ATHE - Qual Delivery PDBM.pdf-level 7

Postgraduate Diploma in Business Management Qual i f icat ion Guide

PDBM Qualification Guide © ATHE Ltd June 2011 2

Contents Introduction to the qualification 3 Unit content 4

Mandatory units 4 Unit 1 - Marketing Unit 2 - Financial Management Unit 3 - Management Behaviour Unit 4 - Business Strategy

Optional units 19 Unit 5 - Human Resource Management Unit 6 - Communication Process Unit 7 - Business Globalisation Unit 8 - Macroeconomics

Recommended reading 35 Assessment criteria/marking guidelines 36 Registering students 36 Moderation 36 Reasonable adjustments 37 Special considerations 37 Progression 37


Introduction to the qualification The Postgraduate Diploma in Business Management is designed to give students an understanding of the responsibilities of senior managers and the techniques they will use to deal with different situations as well as the legal requirements within their role. The qualification consists of 4 mandatory units in which students cover the fundamentals of business management. They then choose 2 optional units to gain more specialist knowledge. Each unit is assessed by an assignment of between 2000 and 3000 words. There is an assignment provided for each unit. Centres may create their own assignments built on the unit learning outcomes and assessment criteria. Assignments can be designed in a variety of forms including projects or time-constrained assessments. Centre-devised assignments must be approved by ATHE prior to commencement of the programme. Students need to pass all 6 units to achieve this qualification. Students can use ATHE resources and recommended textbooks. However, as this is a postgraduate level qualification, the majority of texts used should be from students’ own research.


Unit 1 Marketing Unit Aim This unit is designed to give students an in-depth understanding of the marketing function and its importance to any business.

Learning Outcomes Assessment Criteria

1 Understand how marketing principles apply to different businesses.

1.1 Evaluate the principles of the marketing mix 1.2 Evaluate the benefits of segmentation for businesses

Indicative Content

Components of marketing mix; 7Ps; 4Cs Demographics Retention of customers Customer vs. product orientation Market segmentation Market share Market growth Product development and life cycle Price and income elasticity


2 Understand the marketing strategies of organisations.

2.1 Examine the advantage of branding in relation to a chosen product

2.2 Design a SWOT analysis for a chosen company

Indicative Content

Branding methods Explanation of SWOT analysis and its uses Marketing plans


3 Understand how sales and promotion is used to promote products within an industry.

3.1 Evaluate external influences when promoting a specific product

3.2 Analyse marketing objectives when planning a promotional

campaign

Indicative Content

Distinguishing between internal and external influences; positive and negative impacts Targeting


4 Understand the role of market research in the selling of products and services.

4.1 Identify advantages and disadvantages of primary and secondary research

4.2 Examine internal and external sources of information

available to a business when planning an expansion Indicative Content Types of research Sources of information Portfolio analysis (Ansoff, Boston Matrix)


Unit 1 Marketing – Assessment Submission

Name: ATHE Student No:

I confirm that the work contained in this submission is all my own and that any sources of reference have been correctly attributed.

Signature: Date:

Assignment Brief 2000 to 3000 words Produce a breakdown of the principles and processes involved in formulating a marketing strategy including those of market research. The response submitted should cover all the assessment criteria listed for the unit. Avoid giving ‘block’ responses, (i.e. covering each of the assessment criteria one by one). Instead you should attempt to address all the assessment criteria through your response as a whole. As well as being assessed against each of the assessment criteria you will also be assessed on:

quality of research structure of written work coherence of argument presentation appropriate use of language.

It is expected that all written work demonstrates a good level of accuracy in spelling, grammar and punctuation.


Name of Assessor:

Assessor’s Feedback:

Pass/Refer

Assessor’s signature:

Date:

Re-submission date (if referred)

Date:

Name of Internal Verifier (if sampled):

Signature: Date:

Name of External Examiner (if sampled):

Signature: Date:


Unit 2 Financial Management Unit Aim In this unit students will explore the importance to a business of an effective financial reporting process and accounting system. Learning Outcomes Assessment Criteria 1 Understand the importance of

financial management to an organisation.

1.1 Evaluate the importance of the effective management of cash flow within a Finance Department

1.2 Analyse how a company can adjust both its variable

and fixed costs during economic downturns Indicative Content

Possible causes and consequences of poor credit control Ways to address - agreeing credit terms; credit checks; payment methods; invoicing system;

debt collection Relationship to cashflow Cost-cutting measures – variable and fixed Relationship of expenditure to profit Impact of cost-cutting and ways to mitigate Impact of recession Reactions and effects on variable and fixed costs

Learning Outcomes Assessment Criteria 2 Be able to explain why companies

need to raise finance for different purposes

2.1 Analyse sources of financing for a medium-sized company for both the short term and the long term

2.2 Describe ways a company can raise finance by equity

financing Indicative Content

Advantages and disadvantages of all types of finance available for medium-sized companies such as loans, overdrafts, share sales

Reasons for equity financing and advantages and disadvantages

Learning Outcomes Assessment Criteria 3 Be able to conduct an appraisal of

the different options available to a company wishing to invest a specific amount of money

3.1 Analyse the considerations that a company will need to make before making a major investment

3.2 Evaluate a proposed investment by using different

ratios explaining the difference between them Indicative Content

Different options available and pros and cons of each – payback, return on capital employed, net present value, internal rate of return

Good and bad repercussions Impact of different ratios on the investment decision


Unit 2 Financial Management (cont)

Learning Outcomes Assessment Criteria 4 Be able to demonstrate the

importance of preparing reports on the state of an organisation’s finances

4.1 Analyse the published profit & loss account and balance sheet of an organisation

4.2 Explain the method and purpose of analysing the cash

flow statement and the balance sheet when a company is applying for funds

Indicative Content

Requirements, purpose and use of a balance sheet and p&l account How is cash flow statement different from balance sheet?


Unit 2 Financial Management – Assessment submission



Signature: Date:

Assignment Brief Complete both tasks. Write 500 to 750 words per task Task 1 Critically analyse and interpret a set of company accounts and evaluate the financial performance of the company and suggest how it may be improved. Task 2 Discuss the best way for the management of the company in Task 1 to decide whether to make a new investment. The response submitted should cover all the assessment criteria listed for the unit. Avoid giving ‘block’ responses, (i.e. covering each of the assessment criteria one by one). Instead you should attempt to address all the assessment criteria through your response as a whole. As well as being assessed against each of the assessment criteria you will also be assessed on:




Name of Assessor:


Pass/Refer


Date:


Date:


Signature: Date:


Signature: Date:


Unit 3 Management Behaviour Unit Aim This unit has been designed to give students a broad understanding of different styles of management behaviour and how they affect a business’s performance. Learning Outcomes Assessment Criteria

1 Be able to analyse management behaviour in terms of structure and culture

1.1 Analyse the relationship between management structure and culture and its effect on business performance

1.2 Explore the factors which influence individual

performance in the workplace

Indicative Content

Different management structures and cultures and the possible positive and negative effects on business performance

Influencing factors – e.g. pay, colleagues, job satisfaction – their importance and interconnection


2 Be able to analyse the different approaches to management in the workplace by evaluating relevant theories

2.1 Evaluate one organisational theory and relate it to management in practice

2.2 Compare and contrast two approaches to management

Indicative Content

Different approaches to management – e.g. autocratic, democratic, paternalistic, laissez faire, etc.

Advantages/disadvantages of each approach Situations where one approach is more successful and why


3 Understand the relationship between two motivational theories

3.1 Analyse different motivational theories and their application and performance within the workplace

. Indicative Content

Application and performance in the workplace of motivational theories, e.g. Maslow, Taylor, McGregor, Herzberg, Vroom and expectancy theory, Maccoby, McCrae and Costa – personality dimensions.


4 Understand teamwork and group dynamics

4.1 Propose factors that may impede the success of teamwork

4.2 Evaluate the impact of technology on a given

organisation

Indicative Content

What are the factors that affect good teamwork? How teams develop: forming, storming, norming, performing


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Unit 3 Management Behaviour – Assessment submission



Signature: Date:

Assignment Brief 1500 to 2000 words Examine the application of one theory of organisation and analyse the linkage between this and the structure and culture of the business, with particular reference to team-working. The response submitted should cover all the assessment criteria listed for the unit. Avoid giving ‘block’ responses, (i.e. covering each of the assessment criteria one by one). Instead you should attempt to address all the assessment criteria through your response as a whole. As well as being assessed against each of the assessment criteria you will also be assessed on:




Name of Assessor:


Pass/Refer


Date:


Date:


Signature: Date:


Signature: Date:


Unit 4 Business Strategy Unit Aim This unit has been designed for students to explore the importance of having a strategy in business and how to go about implementing one. Learning Outcomes Assessment Criteria

1 Be able to analyse business strategy within small, medium and large organisations

1.1. Construct an organisational audit of an organisation with which the learner is familiar

1.2 Examine the significance of a business strategy to a

number of stakeholders

Indicative Content

Content of an organisational audit, including: group coordination problems, decision-making processes, incentive systems, job motivation, structural re-engineering to accommodate rapid growth, cultural integration after a merger and product information flows

Reasons for and benefits of organisational audit Consideration of existing business plans and strategy documents Analysis of corporate strategic objectives (related to stakeholder needs and business needs) Who stakeholders are, e.g. shareholders, staff, customers What stakeholders are looking for in business strategy Risks involved of investment from point of view of different stakeholders


2 Be able to develop a strategy for strategic planning

2.1 Differentiate strategic planning from operational and tactical planning 2.2 Prepare a strategic plan for an organisation with which the learner is familiar

Indicative Content

Distinctions between and advantages of different types of business planning – operational, tactical, strategic

Step-by-step process of producing a strategic plan for a business Consider existing structure of business and business ethics Strategic decision-making tools and techniques


3 Understand approaches to strategic evaluation of organisations

3.1 Write a SWOT and a PESTEL analysis for an organisation with which the learner is familiar

Indicative Content

SWOT analysis - what it means and how one could be improved PESTEL – what it means, with examples of each condition Differences between SWOT and PESTEL


Unit 4 Business Strategy (cont)

Learning Outcomes Assessment Criteria 4 Understand how a variety of

business strategies can be implemented

4.1 Evaluate the resource requirements to implement a new strategy for a business with which the learner is familiar

4.2 Propose targets and timescales for achievement in an

organisation in order to monitor a given strategy

Indicative Content

Requirements to implement the strategy including human resources, travel costs, marketing Different stages to implement a given strategy with timescales Importance of targets and monitoring them


Unit 4 Business Strategy – Assessment submission



Signature: Date:

Assignment Brief 2000 to 3000 words Evaluate and summarise the four steps of forming, implementing, reviewing and developing a business strategy for an organisation. The response submitted should cover all the assessment criteria listed for the unit. Avoid giving ‘block’ responses, (i.e. covering each of the assessment criteria one by one). Instead you should attempt to address all the assessment criteria through your response as a whole. As well as being assessed against each of the assessment criteria you will also be assessed on:




Name of Assessor:


Pass/Refer


Date:


Date:


Signature: Date:


Signature: Date:


Unit 5 Human Resource Management Unit Aim This unit has been designed to give students a broad understanding of human resource management and its importance in every business. Learning Outcomes Assessment Criteria 1 Be able to analyse the

importance of workforce planning and explain the difficulties

1.1 Analyse in detail the recruitment requirements of a major company including legal requirements of the employer

1.2 Develop a programme of professional development

and training for a large organisation Indicative Content

What are the recruitment requirements and why do they exist? Legal aspects of employer liability and responsibility and their impact on recruitment process. Structure of a development programme and the benefits. Resources required for such a programme.


2 Be able to evaluate the significance of employee motivation and appraisal programmes in a business

2.1 Evaluate the Human Relations School of Management in relation to the motivation of staff

2.2 Develop a programme of motivational factors for a

small to medium-sized business

Indicative Content

Manager’s responsibility to ensure productivity Manager’s relationship with other employees. How motivational factors could be introduced to improve this relationship Key features of the most prominent management theories and situations in which each works

best Methods used to motivate employees – benefits and problems of each Role of targets in motivating employees


3 Know the different ‘schools’ of management thought that have been developed over the last century

3.1 Compare and contrast the classical and scientific schools of management thought developed during the 20th century

3.2 Evaluate the relevance of different theories to today’s

workforce

Indicative Content

20th century schools of management thought, e.g. classical, behavioural, quantitative – key points, why they evolved and how they are relevant today

Scientific school including: Taylor, Gantt, Gilbreth Classical administrative school: Weber, Fayol, Follett, Barnard How management theory, relates to current workforce behaviour and needs – faster changing

nature of contemporary organisations.


Unit 5 Human Resource Management (cont)


4 Understand the problems of introducing and implementing change in today’s workforce

4.1 Evaluate the autocratic and democratic ways of implementing change within an organisation

4.2 Analyse ways in which management styles are linked

to staff motivation

Indicative Content

Positive attributes of autocratic/democratic styles Relationship of each to implementing change Relationship of each management theory to motivation


Unit 5 Human Resource Management – Assessment submission



Signature: Date:

Assignment Brief 2000 to 3000 words Using examples (hypothetical or otherwise), illustrate the importance of employee motivation and appraisal as part of the planning for a major company involving and implementing change in their workforce. Include reference to the classical and scientific schools of management thought. The response submitted should cover all the assessment criteria listed for the unit. Avoid giving ‘block’ responses, (i.e. covering each of the assessment criteria one by one). Instead you should attempt to address all the assessment criteria through your response as a whole. As well as being assessed against each of the assessment criteria you will also be assessed on:




Name of Assessor:


Pass/Refer


Date:


Date:


Signature: Date:


Signature: Date:


Unit 6 Communication Processes Unit Aim This unit has been designed for students to investigate the different types of communication in business and its importance. Learning Outcomes Assessment Criteria 1 Understand the concept of communication and how it differs between companies

1.1 Evaluate existing processes of communication within business

1.2 Propose improvements to ensure greater integration

of a system of communication within a multi-national business

Indicative Content Effectiveness of different methods of communication used by senior management and staff Who the business communicates with (internally and externally) Ways of improving communication 2 Be able to evaluate in detail each of the main stages of communication

2.1 Explain how communication can be divided into discrete stages

2.2 Analyse the problems with mass communication

when addressing a large number of employees Indicative Content Stages - Sender/Source, Encoding, Channel, Decoding, Receiver and Feedback Problems in process that can occur and how to overcome barriers Mass communication issues 3 Be able to compare and contrast verbal communication with non-verbal communication

3.1 Explain how culture and gender can change the meaning of communication for different groups of people

3.2 Examine the saying ‘action speaks louder than

words’ when referring to verbal and non-verbal communication

Indicative Content Impact of cultural and gender differences on communication process and how to overcome these Albert Mehrabian research on the three elements of communication

4 Be able to analyse and compare different communication channels

4.1 Examine the reasons why the same message can lead to different results when using different channels of communication

4.2 Analyse recent examples of bad communication

within the business sector

Indicative Content Suiting the medium to the message – face-to-face, telephone, email, letter etc. Advantages and disadvantages of conveying a message in a particular communication medium


Unit 6 Communication Processes – Assessment submission



Signature: Date: Assignment Brief 2000-3000 words Make a critical analysis of the communication processes of a multinational business. Consider the full range of communication channels, verbal and non-verbal communication, and the impact of gender and cultural differences in your analysis, recommending improvements. The response submitted should cover all the assessment criteria listed for the unit. Avoid giving ‘block’ responses, (i.e. covering each of the assessment criteria one by one). Instead you should attempt to address all the assessment criteria through your response as a whole. As well as being assessed against each of the assessment criteria you will also be assessed on:




Name of Assessor:


Pass/Refer


Date:


Date:


Signature: Date:


Signature: Date:


Unit 7 Business Globalisation Unit Aim In this unit students will explore the growth and impact of globalisation on business. Learning Outcomes Assessment Criteria 1 Understand reasons for the growth of globalisation

1.1 Examine the advantages of trading blocs 1.2 Explain the changes in the balance of world

trade during the course of the 20th Century to present day

Indicative Content Define trading blocs – pros and cons of the EU as example Timeline of changes in world trade during 20th and 21st Centuries with reasons for changes 2 Understand the advantages of globalisation to an organisation

2.1 Examine how economies of scale have benefited specific industries

2.2 Propose reasons why globalisation has led

to organisations finding cheaper resources Indicative Content Principle and benefits of economies of scale Examples of globalisation leading to cheaper resources

3 Understand the cultural dimensions of globalisation

3.1 Propose ways in which individuals and businesses can transform social and economic inequalities, and bring about social and economic change

3.2 Propose ways in which a business can

enhance cultural diversity and innovation Indicative Content Influence of companies with different values from those of the countries in which they trade How beneficial social change can be effected through business Ethical dimension of companies’ responsibilities on global scale New forms of business relationships to improve diversity and innovation

4 Understand the implications of globalisation for organisations and their management

4.1 Examine why globalisation is of particular interest to employees of a major organisation

4.2 Propose reasons why some believe that globalisation has brought poverty and hardship to millions of workers

Indicative Content Differences between working for a small company and working for a big company – implications

of global scale Examples of how globalisation has caused poverty


Unit 7 Business Globalisation – Assessment submission Name: ATHE Student No:


Signature: Date: Assignment Brief 2000 to 3000 words Explain the reasons for the growth of globalisation and critically analyse its advantages for businesses. Suggest ways in which businesses could bring about cultural, social and economic change and discuss the effects on their employees in particular and on the worldwide workforce in general. The response submitted should cover all the assessment criteria listed for the unit. Avoid giving ‘block’ responses, (i.e. covering each of the assessment criteria one by one). Instead you should attempt to address all the assessment criteria through your response as a whole. As well as being assessed against each of the assessment criteria you will also be assessed on:




Name of Assessor:


Pass/Refer


Date:


Date:


Signature: Date:


Signature: Date:


Unit 8 Macroeconomics Unit Aim In this unit students will investigate the role of macroeconomics and how it has developed over the last century to the present day. Learning Outcomes Assessment Criteria 1 Understand the

development of macroeconomic theory since 1933

1.1 Evaluate the impact of Keynesian economics on modern economic and political theory and the fiscal policies of governments

1.2 Examine the evolution of macroeconomic theory during the

20th and 21st Centuries. Indicative Content

Influence of Keynesian economic theory on modern economics Timeline with pros and cons of each new development in macroeconomic theory and reasons

for changes

Learning Outcomes Assessment Criteria 2 Understand the relationship

between demand and supply

2.1 Explain the factors which influence the supply of a product or service

2.2 Describe using examples the relationship between inflation

and aggregate demand Indicative Content Principle of supply and demand Impact of globalisation on the trade relationships between countries Influence of political factors Explanation of inflation and aggregate demand Why does the aggregate demand curve slope downwards and upwards and what makes it

shift? Learning Outcomes Assessment Criteria 3 Understand how fiscal policy

has been a tool of the government in influencing the general level of economic activity

3.1 Evaluate the three possible stances of fiscal policy - neutral, expansionary and contractionary

3.2 Propose reasons why changes in the level and composition

of taxation and government spending can impact on a major company

Indicative Content

Explore each stance: government spending = tax revenue (G=T); G>T; G<T Economic growth Which fiscal policy to adopt if Chancellor of the Exchequer in the current government and why Positive and negative impacts on companies of different taxation and spending policies and

reasons why Multinational companies and economies Exchange rates Recession Employment


Unit 8 Macroeconomics (cont)

Learning Outcomes Assessment Criteria 4 Understand how monetary

policy has been a tool of the government in influencing the general level of economic activity

4.1 Evaluate the impact of changing national interest rates 4.2 Propose reasons why changes in the Bank of England

official interest rates can influence the overall level of expenditure in the economy

Indicative Content

Bank of England monetary policy towards interest rates in case of economic crisis. Impact of changing rates and effect on the overall economy Correlation between central interest rates, inflation and the general level of expenditure in the

economy Impact of interest rate rises of the early 1990's on the UK's economic health. Recent UK economic policy


Unit 8 Macroeconomics – Assessment submission



Signature: Date:

Assignment Brief 2000 to 3000 words Critically analyse the development of Keynesian economic theory and its impact on government fiscal policy, and the effect of changes in the level and composition of government spending and taxation on a major company, clearly describing the relationship between inflation and aggregate demand and the factors influencing the demand and supply of products. The response submitted should cover all the assessment criteria listed for the unit. Avoid giving ‘block’ responses, (i.e. covering each of the assessment criteria one by one). Instead you should attempt to address all the assessment criteria through your response as a whole. As well as being assessed against each of the assessment criteria you will also be assessed on:




Name of Assessor:


Pass/Refer


Date:


Date:


Signature: Date:


Signature: Date:


Recommended reading Unit 1 Title: Marketing Management, 13th Edition Author: Philip Kotler Publisher: Pearson Education Year: 2009 Unit 2 Title: Finance and Accounting for Business Author: Bob Ryan Publisher: Pearson Education Year: 2008 Unit 3 Title: Management and Organisational Behaviour, 9th Edition Author: Laurie J Mullins Publisher: Financial Times/Prentice Hall Year: 2005 Unit 4 Title: Business Strategy Author: Jeremy Kourdi Publisher: Economist Books Year: 2009 Unit 5 Title: Human Resource Management Author: Sarah Gilmore Publisher: Oxford University Press Year: 2009 Unit 6 Title: Understand the Communication Processes in the Workplace, 5th Edition Publisher: Pergamon Flexible Learning Year: 2007 Unit 7 Title: Economics for Business, 3rd Edition Author: Dermot McAleese Publisher: Pearson Education Year: 2004 Unit 8 Title: Macroeconomics – Understanding the Wealth of Nations Author: David Miles Publisher: John Wiley and Sons Year: 2005


Assessment criteria/marking guidelines All mandatory units must be undertaken as well as two of the optional units. There is an assessment of every unit the student undertakes. The student has to pass all sections of the qualification to successfully achieve the Postgraduate Diploma in Business Management. The external assessment is based on the knowledge and understanding of each unit of the qualification and requires content which has shown some evidence of research and its analysis. This should be both secondary and primary research.

Registering students Our registration system is found online at: www.atheuk.com/howtoregister Students must be registered within 14 days of starting the qualification. To pay for the registration fees go to www.atheuk.com and click on registrations. Upon registration students will receive a unique identification number to be used in any further correspondence with ATHE. If you would like any further information on registering students, please e-mail [email protected] or call 01603 283500. To see the entry requirements for this qualification go to www.atheuk.com and click on the qualification brochure.

Moderation ATHE is committed to upholding the quality of the qualifications we offer. Accordingly we have a comprehensive internal and external verification system to ensure the assignments submitted are at an appropriate standard. The individual unit assignments will be marked by the internal assessors and ATHE will verify a pre-agreed percentage of these to ensure standards and consistency. Centres may contact ATHE to request additional guidance on assessment. To view the full verification process and associated documentation go to: www.atheuk.com/procedures


Reasonable adjustments Reasonable adjustments must not affect the integrity of what needs to be assessed, but may involve:

changing standard assessment arrangements, for example allowing candidates extra time to complete the assessment activity

adapting assessment materials, such as providing materials in Braille

providing access facilitators during assessment, such as a sign language interpreter or a reader

re-organising the assessment room, such as removing visual stimuli for an autistic candidate. Reasonable adjustments are approved or set in place before the assessment activity takes place; they constitute an arrangement to give the candidate access to the programme. To view the full reasonable adjustments policy go to: www.atheuk.com/procedures

Special considerations A candidate who is fully prepared for an assessment that is scheduled for a specific time may be eligible for special consideration if:

performance is affected by circumstances beyond the control of the candidate, e.g. recent personal illness, accident, bereavement, serious disturbance during the assessment

alternative assessment arrangements which were agreed in advance of the assessment proved inappropriate or inadequate

part of an assessment has been missed due to circumstances beyond the control of the candidate.

To view the full special considerations policy go to: www.atheuk.com/procedures

Progression ATHE has agreements with Universities in which students who complete the ATHE PDBM can progress to complete an MBA. If colleges require further information on progression from the Postgraduate Diploma in Business Management to University MBA or other qualifications, please e-mail [email protected] or call 01603 283 500 with any progression questions.

ATHE - Qual Delivery PDBM.pdf-level 7

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