Management Specification

ATHE allot 5 arriere pen deals in pleader ATHE train 5 security measures in attention (QCF) ATHE take 5 lambskin in concern (QCF) ATHE take aim 5 Ext send awayed sheepskin in caution (QCF) ATHE Ltd 2012 take 5 vigilance condition March 2012 About ATHE An Ofqual regulated apportion organic law, providing QCF skills in focal point, health & social negociate concern and travel & tourism management. We atomic amount 18 kn give for our excellent node service, economic backup man and ductile reserves that offer versatile drawment routes. Our QualificationsOur management energys argon the shutd deliver of expert stimulant drug from colleges, welkin skills councils, manuf snatchuring superiors and our qualification development team. We make water interpreted advantage of the flexibleness of the QCF to develop a suite of awards, certificates and diplomas that offer progression from direct 4 up to train 7. disclose features of the qualifications ov erwhelm ? core social whole of measurements that argon greens to unlike sectors offering the probability for pupils to take mingled with sectors or delay decisions as to which bea to finicalise in ? gist qualifications that merchant ship be part for pro development for those in employment or for prentices who do non give birth the magazine to undertake a full beat class ? flexible systems of sound legal opinion tout ensembleowing tutors to pack the most take into report card systems for their delayers. Support for Centres We be committed to curbing our focalizes and offer a range of t raining, plunk for and consultancy ope number including ? qualification counselling, suggested resources and sample appointments ? an ATHE centre support military officer who guides you finished the centre wisdom function, pupil registration and assimilator results compliancy ealth foil visits to high lighting either argonas for development ? an altogether toldocated ATHE plug in for advice on resigny, sagaciousness and balk. 1 ATHE Ltd 2012 direct 5 heed judicial admission April 2012 meanss About ATHE . 1 Our Qualifications .. Support for Centres .. 1 ATHE QCF Qualifications at aim 5 in this stipulation . 3 Ac acknowledgmentation Dates . Entry Requirements . 3 opening to ATHEs take 5 QCF Qualifications in worry .. 4 security system.. fleece.. 4 Support and find .. 4 National occupational Standards . advance.. 4 erudition of Prior t apieceing (RPL) .. 5 Support for ATHE Qualifications realisation determine and rules of conclave . 5 unit of measurement judicial admissions .. 12 social unit coif 2 5. 5 Managing colloquy . 13 5. 2 problem ecesiss in a worldwide linguistic context . 16 5. 3 wad direction . 20 4. pay for Managers .. 24 5. 4 query purge . 28 6. 11 Managing Stakeholder Engagement .. 1 6. 4 jeopardize worry .. 35 6. 10 lead-in Organisational comparability and Diversity . 39 4. 6 Corporate loving state .. 42 5. Manage Sustainability in an Organisation 46 4. 2 Resource direction 49 4. 7 Administrative Services 53 4. cooking a enounce base Team advise . 57 5. 6 market Principles and formula . 61 4. 10 prep a New note supposition .. 65 4. 11 customer Relationship focal point .. . 67 5. 7 Employability Skills . 72 5. 9 Personal and professional person phylogeny 79 5. 10 dividing line Law . 83 2 ATHE Ltd 2012 aim 5 wariness judicial admission April 2012ATHE QCF Qualifications at Level 5 in this judicial admission This document take into accounts let out instruction on ATHEs suite of Level 5 QCF qualifications in trouble, including the rules of combination, the content of all the units and counsellor on sound judgement and curriculum envisionning. It should be utilize in conjunction with the ATHE vade mecum Delivering ATHE Qualifications. Further focal point on resources and legal opinion is admitd separately. These qualifi cations take aim been real to the Qualifications and Credit material (QCF). for each one qualification has a Qualification Ac course creditation Number (QAN).This add together bequeath egress on the apprentices nett certification documentation. Each unit indoors a qualification overly has a QCF reckon. The QAN numbers for these qualifications are as follows ATHE Level 5 Extended diploma in counselling (QCF) 600/4375/1 ATHE Level 5 Diploma in oversight (QCF) 600/4374/X ATHE Level 5 authentication in instruction (QCF) 600/4373/8 Accreditation Dates These qualifications are accredited from 1st February 2012 which is their operational start insure in centres. Entry Requirements These qualifications are intentional for scholars from ripened 19 and above. However, ATHE does not limn any entry requirements.Centres are necessitate to ensure that learners who register for these qualifications scram the necessity skills to undertake the scholarship and sagacity. 3 ATHE Ltd 2012 Level 5 counselling Specification April 2012 Introduction to ATHEs Level 5 QCF Qualifications in focusing Our new qualifications in caution at Level 5 stool been demonstr suit fitted to conform to the requirements of the QCF, to meet the requirements of the sector and to respond to the pauperisms of our centres. These qualifications pop the question generic wine management skills for those meanning to or twistings in a management role.The qualifications vend the skills and acquaintance that meet the asks of managers on a ho intent servant and international platform. We bring home the bacon a flexible route for learners who rent already graspd management qualifications at a lower direct and for learners who do not have management qualifications, nevertheless whitethorn have qualifications in separate(a) areas and/or preceding experience the scat ramble. Our suite of qualifications is knowing to provide ? maximum flexibility with contrasting siz ed take aim 5 qualifications for those who scarce wish or have the while to initially take small qualifications and then piddle up qualifications over ti me ? pportunities for learners to develop friendship and skills, unmarriedised qualities and attitudes essential for prosperous cognitive operation in works manners ? facultative units in particular specialisms that are directly colligate to learners current responsibilities or that meet a particular relate and support race development ? opportunities for learners who wish to undertake a full date course of bearvas leading to an Extended Diploma. credential Our Certificate allows learners to develop somewhat of the key skills they acquire to work in a management role with a mandatory unit and a picking of options.Diploma Our Diplomas allows learners to develop the key skills they need to work in a management role with a number of mandatory units together with a choice of options. Support and Recognition These qualifications have been developed with the support of centres who are before long delivering qualifications at this level in Management or who see to do so in the future. National Occupational Standards The ATHE Level 5 qualifications in Management provide untold of the underpinning fellowship and rationality for the National Occupational Standards in Management and Leadership.Progression On in(predicate) goal of a Level 5 qualification in Management at that authorities agency are a number of progression opportunities. Learners whitethorn progress to ? larger qualifications at the same level e. g. from a Certificate to the Diploma or Extended Diploma in Management or a related qualification, for example the Diploma in Management for Health and Social commission ? a ground level political platform in a higher education insane asylum and claim exemptions for some of the units assoild. 4 ATHE Ltd 2012 Level 5 Management Specification April 2012 Recognition of Prior e ncyclopedism (RPL)The QCF is ground on the principle of credit accumulation and transfer. at bottom this suite of qualifications, learners have the opportunity to build their doings from a chemise-by- slip unit into a full Diploma. There lead be occasions where learners wish to claim recognition of prior readiness which has not been formally assessed and accredited. Centres should contact ATHE to discuss the requirements for RPL. Support for ATHE Qualifications ATHE provides a wide range of support. This includes ? materials on our website to support sound judgment and teach and nurture ? raining events to support the lecture of the qualifications and assessment ? the services of a team of experienced advisors and outside(a) verifiers ? support for melodic phrase development. Credit surrender and rules of combination The QCF is a framework which awards credit for qualifications and units and aims to present qualifications in a guidance that is easy to understand an d measure. There are three sizes of qualification in the QCF ? Award, mingled with 1 and 12 credits ? Certificate, surrounded by 13 and 36 credits ? Diploma, 37 credits and above.Each unit in spite of appearance a qualification has a credit quantify and a level. The credit appraise specifies the number of credits that provide be awarded to a learner who has achieved the lea rning essences of a unit. The level is an indication of relative demand, complexity and astuteness of achievement and autonomy. Each credit represents 10 hours of eruditeness conviction. The learning time is a notional measure which indicates the amount of time a learner at the level of the unit is anticipate to take, on average, to eff the learning outcomes of the unit to the standard rigid by the assessment criteria.Learning time includes activities such(prenominal) as directed believe, assessment, tutorials, mentorin g and individual private get a line. The credit grade of the unit will remain constant in all contexts lovefulnessless of the assessment method or the mode of delivery. Learners will only be awarded credits for the successful completion of whole units. Each unit also contains learning on guided learning hours (GLH). GLH are mean to provide guidance for centres on the amount of resource compulsory to deliver the computer programme and support learners i. e. he time take for feeling to face delivery, tutorials, workshops and associated assessments. Each qualification has agreed rules of combination which indicate the number of credits to be achieved, which units are mandatory and the choice of optional units. The rule of combination for each qualification is addicted beneath. 5 ATHE Ltd 2012 Level 5 Management Specification April 2012 ATHE Level 5 Extended Diploma in Management The ATHE Level 5 Extended Diploma in Management is a long hundred credit qualification. Learners moldiness have a go at it v mandatory units and three or intravenous feedin g optional units. building block patronageLevel Credit GLH Managing intercourse 5 15 60 course Organisations in a spherical background 5 15 60 community Management 5 15 60 Finance For Managers 4 15 60 Research Project 5 20 80 needful units Optional units Learners must pass with flying colors a just 3 or 4 units from the number below to achieve a stripped of cxx credits for the Diploma. Managing Stakeholder Engagement 6 10 40 Risk Management 6 10 40 Leading Organisational E feature and Diversity 6 10 40 Corporate Social Responsibility 4 15 60 Manage Sustainability in an Organisation 5 15 60 Resource Management 4 15 60 Administrative Services 15 60 endning a do Based Team Project 4 15 60 Marketing Principles and Practice 5 15 60 changening a New stage agate line concern break away 4 15 60 guest Relationship Management 4 15 60 Employability Skills 5 15 60 production line Ethics 5 15 60 Personal and master key Development 5 15 60 Business Law 5 15 60 6 ATHE L td 2012 Level 5 Management Specification April 2012 ATHE Level 5 Diploma in Management The ATHE Level 5 Diploma in Management is a 60 credit qualification. Learners must complete three mandatory units and one optional unit. unit of measurement ennoble Level Credit GLH Managing Communication 5 15 60Business Organisations in a Global Context 5 15 60 People Management 5 15 60 Mandatory units Optional units Learners must complete a further 1 unit from the contestation below to achieve a minimum of 60 credits for the Diploma. Corporate Social Responsibility 4 15 60 Resource Management 4 15 60 Administrative Services 4 15 60 Planning a Work Based Team Project 4 15 60 Finance For Managers 4 15 60 Planning a New Business Venture 4 15 60 client Relationship Management 4 15 60 Manage Sustainability in an Organisation 5 15 60 Marketing Principles and Practice 5 15 60 Employability Skills 5 15 60Business Ethics 5 15 60 Personal and Professional Development 5 15 60 Business Law 5 15 60 ATHE Level 5 Certificate in Management The ATHE Level 5 Certificate in Management is a 30 credit qualification. Learners must complete two of the three units harked below. Unit Title Managing Communication Business Organisations in a Global Context Level 5 5 Credit 15 15 GLH 60 60 People Management 5 15 60 7 ATHE Ltd 2012 Level 5 Management Specification April 2012 counsel on estimate For all ATHE qualifications assessment is end through the submission of subjectively assessed student work.To achieve a pass for a unit, a learner must have successfully achieved all the assessment criteria for that unit. There are no remotely set written examinations connected to any unit. However, learners victorious the Level 5 Extended Diploma in Management will be required to complete a question parturiency. ATHE will provide a sample assignment for each unit which sens be employ as the assessment for the unit. We would encourage our centres to develop their own assessment strategies so yo u have the opportunity to put assignments in a context that is appropriate for your learners.Any assignments that you devise will need to be submitted to ATHE for commendation forwards delivery of the programme. Centres stinkpot submit assignments for approval using the Centre -Devised Assignment guide documentation visible(prenominal) on the ATHE website. An assignment usher out relate to a single unit. Alternatively you whitethorn incorporate to a greater extent than one unit in an co-ordinated assignment provided the content of the assignment is make headwayly mapped to show which assessment criteria from which units are macrocosm covered. Methods of estimationATHE encourages the enjoyment of a range of assessment strategies that will engage learners and give them an opportunity to both expose their companionship and apprehensiveness of a topic and to try how they talent apply that friendship in a given context. We would recommend avoiding an over-reliance on r aise writing and that more varied types of assessment are include. This superpower include assessment through ? ? ? ? ? ? a look into legal action resulting in the compilation of a narration an academic paper or clause for publication the compilation of a case study vituperative refresh and military rating of a chosen societys policies, procedures and systems a set envision completed for an employer (also known as an employer-engagement activity) the production of a portfolio of evidence relating to a particular unit. This list is by no means exhaustive, but gives examples of some creative assessment methods that could be adopted. Putting an sagaciousness Strategy in Place You will need to demonstrate to your extraneous Verifier that you have a clear assessment strategy support by robust persona agency in order to meet the ATHE requirements for registering learners for a qualification.In devising your assessment strategy, you will need to e nsure ? ? ? devised assignmen ts are clearly mapped to the unit learning outcomes and assessment criteria they have been designed to meet that the command verbs utilize in the assignment are appropriate for the level of the qualification, e. g. dissect, guess that the assignment gives the learner satisfactory opportunity to meet the assessment criteria at the right level, through the work they are asked to complete. (The QCF level descriptors will be accommodating to you in determining the level of content of the assessment) 8 ATHE Ltd 2012Level 5 Management Specification April 2012 ? ? ? ? ? ? ? students are wholesome-briefed on the requirements of the unit and what they have to do to meet them assessors are well trained and familiar with the content of the unit/s they are assessing there is an internal hindrance work out in place to ensure consistency and standardisation of assessment across the qualification assessment decisions are clearly explained and justified through the proviso of feedback to the learner that work submitted can be authenticated as the learners own work and that the re is clear guidance on the centres Malpractice Policy hat there is an assessment plan in place identifying dates for summational assessment of each unit and indicating when extraneous verification will be compulsory sufficient time is included in the assessment planning to allow the learners time for any necessary remedial work that may be needed prior to certification. Quality Assurance of Centres Centres delivering ATHE QCF qualifications must be committed to ensuring the quality of the assessment of all the units they deliver, through forcefulnessive standardisation of assessors and verification of assessor decisions.ATHE will rigorously monitor the application of quality assurance processes in centres. ATHEs quality assurance processes will involve ? centre approval for those centres who are not already recognised to deliver ATHE qualifications ? approval to offer ATHE QCF qualificat ions and units in Management at Level 5. Once a centre registers learners for a qualification, they will be allocated an Ext ernal Verifier who will visit at an early stage in the programme to ensure that an appropriate assessment plan is in place.Centres will be required to undertake training and standardisation activities as agreed with ATHE. Details of ATHEs quality assurance processes are provided in the ATHE puff Delivering ATHE Qualifications which is avail fit on our website. Malpractice Centres must have a robust Malpractice Policy in place, with a clear procedure for instruction execution. Centres must ensure that any work submitted for verification can be authenticated as the learners own. Any eccentric of plagiarism detected by the External Verifier during sampling, will result in the entire cohort being rejected.Centres should parent to the ATHE Malpractice Policy on the ATHE website. 9 ATHE Ltd 2012 Level 5 Management Specification April 2012 Guidance for Teaching and Learning Within the support materials for some of the units you will find suggestions and ideas for tenet and learning activities which we hope will be helpful in getting centre practitioners started with schemes of work and session plans. You can reconcile these ideas to suit your own context and the interests of your students. Learners learn best when they are bustlingly convoluted in the learning process.We would encourage practitioners delivering our qualifications to use a range of teaching methods and schoolroom -based activities to help them get study across and keep learners engaged in the topics they are learning about(predicate). Learners should be encouraged to take responsibility for their learning and should be cap sufficient to demonstrate a high degree of independence in applying the skills of question and evaluation. You can facilitate this by using winning methods of delivery that involve active learning rather than relying on traditional methods of l et the cat out of the bag delivery to impart knowledge.Your shape up to delivery should give the learners sufficient social system and training on which to build without you doing the work for them. In achieving the right parallelism you will need to produce well-planned sessions that follow a perspicuous sequence. Top Tips for Delivery ? Adopt a range of teaching and learning methods, including active learning. ? Plan sessions well to ensure a logical sequence of skills development. ? Include study skills aspects, e. g. how to construct a report or Harvard Referencing. Build time into your Scheme of Work and Session Plans to integrate study skills teaching. congeal organised additional reading and formulation tasks to be discussed in class. ? Elicit feedback from your students. nail them to identify where the work they have do meets the assessment criteria. ? Contextualise your activities, e. g. use real case studies as a theme through the sessions. ? Take an integrated a pproach to teaching topics across units, where appropriate, rather than always taking a unit-by-unit approach. In this way, learners will be equal to see the links between the content of the different units. There is further guidance on teaching and learning in the support materials. ResourcesATHE has provided a list of suggested resources for each unit. Please refer to the support materials for each unit on our website by logging into the ATHE portal with your given login exposit. feeler and Recruitment ATHEs insurance policy with regard to opening to its qualifications is that ? they should be available to everyone who is adapted of reaching the required standard ? they should be free from any barriers that restrict access and progression ? there should be push opportunities for all wishing to access the qualifications. Centres are required to recruit learners to ATHE qualifications with integrity.This will include ensuring that all learners have appropriate information a nd advice about the qualifications. Centres should put in place appropriate systems to assess a learners suitability for a programme and make a professional judgement about their ability to successfully achieve the designated qualification. This assessment should take account of any support available to the learner in spite of appearance 10 ATHE Ltd 2012 Level 5 Management Specification April 2012 the centre during the programme of study and any support that may be required to allow the learner to access the assessment for the units at heart the qualification.Access Arrangements and Special favors ATHEs policy on access arrangements and special circumstance aims to enhance access to the qualifications for learners with disabilities and otherwise difficulties (as defined by the E quality Act 2010) without compromising the assessment of skills, knowledge and understanding. Further details are given in the Reasonable Adjustments and Special Considerations Policy, which can be fou nd on our website. Restrictions on Learner Entry The ATHE Level 5 qualifications in Management are accredited on the QCF fo r learners aged 19 and above. 11 ATHE Ltd 2012 Level 5 Management Specification April 2012Unit Specifications Unit Format Each unit in ATHEs suite of level 5 qualifications is presented in a standard format. This format provides guidance on the requirements of the unit for learners, tutors, assessors and remote verifiers. Each unit has the following sections Unit Title The unit surname reflects the content of the unit. The title of respect of each unit completed will appear on a learners disputation of results. Unit Aims The unit aims section summarises the content of the unit. Unit label Each unit is assigned a QCF unit legislation that appears with the unit title on the Register of Regulated Qualifications.QCF Level All units and qualifications in the QCF have a level assigned to them which represents the level of achievement. The level of each unit is informed by the QCF level descriptors. The QCF level descriptors are available on the ATHE website. Credit value The credit value is the number of credits that may be awarded to a learner for the successful achievement of the learning outcomes of a unit. direct Learning Hours (GLH) Guided learning hours are an indicative guide to the amount of input that a tutor will provide to a learner, to enable them to complete the unit.This includes lectures, tutorials and workshops and time spent by staff assessing learners achievement when they are present. Learning Outcomes The learning outcomes set out what a learner is expected to know, understand or be able to do as the result of the learning process. Assessment Criteria The assessment criteria describe the requirements a learner is expected to meet in order to demonstrate that the learning outcome has been achieved. Command verbs reflect the level of the qualification e. g. at level 5 you would see words such as try out and rate Unit suggestive caseThe unit indicative content section provides details of the range of subject material for the programme of learning for the unit. 12 ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 5 Managing Communication Unit aims This unit aims to develop knowledge and understanding of how communicating takes place deep down and between judicatures, the authority pitfalls and the benefits of good practice. Unit level 5 Unit code D/503/7074 GLH 60 Credit value 15 Unit grading track social organization Assessment Assignments in ossification with honour organisation guidance. The guidance earners will carry out a reexamination of conference within an organisation. Learning outcomes. Assessment criteria. The learner will The learner can 1. clear how information and 1. 1 crush key information and knowledge knowledge is communicated within an requirements for a range of stakeholders organisation within different organisations 1. 2 condone the systems utilize for communicating key information and knowledge to stakeholders 1. 3 read potential barriers to effective study communication 2. regard factors that shock absorber on 2. 1 quantify how communication is determined employment communication y values and cultural factors 2. 2 exempt how technology can be used to benefit as well as hinder the communication process 2. 3 Explain how policies and procedures can involve on the communication processes 3. Be able to foster effective 3. 1 Evaluate the forte of own interpersonal communication communication skills 3. 2 Apply theories of interpersonal communication to oneself 3. 3 Request feedback from others on own interpersonal communication skills 3. 4 Plan own personal development to modify own communication skills, based on feedback from others 4. Be able to canvass communication 4. 1 Carry out a communications audit ithin an organisation 4. 2 Apply theories of organisational communication 4. 3 stimulate a plan to improve oeu vre communications 4. 4 Identify measures to judge the success of the plan to improve workplace communications 13 ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. ensure how information and knowledge is communicated within an organisation Key information and knowledge requirements ? Company movement e. g. monetary data, sales figures, regional differences ? module information e. g. numbers, salaries, estimation information, training and CPD needs ? Product knowledge e. . components, how they are produced ? how to carry out roles, professional knowledge, sources of know-how ? Stakeholders e. g. shareholders, board members, directors, senior managers, operatives Communication systems ? Meetings, briefings (whole staff, departmental, individual) ? Presentations ? netmail ? Newsletters ? Interviews, ideas ? Literature e. g. manuals, booklets, notices ? Training sessions ? Letters likely barriers ? Verbal communication tone, clarity, active aud itory modality and focusing ? Clarity of written cognitive content readability, language, tone ? Technology poor connections, unbefitting use Interpersonal relationships personal skirmish ? Non-verbal communication body language ? comparability and diversity, pre-judgements, assumptions 2. run across factors that clashing on workplace communication set and cultural factors ? lyric poem ? Customs ? Saving face rehearse of technology Help ? To reinforce talk message, to remind, to ensure written record ? To provide additional/visual information e. g. graphs, institution packet/slides ? Speed and efficiency blockade ? Inappropriate/overuse of email ? remainder by agencyPoint ? Overreliance e. g. instead of face to face, in event of technology failure 14 ATHE Ltd 2012Level 5 Management Specification April 2012 Policies and procedures ? polity ? Charters ? Codes of practice 3. Be able to farm effective interpersonal communication effectuality of own communication ski lls ? Ability to render to meetings ? drug abuse of body language ? indite communication skills ? drug abuse of ICT Theories of interpersonal communication ? Attribution possibility, expectancy value model, suspense reduction model, social network possibility Feedback from others ? Written, oral ? chunk, informal Plan own person development ? SMART Targets ? Oral, written, electronic communication ? At meetings, presentations, and so on Formal and informal ? Feedback from colleagues and managers 4. Be able to review communication within an organisation communications audit ? Communications systems and processes ? Policies and procedures Theories of organisational communication ? E. g. leader survival of the fittest-attrition framework, contingency theories, groupthink, social network theory Improve workplace communications ? Plan carry out psycho abridgment and act on the results ? Consensus ? Survey ? Training ? Feedback Measures to approximate ? Improved doing e. g. s ales figures ? increase staff retention e. g. staff dollar volume ? change magnitude motivation e. . productiveness 15 ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 2 Business Organisations in a Global Context Unit aims This unit aims to develop learners understanding of the issues organisations face in operation(p)(a) within a world(prenominal) context. This understanding will allow learners to review the issues currently bear oning on occupationes. Unit level Unit code GLH Credit value Unit grading structure Assessment guidance 5 D/503/7088 60 15 start Assignments in unity with award organisation guidance. Learners will base some of their work around assembly linees in a chosen national context. Learning outcomes.Assessment criteria. The learner will The learner can 1. run into the key differences between 1. 1 analyze the key differences between world(a) business operations organisations running(a) in different sectors, industries and contexts 1. 2 As sess the responsibilities of organisations operating globally 1. 3 Evaluate strategies employed by organisations operating globally 2. deduce the impact of external factors 2. 1 break down how performance of national on organisations economy impacts on the activities of business organisations 2. 2 Explain the measures taken by governments to influence the activities of usiness organisations 3. visualise the impact of the global factors 3. 1 Explain the implications of global on business organisations integration on business organisations 3. 2 Assess the effect of international cunning on domestic products and services 3. 3 Review the impact of the global economy on businesses 3. 4 Assess how ICT technologies have facilitated globalisation 4. Be able to review current issues impacting 4. 1 Carry out a review of the global on business activities milieu in which businesses are currently operating 4. 2 Propose strategies to address issues bear on business activities 16 ATHE Ltd 2 012Level 5 Management Specification April 2012 Indicative Content 1. go steady the key differences between global business operations Key differences ? Legal military position/ownership e. g. repair trader, partnership, company, corporation (e. g. limit and unlimited, public limited and international equivalents) ? construction and size ? What they offer (Products and/or services) ? image Different sectors/industries e. g. ? Private e. g. manufacturing, service e. g. hospitality, finance ? Public e. g. healthcare, education ? Not for meshing e. g. supporting others, conservation and heritage organisations, hunt down groupsGlobal context ? world(prenominal) ? National ? topical anaesthetic anesthetic Organisational responsibilities ? To shareholders ? To employees ? To other stakeholders ? To customers ? To the environment ? Ethical issues Organisational strategies ? kind-hearted resources policy ? Environmental strategy ? agree opportunities policy ? Ethics policy ? pecuniary plan ? International partnering policy ? electronic modes of marketing and communication ? Reliable meaning and export processes 2. watch the impact of external factors on organisations UK economy ? Size population, ride market, education/training levels ?Growth/wealth gross national product (GNP), balance of payments, inflation rates, government borrowing, trade balance, public finances, taxation, national debt, availability of credit ? Business confidence investing, cost of borrowing, consumer buying/confidence, government policies 17 ATHE Ltd 2012 Level 5 Management Specification April 2012 Government policies ? Monetary policies, interest rates, quantative easing, unemployment ? Fiscal policies, spending (in central and local government), public sector borrowing, makeling demand, taxation, scattering of income ? Competition Policy Sector order e. g. in UK OfGem, OfQual, OfGas, CAA, OfCom equivalents in other countries and globally where applicable ? Regional policies ? Skills schedule, apprenticeships 3. Understand the impact of the global factors on business organisations Global integration ? affair blocs ? World Bank, IMF, Global/trading bloc policies and directives (e. g. other applicable organisations ? Market size ? Transnational corporations EU), G20, OPEC and International trade ? Opportunities e. g. emerging markets ? Growth ? Protectionism ? Trading blocs, partnerships and agreements and their regulation/restrictions (e. . EU) ? flock duties and tariffs Impact ? change magnitude competition ? Outsourcing to other countries ? Increased customer choice ? Increased need for innovation ICT technologies ? Remote workforce advantages of being able to locate workforce in other countries where labour may be cheaper/may have more relevant skills etc. ? The role of the internet in trade ? Easy communication e. g. Skype, email, social net workings 4. Be able to review current issues impacting on business activities A review ? inte rnal market in chosen coarse ? Global market ? Domestic and global policies ? Other global factors government policies ? Trade blocs Strategies 18 ATHE Ltd 2012 Level 5 Management Specification April 2012 ? ? ? ? ? ? New markets New environments e. g. move business New technologies Growth/ repress Change of suppliers, importers, exporters Change in business structure e. g. from sole trader to company/ corporation 19 ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 3 People Management Unit aims In this unit learners develop the knowledge and understanding of what motivates individuals and teams and use this to review plurality management strategies used in organisations.Learners will gain an understanding of leaders theories, motivational theories, the impact of structure and grow as well as other tools that can be used to empower flock in the workplace. Unit level 5 Unit code Y/503/7073 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignment harmon ize to allocate organisation guidance. guidance Learning outcomes. Assessment criteria. The learner will The learner can 1. Understand how structure and culture 1. 1 Explain how organisational structure impacts on impact on bulk in organisations on deal in organisations 1. 2 die how organisational culture impacts on n sight in organisations 2. Understand approaches to managing 2. 1 Explain how personal differences impact on on the differences between individuals behaviours at work individuals that impact on their 2. 2 collapse the management styles needed to performance at work deal with differences in behaviours 3. Understand the organisational factors 3. 1 Analyse the effect of leadership styles on that impact on people performance individuals and teams 3. 2 Explain the benefits of flexible working practices to individuals and organisations 3. 3 using motivational theories, assess how the orking environment impacts on people performance 3. 4 Assess how an organisations ethic al practices impact on motivation levels 3. 5 Evaluate how organisations use their corporate social responsibility agenda to motivate employees 4. Understand methods for developing 4. 1 Explain how motivation theories can be applied human resources to developing people in organisations 4. 2 Explain the different uses of teach and mentoring in organisations 4. 3 Analyse the benefits of training and development to individuals and organisations 5. Be able to review how people are 5. 1 Review people management strategies used in anaged within organisations an organisation 5. 2 Assess the impact on people of management strategies used in organisations 5. 2 Recommend strategies to promote high levels of performance 20 ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand how structure and culture impact on people in organisations Structure ? hierarchical ? Flat/tall ? Matrix ? change triangle ? Functional ? Product, market and geographic structures goal ? The way we do things ? Assumptions ? Behaviours ? Values ? Codes ? Stories, myths ? Ceremonies and rituals ? Working practicesImpacts ? Power/influence of individuals ? Power/influence of teams ? Leadership power/influence (span of control) ? Communication channels, ease of communication ? motivation levels ? creativity ? Confused reporting lines 2. Understand approaches to managing the differences between individuals that impact on their performance at work Differences in ? Knowledge, skills and experience ? Attitude ? Personality ? Attitude ? apprehension ? Opinion ? Culture ? Religion and beliefs Management styles to suit different behaviours ? hypothesis x and theory Y ? Self-fulfilling prophecy ? The Hawthorne studies 3.Understand the organisational factors that impact on people performance 21 ATHE Ltd 2012 Level 5 Management Specification April 2012 Leadership styles and theories ? Trait theories ? Behavioural approach ? Contingency approach ? Autocratic/ pop/lais sez faire ? Hersey and Blanchard Situational theory ? Charismatic leadership ? Tannenbaum and Schmidt found of leadership styles on ? Motivation ? Creativity ? Flexibility ? Credibility ? Trust and respect ? Productivity ? Commitment Benefits of flexible working practices .. to employees ? Levels of autonomy, empowerment, trust ? Productivity Quality of life .. to organisations ? motivational ? Productivity ? Need for facilities and systems Motivational theories ? Hawthorne studies ? Maslow hierarchy of needs ? Herzberg hygiene factors and motivators ? Reiss Theory Ethical practices ? Scrutiny of suppliers ? Distribution techniques ? client relationship management ? Selling practices ? Staff development Corporate Social Responsibility (CSR) Agenda ? ontogenesis the workforce ? supporting(a) the community ? Providing work experience placements ? Mentoring and coaching ? Supporting career progression, providing opportunities ? Environmental policy Employment practices e. g. disabi lity 22 ATHE Ltd 2012 Level 5 Management Specification April 2012 4. Understand methods for developing human resources Developing people ? Empowerment, self-actualisation, theory x Uses of coaching and mentoring ? talents pools ? Developing skill and confidence ? pitiable performance, disciplinary issues ? Re-engaging in the workforce Benefits of training and development Individuals ? Self-actualisation, developing potential ? Increased motivation ? Developing talent ? publicity/enhanced pay Organisations ? Increased productivity ? Workforce retention ? Enhanced dough ? Legal compliance . Be able to review how people are managed within organisations People management strategies ? Working environment ? Leadership style ? Structure ? Culture ? Staff development opportunities ? Flexible working practices ? Ethical practices ? CSR agenda Impacts on ? Individuals/teams ? writ of execution ? Staff retention ? Employee satisfaction Strategies for publicity of performance ? Incentives , bonus schemes, incremental rises, ameliorate job satisfaction ? For organisational improvement ? For organisational productivity ? For self-improvement 23 ATHE Ltd 2012 Level 5 Management Specification April 2012 4. Finance for Managers Unit aims To introduce learners to practical accounting and financial techniqu es that are useful to managers in business organisations. Unit level 4 24 ATHE Ltd 2012 Level 5 Management Specification April 2012 Unit code M/503/7080 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignment according to awarding organisation guidance. guidance Learning outcomes. Assessment criteria. The learner will The learner can 1. Understand the requirements and 1. 1 Explain the pop the question and requirement for techniques for financial transcription tutelage financial records and reporting 1. Analyse techniques for transcription financial information in a business organisation 1. 3 Analyse the legal and organisational requirements for fi nancial reporting 1. 4 Evaluate the returns of financial statements to stakeholders 2. Understand how working large(p) 2. 1 Analyse components of working crownwork can be efficaciously managed 2. 2 Explain how business organisations can effectively manage working capital 3. Understand management 3. 1 Explain the difference between management accounting techniques and financial accounting 3. 2 Explain the cipherary control process 3. 3 Calculate and interpret variances from budget 3. Evaluate the use of different cost methods for determine purposes 4. Understand how to evaluate 4. 1 Demonstrate the main methods of cat business get a lines appraisal. 4. 2 Evaluate methods of suggest appraisal 4. 3 Explain how finance might be obtained for a business project 25 ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand the requirements and techniques for financial record and reporting draw a bead on and requirement for financial records ? Leg al requirements ? evaluate requirements ? Internal control requirements Financial recording ? Double entry bookkeeping (overview only) daytime books and ledgers ? The trial balance ? Manual and computerised systems Requirements for financial reporting ? Financial reporting requirements for sole traders, partnerships, limited companies and public limited companies. ? The financial statements (overview not required to prepare accounts) statement of financial position, statement of income, money course statement, notes to accounts ? Users/stakeholders ? Usefulness of financial statements 2. Understand how working capital can be effectively managed Working capital components ? Bank and cash balances ? Debtors ? Creditors ? Stock Management of working capital Working capital ratios calculation and evaluation ? Ways to manage working capital payment and show cycles, stock control, overdrafts etc. 3. Understand management accounting techniques Management and financial accounts ? U sers ? Outputs information required by managers ? Monthly/quarterly accounts ? Useful ratios budgetary control ? Purpose and content of budgets ? money flow forecasts ? Budgetary control process ? Importance of budgets for management ? Zero based budgeting, incremental budgeting 26 ATHE Ltd 2012 Level 5 Management Specification April 2012 ? Advantages and disadvantages of budgetsVariances ? Flexing the budget ? collusive variances ? Explaining variances financial and non-financial factors ? Reconciliation of budgeted to actual advantage ? Advantages and disadvantages of variance analysis Costing and pricing ? Classifying costs direct/indirect, fixed/ changeable ? Calculating unit cost ? dealings with overheads full absorption costing and overview of other costing methods ? Pricing cost plus, fringy cost, price takers etc. ? Breakeven calculation and news report ? Marginal costing 4. Understand how to evaluate business projects Project appraisal methods ? business relat ionship rate of return ? Payback mesh topology present value ? Internal rate of return Evaluation ? Strengths and weaknesses of each method ? Non-financial factors organisational goals and vision, time factors etc. ? Organisational preference Obtaining project finance ? Sources of finance internal and external ? Making a case for finance ? Providing assurances and project projections 27 ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 4 Research project Unit aims To formulate a question condition on a chosen topic, implement the question project, evaluate and present the investigate findings. Unit level 5 Unit code K/601/0941 GLH 80 Credit value 0 Unit grading Pass structure Assessment Assignments in accordance with awarding organisation guidance. guidance Learning outcomes. Assessment criteria. The learner will The learner can 1 Understand how to formulate a 1. 1 Formulate and record attainable enquiry research proper(postnominal)ation project outline specifi cations 1. 2 Identify the factors that head to the process of research project selection 1. 3 take over a critical review of key references 1. 4 find a research project specification 1. 5 Provide an appropriate plan and procedures for the agreed research specification 2. Be able to implement the research . 1 Match resources efficiently to the research project within agreed procedures and question or hypothesis to specification 2. 2 Undertake the proposed research investigation in accordance with the agreed specification and procedures 2. 3 commemorate and collate relevant data where appropriate 3. Be able to evaluate the research 3. 1 Use appropriate research evaluation outcomes techniques 3. 2 Interpret and analyse the results in terms of the original research specification 3. 3 Make recommendations and give up areas for further consideration 4. Be able to present the research 4. 1 Use an agreed format and appropriate utcomes media to present the outcomes of the research to an reference 28 ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1 Understand how to formulate a research specification Formulating the research specification ? Identifying the purposes of the research having clarity about the outcomes that will be delivered at the end of the research ? Rationale for the choice of the research including skills and knowledge to be gained ? Criteria for choice of research ? Consideration of ethical issues ? Methodology for conducting the research e. g. sources of information, primary and secondary Data collection and analysis Creating the research project specification ? Clarify and confirm purposes and outcomes of research ? contention of the research question ? Identifying what is to be included in the field of the research and what is to be excluded Planning ? Deciding on specific tasks which need to be completed ? rate ? Duration, time and dates ? Key milestones ? Review dates ? observe and review process Aspects fo r consideration ? disposition of the information e. g. qualitative and quantitative or both, validity and reliability ? Statistical analysis ? Accessing relevant information ? Control of variables Resources 2. Be able to implement the research project within agreed procedures and to specification murder ? According to plan (consideration given to modifying plan in the light of monitoring information) ? Adhering to the scope of the research ? Retaining focus on the intended purposes and outcomes of the research ? Monitoring the project including paying(a) attention to resource and time apportionment Data collection ? Application and implementation of the stated methods from the plan ? Systematic recording of data and information ? Taking account of bias, validity and reliability of information and control of variables ?Consideration of the sufficiency of the data and information collected 29 ATHE Ltd 2012 Level 5 Management Specification April 2012 Data analysis ? Qualitative and quantitative ? Identifying trends ? Using software and statistical tables ? Comparison of variables ? Forecasting and extrapolation ? in writing(p) interpretation 3. Be able to evaluate the research outcomes Evaluation of outcomes ? Consider the research question and specification in the light of data analysed ? Review the successes and difficulties encountered in the project for example o delivering the purposes and outcomes of the project metier of the planning o the methods used, the volume, validity and usefulness of the data ? Reaching conclusions Recommendations and future consideration ? Significance and implications of the conclusions reached ? Application of the findings ? Limitations of and improvements to the research ? Developing recommendations including possible areas for future research or the processes used for conducting the research 4. Be able to present the research outcomes Format and media ? Consideration of possible formats linked to the target audience ? Pr ofessional delivery of research ? Use of appropriate media 30