management through

arranging and recording meetings, diary management, and providing channels of

effective communication between parties

7.2.2 Explain models and technologies used to promote effective diary management

(initial planning, Gantt charts, stage reviews, hard and electronic diaries, actions to

be taken in the event of rescheduling)




Guidance for tutors

This is, above all, a practical unit based on the theoretical content candidates covered while

completing the mandatory units of this qualification. It explores the important contribution

executive assistants make to organisations and aims to develop skills they need in their

everyday working lives.

Teaching should rely on practical examples related to the learning outcomes. Candidates,

who work as executive assistants should relate the course materials to their own working

practices and experiences. They could record the challenges they face and experiences they

gain in their working lives in journals and then use these in the context of the unit. For those

who aspire to become executive assistants but are not yet practicing the profession, tutors

should provide a range of case studies and simulated situations in the classroom which

would create a realistic work environment.

Although all candidates could benefit from group activities, candidates who do not hold

executive assistant posts would especially benefit from discussions and skill development in

groups with those who hold such posts.

From designing filing systems, operating purchasing procedures to running events, meetings

and supporting projects tutors should direct candidates to understand the relationship

between these activities and overall organisational values, aims and objectives.

Tutors should place candidates into realistic situations so that they can practice planning,

organisational and communication skills related to the learning outcomes and assessment

criteria of the unit.



410 Introduction to Islamic finance

Credit: 10

GLH: 75

Unit aim

This unit sets out the fundamental principles of Islamic finance and banking, and highlights

the differences between these and the traditional forms of finance and banking. Candidates

will learn about the Islamic law of contract and about Islamic financial instruments.

Learning outcomes


The candidate will:

01 Understand Islamic finance and the fundamental principles of Islamic banking

02 Understand the Islamic law of contract

03 Understand how Islamic financial instruments are applied

04 Understand the function of Sukuk

Mandatory reading

Ayub, M. (2007) Understanding Islamic Finance. John Wiley and Sons Ltd

Further reading

Usmani, M. M. T. (2001) An Introduction to Islamic Finance. Washington, CQ Press

Iqbal, Z. and Mirakhor, A. (2011) An Introduction to Islamic Finance: Theory and

Practice. 2nd edition. John Wiley and Sons Ltd






Learning outcome 01: Understand Islamic finance and the fundamental principles of

Islamic banking

Assessment criteria

The candidate can:

1.1 Define the principles on which Islamic finance is based

1.2 Describe the notion of Islamic finance and its ethical foundations

1.3 Differentiate between the Islamic and conventional banking systems

1.4 Differentiate between the key Islamic regulatory bodies


1.1 Define the principles on which Islamic finance is based

1.1.1 Identify the principles of Islamic finance

1.1.2 Describe the historical journey of the development of the Islamic finance and

banking sector

1.1.3 Explain the prohibited activities in Islamic finance

1.2 Describe the notion of Islamic finance and its ethical foundations

1.2.1 Analyse the position of banking and finance within Islam

1.2.2 Explain the sources of Islamic law relating to Islamic business

1.3 Differentiate between the Islamic and conventional banking systems

1.3.1 Compare the main differences between the Islamic and conventional banking

systems, e.g. interest, uncertainty, speculation, prohibited activities, etc.

1.3.2 Explain how Islamic banks work; types of Islamic banks

1.4 Differentiate between the key Islamic regulatory bodies

1.4.1 Analyse the role and activities of the key Islamic regulatory bodies: AAOIFI, IFSB,

IIFM, IIRA




Learning outcome 02: Understand the Islamic law of contract

Assessment criteria

The candidate can:

2.1 Identify and explain the major prohibitions in Islam (Riba and Gharar)

2.2 Describe the Islamic law of contract

2.3 Examine the classification of contracts

2.4 Explain what a valid sale is in Islamic finance by applying the rules of the elements of

contract


2.1 Identify and explain the major prohibitions in Islam (Riba and Gharar)

2.1.1 Define Riba and its types: Differentiate between Riba al Naseeyah and Riba al Fadl

2.1.2 Describe the nature of Gharar, Maysir and Qimar and their implications for Islamic

finance

2.1.3 Explain the Islamic teaching related to business

2.2 Describe the Islamic law of contract

2.2.1 Analyse the characteristics of Wa’ad (unilateral promise), Mua’hida (bilateral

promise), and Aqd (contract)

2.2.2 Describe the three elements of contract: contracting parties (buyer and seller),

subject matter, and offer and acceptance

2.3 Examine the classification of contracts

2.3.1 Examine valid sale or sale; void/non existing sale, existing sale but void due to

effect, valid but disliked sale

2.4 Explain what a valid sale is in Islamic finance by applying the rules of the elements of

contract

2.4.1 Explain what a valid sale is by applying offers and acceptance, subject matter, price

and possession




Learning outcome 03: Understand how Islamic financial instruments are applied

Assessment criteria

The candidate can:

3.1 Explain how Islamic banks operate and manage their funds

3.2 Analyse different Islamic instruments and their practical applications


3.1 Explain how Islamic banks operate and manage their funds

3.1.1 Discuss how Islamic banks operate their accounts

3.1.2 Analyse how Islamic banks invest and manage their funds

3.2 Analyse different Islamic instruments and their practical applications

3.2.1 Describe the main Islamic financial instruments, e.g. Murabaha, Ijarah, Salam,

Istisna, Mubaraba, Musharka, Wakala

3.2.2 Differentiate between Ijarah, Salam, and Istisna contract models

3.2.3 Demonstrate how an individual can buy a house using a Musharka model

3.2.4 Differentiate between Murabaha and a traditional loan




Learning outcome 04: Understand the function of Sukuk

Assessment criteria

The candidate can:

4.1 Explain the basics of Sukuk (Islamic Bonds)

4.2 Understand how to structure Sukuk by using different Islamic financial instruments

4.3 Examine the Murabaha and Ijarah Sukuk models


4.1 Explain the basics of Sukuk (Islamic Bonds)

4.1.1 Identify the fundamental features of Sukuk

4.1.2 Explain why conventional securities are prohibited in Islam

4.2 Understand how to structure Sukuk by using different Islamic financial instruments

4.2.1 Explain the steps involved in issuing Sukuk

4.2.2 Describe the different types of Sukuk structure

4.3 Examine the Murabaha and Ijarah Sukuk models

4.3.1 Examine Murabaha and Ijarah Sukuk and their application




Guidance for tutors

This unit sets out the fundamentals of Islamic banking and finance and it explains the Islamic

law of contract which is the key for students who are looking to further enhance their career

in this field. This unit also covers the practical application of Islamic financial instruments.

Finally, it explains the structuring of Sukuk and its different models.

Candidates need to explore the basic principle of Islamic finance and its foundation for

better understanding of the subject. Candidates need to analyse and differentiate between

Islamic finance and traditional finance. They will also be required to understand the nature

and types of Islamic banks currently operating globally. There are different regulatory

bodies responsible for the regulation in Islamic banking and finance; candidates will be

required to examine each of them and their functions.

Islamic law of contract is the key area for candidates to concentrate on. They will be

required to examine the major prohibitions in Islam and the reasons why it is prohibited and

its impact on the wider economy. They also need to learn about the Islamic point of view

related to business. Candidates will also be required to analyse different elements of

contract and its classification.

Candidates will be required to have the good understanding of how Islamic banks work and

how they manage their funds. They also need to analyse different financial instruments such

as Murabaha, Salam, Istisna, Ijarah, Murabaha, Musharka, and Wakala. Candidates are also

required to understand the profit and loss sharing model and how leasing works in Islamic

finance. If a person has a financing need, candidates will be required to understand how it

can be done using Murabaha modes of financing.

Finally, candidates should examine the Sukuk and explain how Sukuk is different from

conventional securities. Candidates should also understand how it can be structured and

how Sukuk can be used to finance projects. Candidates will be required to examine the

Murabaha and Ijarah Sukuk models.



411 Managing business facilities

Credit: 10

GLH: 50

Unit aim

This unit examines the role of facilities management in businesses. It investigates the

responsibilities and skill needs of facilities managers. The unit also discusses how facilities

management can support businesses in maintaining their competitive advantage while

taking into account consideration related to health, the environment, and ethical business

practice.

Learning outcomes


The candidate will:

01 Understand the role of facilities management and managers in businesses

02 Be able to plan and manage organisational accommodation

03 Understand how considerations and legislation related to health and the environment

influence facilities management

04 Understand the relationship between business ethics and facilities management

Mandatory reading

Atkin, B. and Brooks, A. (2009) Total Facilities Management. 3rd edition. Wiley Blackwell

Wiggins, J. M. (2010) Facilities Management Handbook. Wiley Blackwell

Further reading

Journal of Facilities Management, available on

http://www.emeraldinsight.com/products/journals/journals.htm?id=jfm






Learning outcome 01: Understand the role of facilities management and managers in

businesses

Assessment criteria

The candidate can:

1.1 Explain the contribution of facilities management in organisations

1.2 Evaluate the relationship between the operations function and facilities management in

businesses

1.3 Investigate the role and responsibilities of facilities managers

1.4 Assess the skills needed by effective facilities managers


1.1 Explain the contribution of facilities management in organisations

1.1.1 Describe the development of facilities management

1.1.2 Explain the characteristics of effective facilities management

1.1.3 Describe how effective facilities management can contribute to improved

organisational performance

1.2 Evaluate the relationship between the operations function and facilities management in

businesses

1.2.1 Outline the typical facilities management portfolio

1.2.2 Clarify the facilities manager’s responsibilities regarding in relation to business

premises and operations

1.2.3 Describe how facilities mangers develop and monitor service level agreements

(SLAs) in line with customer requirements

1.3 Investigate the role and responsibilities of facilities managers

1.3.1 Clarify the role of administration in organising people and resources efficiently in

pursuit of facilities management objectives

1.3.2 Describe how the facilities manager can source and analyse information and data

1.3.3 Explain how the decision making process operates within the organisation and how

change is managed

1.3.4 Delivering customer service in context of facilities management

1.4 Assess the skills needed by effective facilities managers

1.4.1 Explain the contribution of planning, organising, communication and people skills

to the management of facilities

1.4.2 Explain the contribution of facilities mangers to creating an environment which

meets business needs




Learning outcome 02: Be able to plan and manage organisational accommodation

Assessment criteria

The candidate can:

2.1 Analyse the relationship between business needs and space planning

2.2 Plan improvements to the usage of space in businesses

2.3 Demonstrate how to manage changes to accommodation


2.1 Analyse the relationship between business needs and space planning

2.1.1 Explain the principles involved in developing a space strategy

2.1.2 Develop workable space plans that match user requirements to management

objectives

2.2 Plan improvements to the usage of space in businesses

2.2.1 Define ergonomics

2.2.2 Requirements of customers regarding space allocation for comfortable, safe, and

efficient working environment

2.2.3 Prepare clear briefs for office layouts

2.3 Demonstrate how to manage changes to accommodation

2.3.1 Factors involved in change in accommodation needs

2.3.2 Smooth transition, cost effective and with minimal disruption

2.3.3 Describe the importance of planning and coordinating all elements of any move




Learning outcome 03: Understand how considerations and legislation related to health and

the environment influence facilities management

Assessment criteria

The candidate can:

3.1 Assess the environmental impact of equipment, energy sources, and consumables used

by businesses

3.2 Demonstrate how businesses may minimize their impact on the environment

3.3 Identify the main aspects of environmental and health legislation regulating facilities

management


3.1 Assess the environmental impact of equipment, energy sources, and consumables used

by businesses

3.1.1 What is environmental impact?

3.1.2 Summarise the key issues relating to energy management

3.1.3 Explain the options for organisations for the disposing of consumables

3.1.4 Sustainability and environmental issues

3.2 Demonstrate how businesses may minimize their impact on the environment

3.2.1 Examine the importance of the management of waste

3.2.2 Analyse the green and security issues in managing waste

3.2.3 Describe how businesses can minimise waste and undertake

3.3 Identify the main aspects of environmental and health legislation regulating facilities

management

3.3.1 Differentiate between hazards and risks

3.3.2 Explain how to undertake a risk assessment for an organisation

3.3.3 Identify the specific legislation, regulations, guidelines, and codes of practice

relating to environmental and health issues

3.3.4 Describe how to keep updated with the risks and issues which affect organisations




Learning outcome 04: Understand the relationship between business ethics and facilities

management

Assessment criteria

The candidate can:

4.1 Examine the relationship between ethical business practice and facilities management


4.1 Examine the relationship between ethical business practice and facilities management

4.1.1 Explain ethics in the context of facilities management and business

4.1.2 Identify key principles for ethical practice in facilities management




Guidance for tutors

This unit should be considered in the context of the practice of facilities management. It is

important to understand the role and contribution of facilities managers to operations and

business activities. Key areas for consideration include communication and delivery of

customer service. These should be linked to the role of service level agreements.

An important consideration is the relationship with administration and how people and

resources are organised to best effect. The skills required by facilities mangers should be

investigated with the aim of identify good practice.

The management of business accommodation is a key issue. This needs to be considered

through an understanding or ergonomics and space management. In particular, attention

needs to be given to how change is introduced and improvements made.

The importance of health and safety and environmental regulations needs to be understood

and applied to business situations. These need to be examined in the context of security and

green issues.

Integrity is a key need for facilities mangers and this should be linked to actual business

situations. Guidance on how to achieve a sound ethical basis for actions should be identified

and assessed.

Opportunities should be taken when delivering the unit to include tasks which improve

understanding of the importance of re-cycling and waste disposal. Whenever possible the

unit should be tackled through relevant practical activities.



7. Imported Optional units

Management accounting: costing and budgeting

Marketing intelligence

The Internet and e-business

Business events management



431 Management accounting: costing and budgeting

Credit: 15

GLH: 60

Unit aim

This unit provides candidates with the knowledge, understanding, and skills to use cost

information for budgeting and forecasting purposes in the management of business.

This unit deals with cost information, both current and future, of businesses. It investigates

how cost data is collected, compiled and analysed, and processed into information that is

useful for business managers. Candidates will have the opportunity to apply these principles

to practice.

The unit also deals with budgetary planning and control. It examines how to prepare

forecasts and budgets and to compare these to actual business results. Finally, the unit

considers different costing and budgetary systems and the causes of resulting variances,

together with the possible implications and the corrective action the business will need to

take.

Learning outcomes


The candidate will:

01 Be able to analyse cost information within a business

02 Be able to propose methods to reduce costs and enhance value within a business

03 Be able to prepare forecasts and budgets for a business

04 Be able to monitor performance against budgets within a business

Mandatory reading

Benedict, A. and Elliott, B. (2008) Financial Accounting: An Introduction. Harlow, FT Prentice

Hall

Business Essentials (2010) Management Accounting and Financial Reporting. BPP Learning

Media

Further reading

Atrill, P. and McLaney, E. (2009) Management Accounting for Decision Makers. 6th edition.

FT Prentice Hall

Lucey, T. (2009) Costing. 7th edition. Andover, Cengage Learning

Thomas, R. (1997) Quantitative methods for business studies. Prentice Hall






Learning outcome 01: Be able to analyse cost information within a business

Assessment criteria

The candidate can:

1.1 Classify different types of cost

1.2 Use different costing methods

1.3 Calculate costs using appropriate techniques

1.4 Analyse cost data using appropriate techniques


1.1 Classify different types of cost

1.1.1 Define cost and its three elements: materials, labour, and expenses

1.1.2 Explain the purpose of a cost centre

1.1.3 Know how to use cost classification for stock valuation and profit measurement,

decision making and control

1.1.4 Explain the importance of cost behaviour

1.1.5 Determine the fixed and variable elements of semi-variable costs

1.2 Use different costing methods

1.2.1 Distinguish between job and contract costing

1.2.2 Distinguish between batch and service costing

1.2.3 Describe service department costing

1.2.4 Explain the relationship between job costing and services

1.2.5 Explain the distinguishing features of process costing

1.2.6 Know how to account for normal loss and abnormal loss or gain

1.2.7 Explain how to deal with scrapped units

1.2.8 Describe how to deal with closing work in progress and closing work in progress

with losses

1.2.9 Know how to identify losses/gains at different stages in the process

1.3 Calculate costs using appropriate techniques

1.3.1 Explain the nature of stock

1.3.2 Describe what is involved in the ordering, receipt and issue of raw materials

1.3.3 Describe what is involved in the storage and recording of raw materials

1.3.4 Know how to use FIFO, LIFO, and AVCO in stock valuation

1.3.5 Apply absorption and marginal costing

1.3.6 Compare marginal with absorption costing

1.3.7 Explain cost-based and market-based approaches to costing

1.3.8 Describe target costing

1.4 Analyse cost data using appropriate techniques

1.4.1 Describe the purpose of sampling and the main sampling groups – random, quasi-

random, and non-random

1.4.2 Demonstrate how to present data in tabular, diagrammatical, and graphical

formats: tables, time series graphs, bar charts, pie charts, histograms and ogives

1.4.3 Apply measures of central tendency




Learning outcome 01: Be able to analyse cost information within a business

Amplification of assessment criteria (continued)

1.4.4 Know how to calculate simple indices




Learning outcome 02: Be able to propose methods to reduce costs and enhance value

within a business

Assessment criteria

The candidate can:

2.1 Prepare and analyse routine cost reports

2.2 Use performance indicators to identify potential improvements

2.3 Suggest improvements to reduce costs, enhance value and quality


2.1 Prepare and analyse routine cost reports

2.1.1 Know how to investigate variances

2.1.2 Explain the significance of variances

2.1.3 Describe appropriate control action

2.1.4 Describe the interdependence between variances

2.2 Use performance indicators to identify potential improvements

2.2.1 Describe the use of performance indicators in performance measurement and

improvement

2.2.2 Distinguish between qualitative and quantitative measures

2.3 Suggest improvements to reduce costs, enhance value and quality

2.3.1 Describe the relationship between cost reduction and value analysis

2.3.2 Explain the importance of quality and value to the customers of a business

2.3.3 Describe the main features of Total Quality Management (TQM)




Learning outcome 03: Be able to prepare forecasts and budgets for a business

Assessment criteria

The candidate can:

3.1 Explain the purpose and nature of the budgeting process

3.2 Select appropriate budgeting methods for the organisation and its needs

3.3 Prepare budgets according to the chosen budgeting method

3.4 Prepare a cash budget


3.1 Explain the purpose and nature of the budgeting process

3.1.1 Describe the purposes and benefits of a budget

3.1.2 Explain the link between organisational objectives, strategy, and budgets

3.1.3 Describe how budgets can act as planning, coordinating, motivating, and control

devices

3.1.4 Describe the behavioural aspects of budgeting – padding the budget, spending to

the budget and creative budgets

3.2 Select appropriate budgeting methods for the organisation and its needs

3.2.1 Explain how to identify the principal budgeting factor

3.2.2 Describe the stages involved in preparing a budget

3.2.3 Explain how to prepare functional budgets

3.3 Prepare budgets according to the chosen budgeting method

3.3.1 Distinguish between fixed and flexible budgets

3.3.2 Construct a flexible budget

3.3.3 Describe incremental and zero based budgeting systems

3.4 Prepare a cash budget

3.4.1 Explain the usefulness of cash budgets

3.4.2 Construct a cash budget




Learning outcome 04: Be able to monitor performance against budgets within a business

Assessment criteria

The candidate can:

4.1 Calculate variances, identify possible causes, and recommend corrective action

4.2 Prepare an operating statement reconciling budgeted and actual results

4.3 Report findings to management in accordance with identified responsibility centres


4.1 Calculate variances, identify possible causes, and recommend corrective action

4.1.1 Describe standard costing, its uses, and importance as a control technique

4.1.2 Calculate direct material and direct labour cost variances

4.1.3 Calculate variable overhead and fixed overhead variances

4.1.4 Calculate sales variances

4.1.5 Describe the possible causes of budget variances and the actions that can be

undertaken to resolve these

4.2 Prepare an operating statement reconciling budgeted and actual results

4.2.1 Prepare an operating statement that reconciles budgeted and actual results

4.3 Report findings to management in accordance with identified responsibility centres

4.3.1 Distinguish between the four categories of responsibility centres: cost, revenue,

profit, and investment centres

4.3.2 Describe the relationship between responsibility centres and budgeting

4.3.3 Describe how to report variances to centres responsible




Guidance for tutors

In this, unit candidates explore how cost information can be analysed within a business.

They investigate methods to reduce costs and enhance value within a business. They

prepare forecasts and budgets and monitor performance against budgets.

Candidates examine the three elements of cost, the use of cost centres and the ways costs

can be classified. They are required to use different costing methods such as job, batch,

contract, and service costing. In addition, they are required to undertake stock valuation

calculations using FIFO, LIFO, and AVCO. They must understand the differences between

marginal and adsorption costing and be able to apply these cost measurements techniques.

Candidates need to know cost-based and market-based approaches to costing and be able to

explain target costing. They examine the use of sampling methods, such as random,

stratified, systematic, multi-stage, cluster, quota together with data presentation techniques

in cost analysis. Candidates are required to calculate the mean, median, mode and simple

indices in analysing cost information.

Candidates must learn how to investigate variances, explain their significance and

interdependency, and be able to identify appropriate control action. They must be able to

explain the usefulness of performance indicators in performance measurement and

improvement. They should also examine the relationship between cost reduction and value

analysis, the importance of quality and value to customers, together with the main features

of TQM.

Finally, candidates must examine the rationale for and the steps involved in the preparation

of budgets, together with the links between budgets and organisational strategy. In

addition, they explore the behaviour aspects of budgeting. They must be able to explain

how to prepare functional budgets and describe incremental and zero based approaches to

budgeting. They are required to prepare flexible and cash budgets.



432 Marketing intelligence

Credit: 15

GLH: 60

Unit aim

The aim of this unit is to enable candidates to understand the purchase decision-making

process and how marketing research techniques are used to contribute to the development

of marketing plans.

This unit explores buyer behaviour and how this is influenced by a range of factors and

situations. Candidates will explore the marketing research process and assess the

importance of different types of information. The approach is practical and candidates will

learn how to prepare and present a research proposal, assess the reliability of market

research findings, and use secondary sources of data.

Candidates will then develop the skills needed to assess trends and carry out competitor

analysis.

Finally, candidates will consider customer relationship management and how to assess levels

of customer satisfaction.

The unit seeks to combine a sound theoretical framework with the development of useful

business skills.

Learning outcomes


The candidate will:

01 Understand buyer behaviour and the purchase decision making process

02 Be able to use marketing research techniques

03 Be able to assess market size and future demand

04 Be able to measure customer satisfaction

Mandatory reading

Business Essentials (2010) Marketing Intelligence. BPP Learning Media

Further reading

Chisnall, P. M. (2001) Marketing Research. 6th edition. McGraw Hill

Wilson, A. M. (2003) Marketing Intelligence: An Integrated Approach. Pearson Education

Ltd.

Wright, R. (2006) Consumer Behaviour. Thomson Learning






Learning outcome 01: Understand buyer behaviour and the purchase decision making

process

Assessment criteria

The candidate can:

1.1 Describe the main stages of the purchase decision-making process

1.2 Explain theories of buyer behaviour in terms of individuals and markets

1.3 Explain the factors that affect buyer behaviour

1.4 Evaluate the relationship between brand loyalty, corporate image and repeat purchasing


1.1 Describe the main stages of the purchase decision-making process

1.1.1 Describe the elements of a simple decision process model

1.1.2 Identify and explain the types of buying decisions

1.1.3 Assess the relevance of modelling buyer behaviour

1.1.4 Explain the various dimensions of buyer behaviour

1.2 Explain theories of buyer behaviour in terms of individuals and markets

1.2.1 What influences buyer behaviour

1.2.2 Identify and explain models of buyer behaviour, i.e. stimulus response, diffusion, &

innovation

1.2.3 Evaluate the use of these buyer behaviour models

1.2.4 Describe what is meant by the Decision Making Unit (DMU)

1.3 Explain the factors that affect buyer behaviour

1.3.1 Identify and explain the consumer’s motivation mix

1.3.2 Describe the psychological socio-psychological and sociological factors affecting

buyer behaviour

1.3.3 Describe the economic and cultural factors affecting buyer behaviour

1.3.4 Assess the lifestyle and life-cycle factors which also influence buyer behaviour

1.3.5 explain what is meant by customer and prospect profiling and how would they

benefit an organisation

1.4 Evaluate the relationship between brand loyalty, corporate image and repeat purchasing

1.4.1 Explain what is meant by ‘brand loyalty’

1.4.2 Explain the significance of corporate image

1.4.3 Describe the benefits of repeat purchasing to an organisation

1.4.4 Assess and evaluate the connection between these 3 aspects of Marketing

Intelligence




Learning outcome 02: Be able to use marketing research techniques

Assessment criteria

The candidate can:

2.1 Evaluate different types of market research techniques

2.2 Use sources of secondary data to achieve marketing research objectives

2.3 Assess the validity and reliability of market research findings

2.4 Prepare a marketing research plan to obtain information in a given situation


2.1 Evaluate different types of market research techniques

2.1.1 Assess the role and importance of market research to a business

2.1.2 Describe the market research process and objectives

2.1.3 Identify and explain the issues relating to primary and secondary research

2.1.4 Describe the internal and external sources of market research

2.1.5 Evaluate the significance of competitor and customer data

2.1.6 Explain the ethical issues connected with market research of any kind

2.2 Use sources of secondary data to achieve marketing research objectives

2.2.1 Explain the stages involved in the marketing research process

2.2.2 What is a research proposal and how is it constructed

2.2.3 Distinguish between qualitative and quantitative methods of research

2.2.4 Identify and assess potential sources of secondary data

2.2.5 Identify and evaluate methods of interpreting data

2.3 Assess the validity and reliability of market research findings

2.3.1 Describe the benefits/limitations and cost/reliability of using different types of

Market research companies

2.3.2 Identify approaches to the assessment of the reliability and validity of market

research findings

2.3.3 What is the sampling process and differentiate between the different methods of

sampling available

2.3.4 Explain what is meant by methods of recruitment in the context of marketing

research

2.4 Prepare a marketing research plan to obtain information in a given situation

2.4.1 Explain the issues associated with researching developing and established

consumers

2.4.2 Describe the use of research data in supporting marketing planning

2.4.3 Investigate how to produce actionable recommendations from research data

2.4.4 Identify ways to evaluate research findings for use in the decision making process




Learning outcome 03: Be able to assess market size and future demand

Assessment criteria

The candidate can:

3.1 Assess market trends within a given market

3.2 Plan and carry out a competitors’ analysis for a given organisation

3.3 Evaluate an organisation’s opportunities and threats for a given product or service


3.1 Assess market trends within a given market

3.1.1 Identify processes to define the market in which an organisation is operating

3.1.2 Estimate total market size, value, and volume

3.1.3 Establish methods to identify market growth and trends

3.1.4 Identify and explain ways of forecasting future demand

3.2 Plan and carry out a competitors’ analysis for a given organisation

3.2.1 Define competitor analysis and the key questions involved in carrying out this

analysis

3.2.2 Identify the characteristics, strategies, and objectives of the competition

3.2.3 Establish the relevant strengths and weaknesses of the competition

3.2.4 Identify the future behaviour and strategic intent of the competition

3.3 Evaluate an organisation’s opportunities and threats for a given product or service

3.3.1 Distinguish between the strengths and weaknesses of the organisation

3.3.2 Establish the opportunities and threats for given products or services within an

organisation




Learning outcome 04: Be able to measure customer satisfaction

Assessment criteria

The candidate can:

4.1 Evaluate techniques of assessing customer response

4.2 Design and complete a customer satisfaction survey

4.3 Review the success of a completed survey


4.1 Evaluate techniques of assessing customer response

4.1.1 Identify and explain the relevant methods available to measure customer

satisfaction

4.1.2 Explain the fundamentals of customer satisfaction

4.2 Design and complete a customer satisfaction survey

4.2.1 Research and review customer satisfaction surveys

4.2.2 Design and implement a customer satisfaction survey for a chosen organisation

4.2.3 Identify and explain the benefits and limitations of such surveys

4.3 Review the success of a completed survey

4.3.1 Evaluate the success or failure of a completed customer satisfaction survey

4.3.2 Assess what elements have to be part of a successful survey

4.3.3 What will an organisation want to obtain from such a survey?




Guidance for tutors

Candidates must be able to identify what processes an organisation has to implement in

order to understand the behaviour of their buyers and what is involved in the purchase

decision-making process. They must be able to clearly explain and assess the aspects which

motivate consumer’s buying in the market place and how an organisation can benefit from

this type of information.

When studying this unit, candidates will examine the relationship between brand loyalty,

corporate image and repeat purchasing and be able to establish the importance of all of

these factors to an organisation.

Secondly, candidates should be able to use appropriate marketing research techniques for

particular purposes. They must be able to identify the role and importance of market

research and what sources and methods are available to businesses. Candidates will be

required to research what the purpose of a market research company is and whether or not

they would be worthwhile to an organisation.

They should have the ability to describe the different types of research available and if it is

reliable as well as identifying the relevant sampling to adopt for certain situations.

Candidates must be able to establish the use of any research data which has been collected

from any of these sources using any of the techniques.

Thirdly, candidates must be able to assess the size of current markets and be able to predict

any future demands. As part of this process, they will have to be able to complete the

process of competitor analysis to assess brand and market share and what their and their

competitor’s strengths, weaknesses, opportunities and threats are.

Finally, a candidate should have the ability to measure customer satisfaction and customer

care by being able to evaluate the techniques for assessing customer response. They must

be able to design and complete a customer satisfaction survey and review the success of this

completed process.



433 The Internet and e-business

Credit: 15

GLH: 60

Unit aim

This unit gives candidates an understanding of the internet and how e-business can be used

in organisations.

Candidates are introduced to the scope of e-business and the benefits it offers to an

organisation through the different business models. It enables sufficient understanding of

internet technology for learners to appreciate the potential, and the limitations, of using the

internet for business. The features of good website design are also covered.

Candidates new to studying e-business may already be familiar with e-business through

having dealt with them as buyers and/or sellers. One of the aims of this unit is to help

candidates build on these experiences and look at them more objectively as viable and

productive business organisations. Candidates will examine the scope of e-business and the

inherent models it can follow. The unit will give candidates the ontology of the internet and

business requirements for usable website design. They will have an in-depth knowledge of

the technology behind the HCI of e-business.

By studying online business environments candidates will gain insight into how business is

evolving within the virtual marketplace in order to remain competitive; how the

development of a global marketplace impacts on all businesses; and how businesses can

take advantage of these opportunities whilst meeting customer expectations.

Learning outcomes


The candidate will:

01 Understand the scope of e-business

02 Understand how the Internet works

03 Be able to use different e-business models

04 Be able to use good website design

Mandatory reading

Chaffey, D. (2009) E-business, and E-commerce Management. 4th edition. Harlow, FT

Prentice Hall

Further reading

King, T. et al. (2008) Electronic Commerce 2008: A Managerial Perspective. Pearson

Publishing

Reynolds, J. (2004) The Complete E-commerce Book. CMP Books






Learning outcome 01: Understand the scope of e-business

Assessment criteria

The candidate can:

1.1 Describe the environment in which e-business is conducted and business transaction

types

1.2 Explain the benefits and barriers to businesses considering an online presence

1.3 Assess the security and legislative issues facing an online business organisation

1.4 State the modes of communication available to an e-business and their applications


1.1 Describe the environment in which e-business is conducted and business transaction

types

1.1.1 Explain the term ‘World Wide Web’

1.1.2 Distinguish between intranets and extranets

1.1.3 Differentiate between e-business and e-commerce

1.1.4 Describe the characteristics of the principal stakeholder transaction types

1.2 Explain the benefits and barriers to businesses considering an online presence

1.2.1 Describe the benefits to a business of having an online presence

1.2.2 Clarify how the use of internet technology can help to reduce transaction costs for

organisations

1.2.3 Explain the difficulties that may be encountered by businesses in developing an

online presence

1.2.4 Analyse the importance of trust in e-business transactions

1.3 Assess the security and legislative issues facing an online business organisation

1.3.1 Explain the methods and importance of physical and electronic security in

undertaking e-business

1.3.2 Describe how legislation impacts on e-business

1.4 State the modes of communication available to an e-business and their applications

1.4.1 Explain the characteristics of the devices that can be used to communicate online




Learning outcome 02: Understand how the internet works

Assessment criteria

The candidate can:

2.1 Explain the internet technologies and their importance in making an e-business

successful

2.2 Explain the main features of HTML

2.3 Analyse the functions of client servers and browsers, and the role of the search engine

2.4 Evaluate the use of intranets and extranets within business communication


2.1 Explain the internet technologies and their importance in making an e-business

successful

2.1.1 Describe how messages are transferred across the global communications network

2.1.2 Analyse why bandwidth is an important factor in communicating

2.2 Explain the main features of HTML

2.2.1 Describe how HTML is used as the language of the World Wide Web

2.2.2 Outline the packages that can be used by users to build websites

2.2.3 State the characteristics of XML and XTML

2.3 Analyse the functions of client servers and browsers, and the role of the search engine

2.3.1 Explain the functions of servers and clients

2.3.2 Analyse the nature and role of search engines

2.3.3 Describe the role of the browser in interpreting HTML and presenting the data to

fit users’ screens

2.4 Evaluate the use of intranets and extranets within business communication

2.4.1 Differentiate between the use of the internet, an intranet and extranet

2.4.2 Clarify how intranets and extranets can help improve security and efficiency

(effectiveness) within business communication




Learning outcome 03: Be able to use different e-business models

Assessment criteria

The candidate can:

3.1 Illustrate the different e-business models that can be used to generate revenue for a

business

3.2 Analyse each model in terms of its capacity to generate revenue

3.3 Report on future developments in e-business models


3.1 Illustrate the different e-business models that can be used to generate revenue for a

business

3.1.1 Explain how the internet and e-business models can be used to generate revenue

3.2 Analyse each model in terms of its capacity to generate revenue

3.2.1 Evaluate the effectiveness of the e-business models

3.3 Report on future developments in e-business models

3.3.1 Summarise the possible future developments of the e-business models




Learning outcome 04: Be able to use good website design

Assessment criteria

The candidate can:

4.1 Use the key elements of good web design structure

4.2 Evaluate the impact of a well-designed website to an e-business

4.3 Report on the issues concerning website usability


4.1 Use the key elements of good web design structure

4.1.1 Describe the elements of web page that are used by search engines

4.2 Evaluate the impact of a well-designed website to an e-business

4.2.1 Describe the design characteristics of engaging website

4.2.2 Explain the importance of the website being consistent with the image of the

business brand

4.2.3 Analyse the factors that encourage return visits to websites

4.3 Report on the issues concerning website usability

4.3.1 Demonstrate how the accessibility needs of different stakeholder audiences are

met when designing a website

4.3.2 Clarify the legal responsibilities when designing a website




Guidance for tutors

Candidates must understand the environment in which e-business operates from the basic

World Wide Web to understanding what makes a good website.

Through studying this unit, candidates will know what constitutes e-business and e-

commerce and understand transaction types in online marketing and selling. They will gain

sufficient understanding of online presence to be able to describe the benefits of and

difficulties in developing an online presence, as well as an understanding of how the

technology can help to reduce an organisation’s costs.

They will also understand the nature of trust in e-business by understanding the legal and

security issues that affect e-business and e-commerce, and how these impact on the way

organisations operate their online presence. Candidates will also explore the range of

devices that can be used in online communications and understand how these are used in e-

business and e-commerce.

Secondly, candidates will need to gain an understanding of how the internet works from

analysing how bandwith impacts on communications, to understanding how messages are

transferred across global networks. They will understand the language of the internet

through exploring HTML and XML and will have knowledge of the packages available for

website design and building.

Candidates will understand the role and function of client servers and browsers and

distinguish between the uses of internet, intranet and extranet, evaluating the use of extra

and intranets within business communications, and the role of the search engine in

presenting results to users.

Thirdly, candidates will explore e-business models, their capacity to generate revenue and

future developments in different e-business models.

Finally, candidates will gain sufficient understanding of website design to be able to use key

elements of good website design structure and report on issues of usability.



434 Business events management

Credit: 15

GLH: 60

Unit aim

The aim of this unit is to provide candidates with a knowledge and understanding of

different administrative functions and roles and to provide them with the skills to organise

events and activities.

This unit allows candidates to develop and practise their knowledge, understanding and

skills as administrators or managers by examining the administrative functions within

organisations. The unit is about preparing and coordinating operational plans and managing

time effectively and developing self to meet the needs of an organisation. The unit

investigates the roles and responsibilities of key people within the organisation helping to

meet its objectives.

While completing this unit candidates find out how to manage events or activities. They

have the opportunity to investigate and participate in the running of an event in which they

take a major role in managing a range of key resources. This is a practical unit which

prepares candidates for a management role in any organisation whether large, medium or

small.

Learning outcomes


The candidate will:

01 Be able to plan an event or project

02 Be able to effectively administer an event or project

03 Be able to organise teamwork when managing an event or project

04 Be able to use a range of business communication systems in managing the event or

project

Mandatory reading

Bowdin, G. et al. (2006) Events Management. 2nd edition. Butterworth-Heinemann

Further reading

Shone, A. and Parry, B. (2004) Successful Event Management: A Practical Handbook. 2nd

edition. Thomson






Learning outcome 01: Be able to plan an event or project

Assessment criteria

The candidate can:

1.1 Carry out an identified event or project within an agreed timescale

1.2 Write appropriate documentation

1.3 Organise resources to carry out the event or project

1.4 Perform regular reviews and evaluations including the methods and resources


1.1 Carry out an identified event or project within an agreed timescale

1.1.1 Arrange pre-planning meeting to discuss the event or project

1.1.2 Outline key people involved and establish roles and responsibilities

1.1.3 Create SMART objectives and set timescales for agreed tasks which are in

conjunction with the estimated completion date

1.1.4 Identify the event or project constraints and risks in order to develop a realistic

plan

1.2 Write appropriate documentation

1.2.1 Prepare relevant minutes, memos, and letters to monitor the event or projects

progress

1.2.2 Prepare appropriate documentation for distribution, storage and retrieval

purposes

1.2.3 Identify the impact of the Data Protection Act on the event or project

1.3 Organise resources to carry out the event or project

1.3.1 Explain how to organise the financial, human and physical resources needed to

carry out the event or project

1.3.2 Arrange suitable refreshments, travel and accommodation for the event or project

1.3.3 Identify appropriate actions to ensure budgetary constraints are met

1.4 Perform regular reviews and evaluations including the methods and resources

1.4.1 Review plans at various stages and adjust timescales accordingly

1.4.2 Identify relevant changes and ensure they fit in with the overall objectives of the

event or project

1.4.3 Identify relevant changes and ensure they fit in with the overall objectives of the

event or project




Learning outcome 02: Be able to effectively administer an event or project

Assessment criteria

The candidate can:

2.1 Set up the project, choose the completion date and allocate responsibilities

2.2 Demonstrate leadership, effective time management and skills of prioritising and

delegating

2.3 Support and monitor the project

2.4 Take corrective action if necessary to keep the project on schedule


2.1 Set up the project, choose the completion date and allocate responsibilities

2.1.1 Identify the responsibilities of individuals within an event or project

2.1.2 Identify suitable methods of communication techniques

2.1.3 Describe the planning techniques and tools that can be used to estimate the event

or project completion dates

2.1.4 Illustrate the importance of setting realistic project schedules

2.2 Demonstrate leadership, effective time management and skills of prioritising and

delegating

2.2.1 Clarify the planning and time management aids that can be used to manage the

event or project

2.2.2 Explain how to identify and prioritise project outcomes

2.2.3 Describe the importance of, and how to, delegate effectively

2.2.4 Explain how you would deal with conflict within the team

2.3 Support and monitor the project

2.3.1 Explain the importance of involving others in the supporting and monitoring of an

event or project

2.3.2 Demonstrate how to obtain valid and relevant information about an event or

project

2.3.3 Assess whether the information provided is sufficient to monitor the event or

project accurately

2.4 Take corrective action if necessary to keep the project on schedule

2.4.1 Explain the reasons for monitoring the progress of an event or project

2.4.2 Summarise the range of corrective actions that can be used to ensure an event or

project remains on schedule

2.4.3 Explain how to implement actions to keep the project on schedule




Learning outcome 03: Be able to organise teamwork when managing an event or project

Assessment criteria

The candidate can:

3.1 Choose the appropriately sized team with the knowledge and abilities required for the

project

3.2 Demonstrate team-building skills and how to diffuse anger

3.3 Show the importance of effective co-ordination and clear communication when liaising

with the team

3.4 Plan the actions and resources needed to achieve the success of the event or project


3.1 Choose the appropriately sized team with the knowledge and abilities required for the

project

3.1.1 Explain how to select the optimum size for a team in order to manage an event or

project

3.1.2 Identify the knowledge, skills and abilities required of project team members

3.1.3 Explain how to delegate roles and responsibilities within a project team

3.2 Demonstrate team-building skills and how to diffuse anger

3.2.1 Show how to develop the team through different stages

3.2.2 Summarise the techniques that can be used to diffuse anger and conflict

3.2.3 Discuss how you would deal with criticism in a positive manner

3.3 Show the importance of effective co-ordination and clear communication when liaising

with the team

3.3.1 Discuss the importance of having regular team meetings

3.3.2 Identify why clear communication is essential when liaising with project team

members

3.3.3 Plan regular ways of disseminating information with both external teams and

individuals

3.4 Plan the actions and resources needed to achieve the success of the event or project

3.4.1 Identify what actions are required in order achieve agreed outcomes

3.4.2 Identify what resources are needed to achieve the success of the event or project

3.4.3 Outline methods to ensure timescales are met




Learning outcome 04: Be able to use a range of business communication systems in

managing the event or project

Assessment criteria

The candidate can:

4.1 Create clear records of communication both internal and external and of team meetings

4.2 Demonstrate good use of information technology where applicable

4.3 Produce information regularly and on time


4.1 Create clear records of communication both internal and external and of team meetings

4.1.1 Prepare relevant business documentations and ensure accurate record keeping

4.1.2 Identify the correct methods of communication with internal and external people

4.1.3 Demonstrate clear records of communication when managing the event or project

4.2 Demonstrate good use of information technology where applicable

4.2.1 Identify most cost effective method of communication using information

technology

4.2.2 Plan the most effective way to communicate with project team members using

information technology

4.2.3 Identify various methods of information technology that can be used to

communicate with internal and external clients

4.3 Produce information regularly and on time

4.3.1 Summarise key points of meetings and distribute to all involved regularly

4.3.2 Prepare documentation regularly and on time




Guidance for tutors

Tutors are encouraged to guide candidates to select the most appropriate event or project

which will allow them to take full ownership in order to meet all the outcomes. The unit will

give candidates the underpinning knowledge to plan effectively all aspects of events from

the initial planning stage, deciding on team members, dealing with conflict, ensure accurate

record keeping and meeting tight deadlines.

The chosen event or project will allow candidates to take full responsibility from the pre-

planning stage right through to completion. This includes taking ownership of selecting the

project team arranging the resources for the event or project and effectively using their time

management skills.

Candidates will also learn how to deal with individuals within a team which will also include

building the team, delegating and defuse conflicts. Candidates will demonstrate leadership

qualities, use their own initiative and be able to make decisions to change things if deadlines

are not going to be met in order to stay on schedule.

Technology is continually changing and candidates will need to identify which is the most

appropriate method to communicate with the project team. This can be in the form of

meetings, emails, video conferencing, etc. Accurate record keeping is vital and identifying

key points that need to be actioned by individuals is crucial in the progress of the event or

project.

Case studies can be used to help candidates develop the necessary knowledge and skills of

events or project management and identify where things have gone wrong in the past and

learn from peoples mistakes in order to achieve a successful outcome of their own.

iq iam level 4 diploma in business and administrative management (qcf) · diploma in business and...

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