Study Guide - Helbus · Study Guide Fall 2014 –Fall 2015 ... 1.2 The BTEC Level 5 Higher National...

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Study Guide Fall 2014 –Fall 2015

Version 7.8.2014

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Contents

A. GENERAL INFORMATION ................................................................................................................ 1

1 Information about HELBUS Degrees ................................................................................................. 1

1.1 Overview of HELBUS degrees .................................................................................................... 1

1.2 The BTEC Level 5 Higher National Diploma (HND) in Business Curriculum ............................... 1

1.3 Pathway to a Bachelor’s degree ................................................................................................ 3

1.4 Delivery of the HND program.................................................................................................... 4

1.4.1 Full time delivery option ................................................................................................... 4

1.4.2 Blended learning option .................................................................................................... 4

2 Attendance Policy (Full-time program) ............................................................................................. 5

2.1 Attendance at class ................................................................................................................... 5

2.2 Exceptional situations ............................................................................................................... 5

2.3 Monitoring attendance ............................................................................................................. 6

2.4 Being late .................................................................................................................................. 6

3 The HELBUS Assessment and Grading System .................................................................................. 6

3.1 Formative assessment .............................................................................................................. 6

3.2 Summative assessment ............................................................................................................. 6

3.3 Calculating your overall grade .................................................................................................. 7

4 Late submission fee .......................................................................................................................... 8

5 Assessment appeals policy ............................................................................................................... 8

6 HELBUS Anti-Plagiarism Policy and Citation Guidelines .................................................................... 9

7 Teaching Faculty ............................................................................................................................. 10

B. COURSE DESCRIPTIONS .................................................................................................................. 12

1 BUSINESS ENVIRONMENT ............................................................................................................... 12

3 MANAGING BUSINESS ACTIVITIES TO ACHIEVE RESULTS ................................................................ 21

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4 ORGANISATIONS AND BEHAVIOUR................................................................................................. 25

5 MANAGING FINANCIAL RESOURCES AND DECISIONS ..................................................................... 29

6 MANAGING COMMUNICATIONS, KNOWLEDGE AND INFORMATION ............................................. 33

7 MARKETING INTELLIGENCE ............................................................................................................. 37

8 BUSINESS STRATEGY ....................................................................................................................... 41

9 WORKING WITH AND LEADING PEOPLE ......................................................................................... 45

10 MARKETING PLANNING .................................................................................................................. 49

11 BUSINESS DECISION MAKING ......................................................................................................... 54

12 ASPECTS OF CONTRACT AND NEGLIGENCE FOR BUSINESS ............................................................. 58

13 PERSONAL AND PROFESSIONAL DEVELOPMENT ............................................................................ 61

14 ADVERTISING AND PROMOTION IN BUSINESS ............................................................................... 65

15 SALES PLANNING AND OPERATIONS ............................................................................................... 70

16 RESEARCH PROJECT ........................................................................................................................ 75

C. HELBUS POLICIES ............................................................................................................................ 78

1 HELBUS Management Systems ....................................................................................................... 78

2 Admissions Policy ........................................................................................................................... 78

3 HELBUS Assessment Policy ............................................................................................................. 79

4 Quality Assurance Policy ................................................................................................................. 80

5 HELBUS Internal Verification Policy ................................................................................................ 81

6 HELBUS Appeals Policy ................................................................................................................... 81

7 HELBUS Complaints Policy .............................................................................................................. 83

8 HELBUS Equal Opportunities Policy ................................................................................................ 84

9 HELBUS Assessment Malpractice Policy ......................................................................................... 85

10 Recognition of Prior Learning (RPL) policy ...................................................................................... 87

11 Student / Learner Support .............................................................................................................. 89

12 Staff Resources Policy ..................................................................................................................... 90

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Annex 1: Study Skills Guide

1 Completing Your Assignments .......................................................................................................... 1

1.1 Interpreting an assignment brief .............................................................................................. 1

1.2 Types of assessment ................................................................................................................. 2

1.3 Understanding command words ............................................................................................... 2

1.4 Accessing higher grades ............................................................................................................ 3

1.4.1 Independent reading is vital.............................................................................................. 3

1.4.2 Understand the demands of your assignment brief.......................................................... 3

1.4.3 Demonstrate originality .................................................................................................... 3

1.4.4 Make the most of class sessions ....................................................................................... 3

1.4.5 Be critical .......................................................................................................................... 4

1.5 Choosing citations and sources of information ......................................................................... 4

1.6 Exemplar work .......................................................................................................................... 4

1.7 Critical reflection ....................................................................................................................... 5

1.8 Thinking skills ............................................................................................................................ 6

1.8.1 Divergent and convergent thinking ................................................................................... 6

1.8.2 Developing creative thinking............................................................................................. 7

1.8.3 Evaluation ......................................................................................................................... 7

1.8.4 Justification ....................................................................................................................... 7

1.8.5 Choosing an appropriate format for a written assignment ............................................... 7

1.8.6 Other forms of evidence for assignments ......................................................................... 7

1.8.7 Special requirements for specific assignment types ......................................................... 8

1.9 Structuring an assignment ........................................................................................................ 8

1.9.1 Breaking an assignment brief into sections ....................................................................... 8

1.9.2 Building an argument ........................................................................................................ 9

1.9.3 Supporting evidence and counter-arguments ................................................................... 9

1.10 Structure ................................................................................................................................... 9

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1.11 Critical writing skills .................................................................................................................. 9

1.12 Avoiding plagiarism ................................................................................................................. 10

1.12.1 Definition and consequences of plagiarism .................................................................... 10

1.12.2 Attributing direct quotes, ideas and arguments ............................................................. 11

1.12.3 Adding commentary and counter-argument to citations ................................................ 11

1.12.4 Keeping tabs on sources for citations, figures, etc. ......................................................... 11

1.12.5 Avoiding plagiarism ......................................................................................................... 11

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A. GENERAL INFORMATION

1 Information about HELBUS Degrees

1.1 Overview of HELBUS degrees

From fall 2013 onwards, HELBUS started offering the British BTEC Level 5 Higher National Diploma in Business-degree (HND). Prior to fall 2013, the degree offered at HELBUS was called the Associate of Arts in Business -degree, which is a foundation level university degree well known in the Anglosaxon world. The HND is a higher education qualification that is recognised in the UK as equivalent to the first two years of a Bachelor of Arts in Business -degree. The HELBUS Higher National Diploma in Business is a generalist practical qualification that provides the students the basic skills, understanding and knowledge to seek entry-level jobs in international business or to continue studying for a Bachelor’s degree. With the HND, HELBUS students can apply to over 100 universities around the world to gain entry directly to the third year and complete a Bachelor of Arts in Business degree normally in one additional year1.

1.2 The BTEC Level 5 Higher National Diploma (HND) in Business Curriculum

The HELBUS curriculum from Fall 2013 onwards follows closely the guidelines of Pearson Edexcel BTEC Higher National Diploma in Business. Pearson has developed them in consultation with British professional bodies, businesses and industries to focus on, e.g., the following provisions:

providing opportunity for learners to progress to a full-time Bachelor’s degree in business or a related area.

preparing learners for a range of careers in business such as management, administration, personnel, marketing, accounting, and law

providing a general qualification which allows flexibility of study to meet local or specialist needs

providing specialist options which meet the needs of the major functions in business and allow specialisation with career progression and professional recognition in mind

providing opportunities for learners to focus on the development of higher-level skills in a business context

providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life

providing opportunities for learners to gain a UK recognised vocationally specific qualification to enter employment in business

This qualification aims to meet the needs of the above rationale by:

equipping individuals with knowledge, understanding and skills for success in a range of administrative and management positions in business

providing specialist routes of study which relate to individual professions within the business world in which learners are working or intend to seek employment

1 Some countries have a four year Bachelor’s requiring two additional years of study

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enabling progression to an undergraduate degree or further professional qualification in business or a related area

supporting individuals employed or entering employment in the business field

developing the individual’s ability in the business field through effective use and combination of the knowledge and skills gained in different parts of the programme

developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enable learners to make an immediate contribution to employment

providing flexibility, knowledge, skills and motivation as a basis for future studies and career development in business.

The HELBUS curriculum consists of 16 course units that all learners shall complete to earn the Higher

National Diploma. The so-called mandatory curriculum consists of 8 course units, and the

Management and Marketing pathways of 4 course units each. Each course unit is equivalent to 7,5

ECTS credits (15 UK credits), with the exception of the Research Project course module that is

equivalent to 10 credits ECTS (20 UK credits).

Mandatory curriculum

This will cover an analysis of the impact of the external operating environment and the need to plan

organisational strategies to ensure effective business performance, together with an introduction to

the techniques and methods of research. A variety of research methodologies, including the

opportunity to carry out interventionist or action research should be considered and a project report

based on independent research into an area of professional business practice of interest completed.

The ways in which finance is managed within a business organisation will be considered, the different

sources of finance evaluated and the use of financial information to make decisions studied. Also

included will be consideration of decisions relating to pricing and investment, as well as budgeting,

together with techniques for the evaluation of financial performance.

The internal nature of organisations from both a theoretical and practical viewpoint will be considered

and it is intended to develop an understanding of the behaviour of people within organisations and

the significance of organisational design and characteristics. The objectives of organisations and the

influence of stakeholders are included as is the operation of organisations in relation to the local,

national and global environment. Also included is an introduction to the fundamental concepts and

principles that underpin the marketing process, examine the role and practice of marketing within the

changing business environment and include a concise and contemporary overview of marketing,

together with the knowledge and skills to underpin further study in the specialist field of marketing.

Management pathway

This pathway will cover the main functions of management including facilitating and managing

change and providing a vision for the future; managing financial resources, physical resources,

technology, the management of information and knowledge and providing products and services;

building relationships, developing networks and partnerships and managing people; and leading

business operations and meeting customer needs.

Marketing pathway

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This pathway gives an overview of the marketing function. It will consider the purchase decision

making process and the variables and situations influencing buyer behaviour as well as exploring the

marketing research process; the ability to determine specific promotional activities in

response to target audience; the application and evaluation of analytical tools to create a

marketing plan; and sales planning and operations and the different stages of the sales process.

Higher level skills and abilities

Learners studying for Edexcel BTEC Higher Nationals in Business will be expected to develop the

following skills during the programme of study:

cognitive skills of critical thinking, analysis and synthesis

effective problem solving and decision making using appropriate quantitative and qualitative

skills including identifying, formulating and solving business problems

effective communication, oral and in writing, using a range of media widely used in business

eg the preparation and presentation of business reports

numeric and quantitative skills including data analysis, interpretation and extrapolation; the

use of models of business problems and phenomena

effective use of communication and information technology for business applications

effective self-management in terms of time, planning and behaviour, motivation, self-starting,

individual initiative and enterprise

developing an appropriate learning style

self-awareness, openness and sensitivity to diversity in terms of people, cultures, business

and management issues

effective performance within a team environment including leadership, team-building,

influencing and project-management skills

interpersonal skills of effective listening, negotiating, persuading and presentation

abilities to conduct research into business and management issues. Source: Edexcel

1.3 Pathway to a Bachelor’s degree

According to Edexcel, there are over 100 universities around the world that accept applications from

HND students to gain entry directly to its third year and complete a Bachelor of Arts in Business degree

in one additional year2 (situation in January 2014). Please check with us the latest situation. The

students will receive their Bachelor’s degree both from the progression university and HELBUS.

Please note that the HELBUS HND alone without the top-up study component and the HELBUS

Bachelor of Arts degree are not recognised by the Ministry of Education in Finland because the

legislation in Finland does not govern private universities. Therefore these degrees do not provide the

qualification to apply for an office in the Finnish government. If you want to apply for such a position

you can become eligible by first completing your Bachelor’s abroad and then applying for a Master’s

degree in Finland.

2 Some countries have a four year Bachelor’s requiring two additional years

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After completing their Bachelor’s studies at progression universities, students are able to apply for

Master’s programs around the world.

1.4 Delivery of the HND program

The HND takes four terms to complete. As HELBUS has three terms per year (including a summer term) the program can be completed in less than two years with full time studies. The program begins in September of the first year and ends in December of the second year. The number of course units and the total number of teaching hours are the same as in programs, which are organised in the traditional mode of fall and spring semesters. There are two modes of delivery: the fulltime option and the blended learning option, which is suitable for those who work full-time or other reasons that make it difficult to participate in fulltime instruction

1.4.1 Full time delivery option

In the fulltime delivery option instruction in the Higher National Diploma program is organised in

short intensive course modules also known as course units. Each unit typically takes three weeks to

complete. Instruction is offered on a Monday to Friday schedule between 10 a.m. and 2 p.m. Each

module consists of 60 classroom hours. The students concentrate on one topic at a time. In the class,

students participate in discussions, write term papers, do group work and make presentations. This

method of studying is very intensive and requires that the participating students devote several hours

to home work on weekdays and often also on weekends. In return, the learners make fast progress.

Experience in other similar programs has shown that after the participating students get used to this

intensive work, only very few will drop out and discontinue their studies.

1.4.2 Blended learning option

In the blended learning –option instruction takes place in a virtual online learning environment with

optional face-to-face meetins with instructors. There are on average one lesson per unit per week. You

may have 1-4 units running parallel at a time, so on average you have 3-4 lessons per week. and more

independent study is required. Several course units are taught parallel to each other and it takes about

12 weeks to complete each course unit.

All courses are taught fully in English. Course units are delivered and assessed by our international

flying faculty. Most of them hold Ph.D:s and professor- or senior lecturer positions in their home

universities around the world.

There are 16 units or course modules to be completed in the HND-program. To earn the HND students

are required to pass successfully all sixteen modules of the program.

The updated Course Schedule is found on the HELBUS website,

www.helbus.fi/opinnot/kurssit/

http://www.helbus.fi/opinnot/kurssit

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www.helbus.com/academics/classes-and-courses/

Professors will base their assessment of learning mostly on assignments. It is therefore important that

you prepare your assignments carefully and adhere to the guidelines and instructions that the

professors give you. The course descriptions in Section B are your first point of guidance. Your

professor will hand out detailed assignment instructions at the start of each course. In the assignments

look out for command verbs such as "compare", "contrast", "demonstrate", "evaluate", "justify", etc.

and make sure you that you interpret them correctly. The Annex 1 in this Study Guide (Excerpt from

the Edexcel Study Skills Guide) provides some valuable guidance for writing assignments.

The HND program is a criterion-referenced course. It means that learners must master all the set

learning outcomes and provide evidence for their learning to pass course units. In traditional norm-

referenced assessment learners are compared against each other, often on a bell curve, with

percentage or letter grading. Please read the HELBUS Assessment and Grading policy below for further

information.

2 Attendance Policy (Full-time program)

2.1 Attendance at class

Attendance at classes at HELBUS is compulsory and only one unexcused absence is allowed during each course unit. Students are required to attend class, and take responsibility for their own learning. All students at HELBUS make a significant investment in their business education and we as a school have a responsibility together with the student to ensure that each and every one reaches the set learning outcomes. Learning outcomes will only be met by engaging during class time. Learning is a shared experience and each student is expected to play his part in promoting this collective understanding. As some professors will make their assessment through observation of group work, discussions and presentations, it is imperative that students are present in class. As each professor’s stay at HELBUS is relatively short, it is important that he or she will be able to identify the students during class. If the professor asks, students shall wear an identification badge at all times in class, as well as a name sign on the desk. These will be provided during the Orientation Day.

2.2 Exceptional situations

A situation may arise when absence from class cannot be avoided. Such situations may include an illness, family emergency or other extreme circumstance. In such an event, the student shall notify the Program Coordinator before class by e-mail of the reason for and estimated duration of his absence. Additionally, the student will contact the professor and agree on additional work that will be required to complete the missed learning outcomes of the unit. It is the student’s responsibility to approach the professor and complete any missed work in a timely manner. It sometimes happens that a student has to take time off from class for work or travel. As a rule, HELBUS will not endorse such absences and professors are not required to prepare extra assignments for such occasions. In such a case the student may fail a course unit, and thus fail to complete the requirements of the Higher National Diploma. If the student works and is unable to temporarily adjust shifts to fit school, a certificate from the employer is required.

http://www.helbus.com/academics/classes-and-courses/

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If a student faces difficulties in observing the attendance policy, he or she is encouraged to contact the Program Coordinator as early as possible to discuss the situation. The HELBUS study counselling program is there to find solutions in such exceptional circumstances. If there are three unexcused absences, the student will be invited to discuss her situation with the HELBUS President.

2.3 Monitoring attendance

Students will indicate their attendance by signing the attendance sheet when arriving for class. It is a felony to forge another person’s signature, and any student caught doing so will fail the course unit.

2.4 Being late

Arriving late will disrupt the whole class. Please ensure that you are punctual. Late arrivals shall sign the attendance sheet on arrival.

3 The HELBUS Assessment and Grading System

The HELBUS visiting professors teach similar courses at their home universities. They use a variety of

assessment methods outlined in their Assignment Briefs. A typical course unit will include individual

written reports, group work, presentations, and also role play, debates, panels, etc. In assessment and

grading the professors, aka assessors, follow the Edexcel grading policy described below.

3.1 Formative assessment

Formative assessment involves both the Assessor and the learner in a process of continual review

about progress and takes place prior to summative assessment. Learners are provided with formative

feedback on their draft evidence or performance and are encouraged to improve their performance.

This process could be used to enable learners to progress to higher grades through their course.

3.2 Summative assessment

Summative assessment is carried out in order to make final judgments about the learner’s performance in relation to the assessment and grading criteria of each unit. It is the definitive assessment and must be made against the required standards of the unit.

Assessors should only award criteria when there is evidence, produced by the learner that supports the assessment decision.

Learners will need to be familiar with the grading criteria to be able to understand the quality of what is required. They should be informed of the differences between grading criteria so that higher skills can be achieved. There are three achievement levels from lowest to highest: Pass, Merit and Distinction.

At unit level, learners must demonstrate the following:

To achieve a Pass

Learners must achieve all Pass criteria from the assessment and grading grid. ( = All learning outcomes and associated assessment criteria must be met.)

To achieve a Merit

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Learners must achieve all Pass and all Merit criteria from the assessment and grading grid.

Should a learner achieve some of the Merit criteria but not all, this would provide the opportunity for additional guidance to enable the learner to progress all work to the required standard to achieve all the Merit criteria.

Partial achievement of the Merit criteria cannot attract the Merit grade. ( = All pass requirements achieved and all merit grade descriptors need to be achieved.)

To achieve a Distinction

Learners must achieve all Pass, all Merit and all Distinction criteria from the assessment and grading grid.

Distinction criteria are qualitative extensions of the Merit criteria

Should a learner achieve some of the Distinction criteria but not all, this would provide the opportunity for additional guidance to enable the learner to progress all work to the required

standard to achieve all the Distinction criteria.

Partial achievement of the Distinction criteria cannot attract the Distinction grade. (All merit grade descriptors and all distinction grade descriptors need to be achieved.)

If a student fails to pass certain learning outcomes, the assessor will ask for the student to resubmit the tasks concerning that particular learning outcome. Please see the Assessment Appeals Policy below for further detail.

3.3 Calculating your overall grade

The final grade of your BTEC diploma will be pass, merit or distinction. To calculate your BTEC overall grade you must:

Multiply the credits for each unit by the grade points achieved for that unit to calculate the individual unit points score.

Add up all the unit points scores achieved to calculate the total points score for the qualification.

Match the total points score against the Grade points table to calculate the final grade for the qualification.

You’ll find the credits for each unit from the top of the unit descriptions on section B from this guide. Most courses are 7,5 credits which you must multiply with two to get the UK credit.

Unit Grade Grade Points

PASS 0

MERIT 1

DISTINCTION 2

So if your grade for E.g. Business Environment unit is Distinction and the amount of the credits for the unit are 15. You’ll get 30 grade points from it (15 * 2 = 15).

Points ranges for the overall grade

Points range Grade

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0-74 PASS P

75-149 MERIT M

150 DISTINCTION D

4 Late submission fee

If the student does not submit his assignments by the submission date(s) during the course, or by the subsequent resubmission date after the course earning at least a Pass, HELBUS will charge €250/course unit for the administrative and assessment costs of any late submissions (late submission fee).

5 Assessment appeals policy

HELBUS observes closely and is bound by the Edexcel rules and guidelines for assessment. The assessment and grading system is described in detail in the HELBUS Grading and Credit System Policy above. The purpose of this policy is to inform students’ and assessors how to proceed if the student wishes to improve his or her grade or to challenge an assessor’s assessment decision. Basic assessment principles:

The assessor uses his/her judgement in awarding pass, merit and distinction criteria. The student is informed of all criteria at the start of the course unit and of the evidence that is required.

The assessor shall provide oral or written formative feedback during the delivery of the course unit and summative feedback as final course assessment.

The assessor submits the assessment decisions to the internal verifier after finishing the course unit. The internal verifier verifies the assessment decisions according to the Internal verification policy. The assessment decisions are then submitted to the learners, normally within four working weeks of the end of the course unit.

The assessor’s decision in principle is final. However, situations and extenuating circumstances may emerge, whereby the student can resubmit work and improve his grade or appeal against an assessment decision.

Learner’s right to resubmit for a Pass:

If the learner has not reached all pass criteria, thereby essentially failing the course, he or she will be given a chance of resubmitting work to reach the missing pass criteria. Work should be submitted within the set deadline, or it shall be subject to the late submission fee.

Resubmitting does not guarantee a Pass, if there is no evidence that the missing learning outcome is met through resubmitted work.

If the learner does not reach Pass after one resubmission, or fails to resubmit, he or she shall discuss the situation with the internal verifier or his designee. The purpose of the discussion is to understand the student’s situation, evaluate the student’s possibilities of passing the course, and reach the best possible solution

All correspondence should be copied to internal verifier [email protected] Learner’s right to improve grade from Pass to Distinction:

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If the learner has not reached all Merit criteria, but has reached all Pass and Distinction criteria, he or she will be awarded a Pass. This can seem harsh, if the learner has otherwise performed at Distinction level.

If the learner has reached all Distinction and Pass criteria, but has missed one Merit criteria, he or she will be given one opportunity to improve her grade, if she has been in full attendance at class as described in the Attendance policy. In this case, he/she shall inform the professor by e-mail of her wish to improve the grade within one week of receiving the assessment decision. The professor will give extra work regarding the missed Merit criteria that shall be submitted within the deadline, or it will not be considered. Resubmitted work does not guarantee a Distinction if it does not meet the set Merit criteria.

All correspondence should be copied to internal verifier [email protected] Learner’s right to appeal an assessment decision:

If a learner disagrees with an assessor’s decision, he or she should go back to the assignment brief and carefully examine the assessment criteria and evidence he or she has provided and recorded in the assessment brief.

If the learner has justified reason and evidence to disagree with an assessment decision, he or she should contact the professor by e-mail within one week of having received the assessment decision. The appeal should include the following:

o Name of learner o Date of appeal o Criteria against which the learner is appealing o Evidence to support the learner’s claim o The appeal should be copied to the internal verifier [email protected] and

[email protected], head of the Academic Committee o The professor will consider the appeal and change the assessment decision if the appeal

is justified. In cases of doubt, the Internal Verifier may be asked to review the appeal and provide a decision.

o If the learner appeals an assessment decision under this procedure, and the final decision is negative, the learner does not have the right to resubmit work and improve his/her grade.

6 HELBUS Anti-Plagiarism Policy and Citation Guidelines

HELBUS has a strict and proactive policy against plagiarism and will recommend to assessors the use of anti-plagiarism software when appropriate. Plagiarism will result in failure of the course. Essentially, all quotations must be acknowledged, and attributed to the correct source. If you have questions about how to utilise and cite sources, please see the section Citation Guidelines or ask your instructor. Citation Guidelines

Citation is a reference to a published or unpublished source. It consists of the citation in the text, as well as the bibliographic entry normally at the end of the text. Correct citation has several purposes: to uphold intellectual honesty, to attribute prior work to the correct source, and to help the reader gauge the strength and validity of the material the author has used (Wikipedia, 2013). HELBUS stresses the importance of correct citation both to avoid plagiarism and to prepare students for future research projects and academic studies. HELBUS follows the Harvard system of referencing, also known as Parenthetical referencing. Typical features of this citation style are the following:

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Partial citations within the text include the author’s surname and year of publication, and are enclosed in parentheses rather than as footnotes. An example of in-text citation is the following:

“An organization exists to accomplish something in the larger environment.” (Kotler, 1984, p. 45)

The list of full citations (aka reference list or bibliography) is found in alphabetical order at the end of the section or assignment. The reference list includes the details of your citation. Example:

Kotler, P., 1984. Marketing Management: Analysis, Planning and Control. 5th ed. New Jersey: Prentice-Hall Inc. Wikipedia, 2013, Citation, Available at: http://en.wikipedia.org/wiki/Citation [Accessed 29 May 2013]

The British Standard Institution recommends the Harvard referencing style and it is commonly used at universities in the UK. There are a number of resources and applications available on-line to help you cite various sources. Please see the following website for detailed instructions on citing various types of traditional and electronic sources http://libweb.anglia.ac.uk/referencing/harvard.htm

7 Teaching Faculty

The list below provides the names of HELBUS visiting professors, the universities where they have their

own degrees and the universities in which they are currently employed. HELBUS reserves the right to

make changes in the list of faculty and taught courses.

Name Academic Qualifications Current Employer

Dale D. Fodness

Ph.D., The Florida State University

USA

Associate Professor, University of

Dallas, USA

David Fagan MSc, University of London, UK

MBA, Open University, UK LLB, University of London, UK

Visiting Professor, The Open University, UK

Francis Piron

Ph.D., Business Administration,

University of South Carolina, USA

Professor, Troy Global Campus,

Malaysia Campus, Malaysia

http://en.wikipedia.org/wiki/Citation

http://libweb.anglia.ac.uk/referencing/harvard.htm

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Heidi Viljamaa

Master of Arts, Work and organizational psychology

Joensuun yliopisto Bachelor of Arts, Psychology

Lewis and Clark College

Owner, Managing Director at UP Tools

Owner, Coach at UP Partners

Humberto Florez Ph.D., Transportation Planning &

Engineering New York University

Partner at Analitica Consulting Group

Miami, USA

Jose Martin Desmaras Luzuriaga

Master of Cultural Anthropology

Universidade Federal de

Pernambuco, Brazil

Director, Crossbridge Consulting,

Brazil

Manjit Singh Sandhu

DBA, Charles Sturt University,

Australia

Senior Lecturer, Monash

University, Malaysian Campus

Prince Saprai PH.D., Oxford University, UK

Lecturer in Laws, University College London, UK

Rosmini Omar

Ph.D., Universiti Tun Abdul Razak,

Malaysia, Bachelor of Business

Administration University of

Toledo, USA

Associate Professor, Universiti

Teknologi Malaysia

Sumesh Nair Ph. D. University of Kerala, India Lecturer in Marketing, Monash

University, Malaysian Campus

Zrinka Mendes Doctor of Business Administration,

Kingston University, London

Lecturer in Economics, Anglia

Ruskin University

Lecturer in Economics, Cambridge

Regional College

https://www.linkedin.com/company/up-tools?trk=ppro_cprof

https://www.linkedin.com/company/up-tools?trk=ppro_cprof

https://www.linkedin.com/company/up-partners?trk=ppro_cprof

http://www.linkedin.com/edu/new-york-university-18993

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B. COURSE DESCRIPTIONS

1 BUSINESS ENVIRONMENT

Edexcel Unit code: Y/601/0546

Edexcel Qualification Level: 4

Credit value: 7,5 credits

Aim

The aim of this unit is to provide learners with an understanding of different organisations, the

influence of stakeholders and the relationship between businesses and the local, national and global

environments.

Unit abstract

Organisations have a variety of purposes that depend on why they were established. Some operate for

profit, whilst others do not. Organisations structure themselves and operate in ways that allow their

objectives to be met. Every organisation has a range of stakeholders whose interests need to be

satisfied, but stakeholders have competing interests that may be hard to reconcile.

Businesses operate in an environment shaped by the government, competitors, consumers, suppliers,

and international factors. Learners will understand that some influences on the business environment

are direct and clear, for example taxation policies on corporate activities. Other influences are less

clear, perhaps coming from the international arena and sometimes with only an oblique impact on the

national business environment.

It is within this business environment that organisations function and have to determine strategies and

a modus operandi that allow them to meet their organisational purposes in ways that comply with the

relevant legal and regulatory frameworks. In addition, business markets take various forms and the

structure of a market enables an understanding of how organisations behave. In this unit learners will

consider how different market structures shape the pricing and output decisions of businesses, as well

as other aspects of their behaviour.

Learning outcomes (LOs)

On successful completion of this unit a learner will:

Understand the organisational purposes of businesses

Understand the nature of the national environment in which businesses operate

Understand the behaviour of organisations in their market environment

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Be able to assess the significance of the global factors that shape national business activities.

Unit content

1 Understand the organisational purposes of businesses

Categories of organisation: legal structure; type e.g. private company, public company, government,

voluntary organisation, co-operative, charitable; sector (primary, secondary tertiary)

Purposes: mission; vision; aims; objectives; goals; values; profits; market share; growth; return on

capital employed (ROCE); sales; service level; customer satisfaction; corporate responsibility; ethical

issues

Stakeholders: owners; customers; suppliers; employees; debtors; creditors; financial institutions

(banks, mortgage lenders, credit factors); environmental groups; government agencies (central

government, local authorities); trade unions

Responsibilities of organisations: stakeholder interests; conflict of expectations; power influence

matrix; satisfying stakeholder objectives; legal responsibilities e.g. consumer legislation, employee

legislation, equal opportunities and anti-discriminatory legislation, environmental legislation, health

and safety legislation; ethical issues e.g. environment, fair trade, global warming, charter compliance

e.g. Banking Code

2 Understand the nature of the national environment in which businesses operate

Economic systems: the allocation of scarce resources; effective use of resources; type of

economic system e.g. command, free enterprise, mixed, transitional

The UK economy: size (gross domestic product, gross national product); structure; population; labour

force; growth; inflation; balance of payments; balance of trade; exchange rates; trading partners;

public finances (revenues, expenditure); taxation; government borrowing; business behaviour e.g.

investment, objectives, risk awareness; cost of capital; consumer behaviour; propensity to save;

propensity to spend; tastes and preferences

Government policy: economic goals; fiscal policy: control of aggregate demand; central and local

government spending; Public Sector Net Borrowing (PSNB) and Public Sector Net Cash Requirement

(PSNCR); euro convergence criteria, monetary policy; interest rates; quantitative easing; private

finance initiative (PFI); competition policy (up-to-date legislation including Competition Act 1998,

Enterprise Act 2002); Competition Commission, Office of Fair Trading; Directorate General for

Competition); European Commission); sector regulators e.g. Ofgem, Ofwat, Civil Aviation Authority;

Companies Acts; regional policy; industrial policy; enterprise strategy; training and skills policy

3 Understand the behaviour of organisations in their market environment

Market types: perfect competition, monopoly, monopolistic competition, oligopoly, duopoly;

competitive advantage, strategies adopted by firms; regulation of competition

14

Market forces and organisational responses: supply and demand, elasticity of demand; elasticity of

supply; customer perceptions and actions, pricing decisions; cost and output decisions; economies of

scale, the short run; the long run, multi-national and transnational corporations; joint ventures,

outsourcing; core markets; labour market trends; employee skills, technology; innovation; research

and development; core competencies; business environment (political, economic, social, technical,

legal, environmental); cultural environment

4 Be able to assess the significance of the global factors that shape national business

activities

Global factors: international trade and the UK economy; market opportunities; global growth;

protectionism; World Trade Organisation (WTO); emerging markets (BRIC economies – Brazil, Russia,

India, China); EU membership; EU business regulations and their incorporation in to UK law; EU

policies e.g. agriculture (CAP), business, competition, growth, employment, education, economics and

finance, employment, environment, science and technology, regional); labour movement; workforce

skills; exchange rates; trading blocs (e.g. monetary unions, common markets; customs unions, free

trade areas); labour costs; trade duties; levies; tariffs; customs dues; taxation regimes; international

competitiveness; international business environment (political, economic, social, technical, legal,

environmental); investment incentives; cost of capital; commodity prices; intellectual property;

climate change e.g. Kyoto Protocol, Rio Earth Summit; third world poverty; the group of 20 (G-20);

global financial stability

Learning outcomes (LOs) and assessment criteria

Learning outcomes

On successful completion of this unit a learner

will:

Assessment criteria for pass

The learner can:

LO1 Understand the organisational purposes of

businesses

1.1 identify the purposes of different types of

organisation

1.2 describe the extent to which an organization

meets the objectives of different stakeholders

1.3 explain the responsibilities of an organization

and strategies employed to meet them

LO2 Understand the nature of the national

environment in which businesses operate

2.1 explain how economic systems attempt to

allocate resources effectively

2.2 assess the impact of fiscal and monetary

policy on business organisations and their

activities

2.3 evaluate the impact of competition policy

and other regulatory mechanisms on the

activities of a selected organisation

15

LO3 Understand the behaviour of organisations in

their market environment

3.1 explain how market structures determine the

pricing and output decisions of businesses

3.2 illustrate the way in which market forces

shape organisational responses using a range of

examples

3.3 judge how the business and cultural

environments shape the behaviour of a selected

organisation

LO4 Be able to assess the significance of the

global factors that shape national business

activities

4.1 discuss the significance of international trade

to UK business organisations

4.2 analyse the impact of global factors on UK

business organisations

4.3 evaluate the impact of policies of the

European Union UK business organisations.

Guidance

Links :This unit has links with other business and economics-focused units such as Unit 3:

Organisations and Behaviour, Unit 7: Business Strategy, Unit 35: European Business and Unit 45:

Business Ethics.

This unit also links to the Management and Leadership NOS.

Essential requirements: There are no essential or unique resources required for the delivery of this

unit.

Employer engagement and vocational contexts

HELBUS can develop links with local employers. Many businesses look to employ learners when they

finish their programmes of study and may provide information about the business environment, which

they operate in. They will have a view about the impact of the governmental and EU factors that shape

how they behave.

Many learners are, or have been, employed and will be able to draw on their experience of

employment and will have had experience of the nature of the business environment and the ways in

which organisations respond to and determine the nature of that environment.

Physical Resources: None required.

16

2 MARKETING PRINCIPLES

Edexcel Unit code: F/601/0556



Aim

This unit aims to provide learners with understanding and skills relating to the fundamental concepts

and principles that underpin the marketing process.

Unit abstract

This is a broad-based unit, which gives learners the opportunity apply the key principles of marketing.

Firstly, the unit looks at the definitions of marketing, and what is meant by a marketing orientation

and the marketing process.

Next, learners consider the use of environmental analysis in marketing and carry out their own

analyses at both macro and micro levels. They will also investigate the importance of market

segmentation and how this leads to the identification and full specification of target groups. Learners

then consider buyer behaviour and positioning.

The unit looks at the main elements of both the original and the extended marketing mix. This includes

an introduction to the concept of the product life cycle, new product development, pricing strategies,

distribution options and the promotion mix.

Finally, learners will develop their own marketing mixes to meet the needs of different target groups.

This includes considering the differences when marketing services as opposed to goods. A range of

other contexts is examined including marketing to businesses instead of consumers and the

development of international markets.

Learning outcomes


Understand the concept and process of marketing

Be able to use the concepts of segmentation, targeting and positioning

Understand the individual elements of the extended marketing mix

Be able to use the marketing mix in different contexts.

17

Unit content

1 Understand the concept and process of marketing

Definitions: alternative definitions including those of the Chartered Institute of Marketing and the

American Marketing Association; satisfying customer needs and wants; value and satisfaction;

exchange relationships; the changing emphasis of marketing

Marketing concept: evolution of marketing; marketing orientations; societal issues and emergent

philosophies; customer and competitor orientation; efficiency and effectiveness; limitations of the

marketing concept

Marketing process overview: marketing audit; integrated marketing; environmental analysis; SWOT

analysis; marketing objectives; constraints; options; plans to include target markets and marketing

mix; scope of marketing

Costs and benefits: links between marketing orientation and building competitive advantage; benefits

of building customer satisfaction; desired quality; service and customer care; relationship marketing;

customer retention; customer profitability; costs of a too narrow marketing focus

2 Be able to use the concepts of segmentation, targeting and positioning

Macro environment: environmental scanning; political, legal, economic, socio-cultural, ecological and

technological factors

Micro environment: stakeholders (organisation’s own employees, suppliers, customers, intermediaries,

owners, financiers, local residents, pressure groups and competitors); direct and indirect competitors;

Porter’s competitive forces

Buyer behaviour: dimensions of buyer behaviour; environmental influences; personal variables –

demographic, sociological, psychological – motivation, perception and learning; social factors;

physiological stimuli; attitudes; other lifestyle and life cycle variables; consumer and organisational

buying

Segmentation: process of market selection; macro and micro segmentation; bases for segmenting

markets, (geographic, demographic, psychographic and behavioural); multivariable segmentation and

typologies; benefits of segmentation; evaluation of segments and targeting strategies; positioning;

segmenting industrial markets; size; value; standards; industrial classification

Positioning: definition and meaning; influence over marketing mix factors

3 Understand the individual elements of the extended marketing mix

Product: products and brands – features, advantages and benefits; the total product concept; product

mix; product life cycle and its effect on other elements of the marketing mix; product strategy; new

product development; adoption process

Place: customer convenience and availability; definition of channels; types and functions of

intermediaries; channel selection; integration and distribution systems; franchising; physical

distribution management and logistics; ethical issues

18

Price: perceived value; pricing context and process; pricing strategies; demand elasticity; competition;

costs, psychological, discriminatory; ethical issues

Promotion: awareness and image; effective communication; integrated communication process

(SOSTT + 4Ms); promotional mix elements; push and pull strategies; advertising above and below the

line including packaging; public relations and sponsorship; sales promotion; direct marketing and

personal selling; branding, internet and online marketing

The shift from the 4Ps to the 7Ps: product-service continuum; concept of the extended marketing mix;

the significance of the soft elements of marketing (people, physical evidence and process

management)

4 Be able to use the marketing mix in different contexts

Consumer markets: fast moving consumer goods; consumer durables; coordinated marketing mix to

achieve objectives

Organisational markets: differences from consumer markets; adding value through service; industrial;

non-profit making; government; re-seller

Services: nature and characteristics of service products (intangibility, ownership, inseparability,

perishability, variability, heterogeneity – the 7Ps); strategies; service quality; elements of physical

product marketing; tangible and intangible benefits

International markets: globalisation; cultural differences; standardisation versus adaptation; the EU;

benefits and risks; market attractiveness; international marketing mix strategies

Learning outcomes and assessment criteria

Learning outcomes


will:


The learner can:

LO1 Understand the concept and process of

marketing

1.1 explain the various elements of the marketing

process

1.2 evaluate the benefits and costs of a marketing

orientation for a selected organization

LO2 Be able to use the concepts of segmentation,

targeting and positioning

2.1 show macro and micro environmental factors

which influence marketing decisions

2.2 propose segmentation criteria to be used for

products in different markets

2.3 choose a targeting strategy for a selected

19

product/service

2.4 demonstrate how buyer behaviour affects

marketing activities in different buying situations

2.5 propose new positioning for a selected

product/service

LO3 Understand the individual elements of the

extended marketing mix

3.1 explain how products are developed to

sustain competitive advantage

3.2 explain how distribution is arranged to

provide customer convenience

3.3 explain how prices are set to reflect an

organisation’s objectives and market conditions

3.4 illustrate how promotional activity is

integrated to achieve marketing objectives

3.5 analyse the additional elements of the

extended marketing mix

LO 4 Be able to use the marketing mix in different

contexts

4.1 plan marketing mixes for two different

segments in consumer markets

4.2 illustrate differences in marketing products

and services to businesses rather than consumers

4.3 show how and why international marketing

differs from domestic marketing.

Guidance

Links

Learners who have achieved a BTEC Higher Nationals in Business have, for many years, been given

entry to and exemptions from some parts of the Chartered Institute of Marketing’s professional

examinations. Further information can be found in the Professional Body Recognition booklet available

from the Edexcel website.

This unit forms the basis of the Higher National marketing pathway linking with other marketing units:

Unit 17: Marketing Intelligence, Unit 18: Advertising and Promotion in Business, Unit 19: Marketing

Planning and Unit 20: Sales Planning and Operations. There is also a link to Unit 1: Business

Environment in relation to the areas of stakeholders, effects of demand elasticity on pricing and

external market factors. The unit also provides links to Unit 30: Internet Marketing and Unit 41:

Contemporary Issues in Marketing Management.

20

Essential requirements

There are no essential or unique resources required for the delivery of this unit.


HELBUS can develop links with local businesses. Many businesses and chambers of commerce want to

promote local business and are often willing to provide work placements, visit opportunities,

information about businesses and the local business context and guest speakers.

Physical Resources

None required.

21

3 MANAGING BUSINESS ACTIVITIES TO ACHIEVE RESULTS

Edexcel Unit code: J/601/0946



Aim

The aim of this unit is to provide learners with the understanding and skills to manage their activities in

the business workplace to improve their effectiveness and efficiency.

Unit abstract

This unit focuses on the effective and efficient planning and management of business work activities. It

gives learners with understanding and skills needed to design and implement operational systems to

improve their effectiveness and efficiency and achieve the desired results for the business.

Learners are encouraged to consider the importance and interrelationship of business processes and

the implementation of operational plans, together with quality systems and health and safety, in

achieving satisfactory results.

Learning outcomes


1. Understand the importance of business processes in delivering outcomes based upon

business goals and objectives

2. Be able to develop plans for own area of responsibility to implement operational plans

3. Be able to monitor appropriate systems to improve organisational performance

4. Be able to manage health and safety in the workplace.

Unit content

1 Understand the importance of business processes in delivering outcomes based upon


Functions: interrelationships of functions, mission, aims, objectives and culture; interrelationship with

processes

Processes: principles and models of effective process management; types of business

process measures, output; quality gateways; how to evaluate suitability

2 Be able to develop plans for own area of responsibility to implement operational plans

22

Areas of responsibility: internal and external customers; customer orientation; market research;

product development, principles and methods of short- to medium-term planning; designing plans;

PERT; critical path analysis; work flow, prioritising workloads; how to develop SMART objectives; time

management; how to analyse and manage risk; how to align resources with objectives; legal,

regulatory and ethical requirements

Operational plans: product and service specifications and standards; meeting quality, quantity, time

and cost objectives; systems e.g. Just-in-Time; value-added chains; statistical process control;

coordinating activities; working within organisational constraints and limitations

3 Be able to monitor appropriate systems to improve organisational performance

Systems: Total Quality Management (TQM), TQM philosophy, principles, methods and techniques;

quality systems, quality circles, ISO9000/EN29000 or subsequent current amendments, managing and

monitoring quality

Organisational performance: principles of models which underpin organisational performance; types

of performance measures and how to determine and set them; cost/benefit analysis; risk analysis; the

value of a customer-focused culture; the importance of prevention rather than correction; importance

of developing a continual improvement culture and how to involve others; planning, proposing,

implementing and evaluating change; identifying wider implications of change within the organisation;

Business Process Reengineering (BPR)

4 Be able to manage health and safety in the workplace

Health and safety: legislation and regulations relating to health and safety at work; organisational

policies and procedures regarding health and safety; risk assessment and monitoring; practical

application of regulations; public attitudes and concerns relating to health and safety


Learning outcomes


will:


The learner can:

LO1 Understand the importance of business

processes in delivering outcomes based upon


1.1 evaluate the interrelationship between the

different processes and functions of the

organization

1.2 justify the methodology to be used to map

processes to the organisation’s goals and

objectives

1.3 evaluate the output of the process and the

quality gateways

23

LO2 Be able to develop plans for own area of

responsibility to implement operational plans

2.1 design plans which promote goals and

objectives for own area of responsibility

2.2 write objectives, which are specific,

measurable, achievable, realistic and time-based

to align people and other resources in an effective

and efficient way

2.3 implement appropriate systems to achieve

objectives in the most efficient way, on time, to

budget and meeting organisational standards of

quality

2.4 carry out work activities meeting the

operational plan through effective monitoring and

control

LO3 Be able to monitor appropriate systems to

improve organisational performance

3.1 design systems to manage and monitor quality

standards specified by the organisation

3.2 demonstrate a quality culture to ensure

continuous monitoring, evaluation and

development of the process

3.3 recommend improvements which align with

the organisation’s objectives and goals and which

result in improvements

3.4 report on the wider implications of proposed

changes within the organisation

LO4 Be able to manage health and safety in

workplace

4.1 carry out risk assessments as required by

legislation, regulation and organisational

requirements ensuring appropriate action is taken

4.2 demonstrate that health and safety

regulations and legislation applicable in specific

work situations are correctly and effectively

applied

4.3 carry out a systematic review of organizational

health and safety policies and procedures in order

to ensure they are effective and compliant

4.4 carry out practical application of health and

safety policies and procedures in the workplace.

24

Guidance

Links

This unit links with all other management units within this specification. This unit also links to the

Management and Leadership NOS as mapped in Annexe B.


Tutors must build a bank of resource materials to ensure there is a sufficient supply of relevant

information across a range of activities and processes.


Learners can generate evidence from a work placement or work experience. Some learners may have

access to information from family owned and run businesses.

HELBUS can develop links with local businesses. Many businesses and chambers of commerce want

information about businesses and the local business context and guest speakers to promote local

business and are often willing to provide work placements, visit opportunities.

Physical Resources


information across a range of activities and processes.

25

4 ORGANISATIONS AND BEHAVIOUR

Edexcel Unit code: H/601/0551



Aim

The aim of this unit is to give learners an understanding of individual and group behaviour in

organisations and to examine current theories and their application in managing behaviour in the

workplace.

Unit abstract

This unit focuses on the behaviour of individuals and groups within organisations. It explores the links

between the structure and culture of organisations and how these interact and influence the

behaviour of the workforce. The structure of a large multi-national company with thousands of

employees worldwide will be very different from a small local business with 20 employees. The way in

which an organisation structures and organises its workforce will impact on the culture that develops

within the organisation. This system of shared values and beliefs will determine and shape the

accepted patterns of behaviour of an organisations workforce. The culture in organisations that differ

in size, for example, or are from different sectors of the economy can be very different.

The structure and culture of an organisation are key factors, which contribute to motivating the

workforce at all levels of the organisation. The Japanese were instrumental in developing a culture of

‘continuous improvement through teamwork’ in their manufacturing industry. This culture has now

been exported around the world and encapsulates the way in which structure and culture contribute

to patterns of behaviour in the workplace. This unit will develop learner understanding of the

behaviour of people within organisations and of the significance that organisational design has on

shaping that behaviour.

Learning outcomes


1. Understand the relationship between organisational structure and culture

2. Understand different approaches to management and leadership

3. Understand ways of using motivational theories in organisations

4. Understand mechanisms for developing effective teamwork in organisations.

26

Unit content

1 Understand the relationship between organisational structure and culture

Types of organisation and associated structures: functional, product-based, geographically based,

multi-functional and multi-divisional structures, matrix, centralisation and decentralisation;

organisational charts; spans of control; internal and external network structures; flexible working

Organisational culture: classification of organisational culture – power culture, role culture, task

culture, person culture; cultural norms and symbols; values and beliefs; development of organisational

culture

Diagnosing behavioural problems: concepts; principles; perspectives; methodology

Perception: definition; perceptual selection; perception and work behaviour; attitude; ability and

aptitude; intelligence

Significance and nature of individual differences: self and self-image; personality and work behaviour;

conflict

Individual behaviour at work: personality, traits and types; its relevance in understanding self and

others

2 Understand different approaches to management and leadership

Development of management thought: scientific management; classical administration; bureaucracy;

human relations approach; systems approach; contingency approach

Functions of management: planning; organising; commanding; coordinating; controlling

Managerial roles: interpersonal; informational; decisional

Nature of managerial authority: power; authority; responsibility; delegation; conflict

Frames of reference for leadership activities: opportunist; diplomat; technician; achiever; strategist;

magician; pluralistic; transformational; change

3 Understand ways of using motivational theories in organisations

Motivation theories: Maslow’s Hierarchy of Needs; Herzberg’s Motivation – Hygiene theory;

McGregor’s Theory X and Y; Vroom and Expectancy theories; Maccoby, McCrae and Costa –

personality dimensions

Motivation and performance: rewards and incentives; motivation and managers; monetary and non-

monetary rewards

Leadership: leadership in organisations; managers and leaders; leadership traits;

management style; contingency approach; leadership and organisational culture

27

Leadership and successful change in organisations: pluralistic; transformational; communications;

conflict

4 Understand mechanisms for developing effective teamwork in organisations

Teams and team building: groups and teams; informal and formal groups; purpose of teams; selecting

team members; team roles; Belbin’s theory; stages in team development; team building; team

identity; team loyalty; commitment to shared beliefs; multi-disciplinary teams

Team dynamics: group norms; decision-making behaviour; dysfunctional teams; cohesiveness

Impact of technology on team functioning: technology; communication; change; networks and virtual

teams; global and cross-cultural teams


Learning outcomes


will:


The learner can:

LO1 Understand the relationship between

organisational structure and culture

1.1 compare and contrast different

organizational structures and culture

1.2 explain how the relationship between an

organisation’s structure and culture can impact

on the performance of the business

1.3 discuss the factors which influence individual

behaviour at work

LO2 Understand different approaches to

management and leadership

2.1 compare the effectiveness of different

leadership styles in different organisations

2.2 explain how organizational theory underpins

the practice of management

2.3 evaluate the different approaches to

management used by different organisations

LO3 Understand ways of using motivational

theories in organisations

3.1 discuss the impact that different leadership

styles may have on motivation in organisations in

periods of change

3.2 compare the application of different

motivational theories within the workplace

3.3 evaluate the usefulness of a motivation

28

theory for managers

LO4 Understand mechanisms for developing

effective teamwork in organisations

4.1 explain the nature of groups and group

behaviour within organisations

4.2 discuss factors that may promote or inhibit

the development of effective teamwork in

organisations

4.3 evaluate the impact of technology on team

functioning within a given organisation.

Guidance

Links

This unit links to the following units within this specification Unit 21: Human Resource Management,

Unit 22: Managing Human Resources, Unit 23: Human Resources Development and Unit 24: Employee

Relations.






promote local business and are often willing to provide guest speakers, visit opportunities and

information about the operation of their businesses.

Physical Resources

None required.

29

5 MANAGING FINANCIAL RESOURCES AND DECISIONS

Edexcel Unit Code: H/601/0548



Aim

The unit aim is to provide learners with an understanding of where and how to access sources of

finance for a business, and the skills to use financial information for decision making.

Unit abstract

This unit is designed to give learners a broad understanding of the sources and availability of finance

for a business organisation. Learners will learn how to evaluate these different sources and compare

how they are used.

They will learn how financial information is recorded and how to use this information to make

decisions for example in planning and budgeting.

Decisions relating to pricing and investment appraisal are also considered within the unit. Finally,

learners will learn and apply techniques used to evaluate financial performance.

Learning outcomes


1. Understand the sources of finance available to a business

2. Understand the implications of finance as a resource within a business

3. Be able to make financial decisions based on financial information

4. Be able to evaluate the financial performance of a business.

Unit content

1 Understand the sources of finance available to a business

Range of sources: sources for different businesses; long term such as share capital; retained earnings;

loans; third-party investment; short/medium term such as hire purchase and leasing; working capital

stock control; cash management; debtor factoring

Implications of choices: legal, financial and dilution of control implications; bankruptcy

Choosing a source: advantages and disadvantages of different sources; suitability for purpose e.g.

matching of term of finance to term of project

30

2 Understand the implications of finance as a resource within a business

Finance costs: tangible costs e.g. interest, dividends; opportunity costs e.g. loss of alternative projects

when using retained earnings; tax effects

Financial planning: the need to identify shortages and surpluses e.g. cash budgeting; implications of

failure to finance adequately; overtrading

Decision making: information needs of different decision makers

Accounting for finance: how different types of finance and their costs appear in the financial

statements of a business; the interaction of assets and liabilities on the balance sheet and on

international equivalents under the International Accounting Standards (IAS)

3 Be able to make financial decisions based on financial information

Budgeting decisions: analysis and monitoring of cash and other budgets

Costing and pricing decisions: calculation of unit costs, use within pricing decisions; sensitivity analysis

Investment appraisal: payback period; accounting rate of return; discounted cash flow techniques i.e.

net present value; internal rate of return

Nature of long-term decisions: nature of investment importance of true value of money; cash flow;

assumptions in capital investment decisions; advantages and disadvantages of each method.

4 Be able to evaluate the financial performance of a business

Terminology: introduction to debit, credit, books of prime entry, accounts and ledgers, trial balance,

final accounts and international equivalents under the International Accounting Standards (IAS)

Financial statements: basic form, structure and purpose of main financial statements i.e. balance

sheet, profit and loss account, cash flow statement, notes, preparation not required; changes to

reporting requirements under the International Accounting Standards (IAS) e.g. statement of

comprehensive income, statement of financial position; distinctions between different types of

business i.e. limited company, partnership, sole trader

Interpretation: use of key accounting ratios for profitability, liquidity, efficiency and investment;

comparison both external i.e. other companies, industry standards and internal i.e. previous periods,

budgets


Learning outcomes


will:


The learner can:

31

LO1 Understand the sources of finance available

to a business

1.1 identify the sources of finance available to a

business

1.2 assess the implications of the different

sources

1.3 evaluate appropriate sources of finance for a

business project

LO2 Understand the implications of finance as a

resource within a business

2.1 analyse the costs of different sources of

finance

2.2 explain the importance of financial planning

2.3 assess the information needs of different

decision makers

2.4 explain the impact of finance on the financial

statements

LO3 Be able to make financial decisions based on

financial information

3.1 analyse budgets and make appropriate

decisions

3.2 explain the calculation of unit costs and make

pricing decisions using relevant information

3.3 assess the viability of a project using

investment appraisal techniques

LO4 Be able to evaluate the financial performance

of a business

4.1 discuss the main financial statements

4.2 compare appropriate formats of financial

statements for different types of business

4.3 interpret financial statements using

appropriate ratios and comparisons, both internal

and external.

32

Guidance

Links

This unit links with the following units within this specification Unit 6: Business Decision Making, Unit

9: Management Accounting: Costing and Budgeting, Unit 10: Financial Accounting and Reporting, Unit

11: Financial Systems and Auditing and Unit 12: Taxation.

This unit also covers some of the underpinning knowledge and understanding for the NVQ in

Accounting as set out in Annexe B.

The unit covers financial topics essential for learners who would like a career in this field and wish to

gain membership of a professional accounting body.


Learners will require access to financial and company reports.





Physical Resources

Learners will be able to access financial and company reports: They are available from the Internet.

33

6 MANAGING COMMUNICATIONS, KNOWLEDGE AND

INFORMATION

Edexcel Unit code: L/601/0950



Aim

The aim of this unit is to show how communications, knowledge and information can be improved

within an organisation including making better use of IT systems.

Unit abstract

This unit recognises that communications do not automatically take place effectively in organisations

and that both information and work-based knowledge is often insufficient when decisions are made.

Learners will look at how managers can improve the planning of their communications processes as

well as their communication skills. Learners will understand why managers need to adopt a more

inclusive approach to stakeholders affected by the decisions they make and why they need to network

on a more structured basis. The unit also looks at how managers can make the information and

knowledge they gain accessible to other parts of the organisation.

The unit is designed to develop learner understanding of the interaction between communications,

knowledge and information. It also covers how IT systems can be used as a management tool for

collecting, storing, disseminating and providing access to knowledge and information.

Learning outcomes


1. Understand how to assess information and knowledge needs

2. Be able to create strategies to increase personal networking to widen involvement in the

decision-making process

3. Be able to develop communication processes

4. Be able to improve systems relating to information and knowledge.

34

Unit content

1 Understand how to assess information and knowledge needs

Sources: internal and external, primary and secondary, formal and informal, team workers, customers

and other stakeholders

Types: qualitative and quantitative, tacit and explicit, official and unofficial, policy and opinion

2 Be able to create strategies to increase personal networking to widen involvement in

the decision-making process

Sources: stakeholders and useful contacts, internal and external Methods: formal, informal Strategies:

formal and informal, direct or via media, relating and interacting, trust and

confidentiality, forming business relationships, decision making and decision taking

3 Be able to develop communication processes

Types: meetings and conferences, workshops and training events, internet and email, written,

telephone, video conferencing, one-to-one meetings

Approaches: structured and coordinated, planned, formal and informal

Strategy: advantages, disadvantages; informal, face-to-face, formal in writing, emotional, intelligence

4 Be able to improve systems relating to information and knowledge

Type: hard and soft, websites and mailings, access and dissemination

Style: trends and patterns, diagrams and text, consistent and reliable, current and valid; legal and

confidential


Learning outcomes


will:


The learner can:

LO1 Understand how to assess information and

knowledge needs

1.1 discuss the range of decisions to be taken

1.2 examine the information and knowledge

needed to ensure effective decision taking

1.3 assess internal and external sources of

information and understanding

1.4 justify recommendations for improvement

35

LO2 Be able to create strategies to increase

personal networking to widen involvement in the

decision- making process

2.1 identify stakeholders for a decision-making

process

2.2 make contact with those identified and

develop business relationships

2.3 involve those identified in the decision making

as appropriate

2.4 design strategies for improvement

LO3 Be able to develop communication processes 3.1 report on existing processes of

communication in an organisation

3.2 design ways to improve appropriateness

3.3 implement improvements to ensure greater

integration of systems of communication in that

organisation

3.4 create a personal plan to improve own

communication skills

LO4 Be able to improve systems relating to

information and knowledge

4.1 report on existing approaches to the

collection, formatting, storage and dissemination

of information and knowledge

4.2 carry out appropriate changes to improve the

collection, formatting, storage and dissemination

of information and knowledge

4.3 implement a strategy to improve access to

systems of information and knowledge.

36

Guidance

Links

This unit links with all other management units within this specification. This unit also links with the

Management and Leadership NOS.







Physical Resources

None required

37

7 MARKETING INTELLIGENCE

Edexcel Unit code: K/601/0955



Aim

The aim of this unit is to enable learners to understand the purchase decision-making process and how

marketing research techniques are used to contribute to the development of marketing plans.

Unit abstract

This unit explores buyer behaviour and how this is influenced by a range of factors and situations.

Learners will explore the marketing research process and assess the importance of different types of

information. The approach is practical and learners will learn how to prepare and present a research

proposal, assess the reliability of market research findings, and use secondary sources of data.

Learners will then develop the skills needed to assess trends and carry out competitor analysis.

Finally, learners 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


1. Understand buyer behaviour and the purchase decision-making process

2. Be able to use marketing research techniques

3. Be able to assess market size and future demand

4. Be able to measure customer satisfaction.

Unit content

1 Understand buyer behaviour and the purchase decision-making process

Customers and markets: purchase decision-making process; buying situations and types of buying

decision; dimensions of buyer behaviour

Buyer behaviour: influences on buyer behaviour; stimulus response model; models of purchase

behaviour; diffusion and innovation; model unitary and decision-making units

38

Buying motives: psychological factors, socio-psychological factors, sociological factors, economic

factors and cultural factors influencing customer behaviour; lifestyle and life-cycle factors; customer

and prospect profiling

Branding: relationship between brand loyalty, company image and repeat purchase

2 Be able to use marketing research techniques

Market research: role and importance of marketing research; research process, objectives; issues

relating to the use of primary and secondary data sources and methods; existing sources of primary

and secondary market research; internal sources; external sources; competitor data and sources and

customer data; ethics

Market research companies: benefits and limitations of use; cost; reliability and types

Research techniques: stages of the market research process; research proposals; qualitative and

quantitative methods; surveys; sources of information; value and interpretation of data

Types: face to face, telephone/postal; data mining technique; focus groups; depth interviews; omnibus

survey; psychological research; mystery shopper; sales, price and distribution research

Reliability of research: validity; sampling process; sample size; sample and interviewer bias; methods

of recruitment

Researching developing and established markets: issues associated with researching the developing as

well as the established consumer; industrial and service markets

Use of research data: research data supporting marketing planning; producing actionable

recommendations; evaluating research findings for business decision making

3 Be able to assess market size and future demand

Measuring: defining the market; estimating total market size, value and volume; growth and trends;

forecasting future demand

Competitive analysis: competitor analysis – market/product profiles of competition, brand and market

share; characteristics of the competition – market innovator/follower; objectives of the competition;

strategies of the competition; strengths and weakness of competition; future behaviour of the

competition and their strategic intent

Be able to measure customer satisfaction

Measuring customer satisfaction: post-sale surveys; data mining – web behaviour analysis; guarantees;

complaint handling and suggestion systems; mystery shopping; product placement; service

agreements; customer follow-up

Customer care: customer relationship management programmes, objectives, use and value in data

collection, customer relationship management as a means of adding value and influencing

purchase/repeat purchase behaviour, customer retention

39


Learning outcomes


will:


The learner can:

LO1 Understand buyer behaviour and the

purchase decision- making process

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

LO2 Be able to use marketing research techniques 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

LO3 Be able to assess market size and future

demand

3.1 assess market size trends within a given

market

3.2 plan and carry out a competitor analysis for a

given organisation

3.3 evaluate an organisation’s opportunities and

threats for a given product or service

LO4 Be able to measure customer satisfaction 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.

40

Guidance

Links

This unit is part of the marketing pathway and forms a direct link with the other marketing units in the

pathway – Unit 18: Advertising and Promotion in Business, Unit 19: Marketing Planning and Unit 20:

Sales Planning and Operations.

The unit is also linked with Unit 4: Marketing Principles and Unit 6: Business Decision Making.


Learners need access to market research and business information.




information about businesses and the local business context and guest speakers, or assistance with

case study material that could be used as a basis for the assignments for this unit.

Physical Resources

Learners need access to market research and business information.

41

8 BUSINESS STRATEGY

Edexcel Unit code: A/601/0796


Credit value: 7,5 credit

Aim

The aim of this unit is to give learners the knowledge and understanding of how a business unit can

strategically organise and plan for likely future outcomes in order to be successful.

Unit abstract

One of the aims of this unit is to build on learners’ existing knowledge of the basic tools of business

analysis such as PESTLE and draw it together so that the learners think strategically.

Learners will be introduced to further analysis tools needed for the process of strategic planning. They

will be able to explain the significance of stakeholder analysis and carry out an environmental and

organisational audit of a given organisation.

Learners will learn how to apply strategic positioning techniques to the analysis of a given organisation

and prepare a strategic plan based on previous analysis. They will also learn how to evaluate possible

alternative strategies (such as substantive growth, limited growth or retrenchment) and then select an

appropriate future strategy for a given organisation.

Finally, learners will compare the roles and responsibilities for strategy implementation and evaluate

resource requirements for the implementation of a new strategy for a given organisation. Learners will

then be able to propose targets and timescales for implementation and monitoring of the strategy in a

given organisation.

Learning outcomes


1. Understand the process of strategic planning

2. Be able to formulate a new strategy

3. Understand approaches to strategy evaluation

4. Understand how to implement a chosen strategy.

42

Unit content

1 Understand the process of strategic planning

Strategic contexts and terminology: role of strategy; missions; visions; strategic intent; objectives;

goals; core competencies; strategic architecture; strategic control

Strategic thinking: future direction of the competition; needs of customers; gaining and maintaining

competitive advantage; Ansoff’s growth-vector matrix; portfolio analysis

Planning systems: informal planning; top-down planning; bottom-up planning; behavioural approaches

Strategic planning issues: impact on managers; targets; when to plan; who should be involved; role of

planning

Strategic planning techniques: BCG growth-share matrix; directional policy matrices; SPACE, PIMS

2 Be able to formulate a new strategy

Stakeholder analysis: stakeholder significance grid; stakeholder mapping

Environment auditing: political, economic, socio-cultural, technological, legal and environmental

analysis (PESTLE); Porter’s 5 force analysis; the threat of new entrants; the power of buyers; the power

of suppliers; the threat of substitutes; competitive rivalry and collaboration

Strategic positioning: the Ansoff matrix; growth; stability; profitability; efficiency; market leadership;

survival; mergers and acquisitions; expansion into the global marketplace

The organisational audit: benchmarking; SWOT analysis; product positions; value-chain analysis;

demographic influences; scenario planning; synergy culture and values

3 Understand approaches to strategy evaluation

Market entry strategies: organic growth; growth by merger or acquisition; strategic alliances; licensing;

franchising

Substantive growth strategies: horizontal and vertical integration; related and unrelated diversification

Limited growth strategies: do nothing; market penetration; market development; product

development; innovation

Disinvestment strategies: retrenchment; turnaround strategies; divestment; liquidation

Strategy selection: considering the alternatives; appropriateness; feasibility; desirability

4 Understand how to implement a chosen strategy

43

The realisation of strategic plans to operational reality: communication (selling the concepts); project

teams; identification of team and individual roles, responsibilities and targets; programme of activities;

benchmark targets at differing levels of the organisation

Resource allocation: finance; human resources; materials; time

Review and evaluation: an evaluation of the benchmarked outcomes in a given time period in relation

to corporate, operational and individual targets using SMART principles (specific, measurable,

achievable, realistic and time constrained)


Learning outcomes


will:


The learner can:

LO1 Understand the process of strategic planning

1.1 assess how business missions, visions, objectives, goals and core competencies inform strategic planning 1.2 analyse the factors that have to be considered when formulating strategic plans 1.3 evaluate the effectiveness of techniques used when developing strategic business plans

LO2 Be able to formulate a new strategy

2.1 analyse the strategic positioning of a given organisation by carrying out an organisational audit 2.2 carry out an environmental audit for a given organisation 2.3 assess the significance of stakeholder analysis when formulating new strategy 2.4 present a new strategy for a given organisation

LO3 Understand approaches to strategy

evaluation

3.1 analyse the appropriateness of alternative strategies relating to market entry, substantive growth, limited growth or retrenchment for a given organisation 3.2 justify the selection of a strategy

LO4 Understand how to implement a chosen

strategy

4.1 assess the roles and responsibilities of personnel who are charged with strategy implementation 4.2 analyse the estimated resource requirements for implementing a new strategy for a given organisation 4.3 evaluate the contribution of SMART targets to the achievement of strategy implementation in a given organisation

44

Guidance

Links

This unit should be linked with the other core units in the programme. It draws on the underpinning

knowledge gained in the core and specialist units in the programme. Pre-requisites for this unit are,

Unit 1: Business Environment, Unit 2: Managing Financial Resources and Decisions, Unit 3:

Organisations and Behaviour and Unit 4: Marketing Principles.




HELBUS can develop links with local businesses. Many businesses and chambers of commerce are keen

to promote local business and are often willing to provide visit opportunities, guest speakers and

information about business and the local business context.

Physical Resources

None required.

45

9 WORKING WITH AND LEADING PEOPLE

Edexcel Unit code: M/601/0908



Aim

The aim of this unit is to develop the skills and knowledge needed for working with and leading others,

through understanding the importance of recruiting the right people for the job.

Unit abstract

An organisation’s success depends very much on the people working in it, and recruiting the right

people is a key factor. Organisations with effective recruitment and selection processes and practices

in place are more likely to make successful staffing appointments. In competitive labour markets this is

a major advantage that well-organised businesses will have over their competitors. It is important,

therefore, for learners to appreciate that the processes and procedures involved in recruitment and

selection to meet the organisation’s human resource needs are legal. This unit aims to develop learner

knowledge and understanding of the impact of the regulatory framework on the recruitment process.

There are many benefits for both the individual and the organisation of working in teams for both the

individual and the organisation, most importantly that the task is carried out better and more

efficiently. An understanding of team development and the leadership function is crucial when

working with others. A motivated workforce is more likely to be efficient and can contribute to the

long-term profitability of the business. In this unit learners will examine these key areas and

appreciate how an effective team leader can motivate and develop individuals within teams.

Sometimes when people work in teams they have their own types of communication, which can affect

others and cause conflict or tension. In this unit learners will have the opportunity to develop their

own leadership skills as well as building on the skills and knowledge needed to manage and lead

people and teams in an organisation. Learners will explore ways to manage teams and individuals as

well as motivating staff to perform better whilst meeting the aims of the organisation.

Learning outcomes


1. Be able to use recruitment, selection and retention procedures

2. Understand the styles and impact of leadership

3. Be able to work effectively in a team

4. Be able to assess the work and development needs of individuals.

46

Unit content

1 Be able to use recruitment, selection and retention procedures

Legislation and requirements relating to recruitment and selection: internal and external recruitment

processes; selection processes including job descriptions, person specifications, interviewing, use of

CVs, assessment centres; diversity issues, including legal requirements and obligations and business

and ethical cases regarding diversity; legislation and requirements relating to employment, workers’

welfare and rights, health and safety, retention, succession planning

2 Understand the styles and impact of leadership

Theories, models and styles of leadership and their application to different situations: impact of

leadership styles; theories and practices of motivation e.g. Maslow, McGregor, Herzberg; influencing

and persuading others; influence of cultural environment within the organisation; differences between

leadership and management; leadership power and control e.g. French and Raven; delegation;

emotional intelligence e.g. Higgs and Dulewicz

3 Be able to work effectively in a team

Team working and development: flexible working practices; team formation e.g. Tuckman, structures

and interactions e.g. Belbin’s Team Role Theory, Adair’s Action Centred Leadership model; benefits of

team working; politics of working relationships; diversity issues; working cultures and practices;

promotion of anti-discriminatory practices and behaviours; team building processes; conflict

resolution; delegation and empowerment; coaching, support, mentoring; training, supervision,

monitoring and evaluation

4 Be able to assess the work and development needs of individuals

Identifying development needs: learning styles and processes; supporting individual learning and

encouraging lifelong learning; planning, recording, monitoring and evaluating; group development

processes and behaviour

Planning, work orientation and job design: application of motivation theories and empowerment

techniques; communication styles and techniques; delegation techniques and processes; supervision

styles, working culture and practices, regulations and codes of practice, diversity issues

Performance monitoring and assessment: measuring effective performance; providing feedback;

appraisal processes; benchmarking performance processes; mentoring and counselling; methods of

correcting under-performance; legislation, codes of practice and procedures relating to disciplinary

situations; diversity issues; management principles; promotions of anti-discriminatory practices and

behaviours

47


Learning outcomes


will:


The learner can:

LO1 Be able to use recruitment, selection and

retention procedures

1.1 prepare documentation to select and recruit

a new member of staff

1.2 assess the impact of legal, regulatory and

ethical considerations to the recruitment and

selection process

1.3 take part in the selection process

1.4 evaluate own contribution to the selection

process

LO2 Understand the styles and impact of

leadership

2.1 explain the skills and attributes needed for

leadership

2.2 explain the difference between leadership

and management

2.3 compare leadership styles for different

situations

2.4 explain ways to motivates staff to achieve

objectives

LO3 Be able to work effectively in a team 3.1 assess the benefits of team working for an

organisation

3.2 demonstrate working in a team as a leader

and member towards specific goals, dealing with

any conflict or difficult situations

3.3 review the effectiveness of the team in

achieving the goals

LO4 Be able to assess the work and development

needs of individuals

4.1 explain the factors involved in planning the

monitoring and assessment of work performance

4.2 plan and deliver the assessment of the

development needs of individuals

4.3 evaluate the success of the assessment

process.

48

Guidance

Links

The unit links with the management and human resources units in this specification. This unit also links

to the Management and Leadership NOS.






information about businesses and the local business context and visiting speakers. For this unit it

would be useful for learners to investigate the recruitment and selection processes in different

organisations, as well as the functions and performance of different types of team.

Physical Resources

None required.

49

10 MARKETING PLANNING




Aim

The aim of this unit is to provide learners with the understanding and skills to develop marketing plans

that meet marketing objectives, and meet the needs of the target market.

Unit abstract

Effective planning is essential for any marketing activity to ensure that an organisation realises its

marketing objectives. Without planning, marketing activity can be inappropriate and waste resources

and opportunities.

This unit introduces learners to different ways of auditing, to looking at how internal and external

factors can influence marketing planning for an organisation, in order to build up a picture of the

marketplace.

Learners will gain an understanding of the main barriers to marketing planning, the effects of barriers,

and how these can be avoided or overcome.

Ethical issues in marketing are important in terms of how an organisation and its products are

perceived by customers and employees, and can affect the overall ethos and ultimate success of the

organisation. This unit will enable learners to investigate and examine how exemplar organisations

have been affected by ethical issues, how they deal with them, and how ethical issues should be taken

into account when developing marketing plans.

On completion of this unit learners will be able to produce a marketing plan for a product, a service or

an organisation that is realistic, in terms of objectives and resources, and effective in terms of the

current situation in the marketplace.

Learning outcomes


1. Be able to compile marketing audits

2. Understand the main barriers to marketing planning

3. Be able to formulate a marketing plan for a product or service

4. Understand ethical issues in marketing.

50

Unit content

1 Be able to compile marketing audits

Changing perspectives: changing perspectives in marketing planning; market-led strategic change

Assessment of capability: evaluate issues relating to aspects of competing for the future and balancing

strategic intent and strategic reality

Organisational auditing: evaluating and coming to terms with organisational capability; balancing

strategic intent and strategic reality; the determinants of capability e.g. managerial, financial,

operational, human resource and intangible (brand) capability; approaches to leveraging capability;

aspects of competitive advantage

External factors: approaches to analysing external factors that influence marketing planning; the

identification and evaluation of key external forces using analytical tools e.g. PEST (Political, Economic,

Social, Technological), PESTLE (Political, Economic, Social, Technological, Legal, Ethical), STEEPLE

(Social, Technological, Economic, Environmental, Political, Legal, Ethical); the implications of different

external factors for marketing planning; Porter’s five forces analysis; identifying the organisation’s

competitive position and relating this to the principal opportunities and threats; market, product and

brand lifecycles

2 Understand the main barriers to marketing planning

Barriers: objective/strategy/tactics confusion; isolation of marketing function; organisational barriers

(organisational culture, change management, ethical issues, behavioural, cognitive, systems and

procedures, resources); competitor strategy and activity; customer expectation

3 Be able to formulate a marketing plan for a product or service

The role of marketing planning in the strategic planning process: the relationship between corporate

objectives, business objectives and marketing objectives at operational level; the planning gap and its

impact on operational decisions

The strategic alternatives for new product development: an overview of the marketing planning

process; SWOT analysis (Strengths, Weaknesses, Opportunities, Threats); objectives in differing

markets, products and services; product modification through to innovation; evaluation of product and

market match; use of Ansoff’s matrix; product failure rates and implications for screening ideas against

company capabilities and the market; product testing; test marketing; organisational arrangements for

managing new product development; costs and pricing; encouraging an entrepreneurial environment;

the importance of learning from failure

Pricing policy: price taking versus price making; the dimensions of price; approaches to adding value;

pricing techniques (price leadership, market skimming, market penetration pricing, competitive

market-based pricing, cost-based versus market-oriented pricing); the significance of cash flow; the

interrelationships between price and the other elements of the marketing mix; taking price out of the

competitive equation

51

Distribution: distribution methods; transport methods; hub locations, break-bulk and distribution

centres; choice of distribution to point-of-sale; distribution and competitive advantage

Communication mix: evaluation of promotional mix to influence purchasing behaviour; media planning

and cost; advertising and promotional campaigns; changes to advertising and promotional campaigns

over the product lifecycle (PLC); sales planning

Implementation: factors affecting the effective implementation of marketing plans; barriers to

implementation and how to overcome them; timing; performance measures (financial, nonfinancial,

quantitative, qualitative); determining marketing budgets for marketing mix decisions included in the

marketing plan; methods of evaluating and controlling the marketing plan; how marketing plans and

activities vary in organisations that operate in a virtual marketplace

4 Understand ethical issues in marketing

Ethical issues in marketing: ethics and the development of the competitive stance; different

perspectives on ethics in the global marketplace; ethical trade-offs; ethics and managerial cultures

Ethics of the marketing mix: management of the individual elements of the marketing mix

Product: gathering market research on products; identification of product problems and levels of

customer communication; product safety and product recall

Price: price fixing; predatory pricing; use of loss leaders; deceptive pricing; price discrimination

Promotion: media message impact; sales promotion; personal selling; hidden persuaders; corporate

sponsorship

Distribution: abuse of power e.g. restriction of supply; unreasonable conditions set by distributors

Counterfeiting: imitation (fakes, knock-offs); pirate and bootleg copies; prior registration and false use

of trade names, brand names and domain names

Consumer ethics: false insurance claims; warranty deception; misredemption of vouchers; returns of

merchandise; illegal downloads, copying and distribution (music, videos, film, software)


Learning outcomes


will:


The learner can:

LO1 Be able to compile marketing audits 1.1 review changing perspectives in marketing

planning

1.2 evaluate an organisation’s capability for

52

planning its future marketing activity

1.3 examine techniques for organizational

auditing and for analysing external factors that

affect marketing planning

1.4 carry out organizational auditing and analysis

of external factors that affect marketing planning

in a given situation

LO2 Understand the main barriers to marketing

planning

2.1 assess the main barriers to marketing planning

2.2 examine how organisations may overcome

barriers to marketing planning

LO3 Be able to formulate a marketing plan for a

product or service

3.1 write a marketing plan for a product or a

service

3.2 explain why marketing planning is essential in

the strategic planning process for an organisation

3.3 examine techniques for new product

development

3.4 justify recommendations for pricing policy,

distribution and communication mix

3.5 explain how factors affecting the effective

implementation of the marketing plan have been

taken into account

LO4 Understand ethical issues in marketing 4.1 explain how ethical issues influence

marketing planning

4.2 analyse examples of how organisations

respond to ethical issues

4.3 analyse examples of consumer ethics and the

effect it has on marketing planning.

53

Guidance

Links

This unit links to other marketing units within the pathway – Unit 17: Marketing Intelligence, Unit 18:

Advertising and Promotion in Business and Unit 20: Sales Planning and Operations.



Learners must have access to the internet in order to carry out research. They will also require access

to a range of case studies and exemplar material which illustrate the theories and practice covered in

the learning outcomes.


information across a range of business types and sectors.



access to information from family owned and run businesses.

HELBUS can develop links with local businesses such as businesses that are involved in marketing

planning as part of their overall strategy. Many businesses and chambers of commerce want to


information about businesses and the local business context and guest speakers. Local Business Link

organisations are another good source for employer engagement as they are in contact with a range of

different businesses in different industries.

Physical Resources


to a range of case studies and exemplar material which illustrate the theories and practice covered in

the learning outcomes.


information across a range of business types and sectors.

54

11 BUSINESS DECISION MAKING

Edexcel Unit code: D/601/0578



Aim

The aim of this unit is to give learners the opportunity to develop techniques for data gathering and

storage, an understanding of the tools available to create and present useful information, in order to

make business decisions

Unit abstract

In business, good decision making requires the effective use of information. This unit gives learners the

opportunity to examine a variety of sources and develop techniques in relation to four aspects of

information: data gathering, data storage, and the tools available to create and present useful

information.

ICT is used in business to carry out much of this work and an appreciation and use of appropriate ICT

software is central to completion of this unit. Specifically, learners will use spread sheets and other

software for data analysis and the preparation of information. The use of spread sheets to manipulate

of numbers, and understanding how to apply the results, are seen as more important than the

mathematical derivation of formulae used.

Learners will gain an appreciation of information systems currently used at all levels in an organisation

as aids to decision making.

Learning outcomes


1. Be able to use a variety of sources for the collection of data, both primary and secondary

2. Understand a range of techniques to analyse data effectively for business purposes

3. Be able to produce information in appropriate formats for decision making in an

organisational context

4. Be able to use software-generated information to make decisions in an organisation.

55

Unit content

1 Be able to use a variety of sources for the collection of data, both primary and

secondary

Primary sources: survey methodology; questionnaire design; sample frame; sampling methods; sample

error

Secondary sources: internet research; government and other published data; by-product data

Storage: security of information; data protection issues; ethical issues

2 Understand a range of techniques to analyse data effectively for business purposes

Representative values: mean, median, mode; calculation from raw data and frequency distributions

using appropriate software; using the results to draw valid conclusions

Measures of dispersion: standard deviation for small and large samples; typical uses (statistical process

e.g. control, buffer stock levels)

Calculation: use of quartiles, percentiles, correlation coefficient

3 Be able to produce information in appropriate formats for decision making in an


Creation and interpretation of graphs using spread sheets: line, pie, bar charts and histograms

Scatter (XY) graphs and linear trend lines: extrapolation for forecasting (reliability)

Presentations and report writing: use of appropriate formats; presentation software and techniques

4 Be able to use software-generated information to make decisions in an organisation

Management information systems: computers and information processing tools for operational,

tactical and strategic levels of the organisation

Project management: networking and critical path analysis, Gantt and Pert charts

Financial tools: net present value; discounted cash flow; internal rates of return


Learning outcomes


will:


The learner can:

LO1 Be able to use a variety of sources for the

collection of data, both primary and secondary

1.1 create a plan for the collection of primary and

secondary data for a given business problem

56

1.2 present the survey methodology and sampling

frame used

1.3 design a questionnaire for a given business

problem

LO2 Understand a range of techniques to analyse

data effectively for business purposes

2.1 create information for decision making by

summarising data using representative values

2.2 analyse the results to draw valid conclusions

in a business context

2.3 analyse data using measures of dispersion to

inform a given business scenario

2.4 explain how quartiles, percentiles and the

correlation coefficient are used to draw useful

conclusions in a business context

LO3 Be able to produce information in

appropriate formats for decision making in an


3.1 produce graphs using spread sheets and draw

valid conclusions based on the information

derived

3.2 create trend lines in spread sheet graphs to

assist in forecasting for specified business

information

3.3 prepare a business presentation using suitable

software and techniques to disseminate

information effectively

3.4 produce a formal business report

LO4 Be able to use software- generated

information to make decisions in an organisation

4.1 use appropriate information processing tools

4.2 prepare a project plan for an activity and

determine the critical path

4.3 use financial tools for decision making.

Guidance

57

Links

This unit is should be linked to the other core units in the programme in particular: Unit 1: Business

Environment, Unit 2: Managing Financial Resources and Decisions; Unit 7: Business Strategy and Unit

8: Research Project.

There are also links with the following specialist units: Unit 9: Management Accounting: Costing and

Budgeting, Unit 15: Managing Business Activities to Achieve Results, Unit 16: Managing

Communications, Knowledge and Information; Unit 19: Marketing Planning and Unit 34: Operations

Management in Business.



It is essential that learners have access to computers and the internet and specialist packages for

statistical analysis and network planning.


HELBUS can try to develop links with local businesses. Many businesses and chambers of commerce

are keen to promote local business and are often willing to provide visit opportunities, guest speakers,

information about business and the local business context.

Physical Resources

It is essential, that students have access to computers and the internet and specialist packages for

statistical analysis and network planning.

58

12 ASPECTS OF CONTRACT AND NEGLIGENCE FOR BUSINESS




Aim

The aim of this unit is to provide learners with an understanding of aspects of the law of contract and

tort and the skill to apply them, particularly in business situations.

Unit abstract

The unit introduces the law of contract, with a particular emphasis on the formation and operation of

business contracts. Learners are encouraged to explore the content of these agreements and then

develop skills relating to the practical application of business contracts, including offer, acceptance,

intention, consideration and capacity. Relevant case law examples will be covered. Learners will

consider when liability in contract arises, the nature of the obligations on both sides of the contract,

and the availability of remedies when a contract is not fulfilled in accordance with its terms.

Additionally, the unit will enable learners to understand how the law of tort differs from the law of

contract and examine issues of liability in negligence relating to business and how to avoid it.

Learning outcomes


1. Understand the essential elements of a valid contract in a business context

2. Be able to apply the elements of a contract in business situations

3. Understand principles of liability in negligence in business activities

4. Be able to apply the principles of liability in negligence in business situations.

Unit content

1 Understand the essential elements of a valid contract in a business context

Essential elements: offer and acceptance; intention to create legal relations; consideration; capacity;

privacy of contract (note vitiating factors are included in Unit 27: Further Aspects of Contract and Tort)

Types of contract: face to face; written; distance selling; impact

Types of terms: condition; warranty; innominate term; express; implied; exclusion clauses and their

validity

2 Be able to apply the elements of a contract in business situations

59

Elements: application of relevant principles and case law to business scenarios

Specific terms: contents of standard form business contracts; analysis of express terms, implied terms

and exclusion clauses in a given contract

Effect of terms: breach of condition, warranty and innominate terms; legality of exemption clauses;

outline of remedies; damages

3 Understand principles of liability in negligence in business activities

Negligence: differences to contract; duty of care; breach of duty; damage – causation and remoteness

of damage; personal injuries; damage to property; economic loss; occupier liability

Liability: employer’s liability; vicarious liability; health and safety issues

4 Be able to apply principles of liability in negligence in business situations

Negligence: application of the legal principles of negligence and relevant statutory and case law to

business scenarios including: personal injuries, damage to property, economic loss, occupier liability;

defences; contributory negligence; remedies


Learning outcomes


will:


The learner can:

LO1 Understand the essential elements of a valid

contract in a business context

1.1 explain the importance of the essential

elements required for the formation of a valid

contract

1.2 discuss the impact of different types of

contract

1.3 analyse terms in contracts with reference to

their meaning and effect

LO2 Be able to apply the elements of a contract in

business situations

2.1 apply the elements of contract in given

business scenarios

2.2 apply the law on terms in different contracts

2.3 evaluate the effect of different terms in given

contracts

LO3 Understand principles of liability in

negligence in business activities

3.1 contrast liability in tort with contractual

liability

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3.2 explain the nature of liability in negligence

3.3 explain how a business can be vicariously

liable

LO4 Be able to apply principles of liability in

negligence in business situations

4.1 apply the elements of the tort of negligence

and defences in different business situations

4.2 apply the elements of vicarious liability in

given business situations.

Guidance

Links

This unit links with all the law units in the BTEC Higher Nationals in Business.


Learners will require access to law reports and contractual documents, such as existing business

standard form contracts.



promote local business and are often willing to provide visit opportunities, guest speakers or

information about their business and the local business context.

Physical Resources

Learners will require access to law reports and contractual documents, such as existing business

standard form contracts.

61

13 PERSONAL AND PROFESSIONAL DEVELOPMENT

Edexcel Unit code: T/601/0943



Aim

This unit aims to help the learner become an effective and confident self-directed employee. This

helps the learner become confident in managing own personal and professional skills to achieve

personal and career goals.

Unit abstract

This unit is designed to enable learners to assess and develop a range of professional and personal

skills in order to promote future personal and career development. It also aims to develop learners’

ability to organise, manage and practise a range of approaches to improve their performance as self-

directed learners in preparation for work or further career development.

The unit emphasises the needs of the individual but within the context of how the development of

self-management corresponds with effective team management in meeting objectives.

Learners will be able to improve their own learning, be involved in teamwork and be more capable of

problem solving through the use of case studies, role play and real-life activities.

Learning outcomes


1. Understand how self-managed learning can enhance lifelong development

2. Be able to take responsibility for own personal and professional development

3. Be able to implement and continually review own personal and professional development

plan

4. Be able to demonstrate acquired interpersonal and transferable skills.

Unit content

1 Understand how self-managed learning can enhance lifelong development

Self-managed learning: self-initiation of learning processes; clear goal setting, e.g. aims and

requirements, personal orientation achievement goals, dates for achievement, self-reflection

Learning styles: personal preferences; activist; pragmatist; theorist; reflector, e.g. reflexive

modernisation theory; Kolb’s learning cycle

62

Approaches: learning through research; learning from others, e.g. mentoring/coaching, seminars,

conferences, secondments, interviews, use of the internet, social networks, use of bulletin boards,

news groups

Effective learning: skills of personal assessment; planning, organisation and evaluation

Lifelong learning: self-directed learning; continuing professional development; linking higher education

with industry, further education, Recognition of Prior Learning, Apprenticeships, Credit Accumulation

and Transfer Schemes

Assessment of learning: improved ability range with personal learning; evidence of improved levels of

skill; feedback from others; learning achievements and disappointments

2 Be able to take responsibility for own personal and professional development

Self-appraisal: skills audit (personal profile using appropriate self-assessment tools);

evaluating self-management; personal and interpersonal skills; leadership skills

Development plan: current performance; future needs; opportunities and threats to career

progression; aims and objectives; achievement dates; review dates; learning programme/activities;

action plans; personal development plan

Portfolio building: developing and maintaining a personal portfolio

Transcripts: maintaining and presenting transcripts including curriculum vitae

3 Be able to implement and continually review own personal and professional

development plan

Learning styles and strategies: types of styles; awareness of own personal style; impact of personal

style and interactions with others

Learning from others: formal learning and training; observation; mentoring; supervision; tutorials;

informal networks; team members; line managers; other professionals

Evaluation of progress: setting and recording of aims and objectives; setting targets; responding to

feedback; re-setting aims and targets; establishing and recognising strengths and weaknesses;

directions for change; cycles of activity (monitoring, reflecting and planning)

Be able to demonstrate acquired interpersonal and transferable skills

Transferable skills: personal effectiveness (ability to communicate effectively at all levels, initiative,

self-discipline, reliability, creativity, and problem solving) Verbal and non-verbal communication:

effective listening, respect for others’ opinions; negotiation; persuasion; presentation skills;

assertiveness; use of ICT

Delivery formats: ability to deliver transferable skills using a variety of formats

Working with others: team player; flexibility/adaptability; social skills

63

Time management: prioritising workloads; setting work objectives; using time effectively; making and

keeping appointments; reliable estimates of task time


Learning outcomes


will:


The learner can:

LO1 Understand how self- managed learning can

enhance lifelong development

1.1 evaluate approaches to self-managed

learning

1.2 propose ways in which lifelong learning in

personal and professional contexts could be

encouraged

1.3 evaluate the benefits of self-managed

learning to the individual and organisation

LO2 Be able to take responsibility for own

personal and professional development

2.1 evaluate own current skills and competencies

against professional standards and organisational

objectives

2.2 identify own development needs and the

activities required to meet them

2.3 identify development opportunities to meet

current and future defined needs

2.4 devise a personal and professional

development plan based on identified needs

LO3 Be able to implement and continually review

own personal and professional development plan

3.1 discuss the processes and activities required

to implement the development plan

3.2 undertake and document development

activities as planned

3.3 reflect critically on own learning against

original aims and objectives set in the

development plan

3.4 update the development plan based on

feedback and evaluation

LO4 Be able to demonstrate acquired 4.1 select solutions to work-based problems

64

interpersonal and transferable skills 4.2 communicate in a variety of styles and

appropriate manner at various levels

4.3 evaluate and use effective time management

strategies.

Guidance

Links

The unit links with Unit 47: Employability Skills.



Activities carried out in this unit could be part of the mainstream academic activity and could be

integrated into the whole programme of study. Learners would benefit from links with the learning

outcomes of other units and if review meetings are held regularly.

A personal development portfolio or progress file should be put together, which contains all

information and personal records ‘owned’ by the learner, including planning and monitoring progress

towards the achievement of personal objectives. This could be web based, paper based or another

format. Potentially this could form the basis of an extended record of a lifelong record of learning and

achievement.

Tutors should be aware that textbooks are updated frequently and that they should use the latest

editions where available. This is a practical unit and textbook materials should be used for reference

purpose.

Physical Resources

A personal development portfolio or progress file should be put together, which contains all

information and personal records ‘owned’ by the learner, including planning and monitoring progress

towards the achievement of personal objectives. This could be web based, paper based or another

format. Potentially this could form the basis of an extended record of a lifelong record of learning and

achievement.

65

14 ADVERTISING AND PROMOTION IN BUSINESS

Edexcel Unit code: J/601/1000


Credit value: 7,5 Credits

Aim

The aim of this unit is to provide learners with the understanding and skills for using advertising,

promotion and marketing communications effectively. Learners will put this into practice by

planning an integrated promotional strategy.

Unit Abstract

The effective use of advertising and promotion is a fundamental requirement for any business

seeking to succeed in the modern business world. As they progress through the unit, learners will

build up their understanding of advertising and promotion, which they can use to plan an

integrated promotional strategy for a business or product.

The unit introduces learners to the wide scope of marketing communications and how the

communications process operates. It includes a study of current trends and the impact that ICT

has had on marketing communications. Learners will explore the marketing communications

industry and how it operates. They will also develop some knowledge of how the industry is

regulated to protect consumers.

Advertising and the use of below-the-line techniques are core components in the development of

an integrated communications strategy. This unit covers both in detail. Learners will be

introduced to the theory, as well as the practice, that is fundamental to understanding advertising

and below-the-line techniques and how they can be used to their greatest effect.

On completion of this unit learners will be able to plan an integrated promotional strategy for a

business or product. This will include budget formulation, creative and media selection, and how

to measure the effectiveness of their plan.

Learning Outcomes


1. Understand the scope of marketing communications

2. Understand the role and importance of advertising

3. Understand below-the-line techniques and how they are used

4. Be able to plan integrated promotional strategies.

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Unit Content

1 Understand the scope of marketing communications

Communication process: nature and components of marketing communications; models of

communication; selection and implementation process; consumer buying decision-making process;

influences on consumer behaviour: internal (demographics, psychographics, lifestyle, attitude, beliefs),

external (cultural, social, environmental factors); response hierarchy/hierarchy of effects models;

integration of marketing communications

Organisation of the industry: structure and roles of marketing communications agencies; (advertising

agencies, marketing agencies, creative agencies, media planning and buying agencies); media owners;

advertisers; triangle of dependence; types of agency (full service, à la carte, specialist agencies, media

independents, hot shops and boutiques, media sales houses); other supporting services (public

relations (PR), sales promotion, marketing research)

Regulation of promotion: Consumer Protection From Unfair Trading Regulations, Sale of Goods Act,

Supply of Goods and Services Act, Distance Selling Regulations, Consumer Credit Act, Data Protection

Act; statutory authorities (Trading Standards, Ofcom, the Office of Communications); self-regulation

(Advertising Standards Authority (ASA), Committee of Advertising Practice (CAP)); ethics, consumerism

and public opinion as a constraint

Current trends: media fragmentation and the decline the power of traditional media; ambient/out-of

home media e.g. product and brand placement, posters, stickers, car park tickets, till receipts, petrol

pumps; new media e.g., texts, use of mobile phone, web-based media, pop-ups; brand proliferation;

niche marketing/micro-marketing; media inflation; maximising media spend; increased sophistication

and use of marketing research; responding to globalisation (global marketing, global brands, global

media); ethical marketing e.g. fair trade, cause-related marketing; e-commerce; viral marketing; use of

social networking websites; search engine optimisation; web optimisation

The impact of ICT: role of ICT, internet and on channels of communication; global media reach; cyber

consumers; online shopping (interdependence, disintermediation, reintermediation); the use of

customer relationship management (CRM); online security issues.

2 Understand the role and importance of advertising

Role of advertising: definition, purpose and objectives of advertising; functions of advertising (remind,

inform, persuade, sell); advantages and disadvantages of advertising; advertising process; role of

advertising within marketing mix, within promotional mix; characteristics of advertising media (print,

audio, moving image, ambient, new media)

Branding: definition, purpose, objectives, benefits and dimensions of branding; brand strategies

(individual, blanket, family, multi-branding, brand extension, own brands, brand repositioning); brand

image, personality and equity; brand value, brand evaluation techniques

Creative aspects of advertising: communication brief (positioning, targeting, messages, message-

appeals); creative brief (advertisement design, visuals, copy writing, creative strategies and tactics

testing); impact of ICT on advertisement design and dissemination; measuring advertising

effectiveness; key media planning concepts (reach, duplication, frequency, flighting); principles in

measuring media effectiveness (distribution, ratings, audience share, awareness, cost per thousand)

67

Working with advertising agencies: agency structures; role of account handler and account planner;

process and methods of agency selection; agency appointment including contracts and good practice

guidelines; agency/client relationships; remuneration (commission, fee, results), media planning; key

account management and the stages in developing key account relationships

3 Understand below-the-line techniques and how they are used

Primary techniques: sales promotion; public relations; loyalty schemes; sponsorship; product

placement; direct marketing; packaging; merchandising; for each of the techniques detailed

(consideration of role, characteristics, objectives, advantages/disadvantages, appropriateuses,

evaluation measures)

Other techniques: an overview of the role and uses of corporate communications; image and identity;

exhibitions; word-of-mouth; personal selling; use of new media

4 Be able to plan integrated promotional strategies

Budget formulation: budget determination process; methods (percentage of sales, per unit, cost-

benefit analysis, competitive parity, task, customer expectation, executive judgement); guidelines for

budget allocation; overview of media costs; relative costs of various promotional techniques;

comparing low and high-budget campaigns; new product considerations

Developing a promotional plan: situation analysis; objectives; communication goals, target audiences;

creative strategy; promotional strategy and tactics; media selection; inter and intra-media decisions;

scheduling; burst versus drip; budget allocation; evaluation measures; planning tools (AIDA, DAGMAR,

SOSTT + 4Ms, SOSTAC, planning software)

Integration of promotional techniques: benefits; methods; role of positioning; positioning strategies;

push and pull strategies; importance of PR; corporate identity and packaging in aiding integration;

barriers to integration (company and agency organisational structures; cost); methods of overcoming

these barriers; levels of integration; award-winning campaigns Measuring campaign effectiveness:

comparison with objectives; customer response; recall; attitude surveys; sales levels; repeat

purchases; loyalty; cost effectiveness; degree of integration; creativity; quantitative and qualitative

measures


Learning outcomes


will:


The learner can:

LO1 Understand the scope of marketing

communications

1.1 explain the communication process that

applies to advertising and promotion

1.2 explain the organisation of the advertising

and promotions industry assess how promotion is

regulated

68

1.3 examine current trends in advertising and

promotion, including the impact of ICT

LO2 Understand the role and importance of

advertising

2.1 explain the role of advertising in an

integrated promotional strategy for a business or

product

2.2 explain branding and how it is used to

strengthen a business or product

2.3 review the creative aspects of advertising

2.4 examine ways of working with advertising

agencies

LO3 Understand below-the-line techniques and

how they are used

3.1 explain primary techniques of below-the-line

promotion and how they are used in an

integrated promotional strategy for a business or

product

3.2 evaluate other techniques used in below-

the-line promotion

LO4 Be able to plan integrated promotional

strategies

4.1 follow an appropriate process for the

formulation of a budget for an integrated

promotional strategy

4.2 carry out the development of a promotional

plan for a business or product

4.3 plan the integration of promotional

techniques into the promotional strategy for a

business or product

4.4 use appropriate techniques for measuring

campaign effectiveness.

Guidance

Links


Marketing Planning and Unit 20: Sales Planning and Operations. The unit is also linked with Unit 4:

Marketing Principles and Unit 6: Business Decision Making.


69


to a range of current advertising and promotional media – print, audio, moving image, ambient and

new media. Tutors must build a bank of resource materials to ensure there is a sufficient supply of

relevant information across a range of business types and sectors.


Learners can generate evidence from a work placement or work experience. Some learners may

have access to information from family owned and run businesses. Centres should develop links with

local businesses such as – businesses that run advertising and promotional campaigns as part of their

marketing strategy, and agencies that are involved with providing the creative and planning input for

advertising and promotional campaigns. Many businesses and chambers of commerce want to


information about businesses and the local business context and guest speakers. Local Business Link

organisations are another good source for employer engagement as they are in contact with a range of

different businesses in different industries.

Physical Resources

70

15 SALES PLANNING AND OPERATIONS




Aim

The aim of this unit is to provide learners with an understanding of sales planning, sales management,

and the selling process, which can be applied in different markets and environments.

Unit abstract

Selling is a key part of any successful business, and most people will find that they need to use sales

skills at some point in their working life – if only to persuade or win an argument. For anyone who is

interested in sales as a professional career it pays to understand the basics of selling, to practice, and

plan. This unit will introduce learners to the theory of selling and sales planning, and give them the

opportunity to put their personal selling skills into practice.

The unit starts with an overview of how personal selling fits within the overall marketing strategy for a

business. Learners will be taken through the main stages of the selling process, and be expected to put

them to use. Once they are confident about the selling process, learners will investigate the role and

objectives of sales management. This is knowledge that can be applied to a wide range of

organisations.

Finally, learners will be able to start planning sales activity for a product or service of their own choice

– this is another valuable skill that is transferable to many different situations learners may find

themselves in as they move into employment or higher education.

Learning outcomes


1. Understand the role of personal selling within the overall marketing strategy

2. Be able to apply the principles of the selling process to a product or service

3. Understand the role and objectives of sales management

4. Be able to plan sales activity for a product or service.

71

Unit content

1 Understand the role of personal selling within the overall marketing strategy

Promotion mix: personal and impersonal communication; objectives of promotional activity; push-pull

strategies; integrating sales with other promotional activities; evaluating promotion; allocation of

promotion budget

Understanding buyer behaviour: consumer and organisational purchase decision-making processes;

influences on consumer purchase behaviour (personal, psychological, social); influences on

organisational buyer behaviour (environmental, organisational, interpersonal, individual); purchase

occasion; buying interests and motives; buyer moods; level of involvement; importance and structure

of the DMU (Decision Making Unit); finding the decision-taker; distinction between customers and

users

Role of the sales team: definition and role of personal selling; types of selling; characteristics for

personal selling; product and competitor knowledge; sales team responsibilities (information

gathering, customer and competitor intelligence, building customer databases, prospecting and

pioneering, stock allocation, maintaining and updating sales reports and records, liaison with sales

office); sales team communications; the role of ICT in improving sales team communications

2 Be able to apply the principles of the selling process to a product or service

Principles: customer-oriented approach; objective setting; preparation and rehearsal; opening

remarks; techniques and personal presentation; need for identification and stimulation; presentation;

product demonstration and use of visual aids; handling and preempting objections; techniques and

proposals for negotiation; buying signals; closing techniques; post sale follow-up; record keeping;

customer relationship marketing (CRM)

3 Understand the role and objectives of sales management

Sales strategy: setting sales objectives; relationship of sales, marketing and corporate objectives;

importance of selling in the marketing plan; use of marketing information for planning and decision

making (sources and collection methods); role of sales forecasts in planning; quantitative and

qualitative sales forecasting techniques; strategies for selling

Recruitment and selection: importance of selection; preparing job descriptions and person

specifications; sources of recruitment; interview preparation and techniques; selection and

appointment

Motivation, remuneration and training: motivation theory and practice; team building; target setting;

financial incentives; non-financial incentives; salary and commission-based remuneration; induction

training; training on specific products; on-going training and continuous professional development

(CPD); training methods; preparation of training programmes; the sales manual

Organisation and structure: organisation of sales activities (by product, by customer, by customer

type; by area); estimation and targeting of call frequency; territory design; journey planning; allocation

72

of workload; team building; creating and maintaining effective working relationships; sales meetings;

sales conferences

Controlling sales output: purpose and role of the sales budget; performance standards: performance

against targets (financial, volume, call-rate, conversion, pioneering); appraisals; self-development

plans; customer care

Database management: importance of database building; sources of information; updating the

database; use of database to generate incremental business and stimulate repeat purchase; use of

database control mechanisms; importance of ICT methods in database management; security of data;

Data Protection Act

4 Be able to plan sales activity for a product or service

Sales settings: sales channels (retailers, wholesalers, distributors, agents multi-channel and online

retailers); importance of market segmentation: business-to-business (BTB) selling; industrial selling;

selling to public authorities; selling for resale; telesales; selling services; pioneering; systems selling;

selling to project teams or groups

International selling: role of agents and distributors; sources, selection and appointment of

agents/distributors; agency contracts; training and motivating agents/distributors; use of expatriate

versus local sales personnel; role, duties and characteristics of the export sales team; coping in

different cultural environments; the role of ICT in communicating with an international sales team

Exhibitions and trade fairs: role, types and locations of trade fairs and exhibitions; how trade fairs and

exhibitions fit in with corporate strategy and objectives; setting objectives for participation in an

exhibition; audience profile and measurement; qualification and follow-up of exhibition leads;

evaluation of exhibition attendance; setting budgets; financial assistance for exhibition attendance;

principles of stand design

73


Learning outcomes


will:


The learner can:

LO1 Understand the role of personal selling within

the overall marketing strategy

1.1 explain how personal selling supports the

promotion mix

1.2 compare buyer behaviour and the decision

making process in different situations

1.3 analyse the role of sales teams within

marketing strategy

LO2 Be able to apply the principles of the selling

process to a product or service

2.1 prepare a sales presentation for a product or

service

2.2 carry out sales presentations for a product or

service

LO3 Understand the role and objectives of sales

management

3.1 explain how sales strategies are developed in

line with corporate objectives

3.2 explain the importance of recruitment and

selection procedures

3.3 evaluate the role of motivation,

remuneration and training in sales management

3.4 explain how sales management organize sales

activity and control sales output

3.5 explain the use of databases in effective sales

management

LO4 Be able to plan sales activity for a product or

service

4.1 develop a sales plan for a product or service

4.2 investigate opportunities for selling

internationally

4.3 investigate opportunities for using exhibitions

or trade fairs.

74

Guidance

Links


Advertising and Promotion in Business and Unit 19: Marketing Planning.



Learners must have access to a suitable business teaching environment with access to the internet in

order to carry out research. They also require access to a range of organisations that have active sales

teams currently engaged in personal selling.

Tutors could consider building a bank of contacts and resource materials to ensure there is a sufficient

supply of relevant information across a range of business types and sectors.



access to selling opportunities from family owned and run businesses.

There are numerous textbooks covering sales planning and operations. It is important that learners are

directed to a balance of comprehensive theoretical texts and the more readable ‘how to’ books which

provide an excellent source of practical exercises.

Marketing and sales journals are a good topical source for personal selling and sales management

activities. A number of videos have been produced demonstrating good (and bad) sales techniques.

Many of these form part of sales training programmes which can be purchased. Throughout the course

of an academic year, topical programmes often appear on television for example, Dragons’ Den.

HELBUS can develop links with local businesses such as businesses that have sales teams as part of

their marketing strategy. Many businesses and chambers of commerce want to promote local business

and are often willing to provide work placements, visit opportunities, information about businesses

and the local business context and guest speakers. Local Business Link organisations are another good

source for employer engagement as they are in contact with a range of different businesses in

different industries.

Physical Resources

Learners must have access to a suitable business teaching environment with access to the internet in

order to carry out research. They also require access to a range of organisations that have active sales

teams currently engaged in personal selling.

Tutors could consider building a bank of contacts and resource materials to ensure there is a sufficient

supply of relevant information across a range of business types and sectors.

75

16 RESEARCH PROJECT

Edexcel Unit code: K/601/0941


Credit value: 10 credits

Aim

To develop learners’ skills of independent enquiry and critical analysis by undertaking a sustained

research investigation of direct relevance to their Higher Education programme and professional

development.

Unit abstract

This unit is designed to enable learners to become confident using research techniques and methods.

It addresses the elements that make up formal research including the proposal, a variety of research

methodologies, action planning, carrying out the research itself and presenting the findings. To

complete the unit satisfactorily, learners must also understand the theory that underpins formal

research.

The actual research depends on the learner, the context of their area of learning, their focus of

interest and the anticipated outcomes. The unit draws together a range of other areas from within the

programme to form a holistic piece of work that will make a positive contribution to the learner’s area

of interest. Learners should seek approval from their tutors before starting their research project.

Learning outcomes


1. Understand how to formulate a research specification

2. Be able to implement the research project within agreed procedures and to specification

3. Be able to evaluate the research outcomes

4. Be able to present the research outcomes.

Unit content

1 Understand how to formulate a research specification

Research formulation: aims and objectives; rationale for selection; methodology for data collection

and analysis; literature review; critique of references from primary sources e.g. questionnaires,

interviews; secondary sources e.g. books, journals, internet; scope and limitations; implications e.g.

resources

76

Hypothesis: definition; suitability; skills and knowledge to be gained; aims and objectives; terms of

reference; duration; ethical issues

Action plan: rationale for research question or hypothesis; milestones; task dates; review dates;

monitoring/reviewing process; strategy

Research design: type of research e.g. qualitative, quantitative, systematic, original;

methodology; resources; statistical analyses; validity; reliability; control of variables

2 Be able to implement the research project within agreed procedures and to

specification

Implement: according to research design and method; test research hypotheses; considering test

validity; reliability

Data collection: selection of appropriate tools for data collection; types e.g. qualitative, quantitative;

systematic recording; methodological problems e.g. bias, variables and control of variables, validity

and reliability

Data analysis and interpretation: qualitative and quantitative data analysis – interpreting transcripts;

coding techniques; specialist software; statistical tables; comparison of variable; trends; forecasting

3 Be able to evaluate the research outcomes

Evaluation of outcomes: an overview of the success or failure of the research project planning, aims

and objectives, evidence and findings, validity, reliability, benefits, difficulties, conclusion(s)

Future consideration: significance of research investigation; application of research results;

implications; limitations of the investigation; improvements; recommendations for the future, areas

for future research

4 Be able to present the research outcomes

Format: professional delivery format appropriate to the audience; use of appropriate media


Learning outcomes


will:


The learner can:

LO1 Understand how to formulate a research

specification

1.1 formulate and record possible research

project outline specifications

1.2 identify the factors that contribute to the

process of research project selection

77

1.3 undertake a critical review of key references

1.4 produce a research project specification

1.5 provide an appropriate plan and procedures

for the agreed research specification

LO2 Be able to implement the research project

within agreed procedures and to specification

2.1 match resources efficiently to the research

question or hypothesis

2.2 undertake the proposed research

investigation in accordance with the agreed

specification and procedures

2.3 record and collate relevant data where

appropriate

LO3 Be able to evaluate the research outcomes 3.1 use appropriate research evaluation

techniques

3.2 interpret and analyse the results in terms of

the original research specification

3.3 make recommendations and justify areas for

further consideration

LO4 Be able to present the research outcomes 4.1 use an agreed format and appropriate media

to present the outcomes of the research to an

audience.

Guidance

Links:This unit may be linked to single or several units in the programme, depending on the research

topic and the context of the area of learning. It can be linked to Unit 49: Work-based Experience and

gives learners the opportunity to carry out research in the same organisation where they undertook

their placement.


Tutors will need to establish the availability of resources to support independent study before learners

proceed with their proposal.


HELBUS can try to establish relationships with appropriate organisations in order to bring realism and

relevance to learners’ research projects.

Physical Resources

78

C. HELBUS POLICIES

1 HELBUS Management Systems

The current officers of HELBUS are the following:

Dr. Kari Jääskeläinen is the President and member of the Board of HELBUS. He is also the internal verifier

and the quality nominee.

Professor (emeritus) Veikko Jääskeläinen is the Academic Dean of HELBUS. He is also the program leader

of the BTEC Level 5 Higher National Diploma in Business program.

Ms Saara Takkinen is the Program Coordinator. She will act as the examinations officer and deputy

internal verifier.

Ms M.Sc. (Econ.) Katariina Nuotio, Director of International Affairs, will also act as a deputy internal

verifier.

All the above mentioned staff members report to the President. They have been allocated the time and

recourses to complete the tasks.

Assessors are the 12-16 visiting professors for the each degree cycle.

The Academic Committee consists of two members: the Academic Dean and the President of HELBUS.

2 Admissions Policy

Applicants with any of the following secondary education degrees are eligible to apply to HELBUS:

Finnish matriculation examination

International Baccalaureate -examination

European Baccalaureate -examination

Reifeprüfung – examination

vocational examination with minimum duration of three years

education abroad that would provide eligibility for academic higher education studies in that particular country

HELBUS will also consider applications from candidates, who can otherwise demonstrate the skills and

knowledge to successfully study at HELBUS.

HELBUS recruits with integrity, meaning that we only admit applicants, who genuinely have the

potential to achieve the qualification and who benefit from the qualification. The application form

addresses this through, e.g., the following questions:

What would you like to accomplish in five years’ time?

Tell about a significant event in your life, in which you had to take responsibility or step outside of your comfort zone?

Why are you interested in studying at the HELBUS programs?

79

What makes you confident that you will get a job with a HELBUS degree, which is not yet widely known among employers?

What makes you confident that your proficiency in English is sufficient to understand the spoken and written English in the lectures and to express yourself when doing your homework and taking exams?

If you don’t have a high school diploma, what are some other aspects of your background that will help you to succeed in your studies.

3 HELBUS Assessment Policy

The aim of the HELBUS Assessment policy is to:

ensure that assessment methodology is valid, reliable and does not disadvantage or advantage any group of learners or individuals.

ensure that the assessment procedure is open, fair and free from bias and to national standards.

ensure that there is accurate and detailed recording of assessment decisions.

In order to do this, HELBUS will:

ensure that learners are provided with assignments that are fit for purpose, to enable them to produce appropriate evidence for assessment.

assess learner’s evidence using only the published assessment and grading criteria.

ensure that assessment decisions are impartial, valid and reliable.

develop assessment procedures that will minimise the opportunity for malpractice.

maintain accurate and detailed records of assessment decisions.

maintain a robust and rigorous internal verification procedure.

provide samples for external verification, as required by the awarding body.

monitor standards verifier reports and undertake any remedial action required.

share good assessment practice between all BTEC programme teams.

ensure that BTEC assessment methodology and the role of the assessor are understood by all staff.

provide resources to ensure that assessment can be performed accurately and appropriately.

Principles of the Assessment policy

The HELBUS visiting professors teach similar courses at their home universities. They use a variety of

assessment methods outlined in their Assignment Briefs. A typical course unit will include individual

written reports, group work, presentations, and also role play, debates, panels, etc. In assessment and

grading the professors, aka assessors, follow the Edexcel grading policy described below.

Formative assessment

Formative assessment involves both the Assessor and the learner in a process of continual review about

progress and takes place prior to summative assessment. Learners are provided with formative

feedback on their draft evidence or performance and are encouraged to improve their performance.

This process could be used to enable learners to progress to higher grades through their course.

Summative assessment

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Summative assessment is carried out in order to make final judgments about the learner’s performance

in relation to the assessment and grading criteria of each unit. It is the definitive assessment and must

be made against the required standards of the unit.

Assessors should only award criteria when there is evidence, produced by the learner that supports the

assessment decision.

Learners will need to be familiar with the grading criteria to be able to understand the quality of what is

required. They should be informed of the differences between grading criteria so that higher skills can

be achieved.

At unit level, learners must demonstrate the following:

To achieve a Pass

Learners must achieve all Pass criteria from the assessment and grading grid. ( = All learning outcomes and associated assessment criteria must be met.)

To achieve a Merit

Learners must achieve all Pass and all Merit criteria from the assessment and grading grid.

Should a learner achieve some of the Merit criteria but not all, this would provide the opportunity for additional guidance to enable the learner to progress all work to the required standard to achieve all the Merit criteria.

Partial achievement of the Merit criteria cannot attract the Merit grade. ( = All pass requirements achieved and all merit grade descriptors need to be achieved.)

To achieve a Distinction

Learners must achieve all Pass, all Merit and all Distinction criteria from the assessment and grading grid.

Distinction criteria are qualitative extensions of the Merit criteria

Should a learner achieve some of the Distinction criteria but not all, this would provide the

opportunity for additional guidance to enable the learner to progress all work to the required

standard to achieve all the Distinction criteria.

Partial achievement of the Distinction criteria cannot attract the Distinction grade. (All merit grade descriptors and all distinction grade descriptors need to be achieved.)

If a student fails to pass certain learning outcomes, the assessor will ask for the student to resubmit the tasks concerning that particular learning outcome. Please see the Assessment Appeals Policy for further detail.

This policy will be reviewed every 24 months by the President. The next review is due June 2015.

4 Quality Assurance Policy

HELBUS relies on internal quality assessment (see Internal Verification Policy) that is verified externally

by Edexcel twice a year. To gain Edexcel approval, HELBUS staff has undergone quality assessment

training and the HELBUS programme and assessment meets stringent criteria on delivering learning

outcomes set by Edexcel and the UK government.

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5 HELBUS Internal Verification Policy

Aim:

To ensure that internal verification is valid, reliable and covers all assessors and programme activity.

To ensure that the internal verification procedure is open, fair and free from bias.

To ensure that there is accurate recording of internal verification decisions. In order to do this, HELBUS will:

ensure staff are briefed and trained in the requirements for the internal verification procedure

ensure effective internal verifier roles are defined, maintained and supported

ensure that all HELBUS assessment instruments are verified as fit for purpose.

internal verification is promoted as a developmental process

verify an appropriately structured sample of assessor work from all programmes, sites and

teams, to ensure centre programmes conform to the BTEC standards and external verification requirements.

plan an annual internal verification schedule, linked to assignment plans.

define, maintain, and support effective internal verification roles.

ensure that identified staff will maintain secure records of all internal verification activity.

provide standardised internal verification documentation

use the outcome of internal verification to enhance future assessment practice.


HELBUS will have at least two staff members trained in internal verification.

6 HELBUS Appeals Policy

The aim of the HELBUS Appeals Policy is the following:

To enable the learner to enquire, question or appeal against an assessment decision.

To attempt to reach agreement between the learner and the assessor at the earliest opportunity.

Any one of the following substantiated circumstances will be considered as grounds for appeal:

Appeal against a decision that a student cannot progress to the next stage of a taught course

Appeal against a decision not to award the qualification for which a student is registered

Appeal against a significant procedural error on the part of the examiners or failure to apply the relevant academic regulations

Appeal against proven prejudice or biased assessment by one or more of the examiners. The student’s perception that his/her result unfairly reflects the merit of his work is not a ground for appeal. If a student wishes to have clarification about an assessment he should contact the assessor directly. The assessors have the right to exercise discretion and take into consideration extenuating circumstances, but an appeal may not be based on a claim that the assessor should have made more allowances for the student’s circumstances.

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To standardise and record any appeal to ensure openness and fairness.

To facilitate a learner’s ultimate right of appeal to the awarding body, where appropriate.

To protect the interests of all learners and the integrity of the qualification. An appeal differs from a COMPLAINT in that they are considered under different Procedures. A

complaint is defined as a formal expression of dissatisfaction about the provision of their program or

any service provided by HELBUS. The Appeals Procedure cannot be used to bring complaints related to

teaching, supervision or services.

In order to do this, HELBUS will do the following:

inform the learner at induction of the Appeals Policy and procedure.

record, track and validate any appeal.

forward the appeal to the awarding body when a learner considers that a decision continues to disadvantage her/him after the internal appeals process has been exhausted.

keep appeals records for inspection by the awarding body for a minimum of 18 months.

have a staged appeals procedure.

take appropriate action to protect the interests of other learners and the integrity of the qualification, when the outcome of an appeal questions the validity of other results.

monitor appeals to inform quality improvement.

This policy will be reviewed every 24 months by the Academic Committee. The next review is due June 2015.

The HELBUS Internal Appeals Procedure:

The HELBUS Internal Appeals Policy and Procedure and the Appeals Form is published each year in

the Study Guide.

The Procedure is managed by the Program Coordinator. The student is advised to discuss the

matter first with a relevant staff member or the Program Coordinator to understand if there are

sufficient grounds for an appeal, or if the matter could be resolved through informal discussions.

Where the student has sufficient grounds for an appeal, he/she submits the Appeals Form to the

Program Coordinator, who reviews the submission. An appeal will only be accepted if submitted

within two weeks of the student receiving notification of the decision he/she wishes to appeal

against. Only written appeals will be considered.

If it is clear that the circumstances claimed by the student do not constitute sufficient grounds for

an appeal, the Program Coordinator will reject the appeal. This includes instances where the

student has not provided relevant evidence or substantive reasoning of a procedural irregularity.

The Program Coordinator will notify the student of the rejection and file the rejected appeal under

Year/Appeals/Decisions/Rejected.

If the Program Coordinator believes that there may be grounds, he/she will submit the appeal to

the Academic Affairs Committee. The Academic Affairs committee will prepare a written response

to the appeal. The Committee may arrange a hearing of the parties to clarify the situation. If the

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Committee believes that the case is insufficient, the appeal will be rejected, and convey the

decision to the appropriate parties in writing. The student has a right to submit a revised appeal to

the Program Coordinator within two weeks of being notified of the decision if there is new

evidence.

The Academic Affairs Committee consists of two members: the Academic Dean and the President

of HELBUS. For a revised appeal against the first decision of the Committee, or for an appeal against

any member of the Academic Affairs Committee, two additional members will be included in an

Appeals Panel: one visiting professor or another HELBUS staff member, and the chair of the student

union.

The Student Appeals Form is found in the HELBUS Briefcase or by asking the Program Coordinator.

All documentation will be filed in HELBUS drive under Year/Appeals/Decisions.

7 HELBUS Complaints Policy

What is a complaint?

For the purposes of this policy, a complaint is defined as an expression of significant and sustained

dissatisfaction about the provision of the program or services of HELBUS, where a student seeks to

address the issue through specific action. It differs from feedback, which HELBUS strongly encourages at

all levels, and which is very useful for monitoring and developing the program further. Feedback would

not by itself revoke this policy.

If the student wishes to challenge an academic decision made by the Academic Committee, he or she

should refer to the Appeals Policy. The complaints policy will not be used to challenging an assessment

decision. If a student wishes to clarify his assessment, he should contact the assessor directly.

The Complaints Procedure

HELBUS treats any complaints seriously and seeks to resolve them quickly. Anonymous complaints

will not be considered.

It is desirable that complaints are first and foremost resolved informally and quickly among the

parties involved.

Only if this informal process fails, a more formal process will be initiated. A written complaint

outlining the following will be submitted:

the events leading to the complaint

the time period

any adverse consequences of the situation

the results of an informal process

desirable outcome of the complaint

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any supporting evidence

contact details of the submitter

signature and date

The written complaint will be submitted to the Program Coordinator, or to another member of HELBUS

staff who will first screen the complaint to ensure that all required details are included. He or she will

then consider the complaint with another staff member and hear out the various parties taking notes of

the hearings, and proposing a resolution to the related parties.

All formal Complaints and their resolutions will be filed under Year/Complaints

This policy will be reviewed every 24 months by the Program Coordinator. The next review is due June

2015.

8 HELBUS Equal Opportunities Policy

HELBUS is committed to creating a stimulating and fair learning and working environment based on

mutual respect and trust. HELBUS seeks to enrich the experience of its student body and staff and

faculty through a diverse, international student and faculty body subscribing to the belief that diversity

and social inclusion will broaden the mind-set of all those involved and prepare its students for a

placement in a multicultural workforce.

HELBUS is therefore committed to the fair treatment of all people, be they staff, students, visitors,

applicants, regardless of disability, gender, sexual identity, marital status, family responsibilities,

nationality, ethnic origin, age, political or religious beliefs. HELBUS expects this commitment from its

whole community including students, staff, faculty and visitors.

The Equal Opportunities Policy Procedure

HELBUS will address any complaint that arises from a student, staff member or member of faculty

not observing the HELBUS Equal Opportunities Policy, swiftly and with determination.

Any complaints should be addressed directly to the President of HELBUS as soon as a concern

arises. HELBUS encourages written complaints under this policy. Any complaint under this policy

should include all of the following:

the events leading to the complaint including the people involved

the time period

any adverse consequences of the situation

the results of an informal process

desirable outcome of the complaint

any supporting evidence

contact details of the submitter

signature and date

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The HELBUS President will hear the various parties taking notes of the hearings; and then resolve

the situation first through warning and, if repeated, through other sanctions.

All complaints under this policy will be filed under Year/Equal Opportunities. This policy will be

reviewed every 24 months by the Director of International Affairs. The next review is due June 2015.

9 HELBUS Assessment Malpractice Policy

The aim of this policy is the following:

To identify and minimise the risk of malpractice by staff or learners.

To respond to any incident of alleged malpractice promptly and objectively.

To standardise and record any investigation of malpractice to ensure openness and

fairness.

To impose appropriate penalties and/or sanctions on learners or staff where incidents (or

attempted incidents) of malpractice are proven.

To achieve this, HELBUS will do the following:

seek to prevent malpractice by using the Orientation session and the

Study guide to inform learners of the school’s policy on malpractice and the penalties for

attempted and actual incidents of malpractice.

Ensure that academic staff observe the “Guidelines for Supervising Examinations” closely

Encourage academic staff to make use of anti-plagiarism software and notify students

about this in the Study guide

show learners the appropriate formats to record cited texts and other materials or

information sources.

ask learners to declare that their work is their own by their own signatures in the papers.

ask learners to provide evidence that they have interpreted and synthesised appropriate

information and acknowledged any sources used.

conduct an investigation in a form commensurate with the nature of the malpractice

allegation. Such an investigation will be supported by the President and all personnel

linked to the allegation. It will proceed through the following stages:

Stage 1: The person (supposedly) involved in malpractice will be made fully aware

at the earliest opportunity of the situation and of the possible consequences,

procedure of investigation and if the person has any right of appeal.

Stage 2: Relevant information will be gathered by the Investigating Officer

designated by the President. The Investigating Officer will use the Malpractice

Action Form found in HELBUS Briefcase.

Stage 3: The Investigating Officer will review the evidence/information obtained on

the issue and produce a report.

Stage 4: A meeting will take place between the Investigating Officer and the person

alleged of malpractice giving the individual the opportunity to respond to the

allegations made. The individual will be informed of the appeal mechanism against

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any judgement made. The outcome of this meeting will be documented and

deliberated to the president by e-mail.

Stage 5: Where malpractice is proven, HELBUS will apply any one of the

followingsanctions, which will be communicated to the individual in writing:

Oral or written warning

New submission of the concerned work

Loss of credit from the unit concerned

Disqualification from the course

Suspension from the course for a specific period

If the individual acquires supporting evidence, he/she may appeal the decision within two

weeks of being notified of the sanction. The appeal will be submitted to the Program

Coordinator who will first assess the grounds for the appeal and – if the grounds exist -

deliver it to the Appeals Panel for a decision.

All Malpractice cases will be documented and filed under Year/Malpractice.


What is Malpractice?

Malpractice may occur in any area of learning, teaching or administration when a person/s get/s

advantage over the rest of the members of the community compromising the integrity of the

community and learning. Examples of malpractice include, but are not limited to, the following:

Learner Malpractice

Plagiarism of any nature

Destruction of another person’s work

Copying in examinations, cheating

Gaining access to unauthorized examination material

Accessing unauthorized material through mobile phones, small pieces of material on body, etc.

Collusion by working collaboratively with other students when they are not entitled to do so

Impersonating someone else

Fabrication or falsification of data, results or evidence

False declaration of authenticity in relation to the contents of coursework

Teaching Malpractice

Favouring a particular student over the rest of the class

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Offering more than stated support to a particular student

Releasing information related to examinations prior to examination

Inventing or changing marks for internally assessed work where evidence is insufficient to justify such decisions

Staff and Faculty Malpractice

Offering inappropriate support to a particular student, for example where the assistance actually produces the work for the learner

Altering transcripts

Fraudulent claims for certificates, that is claiming for a certificate prior to the learner completing all the requirements of assessment

Inappropriate retention of certificates

Leaking confidential information regarding examination papers to students

Not ensuring the authenticity of learner’s work submission

Failure to keep learner coursework secure

Producing falsified witness statements

Misusing the conditions for special learner requirements

Falsifying records or certificates by alteration, substitution or by fraud

10 Recognition of Prior Learning (RPL) policy

Recognition of Prior Learning (RPL) is a method of assessment leading to the award of credit that

considers whether learners can demonstrate that they can meet the assessment requirements for a unit

through knowledge, understanding or skills they already possess and do not need to develop through a

course of learning. Note: RPL should not be confused with exemption and unit equivalency.

Exemption - the facility for a learner to claim exemption from some of the achievement

requirements of a qualification, using evidence of certificated achievement deemed to be

of equivalent value.

Equivalent unit(s) - a unit/units from a different qualification or submitted by another

recognised organisation that is/are deemed to be of equivalent value and so can count

towards a qualification in place of designated mandatory or optional units from it.

RPL enables recognition of achievement from a range of activities using any appropriate assessment

methodology. Provided that the assessment requirements of a given unit or qualification have been

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met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of

learning must be valid and reliable.

The use and application of RPL is of particular value to learners without formal qualifications, who are

either in employment, preparing to enter, or returning to employment. It enables them to gain all or

part of a qualification without having to undertake a formal learning programme.

RPL can be used where a learner has not had their prior learning formally recognised. RPL focuses on

assessment and awarding for prior learning, which may count as evidence towards a course unit, several

units or full qualifications.

All evidence must be evaluated using the stipulated learning outcomes and assessment criteria from the

relevant qualification specification. In assessing a unit using RPL the assessor must be satisfied that the

evidence produced by the learner meets the assessment standard established by the learning outcome

and its related assessment criteria. HELBUS must have personnel with appropriate expertise and

knowledge to facilitate this.

Most often RPL will be used for units. It is acceptable to claim for an entire qualification through RPL

although this is not the normal practice because it would be unusual for a learner to be able to offer

prior achievement that completely matches every aspect of a qualification’s assessment requirements.

The prior achievement that would provide evidence of current knowledge, understanding and skills will

vary from sector to sector. It will depend on the extent of the experience, technological changes and the

nature of the outcome claimed. If the currency of any evidence is in doubt, the assessor may use

questions to check understanding, and ask for the demonstration of skills to check competence. Note

that the assessment strategy for each qualification must be adhered to.

The RPL process is not concerned with allowing for exceptional entry to, or exemption from, a

programme of study.

The RPL process does not allow the recognition of any unit or qualification assessed by external

assessment only. This is because such units are subject to specific evidence requirements.

When wishing to carry out RPL, HELBUS must ensure that:

Learners are registered as soon as they formally start to gather evidence

Records of assessment against prior learning are maintained

Certification claims are made according to normal procedures

All relevant evidence is assessed before assessment decisions are confirmed

There are designated personnel with the appropriate expertise to support and assure the RPL process.

The RPL process

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There are two types of recognizing of prior learning in HELBUS. The prior learning can be

recognised by incorporation of the prior learning into candidates’ studies or by replacing the prior

learning with the HELBUS course at issue.

The recognition procedure goes as follows:

1) The learner requests an RPL information kit. The kit informs the learner about the HELBUS requirements and attachments needed. The learner must decide which type of recognition (incorporation / replacement) one applies.

2) HELBUS RPL Application kit is emailed to applicant.

3) The learner will decide if (s)he wishes to make an application.

4) The learner gathers suitable evidence (the attachments) to support the application.

5) The learner sends the evidence to the HELBUS Program Coordinator, including the completed application form and required attachments, who checks that all relevant documentation is included.

6) The application is sent to the Academic Dean for review.

7) The application is assessed by the assessor pointed above.

8) The results are forwarded back to the Program Coordinator.

9) The Program Coordinator advises the applicant of the outcome.

11 Student / Learner Support

Any student with a special need is entitled to support including equipment adaptation, proper seating

and access to resources. (Computer screen adaptation is the responsibility of each student since they

are required to have their own computers.)

If possible, special provisions will be made to students who need it because of dyslexia, sight

impediments, hearing difficulty and mobility issues.

The Program Coordinator will have the responsibility for this assistance.

Procedures

In HELBUS we understand that studying at a business school can present challenges in many forms. We

also see the business school studies as a transforming experience for the learner. To facilitate the

transition to business school and later to a work environment, we offer support in several ways.

The HELBUS Curriculum includes a course unit on Personal and Professional Development, which aims to help the learner become an effective and confident self-directed employee and achieve personal and career goals.

HELBUS Student Support Services supports students in various needs and emergencies.

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Student counselling services are available during the whole time studying in HELBUS. HELBUS has a Student Counselling Plan, which includes three personal counselling meetings with each HELBUS student during their studies, as follows:

Application interview: to identify any goals, future plans and expectations on studies and study pathways at HELBUS that the applicant may have

Tutor meeting: to complete the overall picture of students goals and future plans

Mentor meeting: to ensure that the student is on track in meeting the goals and targets set in previous meetings, and to discuss any changes.

Studying abroad is part of the HELBUS studies for many students. HELBUS offers distance support so

that students abroad can consult HELBUS staff while conducting their studies in a partner university.

12 Staff Resources Policy

HELBUS will hire teaching staff / assessors whose knowledge is up to date. They have teaching

experience from recognised universities. Some teachers will have a professor status in their home

universities. Others may be senior lecturers and lecturers. In addition, we may hire doctoral students

with teaching experience. Occasionally, we may hire consultants with teaching experience from the

industry.

Annex 1: Excerpt from the Edexcel Study Skills Guide

Study Skills

Guide Excerpt from the Edexcel Study Skills Guide


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1 Completing Your Assignments

(The following 12 pages are from Edexcel Study Skills Guide)

You will be presented with an assignment brief by your professor, which lays out the requirements of the coursework that you must complete. Being able to interpret these documents will be crucial to your success.

1.1 Interpreting an assignment brief

In order to interpret an assignment, you need to identify a number of key points. You need to:

find the command words in each question or task

determine what content is being assessed

establish the context of the assignment.

1 Command words. Each task in your assignment will contain a verb that indicates to you the level of the response that you are expected to give. It is important that you interpret these verbs correctly so that you fully recognise the level of demand in each task. The interpretation of command words is addressed on the following page.

2 Content It is important to establish which theories and concepts must be covered in your assignment. Your professor might provide you with a copy of the specification for the unit or you can check it from this study guide. It is important to check that you have covered all of the required material to avoid needlessly resubmitting your tasks.

3 Context Your assignments will relate to a particular scenario. This might be something relevant to your workplace or it might be a situation relating to a case study selected by your professor. You should normally ensure that your assignment relates closely to this context. This is because of the nature of the qualification you are studying for: you are expected to demonstrate academic knowledge in a workplace setting.

There are some additional considerations that you must take account of. The word count on your assignment should inform how much you write and help you to structure your response. A good way to do this is to start on a blank page and divide your overall assignment into subheadings. These should usually relate to the main themes or theories you need to cover. Once you have done this, allocate a number of words to each subheading, remembering that you will need to include a brief introduction and a longer conclusion to sum up your arguments overall. Budgeting words in this way will help you to keep within your word count. It will also help you break the assignment down into more manageable pieces that you can approach step by step over a period of days or weeks.

Your assignment will have a submission deadline, set by your professor. Finishing well before this is important. You should ensure that you plan for enough time to read through your assignment and check you have covered all of the required content. You might find what you originally thought was well written and eloquent actually lacks a degree of coherence, so you might want to make some improvements to make your arguments more sophisticated or to add a point that you had accidentally omitted.


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1.2 Types of assessment

There are two different types of assessment that you are likely to experience during your higher National course.

Formative assessment refers to activities that are designed to give you feedback and allow your improve your work. Your professor might sit down with you and discuss your work and progress, helping you to prepare an action plan to improve your work.

Summative assessment refers to the final, formal assessment of your work that assigns you a grade. This is likely to happen at least once during each term or semester on your course. While you might get feedback from your professor on the strengths and weaknesses of your work it is not always the case that you will be able to make further improvements to your work after these assessments.

1.3 Understanding command words

When you read a question in your assignment brief, you should look for the verb in the sentence. This is called a command word. It tells you how you should approach the task. Identifying and understanding the command word in a question is a vital step towards producing a good response to a task.

Commonly use command words include the following.

Analyse These tasks require you to explore the different aspects of an issue, considering the relative significance of each. You would normally need to explore causal relationships, examining how

an action will lead to a particular reaction. This type of task would not normally require you to make judgements, but rather to drill down into an issue, exploring relationships in depth.

Assess This requires you to weigh up the positive and negative aspects of something. Alternatively it

might require you to explore the important and unimportant aspects of an argument. You

should build these strands into a balanced argument before reaching a final balanced conclusion.

Critically

analyse

This is when you have to explore the strengths and weaknesses of the ideas of a theorist or

claims made by a professional body before reaching a final, balanced conclusion. You would normally begin by presenting the initial idea and arguments in favour of it, before introducing

contradictory arguments. When you present the arguments, you should present their relative merits (e.g. their strengths and weaknesses) before summarising your arguments and

reaching a final conclusion.

Demonstrate Explain a broad range of ideas persuasively and with originality using a variety of examples

Describe Provide a thorough description of the characteristics of a subject

Explain Give details about how and why something is as it is and what relevance it has (implications)

Evaluate This type of question will require you to give an opinion on an issue, which you should support with relevant evidence. You should ensure that your response provides a balanced view of the

issue, exploring points for and against your argument. This should lead to an overall conclusion where you summarise your main arguments and explain how you have come to your final

decision.


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Justify This requires you to provide arguments in support of a particular interpretation of or

perspective on something. This should be based on the use of theoretical justifications applied

to normal business practice.

Identify Name the main point or points and explain why you chose those

1.4 Accessing higher grades

You will naturally be concerned with making the most of your studies and accessing the highest grades possible. There are specific qualities that a professor will be looking for in your assignments, such as an ability to critique theories and ideas. You should make sure you are familiar with these requirements before you start writing your assignments. There are a number of practical steps you can take to maximise your opportunities to achieve higher grades.

1.4.1 Independent reading is vital

You will not be able to get the best grades by simply relying on the notes that you are given in class. You will be given a reading list for different modules that you study. This is the minimum that is expected of you in terms of independent study. You should aim to read and make notes on the relevant sections of each book on your reading list as well as following up on references highlighted by professors during lectures, seminars and professorials. Another way of finding further texts to study is to look at the references at the end of chapters in your course texts. This will allow you to explore the material that informed the books you have read and explore the concepts in them in greater depth. This can help you develop your understanding of key points.

1.4.2 Understand the demands of your assignment brief

One of the easiest ways to lose marks is to provide a response that does not fully answer the questions set. You should take great care to read your assignment thoroughly and to clarify any points of uncertainty with your professor. You need to make sure that your answer is well focused on answering questions. Detailed recitals of material from course textbooks might show that you have a superficial understanding of a topic but will get you, at best, a passing grade or worse. You need to demonstrate your ability to think critically and to apply theory to a range of different scenarios.

1.4.3 Demonstrate originality

To achieve the very highest grades, you should demonstrate some evidence of the ability to construct original thoughts and ideas. This does not meant that you are constructing your own theories, but it might be that you find a novel application of existing ideas or offer a unique criticism of established ideas. A good way to approach this is often by using your own experiences and insights to inform your work. Basing your assignments on workplace experience or primary research can provide a source of unique insights. However, be careful to avoid long descriptions of scenarios in this case. You should ensure that your insights are relevant to the questions that you are answering and that you are not simply going off on a tangent.

1.4.4 Make the most of class sessions

It might sound obvious, but regular attendance at lectures, professorials and seminars will help you to perform better. Your professor will regularly offer advice on assignments and you should take note of this. You are also likely to hear explanations of a range of theories and concepts that go beyond those in


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the material on your reading list. This will give you clues as to what to look for in the library to read around the topics studied more effectively.

1.4.5 Be critical

This does not mean that you have to tear apart every concept that you write about, but it does mean that you should not simply accept ideas at face value. Just because a concept has weaknesses does not invalidate it, but if you fail to acknowledge and address these weaknesses, then it will make your arguments far less convincing and constrain you to lower grades.

1.5 Choosing citations and sources of information

A common question that many learners ask is how many references they should include in their tasks and how do they know when to cite an author’s work.

The question of when to cite work is simple to answer: whenever you write something that is based on someone else’s ideas, you should acknowledge this connection. This is the simplest way of avoiding the risk of being accused of plagiarism (see page 35). It also helps you later on if you want to develop a piece of work further, because you are better able to see how you found ideas and arrived at conclusions.

In terms of the number of references you should include, there is no definite answer. The number of references cited will depend on the topic being addressed. Some areas of theory will have large, well-developed bodies of literature with which you will be expected to familiarise yourself. Others might not have such a body of relevant literature and so there will be a lower expectation in terms of the number of authorities that you cite. The reading lists distributed by your professors at the start of a module (often included with assignment briefs or in course handbooks) should give you a good idea. If the reading list for your module lists five books and five journal articles, it is reasonable to assume that this is the minimum expected of you in terms of your engagement with literature. Of course, it is possible to find further sources of material through searches of Google Scholar™ (see page 16) or through examining the references cited in these texts. This might help you to find further sources of information.

Other than selecting published resources, you may need to use your own research in your assignments. When this is the case, your professor will normally make this clear in their explanations of your tasks. It is also likely to be stated in your assignment brief. Do not assume that writing higher-level assignments will be onerous and that you will have to spend vast amounts of time collecting hundreds of responses to surveys or carrying out interviews. That might be the case on postgraduate-level courses, but at the first two years of a university you are likely to need less complex evidence. If you are in any doubt as the quantity, nature and scope of the evidence that you need to include in your assignments, you should discuss this with your professor.

1.6 Exemplar work

While it is an appropriate strategy to benchmark your own work against that of your fellow learners, you should always make sure that you avoid directly copying their work. It is important that you do not plagiarise existing assignments, as this will result in your assignment not being accepted, or more serious consequences.


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1.7 Critical reflection

Critical reflection refers to the ability of an individual to look back at experiences such as workplace activities or discussions in a lesson and think about them in a carefully considered way, questioning the main points that you have identified in your experience. This is often seen as a means to construct knowledge through gaining experience.

As a higher-level learner, you should be developing your ability to reflect critically on your experience by using the theories that you learn in your two years with HELBUS. This will allow you to explore the effectiveness of your own practice and that of others. It also allows you to question the validity of theory – are the ideas that you learn in class practical? Can they be applied to every workplace or situation, or are they more meaningful to some than others?

When you are undertaking a period of critical reflection, it helps to structure it using a series of generic questions. These could include the following:

● What am I reflecting on? What was my learning experience? What did I see/ hear/do?

You should ensure you are clear about exactly what you are reflecting on and write a simple statement or short paragraph to define the experience. This might be a description of a specific event in your workplace or of a discussion you had with your professor. This will allow you to constrain your reflection so it is clearly focused.

● What was the context of the event on which I am reflecting?

You should think about what you saw and where you saw it. Was it a routine activity? Was it a normal day? It might be that you are thinking of an event that ran badly, for instance. Considering environmental factors can often explain events. For instance, if you are reflecting on your experience of chairing a meeting that went badly, you might consider the participants – if two of the attendees had an argument during their lunch break, then this might explain a reluctance to contribute to a team meeting afterwards.

● What alternatives might exist?

This requires a mixture of imagination and application. You should use your creative thinking skills to suggest alternatives and your knowledge of theory to think about what kind of solutions would be recommended by noted authorities.

● How true/correct/appropriate were the events on which I am reflecting?

Be sceptical! You might be able to suggest that something went wrong because it was badly planned or aimed at the wrong target customers.

This process does not have to be applied to an experience in the sense of something you have ‘done’. You could apply it to your reading of a key text or range of sources such as journals. They key thing to remember is that you should ask searching questions about the nature of the issue you are considering and provide answers to those questions.

A useful way to undertake critical reflection regularly is through the use of a reflective journal or learning log. This is a document that you maintain either as a physical, handwritten journal or electronically, in a private blog or just a typed document. A useful aspect of such journals is that they can be cited as evidence in assignment writing.


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Being reflective is not always easy and does not come naturally to everyone. It is something you have to learn and practice over time. A key point to remember is that you are not merely recording a narrative version of events, you are questioning their nature and purpose so that you can learn from them. That is the key differentiator of critical reflection from simple storytelling.

1.8 Thinking skills

In order to complete your assignments, you will need to employ a range of different approaches to solving problems. There are a number of approaches to solving problems which are useful in different situations. They will be of differing value to different people and while it is useful to explore these techniques, and read about them in more depth if they seem useful to you, it might be that another approach is more useful to you personally.

1.8.1 Divergent and convergent thinking

These approaches are based on developing a central theme, question or idea.

Convergent thinking involves focusing on a particular problem and thinking of all of the theories and concepts that might provide an answer to the problem. The idea is how existing knowledge can be applied to provide an answer. This is built on the assumption that a particular ‘correct’ answer is possible. This might be useful if you were producing an assignment on improving staff motivation. You might explain how theorists such as Maslow, Herzberg and Vroom would approach the problem, and select the most appropriate answer for a given context.

Divergent thinking involves focusing on a specific problem and looking for a unique or novel solution. For example, you might take as your focus a specific object and try to imagine as many uses for it as possible. The idea is to find new ideas and creative solutions – to ‘think outside the box’. This might be useful if you were asked to complete an assignment relating to marketing, for example, producing a promotional campaign for a product – you might think of a novel approach to attract the attention of potential customers.

These techniques can be used together. A brainstorming session for a new product idea might use divergent thinking to develop a range of ideas. You could then use convergent thinking to evaluate these ideas in terms of a specific theoretical model.

Lateral thinking

This is an approach to problem-solving that requires you to put aside your preconceptions and use your imagination to generate original ideas. This approach is widely credited to the author Edward De Bono. The technique requires you to ignore existing structures and frameworks, and start again from scratch. Rather than thinking about the structure of a business in terms of reorganising existing job roles and activities, you would begin from a blank page, questioning the need for each role and activity, and how they are organised.

A good starting point for these skills is to complete lateral thinking exercises; you can find many of these online. This will allow you to understand how the skills can be applied in a number of situations and will help you to practise thinking in this way.


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You could try solving some lateral thinking puzzles by visiting www.folj.com/lateral or www.allpuzzles.net/wordpuzzles/lateralthinking/index.htm.

1.8.2 Developing creative thinking

Other than divergent and lateral thinking, there are a number of other approaches that you can use to practise and develop your creative thinking skills. Producing mind maps as a means of brainstorming is one useful approach. Getting into the habit (individually or in a group) of writing down as many answers to a question as possible helps to stimulate creative ideas. The key is not to worry about how good the ideas are until the end of the exercise. At that point you can select points with potential for further development.

1.8.3 Evaluation

Evaluation refers to your ability to make a reasoned judgement. If you are evaluating something, you have to present arguments for and against something before explaining which arguments are strongest and making a final judgment.

1.8.4 Justification

Justification is when you have to present the arguments for and against something before reaching a final decision. To write a well-justified argument, you have to show clear arguments for it and also demonstrate the flaws in the arguments against it.

1.8.5 Choosing an appropriate format for a written assignment

You will normally find that the format in which you present your assignment is laid out in your assignment brief. If you are uncertain of how to lay out your work after you have read your assignment brief, you should consult your professor.

You should also ensure that pages are numbered. This will let you cross-reference the material in the assignment and help your professor to provide you with feedback. It also makes it easier to spot if, for example, a page falls out of your assignment.

The most common format in which assignments are requested is a word-processed essay or report. This is quite a practical format to use. It is easier for the professor to read, can be backed up onto portable storage media or cloud storage platforms to avoid work being lost, and it also makes it easier to make any amendments required after you receive feedback on your work.

You should aim to ensure that your work includes a contents page at the beginning and that you include a section listing your references at the end. These pages would not normally count towards the word count for your assignment.

1.8.6 Other forms of evidence for assignments

Your assignment may state other acceptable forms of evidence for the assignment. These will vary according to the subject studied and the context in which you are studying, i.e. work-based learning or

in the classroom. Examples include logbooks, diaries, A4 print outs of PowerPoint®

slides, video clips, blogs, websites, annotated photos or drawings and audio recordings of professional discussions. It is important to note that the forms of evidence used must be labelled with the student's name and the learning outcomes and assessment criteria that they relate to.

http://www.allpuzzles.net/wordpuzzles/lateralthinking/index.htm


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1.8.7 Special requirements for specific assignment types

Some assignments might require a different format. Any requirements of those assignments would usually be listed in your assignment brief, but it is worth bearing in mind a few guidelines.

If you are asked to submit a presentation, you should ensure that any visual aids you use are provided for your professor. You will also need to include a copy of any notes you use when completing your presentation. Alongside this, you will normally need to submit a recording of your work. This is so that the grading decisions made by your professor can be confirmed by internal and external verifiers. You should take steps to ensure that an appropriate recording is made of your presentation. This might be a digital video recording. In some cases this could be achieved using a smartphone, as these devices often have good-quality video cameras, although you should check that the sound quality is good enough to make what you say intelligible.

Another format you might be asked to use is be a podcast. This is when you deliver an aural presentation in the style of a radio program and record it as an MP3 file.

Regardless of the format in which you present your work, you will still need to reference your material

appropriately. In a PowerPoint®

presentation, you can add references on each slide and then add a list of sources at the end of your presentation. If you submit your work in another format, such as a podcast, you might need to add supporting notes that highlight the sources you have used.

1.9 Structuring an assignment

Organising the different strands of an assignment into a coherent structure is important. Organising your thoughts coherently makes your arguments clearer. This makes it easier for you to proofread and also for you to check that you have covered all of the required content. As previously mentioned, it also helps to structure your assignments logically so that you can ‘budget’ the words available to you into sections to avoid exceeding your word count.

1.9.1 Breaking an assignment brief into sections

Breaking an assignment into separate sections has a number of purposes. It helps you to plan your use of your word count and it also helps you to plan your reading. If you are aiming to cover a particular theory or concept this week, then you know what you need to look for when you visit the library. Similarly it helps you to plan your use of interlibrary loans or reservations at your local library. This will help to make your workload more manageable overall.

The exact type of sections that you divide your assignment into will depend on the nature of the task. You might structure it around a series of case studies, for example. Alternatively, you might organise it by positive and negative arguments. Another possibility is to structure the work into the work of key theorist or thinkers in the field you are covering.

Taking a logical approach to your assignments should help to make your overall argument more coherent. The key decision is to find a structure that complements the question that you intend to answer. There is no one right or wrong way to do this, but it is a good idea to discuss the structure of your assignment with your professor before you begin writing it so that you can confirm that you have taken an appropriate approach.


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1.9.2 Building an argument

You must always remember that you are responding to a question and not simply repeating it or providing a set of theory notes. All of the material that you present must somehow address the tasks set in your assignment brief.

You would normally start your argument with a proposition (sometimes known as a claim) – this is a statement about something. You might, for example, comment on the importance of strategic planning for achieving competitive advantage. Once you have made a claim, you should then provide some supporting evidence. This should normally combine a theoretical argument with an example that can illustrate the point. This chain of logic should support your claim and have some relevance to the question you are answering. You should conclude your argument by referring back to the question you are answering – how has your logic addressed the question?

1.9.3 Supporting evidence and counter-arguments

You should always include evidence from an appropriate range of sources to support your arguments and counter arguments. This might be in the form of work from a particular theorist or a case study example that shows how principles work in practice. Alternatively, you might have conducted an interview with a business manager that articulates a specific principle you want to illustrate.

It is important, as a higher-level learner, that you acknowledge and explore arguments opposed to those that you present. These points should be developed in as much detail as those that you support. This will then allow you to develop a well-reasoned conclusion.

1.10 Structure

There are a number of key sections that you would normally be expected to include in a piece of work at higher national level.

Executive summary – This is a short overview of the main points in your assignment. This would be 100 to 200 words. You should highlight briefly the main points that you cover and give a short summary of your conclusions.

Body of arguments – The majority of your assignment will be your arguments for and against different propositions. This is where you should demonstrate how your knowledge of relevant theory relates to current practice in a range of businesses.

Conclusion – The final section of your assignment should summarise your main arguments and explain how they have led you to an overall judgement. You should balance points for and against a proposition, and explain why you feel that one side has a greater claim to being correct.

References – You should list all of the source material that you have used alphabetically by the surnames of authors. This should follow the Harvard referencing convention outlined on page 9. You should take care to check that the citations in your main body of arguments match this list.

1.11 Critical writing skills

At this level of study, your assignments should not be merely describing theories and concepts but should be demonstrating some critical insight into them. This is partly achieved through the


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presentation of balanced arguments, as we have already discussed, but there are a number of other points you should take into account when writing your assignments:

Identify any aspects of theories that you need to treat with concern or caution. You might find some theories have been criticised by other authors or you might find they are based on a study of a different industry to the one on which your assignment is focused. Alternatively, you might find that the theories you are considering are a number of years old – this might be a reason to question whether they are still applicable. In each case you should acknowledge these criticisms and should comment in your conclusion about how they affect your argument overall.

Criticise theories and concepts. Do not accept an author’s work without in some way evaluating it or commenting on its relevance and accuracy. You might critique their arguments or you might critique the evidence that they use.

You should show recognition of any limitations of your own arguments and evidence base. You are only carrying out work on a small scale. You might note that your literature review is not exhaustive, or that you have only examined one case study of one industry. There is nothing wrong with acknowledging that your work has some limitations and it does not undermine your arguments to do so. There is no point pretending that your work is comprehensive. Such acknowledgements are often included in a section of suggestions for further research/study.

1.12 Avoiding plagiarism

Plagiarism is one of the most common forms of academic malpractice and can have severe consequences for learners. In some cases, it is easy to commit an act of plagiarism accidentally. Unfortunately, while this might count as mitigating circumstances in your defence, it does not excuse the act – a sin of omission is dealt with in the same way as a sin of commission. As such it is important to understand what is meant by plagiarism and how you can avoid it.

1.12.1 Definition and consequences of plagiarism

Plagiarism is when you represent another author’s work as your own. This applies not just to directly copying pieces of text but also to using ideas and concepts without acknowledging their source.

This might include anything from deliberately copying a section of another learner’s essay to copying a section from a book or a website. Furthermore, if you paraphrase an argument made in a journal article or indeed any other source, you must cite the source of the argument. Simply making small adjustments to the order of sentences or to the words used to describe an idea does not make it your own.

Most colleges and universities dealing with work by higher-level learners now routinely use anti-plagiarism software. This scans documents and compares them to a large database of both published and unpublished work, including assignments from previous cohorts of learners. This software can be extremely sensitive and will detect any similarities between pieces of work, so it is a good idea to get into the habit of citing your sources as you go along. Forgetting to add a reference at the end is not a good defence.

The consequences of being caught plagiarising work can be severe. You might find that your assignment is given a failing grade and that you have to resubmit it. In a serious case where it is proven that someone has deliberately committed an act of plagiarism, they might be suspended or even removed from a course of study. For an apprentice this is particularly serious – failing to get your professional qualifications might lead to your dismissal from your job or at the very least expose you to disciplinary procedures at work.


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Before you start writing your first assignment, you should make sure that you are familiar with your institution’s policy on plagiarism. This is likely to set out details of how academic malpractice is defined, how it is detected, likely penalties and rights of appeal. This might help you to clear up any uncertainties before you submit your work.

1.12.2 Attributing direct quotes, ideas and arguments

Whenever you directly use someone else’s work in your assignments, you should reference this as discussed on page 9. Normally, direct quotes are placed inside inverted commas. If you are giving a short quote, this can be contained in a paragraph. If you are giving a longer quote, you should present this as a separate paragraph. When you give a direct quote, you should include the page number after your citation.

While an indirect use of a source such as paraphrasing an argument does not need to be included in speech marks, you should include a citation in brackets immediately before or afterwards.

1.12.3 Adding commentary and counter-argument to citations

When you add a quote, it is good practice to comment on it. You should note how the quote is relevant to the question you are answering. Alternatively, you might present a counter-argument to an author’s suggestions. Try to keep quotes as short as possible. The main point of an assignment is to demonstrate your own understanding.

1.12.4 Keeping tabs on sources for citations, figures, etc.

You will find it useful to keep track of the sources of information that you use. A notebook might be a handy way to quickly jot down page references and web addresses. Alternatively, a spread sheet with columns for details such as author and year might be helpful if you are more confident with computers.

1.12.5 Avoiding plagiarism

There are a few simple steps that you can take to make sure that your work does not contain any plagiarised material:

1) Give yourself plenty of time. An easy way to plagiarise material accidentally is to rush a task because you have started it the day before the deadline. The more time you take to complete an assignment, the less risk you face of not realising that an argument is very similar to someone else’s work.

2) Start as you mean to go on. Do not directly cut and paste any material that you find on websites or in journals/eBooks into your assignments. Make sure that you keep any collections of notes or sources material separate from your main assignment, just in case you get confused at a later date.

3) Be selective in your choice of source material. Make sure you are carefully only to select source material that is relevant to your assignments. Be particularly careful of sources that you do not fully understand, as these can leave you more susceptible to paraphrasing or quoting material without the right attribution.

4) Reference as you go. Make sure that you add any references and citations to your work as you go along, rather than waiting until you are ready to submit your work before starting. Recording your sources as you go along helps you avoid a last-minute rush to complete this task and reduces the chance of you making a mistake.

5) Check your sourcing carefully. Go through your assignment and ensure that you have included a reference for any direct quotes or any material you have paraphrased. You should ensure any material


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that you are not confident is your own is either provided with an appropriate citation or removed from your assignment. Remember: when in doubt, cite!

6) Make use of the advice that is available to you. Make sure you speak to your professor and read the guidance that is available for your course in this handbook.

HELBUS Helsinki School of Business Oy

Mailing Address:

Westendintie 99-101 C 42

02160 Espoo, Finland

www.helbus.fi

040 501 7627

[email protected]

http://www.helbus.fi/

mailto:[email protected]

Study Guide - Helbus · Study Guide Fall 2014 –Fall 2015 ... 1.2 The BTEC Level 5 Higher National...

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