IQ IAM L4 Dip Business Administrative Management Syllabus PDF

Quality Management System
IQ IAM Level 4
Diploma in Business and
Administrative Management (QCF)
Qualification handbook
February 2014 edition
Qualification regulation number 601/2718/1
Page 1 of 106
IQB/0.2/228 | Version 1.0 | 15/04/2014 | Author DM
Contents
1. Introduction to the Level 4 Diploma in Business and Administrative Management.................. 4
Qualification aim ..................................................................................................................................4
Qualification structure .........................................................................................................................5
Qualification assessment......................................................................................................................6
Examinations ........................................................................................................................................6
2. Information for candidates.................................................................................................... 9
Candidate entry requirements .............................................................................................................9
Independent candidates ......................................................................................................................9
Membership .......................................................................................................................................10
3. Information for centres ....................................................................................................... 12
Diversity and Equality .........................................................................................................................12
Resource requirements ......................................................................................................................12
Registration and certification .............................................................................................................12
Reasonable adjustments ....................................................................................................................12
Appeals ...............................................................................................................................................12
4. Plagiarism ........................................................................................................................... 13
Guide to Centres, Assessors, Examiners and Candidates...................................................................13
5. Mandatory units ................................................................................................................. 14
401 Fundamentals of administrative management .......................................................................... 15
402 Administrative systems .............................................................................................................. 20
403 Managing operations ................................................................................................................. 24
404 Managing quality ........................................................................................................................ 29
405 Personal effectiveness................................................................................................................ 34
406 Managing people in organisations ............................................................................................. 40
407 Managing information and knowledge ...................................................................................... 48
408 Finance for administrative managers ......................................................................................... 53
6. Optional units ..................................................................................................................... 58
409 Administration for executive assistants ..................................................................................... 59
410 Introduction to Islamic finance .................................................................................................. 69
411 Managing business facilities ....................................................................................................... 75
7. Imported Optional units ...................................................................................................... 81
431 Management accounting: costing and budgeting...................................................................... 82
Page 2 of 106

432 Marketing intelligence................................................................................................................ 89
433 The Internet and e-business ....................................................................................................... 95
434 Business events management .................................................................................................. 101
Page 3 of 106
1. Introduction to the Level 4 Diploma in Business and Administrative

Management
Qualification aim
The IQ IAM Level 4 Diploma in Business and Administrative Management (QCF)is based on the
IQ IAMs definition of administrative management, namely that the administrative
management function supports organisations in planning, organising, directing, and controlling
their business activities across all functional areas. Thus, administrative management and
administrative managers have a key role in ensuring that businesses gain and maintain their
competitive advantage. The qualification explores how businesses design and operate internal
structures and systems which support these goals.
Candidates will develop a holistic approach to business together with the analytical and
evaluative skills necessary for those in management positions. They will also become familiar
with the theory that underpins research, with the elements of formal research and with
research methods and techniques.
Candidates will gain knowledge, skills and understanding to manage effectively and efficiently
business and administrative functions across organisations. The qualification has a flexible
structure and includes a range of optional units. This enables candidates to tailor the
qualification to their specific needs.
Qualification accreditation information
Accreditation number: 601/2718/1
Page 4 of 106
Qualification structure
The IQ IAM Level 4 Diploma in Business and Administrative Management QCF) is made up of a
combination of mandatory and optional units.
Rule of combination (RoC)
To achieve the IQ IAM Level 4 Diploma in Business and Administrative Management candidates
must achieve a minimum of 120 credits. Candidates must complete all eight mandatory units,
worth 100 credits, plus two optional units worth a minimum of 20 credits.
Mandatory units
Ofqual ref.
Unit no. Unit title
Group 1 Administrative management and systems
A/602/1796
Fundamentals of administrative management
401
K/602/1809
Administrative systems
402
Group 2 Managing operations and quality
D/602/1810
Managing operations
403
H/602/1811
Managing quality
404
Group 3 Managing and developing human resources in organisations
M/602/1813
405
Personal effectiveness
T/602/1814
406
Managing people in organisations
Group 4 Managing finance, information and knowledge
F/602/1797
407
Managing information and knowledge
K/602/1812
408
Finance for administrative managers
GLH
Credit
60
40
15
10
60
50
15
10
50
75
10
15
60
50
15
10
Optional units
Ofqual ref.
Unit no.
Unit title
GLH
Credit
M/602/4873
409
Administration for executive assistants
50
10
T/602/4874
410
Introduction to Islamic finance
75
10
R/602/4865
Managing business facilities
R/601/0836
411
431
10
15
K/601/0955
432
Management accounting: costing and

budgeting
Marketing intelligence
50
60
60
15
J/601/1109
433
The Internet and e-business
60
15
Y/601/1048
434
Business events management
60
15
Page 5 of 106
Qualification assessment
Units 401-408 are assessed in groups; consequently, none of these units are assessed
individually.
Each of the four assessment groups is assessed by either a three-hour written examination or
an IQ IAM assignment; the word count for these assignments is 2000-2500 words. When
entering for assessment, the centre or independent candidate must notify IQ IAM which
method of assessment the candidate is to be entered for.
Live assignments are downloaded from the Student Members Login area of the IQ IAM
website. For each mandatory assessment group, candidates have a choice of assignments from
which each candidate must select one assignment only. Assignments are marked by the centre
and moderated by IQ IAM.
All Level 4 optional units are assessed by IQ IAM assignments; the word count for these
assignments is 2000-2500 words. Live assignments are downloaded from the Student
Members Login area of the IQ IAM website. Candidates have a choice of assignments from
which each candidate must select one assignment only. Assignments are marked by the centre
and moderated by IQ IAM.
Examinations
Group 1 Administrative management and systems
401 Fundamentals of administrative management
402 Administrative systems
This group is assessed by either a three-hour written examination or an IQ IAM assignment.
The examination paper is divided into two sections:
Section A
This section forms 60% of the total mark for this paper. Candidates must complete three
questions from a selection of six.
Section B
This section forms 40% of the total mark for this paper. This section is compulsory. Candidates
will be given a short scenario to read and will then answer a question related to that scenario.
This section will encourage candidates to use independent thinking as opposed to quoting
textbook answers.
403 Managing operations
404 Managing quality
Page 6 of 106
Section A
Section B
textbook answers.
Group 3 Managing and developing human resources in organisations
405 Personal effectiveness
406 Managing people in organisations
This group is assessed by either a three-hour examination based on a pre-released case study
or an IQ IAM assignment. The examination paper is divided into two sections:
Section A
questions from a selection of six, all based on the pre-released case study.
Section B
This section forms 40% of the total mark. This section is compulsory. Candidates are expected
to answer two compulsory questions relating to the pre-released case study.
Group 4 Managing finance, information, and knowledge
407 Managing information and knowledge
408 Finance for administrative managers
Section A
Section B
textbook answers.
Page 7 of 106
Assessment terminology
The table below includes the terminology used in all types of assessment at levels 2 to 5. It also includes
the Institutes explanation of the meaning of these terms in the contexts of assessments.
Knowledge/understanding
These are foundation skills.
Assessment tasks in this category require candidates to
demonstrate their knowledge and understanding of the
required subject content. They assess basic learning.
Define
describe
list
name
outline
state
Application
Candidates must show an ability to demonstrate the
understanding of the specified knowledge content in
practical business contexts.
Assessment tasks in this category require candidates, for
example, to:
make a practical decision
demonstrate the required knowledge, understanding,

and skills in organisational contexts.
Apply
calculate
create (in an applied context)
demonstrate/ demonstrate how
design
estimate
investigate
plan
prepare
propose
use
Analysis
Candidates must be able to break down situations,
analyse / critically analyse
statements, theory, and numerical and non-numerical data clarify
into components or essential features.
compare
differentiate between
For higher level analysis candidates should incorporate
examine
relevant concepts and theory into their arguments.
explain
Assessment tasks in this category require candidates to:
identify why, how, reasons, characteristics
select data relevant to tasks
investigate
select
organise data relevant to tasks
summarise
break down data/texts to their elements
respond to data/text that contains several elements
Evaluation
The most advanced cognitive skill is that of evaluation. At
this level, candidates make connections, present
judgements, opinions and draw conclusions that are
supported by valid reasons and evidence.
advise
argue for and against
compare, contrast and reach a judgement
criticise
discuss
Evaluation involves reflective thinking.
evaluate
Assessment tasks in this category require candidates to
identify the most important
give detailed responses and while doing so:
interpret
provide supported decisions or conclusions
investigate e.g. the effectiveness of
justify
make a reasoned case
reason for and against
make comparisons based on valid and relevant reasons
recommend
and evidence
solve
set up arguments based on valid reasons and evidence summarise
to what extent?
Page 8 of 106
IQ IAM Level 4 Diploma in Business and Administrative Management
2. Information for candidates

Candidate entry requirements
There are no formal entry requirements for this qualification. However, it is recommended that
candidates should have a level 4 qualification or equivalent work experience in the business
administration area.
Language knowledge
A language knowledge equivalent to level 6 ILETS is recommended. It is the centres responsibility to
assess if candidates have the required level of English and if they wish, they could require formal
certification.
Age restrictions and legal considerations

The level of demand of this qualification is broadly equivalent to the second year of a university
bachelors degree in the area of business management. Therefore, given the complexity of some of the
content we believe that candidates will not have sufficient knowledge or experience below the age of
19.
Progression
This qualification leads to further studies in management at level 6 and to higher education.
Replacement documentation
In some circumstances, centres will require replacement copies of documents previously issued i.e.
notifications of results, transcripts, certificates. For information on how to order replacements, please
contact info@industryqualifications.org.uk
Appeals
Where learners feel that the assessment decision has not been fair, they should have the opportunity to
access the normal appeals/complaints procedure of the centre, in the first instance, and if this does not
resolve the situation then IQs enquiries and appeals procedures.
The IQ appeals policy can be found at:

http://www.industryqualifications.org.uk/centre-portal/general-guidance/qualification-policies/appeals-policy
Independent candidates
Some candidates choose to prepare for these examinations by studying as an independent candidate,
with no support from a tuition centre. Such a learning strategy is not recommended because there is
evidence to suggest that the quality of learning is greatly enhanced by tutor and peer group support at
this level.
If a candidate still wishes to undertake any of the IQ IAM qualifications as an independent candidate,
they will need to complete the appropriate registration forms, which can be requested from:
info@industryqualifications.org.uk
Important notice for independent candidates

It is important that all candidates are aware that IAM accredited centres are not permitted to provide
tutorial or assessment support for independent candidates. If candidates are aware of any breach of
these rules, they should immediately notify info@industryqualifications.org.uk
Page 9 of 106
Membership
The IQ IAM is the only professional body in the United Kingdom specialising in the promotion of
Administrative Management.
Our membership includes directors, accountants and company secretaries, people concerned with
specialist functions, general managers and executives with operational and administrative
responsibilities in both the public and private sector.
There are two routes into professional membership of the IQ IAM, based on:
taking IQ IAM professional qualifications
previous experience and knowledge
Both routes have equal status and all members are encouraged to undertake Continuing Professional
Development (CPD).
Student membership
All Level 4 Diploma in Business and Administrative Management candidates registered with the IQ IAM
receive student membership of the Institute. This enables them to have access to the Student
Members Login area of the IQ IAM website, which includes the course study and support materials.
Technician (TinstAM)
Associate membership is open to individuals who:
hold a qualification at level 2 or 3
have been employed for two years or more in any business where their duties involve the
management of business administration or professional administration
have completed ten days CPD in the past two years
Technician members of the Institute are eligible to use the designatory letters TinstAM. Upon successful
completion of any IQ IAM level 2 or 3 qualification, candidates may apply to become a technician
member.
Associate (AinstAM)
Associate membership is open to individuals who:
have been employed for four years or more in any business where their duties involve the
management of business administration
hold a qualification at level 4 or 5
have completed twenty days CPD in the past three years
Associate members of the Institute are eligible to use the designatory letters AinstAM. Upon successful
completion of any IQ IAM level 4 or 5 qualification, candidates may apply to become an associate
member.
Member (MinstAM)
Full membership is open to individuals who:
have been employed for five years or more in any business where their duties involve the
management of business administration
hold a qualification at level 6
have completed thirty days CPD in the past three years
Full members of the Institute are eligible to use the designatory letters MinstAM. Upon successful
completion of any IQ IAM level 6 qualification, candidates may apply to become a full member.
Page 10 of 106
Fellow (FinstAM)
Fellowship of the IQ IAM is open to full members who:
can demonstrate significant experience or contribution to the fields of business and administrative
management or professional administration, assessed according to IQ IAM Professional Standards
hold a qualification at level 7 or above
Fellows of the Institute are eligible to use the designatory letters FinstAM. On occasion, the IQ IAM will
accept applications for direct entry to fellowship when the applicants experience and achievements
merit the status of IQ IAM fellow.
Companion (CinstAM)
Companion is the highest grade attainable and is by invitation only. Only those most senior and
experienced Fellows, who have made a significant contribution to the institute or have increased the
breadth of research and knowledge in business and administrative management, or professional
administration, are eligible for this level.
Designatory letters can only be used while an associate member, member, or fellow is a paid-up
member of the IQ IAM.
Page 11 of 106
3. Information for centres

Centres must be approved by IQ in order to offer this qualification and must meet the required
criteria and satisfy IQ that their tutorial staff, learning resources, and quality systems comply with IQ
quality standards.
For further information or to find out more about how to apply to become an IQ IAM centre, please
contact info@industryqualifications.org.uk
Diversity and Equality

Centres must:
have Diversity and Equality policies incorporating processes that adhere to current Diversity and
Equality legislation
are adhering to their own published Diversity and Equality policies in practice
comply with the policies and processes set out in IQs Diversity and Equality and Reasonable
Adjustments Policies
IQs Diversity and Equality can be downloaded
from: http://www.industryqualifications.org.uk/centre-portal/general-guidance/companypolicies/diversity-equality-policy
Resource requirements
Centres must have appropriate accommodation and systems to support provision. This includes the
IT system which must enable the centre to transmit assessment and other personal data securely,
this includes including teaching rooms, libraries, teaching materials and IT systems.
Registration and certification

It is the responsibility of the centre to ensure that their candidates registrations are up-to-date.
Reasonable adjustments
When developing qualifications and designing assessments, every effort is made to consider the
needs of all candidates, including those with disabilities or specific difficulties.
Despite careful design, it is possible that some candidates require reasonable adjustments to
assessment methods or arrangements in order to ensure that they can access the assessment.
Reasonable Adjustments Policy can be found at:
http://www.industryqualifications.org.uk/centre-portal/general-guidance/qualificationpolicies/reasonable-adjustments-policy
Appeals
Centres must have Centres must have their own auditable appeals procedure that they must
explain to candidates during the induction to the courses.
The IQ appeals policy can be found at:
http://www.industryqualifications.org.uk/centre-portal/general-guidance/qualificationpolicies/appeals-policy
Page 12 of 106
4. Plagiarism
Guide to Centres, Assessors, Examiners and Candidates
What is plagiarism?
Candidates commit plagiarism when they copy, very closely imitate, paraphrase or cut and paste
someone elses work, ideas, and/or language and present it as their own.
How could tutors and centres prevent plagiarism in assessments?
First of all tutors should assess if the groups and individuals they teach are likely to commit
plagiarism. They should also establish why this could happen, for example for linguistic, cultural
reasons or because of simple ignorance or misunderstanding of the concept.
Tutors and centres then should:
explain what plagiarism is and why it is wrong to plagiarise
explain the concept of intellectual property; the ownership of words, concepts, electronic
materials, etc.
develop centre policies to prevent plagiarism
explain the consequences of committing plagiarism
explain the importance of referencing and teach the use of referencing systems
set differentiated, individual assignments for each candidate
What are the consequences of plagiarism?

Tutors should explain to candidates that those who commit plagiarism achieve lower academic
results than those who do not.
Page 13 of 106
5. Mandatory units
Group 1 Administrative management and

systems
Group 3 Managing and developing human
resources in organisations
Group 4 Managing finance, information and
knowledge
Page 14 of 106

Credit: 15
GLH: 60
Unit aim
This unit explores the role and function of administrative management in organisations and
within the management profession. The candidates will become familiar with the
communication tools necessary for this business function and will examine the role of ICT in
administrative management.
Candidates who aspire to managerial positions in business and administration will develop
the fundamental knowledge and understanding, and the analytical and evaluative skills
necessary for such job roles.
Learning outcomes
This unit has three learning outcomes.
The candidate will:
01 Understand the concept of administrative management
02 Understand administrative systems
03 Understand the role of communication in organisations
Mandatory reading
Mullins, L. J. (2010) Management and Organisational Behaviour. 9th edition. Harlow, FT
Prentice Hall
Further reading
Cole, G. (2003) Management Theory and Practice. 6th edition. Thomson Learning
For further learning resources, please consult the learning resources section in the Student
Members Login area of the IQ IAM website.
Page 15 of 106

Learning outcome 01: Understand the concept of administrative management
Assessment criteria
The candidate can:
1.1 Outline the role of administrative management
1.2 Demonstrate how the role of the administrative manager relates to the functions of
management
1.3 Evaluate the role of the administrative manager in the context of the administrative
management function
1.4 Analyse the strengths and weaknesses of administrative managers
Amplification of assessment criteria
1.1 Outline the role of administrative management
1.1.1 Demonstrate why administrative management is a key role within organisations
1.1.2 Identify the role and responsibilities of an administrative manager
1.1.3 Explain the contribution of administrative management to different types of
organisations (e.g. profit making, non-profit making, charities, large, SMEs, etc.)
1.2 Demonstrate how the role of administrative manager relates to the functions of
management
1.2.1 Identify the key functions of management
1.2.2 Demonstrate, using examples, the role of the administrative manager in achieving
the key functions of management
1.3 Evaluate the role of the administrative manager in the context of the administrative
management function
1.3.1 Identify and give examples of the activities that make up the administrative
management function
1.3.2 Assess the contribution of the administrative manager to business functions
1.4 Analyse the strengths and weaknesses of administrative managers
1.4.1 Identify the skills profile required by an administrative manager
1.4.2 Demonstrate, by using examples, how these skills support administrative
management within different organisations
1.4.3 Examine the ways in which administrative managers weaknesses can affect their
job performance
Page 16 of 106

Learning outcome 02: Understand administrative systems
Assessment criteria
The candidate can:
2.1 Describe the main features of administrative systems employed in different types of
organisations
2.2 Explain how organisations manage information flows
2.3 Analyse and evaluate the role of information and communication technology (ICT) in
supporting administration
2.1 Describe the main features of administrative systems employed in different types of
organisation
2.1.1 Outline the main features of administrative systems
2.1.2 Evaluate the contribution of administrative systems to organisations of different
types and size
2.2 Explain how organisations manage information flows
2.2.1 Use examples to explain information flows within organisations
2.2.2 Demonstrate how information flows are managed within organisations
2.2.3 Assess the contribution of information flows within organisations
2.3 Analyse and evaluate the role of information and communication technology (ICT) in
supporting administration
2.3.1 Explain the role of ICT in supporting administration
2.3.2 Analyse and evaluate the contribution of ICT in supporting administrative
management
Page 17 of 106

Learning outcome 03: Understand the role of communication in organisations
Assessment criteria
The candidate can:
3.1 Understand different models of communication
3.2 Analyse the strengths and weaknesses of an organisations communication system
3.3 Recommend how an organisations communication system can be improved
3.1 Understand different models of communication
3.1.1 Identify the models of communication used by administrative managers
3.1.2 Demonstrate, using examples, how various models of communication are used to
support administrative management
3.2 Analyse the strengths and weaknesses of an organisations communication system
3.2.1 Describe an organisations communication system
3.2.2 Identify its potential strengths and weaknesses
3.2.3 Compare its system to one or more models of communication
3.3 Recommend how an organisations communication system can be improved
3.3.1 Propose how weaknesses can be tackled and strengths embedded
3.3.2 Make justified recommendations to improve communications within this
organisation
Page 18 of 106

Guidance for tutors
The starting point for the study of this unit is to give candidates a clear explanation of the
role and function of administrative managers. This should reflect their activity within
businesses of different sizes, within different industries and from both the for-profit and
not-for-profit sectors.
Make clear to candidates that in the business world administrative managers are
professionals who will lead teams which get the required work done. They will be
responsible for transforming inputs e.g. people, inventory, resources into outputs (including
business success through improved effectiveness and efficiencies). They will have particular
responsibilities for improving business performance in order to achieve long-term
sustainable business gains.
Candidates need to understand that planning, organising and controlling will be a key part of
an administrative managers activities. Responsibilities will involve managing human
resources, budgets and achieving improvements in cross-business activities including quality,
facilities, and ICT (information and communications technology).
A key requirement of the unit is that candidates identify and understand the essential
contribution of administrative systems in different types of business. Study of this part of
the unit should emphasize the need to evaluate the contribution of administrative systems
to business success. A critical element of this is being able to explain how information flows
are managed and understanding why this is so important.
Study of this unit should demonstrate that systems for communication and ICT are key
elements in effective and efficient administration. This requires demonstrating how ICT and
models of communication are used by administrative managers. This can be successfully
achieved through the use of examples from business to explore how administrative systems
can become more effective through better utilisation of communications and ICT.
In dealing with this part of the unit, consideration should be given to how communications
and ICT can be improved given the contribution each makes to administrative management.
Page 19 of 106

Credit: 10
GLH: 40
Unit aim
This unit explores how a framework of systems thinking can be used to improve the
administrative performance of organisations. It examines the impact administration has on
the organisation and the need for sound administrative policies and procedures to manage
organisational activities.
Candidates who aspire to design administrative systems, policies, and procedures will
develop the fundamental knowledge, understanding, and skills necessary for such job roles.
Learning outcomes
This unit has two learning outcomes.
The candidate will:
01 Understand how systems thinking can affect the administrative performance of
organisations
02 Understand the role and function of policies and procedures in meeting customer
requirements
Mandatory reading
Lucey, T. (2005) Management Information Systems. 9th edition. London, Thomson
Further reading
Alter, S. (2001) Information Systems, Foundations of E-business. 4th edition. Pearson
Education
Appleby, R.C. (1994) Modern Business Administration. 6th edition. London, ELBS with
Pitman
Quible, Z. K. (2005) Administrative Office Management: An Introduction. 8th edition. Upper
Saddle River, N.J., Pearson/FT Prentice Hall
Page 20 of 106

Learning outcome 01: Understand how systems thinking can affect the administrative
performance of organisations
Assessment criteria
The candidate can:
1.1 Explain the contribution of systems thinking to efficient and effective administrative
performance
1.2 Demonstrate the potential drawbacks to systems thinking in an organisational context
1.3 Apply systems thinking to the analysis of work situations
1.1 Explain the contribution of systems thinking to efficient and effective administrative
performance
1.1.1 Identify the essence of systems thinking within the context of the systems
approach and administrative processes
1.1.2 Explain systems terms e.g. boundary, feedback, de-coupling, interface, hierarchy
1.1.3 Clarify the role and purpose of administration in financial and non-financial
systems e.g. in relation to efficiency (inputs) and effectiveness (outputs)
1.2 Demonstrate the potential drawbacks to systems thinking in an organisational context
1.2.1 Explain the impact systems thinking may have on the staff affected
1.2.2 Prepare a plan for consulting staff on systems change
1.2.3 Discuss whether the implementation of systems change will be in the interests of
all stakeholders
1.3 Apply systems thinking to the analysis of practical work situations
1.3.1 Examine the stages of systems development
1.3.2 Use systems thinking to analyse a range of work situations
Page 21 of 106

Learning outcome 02: Understand the role and function of policies and procedures in
meeting customer requirements
Assessment criteria
The candidate can:
2.1 Identify criteria for administrative procedures
2.2 Analyse the purposes of administrative policies and procedures
2.3 Analyse the relationship between formulating policy and preparing procedures
2.4 Judge the extent to which the procedures meet customer requirements
2.1 Identify criteria for administrative procedures
2.1.1 Differentiate between policy (guideline for activity) and procedure (statement of
method)
2.1.2 Identify criteria for effective procedures
2.1.3 Identify methods for evaluating the effectiveness of procedures
2.2 Analyse the purposes of administrative policies and procedures
2.2.1 Explain the purposes of various types policies and procedures, e.g. formal and
informal
2.2.2 Prepare procedures for meeting specific customer requirements in the context of
an organisation
2.3 Analyse the relationship between formulating policy and preparing procedures
2.3.1 Explain how organisations formulate policies and prepare procedures
2.3.2 Examine the relationship between policies, procedures, and strategic objectives
2.4 Judge the extent to which the procedures meet customer requirements
2.4.1 Discuss whether the proposed procedures will be difficult to implement in the
organisation concerned
2.4.2 Recommend whether or not the new procedures should be implemented
Page 22 of 106

Guidance for tutors
This unit demonstrates how to apply a framework of systems thinking to the analysis of
administrative activities. This involves the candidate being familiar with the concepts, terms,
and processes of systems thinking, and applying these through policies and procedures to an
administrative setting.
Learning outcome one introduces the candidate to the scope, application, and relevance of
systems thinking within a framework of concepts, types, and models as they relate to
administrative processes and inform practical examples of their application to administrative
activity in work situations.
Learning outcome two develops upon learning outcome one by introducing policies and
procedures as they underpin the operation of administrative systems. The candidate should
be familiar with the purpose, development, and relationship between policies and
procedures, and draw on practical examples of their use in organisational situations.
This offers scope for introducing a variety of teaching materials and approaches which are
consistent with the credit value and indicative guided learning hours for this unit, and
establish the relevance and applicability of systems thinking.
Page 23 of 106

Credit: 15
GLH: 60
Unit aim
The aim of this unit is to examine how operations support other service or manufacturing
activities. Candidates will explore how administration enables the effective management of
operations across business functions, incorporating the management of the supply chain.
Candidates who aspire to positions in operations management will develop the fundamental
knowledge, understanding, and skills necessary for such job roles.
Learning outcomes
The candidate will:
01 Understand the activities that make up operations management
02 Understand the relationship between operations and performance
03 Understand the importance of administration in operations management
Mandatory reading
Slack, N. et al (2007) Operations Management. 5th edition. FT Prentice Hall
Further reading
Boddy, D. (2005) Management: An Introduction. 3rd edition. Harlow, FT Prentice Hall
Johnston, R. and Clark, G. (2008) Service Operations Management. 2nd edition. Harlow, FT
Prentice Hall
Page 24 of 106

Learning outcome 01: Understand the activities that make up operations management
Assessment criteria
The candidate can:
1.1 Outline the main types of operations found within businesses
1.2 Explain how all operational activities can be represented as systems
1.3 Evaluate the characteristics which differentiate operational systems
1.1 Outline the main types of operations found within businesses
1.1.1 Identify types of operation found within businesses; give examples of different
operations required by organisations, including production, transportation,
training, controls and administration
1.1.2 Explain how all operations might differ depending on the size and type of
businesses; use examples to explain how customer needs (taking account of,
size/nature of organisation) will guide the way operations management is carried
out
1.2 Explain how operational activities can be represented as systems
1.2.1 Explain the systems model: demonstrate how the systems model of
input/processing/ output (transformations) is used in operations management
1.2.2 Give examples of a range of operations represented as systems; use examples
from different functions to demonstrate the application of the systems model
1.3 Evaluate the characteristics which differentiate operational systems
1.3.1 Identify the characteristics which can be used to differentiate operational systems:
output volume, nature of processing, outputs (discrete/continuous), customer
requirements, and physical layout
1.3.2 Demonstrate how these characteristics can be used to show the differences
between operational systems: use examples to illustrate the differences between
operational systems
Page 25 of 106

Learning outcome 02: Understand the relationship between operations and performance
Assessment criteria
The candidate can:
2.1 Describe how the operations function supports business performance
2.2 Identify the main internal measures of success used by businesses
2.3 Evaluate how internal measures of success link to business objectives
2.1 Describe how the operations function supports business performance
2.1.1 Explain what operations function means in different businesses: small, medium,
large; for-profit, not-for-profit
2.1.2 Explain why operations is so important within organisations: explain how
operations management can be applied to both service and manufacturing
activities
2.1.3 Demonstrate, using examples, why operations need to be effectively managed;
give examples from different aspects of a business of operations that need to be
managed to reflect, for example, capacity, standards, scheduling and materials
2.1.4 Explain the links between performance and operational management in
organisations; demonstrate the impact of operations management on businesses
2.1.5 Find examples to demonstrate how operations management contributes to
performance in a range of organisations and situations
2.2 Identify the main internal measures of success used by businesses
2.2.1 Explain why internal success needs to be measured by organisations; give examples
of internal success in the context of a range of internal activities and explain how
internal success impacts on the business
2.2.2 Identify how measures can be used to assess internal success: identify a range of
measures, both qualitative and quantitative; explain how such measures can be
used in target setting and monitoring activities, and in comparing actual to
expected performance
2.3 Evaluate how internal measures of success link to business objectives
2.3.1 Explain the need for internal measures of success to monitor actual performance in
achieving business objectives
2.3.2 Using examples, explore the links between measuring internal success and setting
objectives; why objectives need to be set, measured, and reviewed, and explore
the objective setting process
Page 26 of 106

Learning outcome 03: Understand the importance of administration in operations
management
Assessment criteria
The candidate can:
3.1 Examine the relationship between operations and administrative management
3.2 Compare the process and functional approaches to operations
3.3 Examine the relationship between operations and the supply chain
3.4 Demonstrate the links between operations and quality management
3.1 Examine the relationship between operations and administrative management
3.1.1 Identify the relationship between operations and administrative management
3.1.2 Demonstrate the contribution administration makes to operational activities
3.2 Compare the process and functional approaches to operations
3.2.1 Give examples of how administration plays an integral role in operations
management
3.2.2 Explain the differences between process and functional approaches to operations
management; explain process (way people interact such as decision-making) and
functional (grouping similar processes such as under Human Resources)
approaches
3.2.3 Demonstrate the impact of these differences upon operations management; use
examples of these approaches to identify differences such as the impact of how
decisions are taken (process) and separation into groupings (functional) of tasks
into separate areas of responsibility
3.3 Examine the relationship between operations and the supply chain
3.3.1 Explain the supply chain; demonstrate the way a business operates to provide
those links in a chain of activity that best meet customer needs
3.3.2 Explain the links between operations management and the supply chain; show
how effective operations management impacts on the supply chain
3.3.3 Give examples of how operations management supports the supply chain;
demonstrate how operations management provides both the links and the means
to bond these links together
3.4 Demonstrate the links between operations and quality management
3.4.1 Explain why operations management needs to be continuously reviewed and
improved; explain the value of continuous improvement
3.4.2 Give examples of how quality management can contribute to the improvement of
operations management, e.g. by monitoring and providing feedback; provision of
standards and developing quality systems; achieving consistent conformance to
customers expectations
Page 27 of 106

Guidance for tutors
In this unit candidates will explore the concept of operations management and how this
supports measuring performance within businesses. Candidates will consider how the main
internal measures of success are used by businesses and how in turn these are linked to
objectives. For example, capacity is a basic measure of performance. Another measure of
how well operations are proceeding is efficiency. Businesses will identify targets that relate
to these and other measures.
A key requirement of this unit is that candidates explore how operations can be represented
as systems, thus allowing the demonstration of the transformational aspects of operations
management. Candidates should consider different types of transformation, including
physical, presentational and location. This requires a study of businesses in terms of their
inputs, required activities, and outcomes. However, it is also important to be able to explain
the characteristics of operations in a way that candidates can identify differences. This will
include consideration of volume of output, actual processes, the nature of outputs (either
continuous or discrete), customer requirements, and issues relating to physical layout.
It is important that when candidates study this unit they explore the main types of
operations found within businesses. These should reflect the different types of businesses,
such as manufacturing, service providers and those providing the mix of products and
services, for example restaurants.
Candidates will recognise the key role that administration plays in supporting the operations
function. This will be evident both in terms of completing required activities and in tasks
related to measuring performance. For example, by ensuring that there are smooth
operational flows, including both information and activity flows.
Candidates should analyse the differences between the process and the operational
approach to operations management. This will lead to an understanding of each approach
and a consideration of when each might be most appropriate.
It is also essential that candidates examine operations at different points of the supply chain,
when these operations result in customer satisfaction. Since the satisfaction of both internal
and external customers is so important, candidates must be able to explain the links
between quality, operations, and customer satisfaction.
Page 28 of 106

Credit: 10
GLH: 50
Unit aim
This unit examines the role quality management plays in enhancing quality across all
functional areas of a business. It also discusses how administration takes an integral part in
activities which lead to continuous quality enhancement in business organisations.
Candidates who aspire to positions in quality management will develop the fundamental
Learning outcomes
The candidate will:
01 Understand the activities that make up quality management
02 Understand how quality management supports performance in organisations
03 Understand the role administration plays in managing quality
Mandatory reading
Slack, N. et al (2007) Operations Management. 5th edition. FT Prentice Hall
Further reading
Boddy, D. (2005) Management: An Introduction. 3rd edition. Harlow, FT Prentice Hall
Dale, B. G. (2007) Managing Quality. 5th edition. Blackwell Business
Page 29 of 106

Learning outcome 01: Understand the activities that make up quality management
Assessment criteria
The candidate can:
1.1 Identify the main approaches organisations use to manage quality
1.2 Explain how organisations benefit from continuous improvement
1.3 Identify the differences between compliance and ownership-based approaches to
achieving quality
1.1 Identify the main approaches organisations use to manage quality
1.1.1 Use examples to show how effective various approaches to managing quality are in
different business organisations, e.g. in small, medium, large, for-profit, not-forprofit organisations
1.2 Explain how organisations benefit from continuous improvement
1.2.1 Explain why continuous improvement is important to organisations; explain the
meaning if continuous improvement and how continuous improvement can be
achieved
1.2.2 Use examples to demonstrate the benefits for organisations to achieve continuous
improvement
1.3 Identify the differences between compliance and ownership-based approaches to
achieving quality
1.3.1 Explain the concepts of compliance and ownership in the context of quality
management
1.3.2 Demonstrate why compliance and ownership based approaches to quality are used
within organisations; give examples to show how each is used and under what
circumstances each would be appropriate
Page 30 of 106

Learning outcome 02: Understand how quality management supports performance in
organisations
Assessment criteria
The candidate can:
2.1 Demonstrate how quality management supports performance in organisations
2.2 Evaluate the main approaches to performance evaluation used within business
organisations
2.1 Demonstrate how quality management supports performance in organisations
2.1.1 Explain what quality management means in different organisations, e.g. small,
medium, large; for-profit, not-for-profit
2.1.2 Demonstrate, using examples, why quality needs to be managed
2.1.3 Demonstrate, by giving examples, how the quality of products and services can be
improved
2.1.4 Explain what performance management is, why performance management is
important to organisations and provide examples of benefits of improved
performance
2.2 Evaluate the main approaches to performance evaluation used within business
organisations
2.2.1 Explain how performance can be evaluated: identify what it is that needs to be
evaluated
2.2.2 Use examples to demonstrate different approaches to performance evaluation
Page 31 of 106

Learning outcome 03: Understand the role administration plays in managing quality
Assessment criteria
The candidate can:
3.1 Analyse the role of administrative systems in the effective management of quality
3.2 Explain the benefits of adopting a holistic approach to quality management
3.3 Critically examine the role of quality management in meeting customer needs
3.4 Demonstrate the links between quality and operations management
3.1 Analyse the role of administrative systems in the effective management of quality
3.1.1 Identify which administrative systems are necessary to support quality
management; provide examples reflecting different types and size of organisations
3.1.2 Show how administrative systems support the management of quality; explain why
quality needs to be viewed holistically
3.2 Explain the benefits of adopting a holistic approach to quality management
3.2.1 Explain what a holistic approach to quality requires organisations to do; explain the
concept of a holistic approach; give examples to demonstrate the
interrelationships between systems within organisations
3.2.2 Use examples to demonstrate the impact of a holistic approach on quality
3.3 Critically examine the role of quality management in meeting customer needs
3.3.1 Explain why customers should play a part in determining quality; give examples of
how customers can be involved in determining quality
3.3.2 Use examples to show how quality management can help to satisfy customer
needs
3.4 Demonstrate the links between quality and operations management
3.4.1 Use the supply chain to demonstrate the process of operations management and
the necessity for quality to be delivered at each stage; give examples of where
quality needs to be maintained
3.4.2 Use examples to demonstrate how quality management can contribute to
improved operations management; give examples of how quality and operations
complement each other
Page 32 of 106

Guidance for tutors
The concept of managing quality should be explored by candidates in the context of
supporting performance improvement within organisations. This requires an understanding
of what performance improvement is and the measures that can be taken to improve
quality. It is particularly important to consider how developing a culture of quality
contributes to business success.
Candidates need to explore a range of approaches to performance evaluation. Such
performance evaluation approaches are likely to be based on measures of efficiency and
effectiveness. These measures will be applied through a variety of methods for measuring
process and systems performance dependent on the business context in which they are
employed.
Candidates must identify and examine the main approaches to managing quality within a
business organisation. These will usually be developed from a clear view of the organisation
and the standards it wishes to achieve. From this basis, clear aims and objectives can be
agreed and set. Approaches employed will usually consist of a combination of internal
review and monitoring supported by external review, for example, auditors or standard
setting bodies relevant to the business.
It is important that candidates are able to explain the role of continuous improvement and
understand why organisations need to adopt this thinking. This can be best achieved by
identifying the benefits that arise from continuous improvement and the dangers when such
an approach is not adopted.
Candidates need to consider the differences between compliance based (must do) and
ownership based (want to do) approaches to achieving quality. While requirements for
compliance cannot be ignored, giving employees a sense of ownership of quality achieves a
positive atmosphere and better long-term results. Candidates should analyse the integral
role that administration plays in all aspects of managing quality. Administration will provide
systems and procedures, plus the essential recording and measuring of performance on
which any approach to quality management relies.
Candidates should examine the benefits of adopting a holistic approach to managing quality.
Such an approach will enable an understanding of how quality is critical to all aspects of
business activity. The candidate must make clear that all parts of an organisation need to
achieve their performance targets, since underachievement in one area impacts on success
elsewhere within the business. Understanding the importance of holism provides a useful
basis from which to examine contribution of quality management to meeting customer
needs. Since quality is best built upon a concept of achieving customer satisfaction, it is
important to explore the process of customer driven quality.
Customer satisfaction, for both internal and external customers, is an important feature of
good overall management; candidates must also be able to explain the links between
operations and quality management.
Page 33 of 106

Credit: 10
GLH: 50
Unit aim
This unit explores the relationship between the effective management of people,
motivation, and the performance of individuals in organisations. It focuses on the skills
managers should develop to solve problems and diffuse conflicts occurring in organisations.
The unit also examines the role of continuous professional development (CPD).
Candidates who aspire to manage individuals in organisations will develop the fundamental
Learning outcomes
This unit has four learning outcomes.
The candidate will:
01 Understand the relationship between personal effectiveness and people management
02 Understand the relationship between motivation and personal effectiveness
03 Understand the need for effective skills in problem-solving and conflict resolution when
managing people
04 Understand how CPD influences personal effectiveness
Mandatory reading
No single text adequately addresses the diverse nature of this unit. Candidates should
selectively access and utilise a range of resources.
Further reading
Armstrong, M. (2008) How to Be a Better Manager. Kogan Page
Horn, R. (2009) The Business Skills Handbook. Chartered Institute of Personnel &
Development
Pedler, M. et al (2006) A Managers Guide to Self Development. 5th edition. McGraw-Hill
Routledge, C. and Carmichael, J. (2007) Personal Development and Management Skills.
Chartered Institute of Personnel & Development
Templar, R. (2009) The Rules of Work: A Definitive Code for Personal Success. Harlow, FT
Prentice Hall
Whetten, D. and Cameron, K. (2010) Developing Management Skills. 8th edition. FT
Prentice Hall
Winstanley, D. (2005) Personal Effectiveness. Chartered Institute of Personnel &
Development
Page 34 of 106

Learning outcome 01: Understand the relationship between personal effectiveness and
people management
Assessment criteria
The candidate can:
1.1 Identify the personal and interpersonal skills needed by effective managers
1.2 Analyse the relationship between time management and the effective performance of
individuals in organisations
1.3 Propose solutions to problems caused by ineffective time management in organisations
1.1 Identify the personal and interpersonal skills needed by effective managers
1.1.1 Identify the nature and role of management
1.1.2 Discuss and define what effectiveness is
1.1.3 Explore and define what the skill set mangers need to manage effectively
1.2 Analyse the relationship between time management and the effective performance of
individuals in organisations
1.2.1 Examine the difference between managing and leading people
1.2.2 Discuss the influencing skills necessary to shape other peoples behaviour
1.3 Propose solutions to problems caused by ineffective time management in organisations
1.3.1 Outline good habits in time management
1.3.2 Examine the importance of good time management in organisations
1.3.3 Identify the problems and barriers to effective time management
1.3.4 Explain the need to prioritise work in order to achieve effective time management
Page 35 of 106

Learning outcome 02: Understand the relationship between motivation and personal
effectiveness
Assessment criteria
The candidate can:
2.1 Explain the relationship between motivation and the effectiveness of individuals in
organisations
2.1 Explain the relationship between motivation and the effectiveness of individuals in
organisations
2.1.1 Discuss the meaning and underlying concept of motivation
2.1.2 Examine how managers can develop effective teams
2.1.3 Critically examine the motivation theories that relate best to the individual
2.1.4 Evaluate at least one theory of motivation in relation to a specific workplace
2.1.5 Examine the role of motivation theory in assisting effective job design
Page 36 of 106

Learning outcome 03: Understand the need for effective skills in problem-solving and
conflict resolution when managing people
Assessment criteria
The candidate can:
3.1 Identify sources of conflict within organisations
3.2 Examine how conflicts can be managed
3.3 Demonstrate how managers use the appropriate skills to resolve conflicts
3.4 Demonstrate problem-solving skills needed by managers
3.1 Identify sources of conflict within organisations
3.1.1 Examine why different stakeholders may have different objectives
3.1.2 Discuss how different objectives can lead to conflict
3.1.3 Evaluate the sources of conflict which may arise within an administrative
department
3.2 Examine how conflicts can be managed
3.2.1 Outline the main approaches to deal with conflict within teams and between
individuals
3.2.2 Consider when it may be necessary to bring in outside help to conciliate or
arbitrate
3.3 Demonstrate how managers use the appropriate skills to resolve conflicts
3.3.1 Identify the skills needed for effective problem-solving, including cognitive (analysis
and evaluation) and interpersonal
3.3.2 Evaluate how these skills might help in solving a specific organisational problem
3.4 Demonstrate problem-solving skills needed by managers
3.4.1 Outline the decisional roles identified by Mintzberg
3.4.2 Evaluate the extent to which one or more of these roles might be effective in a
specific organisation
Page 37 of 106

Learning outcome 04: Understand how CPD influences personal effectiveness
Assessment criteria
The candidate can:
4.1 Examine the role of CPD in organisations
4.2 Demonstrate how CPD influences the effectiveness of individuals in organisations
4.1 Examine the role of CPD in organisations
4.1.1 Outline the principles and objectives of CPD
4.1.2 Examine the process of delivering effective CPD
4.2 Demonstrate how CPD influences the effectiveness of individuals in organisations
4.2.1 Identify the benefits and drawbacks to individuals of undertaking CPD
4.2.2 Evaluate whether CPD should be a top-down or bottom-up process
4.2.3 Identify the benefits and drawbacks to organisations resulting from CPD
4.2.4 Judge which benefits are of most importance to a specific organisation
Page 38 of 106

Guidance for tutors
The unit should be approached from the perspective of personal and managerial
effectiveness. The emphasis is on understanding the skills and behaviours which underpin
effective performance in a managerial role.
Candidates should explore the competencies and developable skills necessary to perform
effectively in the changing world of organisations. A range of views and frameworks of
critical managerial skills should be accessed. Candidates should recognise the interrelated
and overlapping and frequently paradoxical nature of managerial skills. Issues of time
management and effective communication should be explored in some detail.
Learning outcome two requires consideration of the application motivation theory. The
focus should be on examining the implications of key motivation theories for individual job
design and the degree of autonomy and empowerment afforded work teams.
The areas of problem solving, decision making and negotiation are interlinked to reflect the
interpersonal skills central to success in these areas. In addition to understanding the tools
that may be used to assist decision-making, the behavioural aspect of the process of
decision-making and problem solving should be explored.
The basic assumptions for CPD, predicated on personal responsibility for learning,
development and continuous improvement are at the core of learning outcome four the
needs for reflective practice and continuous learning in a transformational world should be
examined. The value of the underpinning philosophy and objectives of CPD for both
individuals and organisations should be understood. Candidates should also be aware of the
resource requirement of CPD and the challenges in sustaining motivational momentum.
Page 39 of 106

Credit: 15
GLH: 75
Unit aim
This unit examines the effects that individual differences have on the approach to work and
the relationship between leadership and team working. It recognises that the greatest
assets organisations possess are the people who work there, and that effective management
of these people is the key to sustaining competitive advantage within a framework of
organisational behaviour. It also explores the impact ethical practice and social
responsibility have on organisations and the individuals within them.
Candidates who aspire to positions in human resource management or aim to manage and
lead teams will develop the fundamental knowledge, understanding, and skills necessary for
such job roles.
Learning outcomes
This unit has six learning outcomes.
The candidate will:
01 Understand the different methods by which individuals learn and develop in the
workplace
02 Understand how individual differences between people influence their behaviour at work
03 Understand the concept of leadership and its influence on effective team working
04 Understand the factors contributing to the successful development and performance of
teams
05 Understand how types of organisational structure and culture impact on individuals and
organisations
06 Understand the impact of ethical practice and social responsibility on organisations and
the individuals within them
Mandatory reading
Mullins, L. J. (2010) Management and Organisational Behaviour. 9th edition. Harlow, FT
Prentice Hall
Further reading
Cole, G. A. (2003) Management Theory and Practice. 6th edition. London, Thomson
Huczynski, A. A. and Buchanan, D. A. (2007) Organizational Behaviour, an Introductory Text.
8th edition. Harlow, Financial Times Prentice Hall
Page 40 of 106

Learning outcome 01: Understand the different methods by which individuals learn and
develop in the workplace
Assessment criteria
The candidate can:
1.1 Identify different learning and development methods and the basis for their selection
1.2 Select appropriate learning and development methods for an individual at work
1.1 Identify different learning and development methods and the basis for their selection
1.1.1 Definitions of and distinctions between education, training, development, learning
1.1.2 Benefits of having a planned and systematic approach to managing learning,
training and development
1.1.3 Importance of learning and development for maintaining competence levels and
improving adaptability of people in organisations
1.1.4 Nature of learning and development, areas of learning behaviour - psychomotor,
cognitive, self
1.1.5 Methods of learning and development - action learning, experiential, role-play etc.
1.1.6 Bases for selecting types of learning and development methods - content, process,
setting etc.
1.2 Select appropriate learning and development methods for an individual at work
1.2.1 Selection and application of appropriate learning and development methods for
the work situation of the learner
Page 41 of 106

Learning outcome 02: Understand how individual differences between people influence
their behaviour at work
Assessment criteria
The candidate can:
2.1 Distinguish between ability and aptitude
2.2 Explain how abilities, aptitudes, personalities, attitudes, and perceptions affect individual
behaviour at work
2.3 Explain the importance of motivation and morale for individual performance
2.1 Distinguish between ability and aptitude
2.1.1 Identifying the differences between ability e.g. exiting capacity, aptitude e.g.
potential capability
2.1.2 Impact of individual differences in ability, aptitude, attitude, perception, and
personality on the work situation - performance, satisfaction, relationships,
conflict, co-operation, and their implications for managing diversity
2.2 Explain how abilities, aptitudes, personalities, attitudes, and perceptions affect individual
behaviour at work
2.2.1 Nature and definitions of motivation and the needs and expectations of people at
work
2.2.2 Impact of intrinsic and extrinsic rewards on motivation and satisfaction and their
relationship to morale
2.2.3 Concepts, models and theories of motivation - content i.e. needs, process i.e.
expectancies, and equity, goal
2.2.4 Individual behaviour and practical application of theories/models to job and work
design - enrichment, enlargement, group autonomy, flexible working
2.3 Explain the importance of motivation and morale for individual performance
2.3.1 Critically examine studies relating motivation to workplace performance
Page 42 of 106

Learning outcome 03: Understand the concept of leadership and its influence on effective
team working
Assessment criteria
The candidate can:
3.1 Critically examine the concept of leadership and its importance for teamwork
3.2 Apply relevant concepts, models, and theories of leadership to specific situations
3.3 Analyse the impact of leadership styles on leading and communicating within teams
3.1 Critically examine the concept of leadership and its importance for teamwork
3.1.1 Type of leadership and its importance for a team
3.1.2 Definitions of leadership relating to influence, persons, situations
3.1.3 Relation of leadership to teams and management - function of management,
differences, leadership, e.g. appointed, emergent, management, e.g. legitimate
position
3.2 Apply relevant concepts, models, and theories of leadership to specific situations
3.2.1 Models and theories of leadership - trait, behavioural, grid, situational, contingency
3.3 Analyse the impact of leadership styles on leading and communicating within teams
3.3.1 Impact and appropriateness of leadership styles - authoritarian, democratic, laissez
faire for communicating to and leading teams within the work situation
3.3.2 Types of communication networks - chain, circle, wheel, Y, all channel, their
patterns of communications within a team and consequences for individual and
team performance
Page 43 of 106

Learning outcome 04: Understand the factors contributing to the successful development
and performance of teams
Assessment criteria
The candidate can:
4.1 Explain the nature and importance of teamwork for an organisation
4.2 Identify the stages of group development and factors influencing effective team
performance
4.3 Examine the relationship between different group roles and effective team performance
4.1 Explain the nature and importance of teamwork for an organisation
4.1.1 Importance of groups, types of groups - formal and informal, differences between
groups and teams
4.2 Identify the stages of group development and factors influencing effective team
performance
4.2.1 Stages of group development - forming, storming, norming, performing, adjourning
and their importance for effective team building
4.2.2 Elements of group dynamics - behaviour, sentiments, activities, interactions
4.3 Examine the relationship between different group roles and effective team performance
4.3.1 Balanced roles within the team and their relation to team performance
4.3.2 Characteristics of team effectiveness - goals, identity, leadership, cohesion,
communication etc.
Page 44 of 106

Learning outcome 05: Understand how types of organisational structure and culture
impact on individuals and organisations
Assessment criteria
The candidate can:
5.1 Outline different types of organisational structure
5.2 Outline different types of organisational culture
5.3 Analyse the impact of structure and culture on organisations
5.4 Explain how structure and culture influence the behaviour of individuals and teams at
work
5.1 Outline different types of organisational structure
5.1.1 Examine the nature, elements, and types of organisational structure web,
bureaucratic, matrix, and individual
5.2 Outline different types of organisational culture
5.2.1 Examine the nature, elements, and types of organisational culture - power, role,
task, and person
5.3 Analyse the impact of structure and culture on organisations
5.3.1 Models and classificatory schemes of the relationship between and impact of
organisational culture and structure on organisations
5.4 Explain how structure and culture influence the behaviour of individuals and teams at
work
5.4.1 Influences on the development of organisational culture - ownership, history,
technology, size, environment etc., and the impact of structure and culture on
individual effectiveness and performance - productivity, motivation, turnover,
efficiency etc.
Page 45 of 106

Learning outcome 06: Understand the impact of ethical practice and social responsibility
on organisations and the individuals within them
Assessment criteria
The candidate can:
6.1 Examine ethics as relating to the organisation and the individual employee
6.2 Weigh up the benefits to organisations of adopting codes of ethics
6.3 Identify areas of ethical concern and social responsibility for organisations
6.4 Give reasons for and against organisations accepting social responsibility
6.1 Examine ethics as relating to the organisation and the individual employee
6.1.1 Distinction between ethical - individual and social responsibility, and
organisational, areas of concern
6.1.2 Distinguish between ethics and the use of ethical concerns to promote business
interests
6.2 Weigh up the benefits to organisations of adopting codes of ethics
6.2.1 Purposes and benefits of having a code of ethics - coverage of and reference to
customers, suppliers, environment etc.
6.2.2 Examining the effectiveness of ethical codes in changing the behaviour of
individuals and organisations
6.3 Identify areas of ethical concern and social responsibility for organisations
6.3.1 Stakeholders and their interests. External - suppliers, customers, society,
government etc. Internal - owners, directors, managers, employees etc.
6.3.2 Relevance of ethics for individual behaviour at work involving areas of ethical
concern for an organisation - advertising, lobbying, bullying etc.
6.3.3 Impact of organisations on the physical environment, transportation, pollution, raw
materials etc.
6.4 Give reasons for and against organisations accepting social responsibility
6.4.1 Areas of social responsibility covered by social objectives - environment, energy,
products etc.
6.4.2 Arguments for and against an organisation accepting social responsibility - selfinterest, enlightenment, law, profit, image etc.
Page 46 of 106

Guidance for tutors
Organisations share several common features such as people, objectives, and structure. The
interaction of people and objectives is the basis for an organisation, with structure providing
a framework to coordinate and channel the efforts and interaction of people. Finally, the
entire process has to be effectively managed.
This unit is centred on the individual, group, and organisation. This lends itself to teaching
progressively from the level of the individual, through the group and leadership, and then
addressing the organisation as a whole; setting each stage in its wider context.
Learning outcome one introduces the candidate to the importance of learning and
development as a foundation for individual progression. Distinctions between concepts,
types of methods and their application within a planned approach can be explored in a way
that is relevant to the circumstances of the learner.
Learning outcomes, two through six then provide the opportunity to explore topic areas for
the individual, group, and organisation whilst at the same time making connections between
them.
Finally, their relevance and application can be established within a framework of ethics and
social responsibility as they relate to the individual and organisation as a whole.
This approach offers scope for introducing a variety of teaching materials and approaches
that are consistent with the credit value and indicative guided learning hours for this unit,
appropriate for its level and scope and at the same time satisfying its aims and rationale
whilst preparing the candidate for assessment.
Page 47 of 106

Credit: 15
GLH: 60
Unit aim
This unit explores the relationship between data, information and knowledge, and the
contribution information and knowledge management makes to the success of
organisations.
Candidates who aspire to positions in information and knowledge management will develop
the fundamental knowledge, understanding, and skills necessary for such job roles.
Learning outcomes
The candidate will:
01 Understand the need to manage information and knowledge within organisations
02 Understand the role of ICT in managing information and knowledge
03 Understand the links between knowledge management strategy and competitive
advantage
Mandatory reading
Lucey, T. (2005) Management Information Systems. 9th edition. London, Thomson Learning
Further reading
Hislop, D. (2009) Knowledge Management in Organizations: A Critical Introduction. 2nd
edition. Oxford, Oxford University Press
Senge, P. M. (2006) The Fifth Discipline: The Art and Practice of the Learning
Organisation. 2nd revised edition. Random House Books
Page 48 of 106

Learning outcome 01: Understand the need to manage information and knowledge within
organisations
Assessment criteria
The candidate can:
1.1 Outline the main features of information management
1.2 Explain the relationship between data, information and knowledge
1.3 Analyse the concept of knowledge management
1.4 Analyse the benefits that information and knowledge management brings to
organisations
1.1 Outline the main features of information management
1.1.1 Explain why information is an essential business commodity
1.1.2 Explain what management information is
1.1.3 Identify the main features of information management and information society
1.2 Explain the relationship between data, information, and knowledge
1.2.1 Identify data, information, sources, and levels of information within organisations
1.2.2 Summarise the requirements of an information system and describe the attributes
of quality information
1.2.3 Explain how information becomes knowledge
1.3 Analyse the concept of knowledge management
1.3.1 Explain what knowledge is, e.g. tacit and explicit knowledge
1.3.2 Identify the definitions and components of knowledge management
1.3.3 Summarise the importance and significance of knowledge management
1.4 Analyse the benefits that information and knowledge management brings to
organisations
1.4.1 Identify the features of competitive advantage
1.4.2 Explain the relationship between information, knowledge, and competitive
advantage
Page 49 of 106

Learning outcome 02: Understand the role of ICT in managing information and knowledge
Assessment criteria
The candidate can:
2.1 Outline the types and nature of organisational information systems
2.2 Explain how information and communication technology (ICT) affects organisational
communication
2.3 Evaluate how ICT can be used to disseminate knowledge throughout the organisation
2.1 Outline the types and nature of organisational information systems
2.1.1 Summarise the features and uses of various types of information systems, e.g.
executive information systems (EIS), management information systems (MIS),
decision support systems (DSS), transaction processing systems (TPS), expert
systems, marketing information system (MKIS), human resources information
systems (HRIS), financial information systems (FIS)
2.1.2 Summarise the features and uses of intranets, extranets, internet, and email
2.1.3 Explain the role of outsourcing
2.1.4 Explain the importance of e-commerce to organisations
2.2 Explain how information and communication technology (ICT) affects organisational
communication
2.2.1 Explain, using examples, the role of ICT in organisational problem solving; illustrate
your points with examples
2.2.2 Clarify how ICT enhances internal and external organisational communication;
illustrate your points with examples
2.2.3 Explain the use of ICT in a business organisation of your choice
2.3 Evaluate how ICT can be used to disseminate knowledge throughout the organisation
2.3.1 Examine how ICT is used to acquire, exchange and disseminate knowledge within
organisations
2.3.2 Compare the traditional methods of moving knowledge within organisations, e.g.
meetings, workshops, presentations, master classes, and publications
2.3.3 Examine how organisations use the intranet, emails, and other communication
technologies to encourage collaboration and sharing of knowledge
Page 50 of 106

Learning outcome 03: Understand the links between knowledge management strategy and
competitive advantage
Assessment criteria
The candidate can:
3.1 Explain the role and importance of knowledge for organisations
3.2 Justify the need for maintaining a learning culture in a changing environment
3.3 Demonstrate how knowledge management strategies and processes support and
facilitate organisational learning
3.4 Evaluate the relationship between organisational learning and competitive advantage
3.1 Explain the role and importance of knowledge for organisations
3.1.1 Explain how knowledge is embodied in individuals and embedded in organisational
processes
3.1.2 Explain the push strategy (codification approach)
3.1.3 Explain how to make knowledge requests - pull strategy (personalisation approach)
3.2 Justify the need for maintaining a learning culture in a changing environment
3.2.1 Explain the concept of the learning organisation
3.2.2 Justify the need for organisations to respond to unpredictable, changing, and
dynamic business environments
3.2.3 Justify why there is a need to develop an organisational climate that nurtures
learning
3.3 Demonstrate how knowledge management strategies and processes support and
facilitate organisational learning
3.3.1 Explain what organisational learning is
3.3.2 Demonstrate, by using examples, what barriers exist to knowledge management
and organisational learning
3.3.3 Demonstrate, using examples, how organisations can facilitate organisational
learning
3.4 Evaluate the relationship between organisational learning and competitive advantage
3.4.1 Explain the concept of sustainable competitive advantage
3.4.2 Analyse how the creation and transfer of knowledge may form a basis for
competitive advantage
3.4.3 Examine the relationship between organisational learning and competitive
advantage
Page 51 of 106

Guidance for tutors
Candidates must be able to make the distinction between data and information and be able
to distinguish between strategic, tactical and operational information. Candidates will need
to know the main features of, and the need for, information management in todays
information society.
The relationship between information and knowledge should be explored by candidates.
Candidates in studying information and knowledge management should be able to
understand the significance of these to an organisation in achieving competitive advantage.
Candidates will need to know how ICT supports organisational activities. In addition to
exploring the types of information systems, such as EIS, MIS, DSS, TPS, expert systems, MKIS,
HRIS, FIS; candidates will be required to describe the role of ICT in enhancing decisions and
communications within the organisation.
Candidates when studying this unit will examine the strategic role of information systems
and ICT and how ICT can be used to acquire, exchange and disseminate knowledge within
organisations.
They will be required to explain the links between knowledge management strategies and
competitive advantage. In addition, candidates will explore how knowledge management
strategies support and facilitate organisational learning and the relationship between
organisational learning and competitive advantage. They will also need to be able to identify
the barriers to knowledge management and organisational learning. Candidates need to
understand how organisational climate nurtures learning and must be able to explain the
relationship between adaptive and proactive learning and competitive advantage.
Page 52 of 106

Credit: 10
GLH: 50
Unit aim
This unit explores how financial information enables administrative managers to plan,
control, and make effective decisions.
Candidates who aspire to managerial positions in businesses will develop the fundamental
financial and accounting knowledge, understanding, and skills underpinning such job roles.
Learning outcomes
The candidate will:
01 Understand the relationship between cost accounting and management accounting
02 Understand budgets and how budgetary control operates
03 Understand the application of financial accounting
Mandatory reading
Burns, P. and Morris, P. (1997) Business Finance: A Pictorial Guide for Managers.
Butterworth-Heinemann
Lucey, T. (2009) Costing. 7th revised edition. Cengage Learning
Further reading
Hawkins, A. and Turner, C. (1995) Balance Sheet Pocketbook. Management pocketbooks
Hawkins, A. and Turner, C. (1995) Managing Budgets Pocketbook. Management
pocketbooks
Hawkins, A. and Turner, C. (1995) Managing Cash Flow Pocketbook. Management
pocketbooks
Page 53 of 106

Learning outcome 01: Understand the relationship between cost accounting and
management accounting
Assessment criteria
The candidate can:
1.1 Explain the purpose and scope of cost and management accounting
1.2 Use information that can be provided by a cost accounting system to make decisions
1.1 Explain the purpose and scope of cost and management accounting
1.1.1 Define management accounting
1.1.2 Define cost accounting
1.1.3 Explain the purpose and scope of management accounting
1.1.4 Explain the purpose and scope of cost accounting
1.2 Use information that can be provided by a cost accounting system to make decisions
1.2.1 Define costs, indirect costs, and prime cost
1.2.2 Explain what cost centres are and why they are used
1.2.3 Explain what is meant by cost apportionment
1.2.4 Explain the importance of cost behaviour
1.2.5 Distinguish between fixed, variable, and semi-variable costs
1.2.6 Make decisions to purchase based on quantitative and qualitative information
Page 54 of 106

Learning outcome 02: Understand budgets and how budgetary control operates
Assessment criteria
The candidate can:
2.1 Explain the use of and relationships between budgets
2.2 Use budgetary techniques to plan and control
2.1 Explain the use of and relationships between budgets
2.1.1 Definition of budget and budgeting
2.1.2 What is the limiting factor?
2.1.3 Explain the relationships between budgets
2.1.4 Explain what is meant by the behaviour aspects of budgeting
2.1.5 Explain the rationale of the various types of budgets; fixed, flexible, cash
2.2 Use budgetary techniques to plan and control
2.2.1 Explain the importance of flexible budgets for control purposes
2.2.2 Know how to construct a flexible budget
2.2.3 Define and calculate budget variances
2.2.4 Explain the purpose of and know how to compile a cash budget
2.2.5 Explain how budgetary control is operated within organisations
Page 55 of 106

Learning outcome 03: Understand the application of financial accounting
Assessment criteria
The candidate can:
3.1 Explain the nature and purpose of the main financial statements
3.2 Prepare a basic set of company accounts
3.1 Explain the nature and purpose of the main financial statements
3.1.1 Explain the need for financial statements
3.1.2 Explain the content and use of an income and expenditure account
3.1.3 Describe the main elements of a balance sheet; assets and liabilities
3.1.4 Describe the main elements of a profit and loss account
3.1.5 Draw/illustrate the working capital cycle
3.2 Prepare a basic set of company accounts
3.2.1 Construct a balance sheet and profit and loss account
3.2.2 Explain the difference between and calculate working capital and capital employed
3.2.3 Explain the relationship between profit and cash
Page 56 of 106

Guidance for tutors
This unit explores the concepts of cost, management, and financial accounting. The first key
requirement is that candidates explore the relationship between cost and management
accounting. The purpose and scope of each should be considered and candidates will need
to know what costs are and how they can be classified. Candidates will examine the use of
cost centres to accumulate overheads and how these overheads can be allocated and
apportioned. The use of this financial information and other quantitative and qualitative
information will be considered in taking decisions on purchasing.
Secondly, candidates will explore the benefits of budgets and budgetary control within a
business. This will require them to examine the relationship between fixed, flexible and cash
budgets. Candidates need to consider the operation of budgetary control within a business
and the contribution of teamwork in preparing budgets. Candidates will be required to
compile flexible budgets and to calculate budget variances. In addition, the use of cash
budgets will be examined. Candidates will have to compile cash budgets and make
recommendations based on resulting deficits or surpluses.
Finally, candidates will need to know the content and use of the main financial statements of
income and expenditure accounts, profit and loss accounts, and balance sheets. This will
require candidates to understand the difference between profit and cash, to draw the
working capital cycle, to calculate working capital and capital employed in addition to
constructing a profit and loss account and a balance sheet.
Page 57 of 106
6. Optional units
Administration for executive assistants

Introduction to Islamic finance
Managing business facilities
Page 58 of 106
409 Administration for executive assistants

Credit: 10
GLH: 50
Unit aim
This unit explores the contribution executive assistants make to organisational systems,
processes and to the physical environment in their workplace. It investigates how they
support their managers and the effectiveness of the management of the organisation.
Candidates who aspire to become executive assistant will develop the fundamental
knowledge, skills, and understanding to fulfil such job roles.
Learning outcomes
This unit has seven learning outcomes.
The candidate will:
01 Understand the skills required by executive assistants
02 Understand how executive assistants support organisational systems and processes
03 Be able to support the office environment
04 Be able to support business meetings and events
05 Be able to communicate in the workplace
06 Be able to support projects
07 Understand the importance of managing diaries effectively
Mandatory reading
France, S. (2009) The Definitive Personal Assistant and Secretarial Handbook: A Best Practice
Guide for All Secretaries, PAs, Office Managers and Executive Assistants. Kogan Page Limited
Further reading
Allen, D. (2002) Getting Things Done: The Art of Stress-free Productivity. Piatkus Books
Campbell, F. (2003) Essential Tips for Organizing Conferences and Events. Routledge Falmer
Eley, J. et al, (2000) Office Space Planning: Designs for Tomorrows Workplace. McGraw-Hill
Professional
Farrington, B. and Lysons, K. (2005) Purchasing and Supply Chain Management. Financial
Times Prentice Hall
Fisher, J. (2000) How to run a successful conference: proven management techniques for
delivering a successful event on budget. 2nd edition. Kogan Page
Foster, J. (2008) Effective writing skills for public relations. 4th edition. Kogan Page Ltd
Gutmann, J. (2010) Taking minutes of meetings. Kogan Page Ltd
Heller, R. and Hindle, T. (1998) Managing meetings. Penguin Books Ltd
Mullins, L.J. (2007) Management and organisational behaviour. 8th edition. Harlow,
Financial Times Prentice Hall
Portny, S.E. (2010) Project management for dummies. John Wiley and Sons Ltd
Page 59 of 106
Sayce, K. (2006) What not to write. Words at Work. London.

Further reading (continued)
Waters, D. (2003) Inventory control and management. John Wiley and Sons Ltd
Page 60 of 106

Learning outcome 01: Understand the skills required by executive assistants
Assessment criteria
The candidate can:
1.1 Explain how executive assistants support effective management in organisations
1.2 Identify the skills required and challenges posed to executive assistants when working
with multiple managers
1.1 Explain how executive assistants support effective management in organisations
1.1.1 Explain the role of the executive assistant and the relationship of the role to
management and organisational aims and objectives
1.1.2 Outline methods used by organisations to measure management effectiveness
1.1.3 Describe the ways in which the executive assistant can contribute to management
effectiveness through activities of communication and coordination
1.2 Identify the skills required and challenges posed to executive assistants when working
with multiple managers
1.2.1 Explain what is meant by management style
1.2.2 Provide an overview of different management styles (autocratic/participative)
1.2.3 Describe suitable methods for dealing with issues arising from different
management styles
1.2.4 Explain key interpersonal skills required by an executive assistant
Page 61 of 106

Learning outcome 02: Understand how executive assistants support organisational
systems and processes
Assessment criteria
The candidate can:
2.1 Describe the factors to be considered when setting up filing systems
2.2 Demonstrate how stock control ordering and purchasing systems operate in
organisations
2.3 Demonstrate how executive assistants support human resources processes
2.1 Describe the factors to be considered when setting up filing systems
2.1.1 Explain how files can be sorted
2.1.2 Describe organisational filing systems and their location for effective and efficient
information storage and retrieval
2.1.3 Explain how cost, space, staff ability, confidentiality, security, data protection,
speed of retrieval, and availability can all influence the type of filing system used
in an organisation
2.2 Demonstrate how stock control ordering and purchasing systems operate in
organisations
2.2.1 Describe the procedural sequence for stock control in organisations that are
organised departmentally
2.2.2 Outline the benefits of using a computerised stock control system within an
organisation
2.2.3 Explain the role of the executive assistant in using stock control ordering and
purchasing systems
2.2.4 Demonstrate the use of the appropriate administrative procedures when using
stock control, ordering and purchasing systems
2.3 Demonstrate how executive assistants support human resources processes
2.3.1 Summarise the activities that human resources processes relate to; recruiting,
interviews, appointments, induction, appraisals and personnel records, what is
meant by these terms and how the executive assistant is involved
2.3.2 Demonstrate how the executive assistant works to support the organisation
strategically and functionally
Page 62 of 106

Learning outcome 03: Be able to support the office environment
Assessment criteria
The candidate can:
3.1 Outline the factors to consider when designing the layout of an office
3.2 Compare the benefits of different types of office environments
3.3 Examine and address the concerns that employees and managers may have over
different working environments
3.1 Outline the factors to consider when designing the layout of an office
3.1.1 Demonstrate the importance of layout so that space is used to the best advantage
and output of work is maximised
3.1.2 Explain the ergonomic and cybernetic aspects of Health and Safety and the role of
the Health and Safety Executive in ensuring that legislation is followed
3.2 Compare the benefits of different types of office environments
3.2.1 Provide a definition of the office and its functions
3.2.2 Outline what is meant by job share, virtual assistants, flexitime, teleworking, and
hot-desking
3.2.3 Compare and contrast these contemporary office environments to the traditional
office
3.3 Examine and address the concerns that employees and managers may have over
different working environments
3.3.1 Explain the advantages and disadvantages of the open plan office
3.3.2 Evaluate measures of effectiveness and efficiency used by organisations in office
environments
3.3.3 Explain the benefits of job rotation, job enrichment and job rotation in improving
working environments
Page 63 of 106

Learning outcome 04: Be able to support business meetings and events
Assessment criteria
The candidate can:
4.1 Explain the differences between meetings and events
4.2 Compare different types of statutory meetings
4.3 Demonstrate how executive assistants contribute to the organisation of meetings events
4.1 Explain the differences between meetings and events
4.1.1 Identify organisational stakeholders and explain why they need communicate
effectively with each other
4.1.2 Outline the role of meetings in promoting effective internal and external
organisational communication
4.1.3 Outline the role of events in organisational promotion and branding
4.2 Compare different types of statutory meetings
4.2.1 Describe what is meant by the following examples of statutory meetings;
inaugural, annual general, extraordinary general, requisitioned and board
meetings
4.3 Demonstrate how executive assistants contribute to the organisation of meetings events
4.3.1 Explain how the executive assistant works with their employer to clarify the
purpose, budget, venue, attendees, delegates, and date of conference
Page 64 of 106

Learning outcome 05: Be able to communicate in the workplace
Assessment criteria
The candidate can:
5.1 Evaluate the appropriateness and effectiveness of different communication channels and
tools within organisations
5.2 Demonstrate how to select appropriate communication channels and tools within
organisations
5.3 Demonstrate how clear use of language support effective communication
5.1 Evaluate the appropriateness and effectiveness of different communication channels and
tools within organisations
5.1.1 Analyse the needs of the audience is various organisational situations
5.1.2 Evaluate communication tools appropriate to various audiences
5.1.3 Explain why vertical, lateral or networked communication channels may be used
within organisations
5.2 Demonstrate how to select appropriate communication channels and tools within
organisations
5.2.1 Chose and apply the appropriate communication tools in a variety of practical
organisational situations
5.2.2 Select and use the appropriate communications channels in practical
organisational situations
5.3 Demonstrate how clear use of language support effective communication
5.3.1 Use the vocabulary relevant to the content of a range of communication and
appropriate to their audience
5.3.2 Avoid ambiguity in communication using the correct grammar (e.g. word order,
prepositions, tenses, punctuation, etc.)
Page 65 of 106

Learning outcome 06: Be able to support projects
Assessment criteria
The candidate can:
6.1 Explain the key stages of projects
6.2 Discuss the main reasons causing projects to fail
6.1 Explain the key stages of projects
6.1.1 Explain the importance of identifying need, analysis of options, implementation,
evaluation and future actions
6.1.2 Explain the importance of being able to identify the link between projects and
overall organisational aims and objectives
6.2 Discuss the main reasons causing projects to fail
6.2.1 Explain the factors that cause projects to fail including experience of project
managers, availability of resources, lack of clear objectives, and poor performance
by suppliers, and how these factors can be managed
Page 66 of 106

Learning outcome 07: Understand the importance of managing diaries effectively
Assessment criteria
The candidate can:
7.1 Demonstrate how good diary management supports effective time management
7.2 Analyse the relationship between project management and diary management
7.1 Demonstrate how good diary management supports effective time management
7.1.1 Describe the boundaries of responsibility in respect of diary management within
an organisation
7.1.2 Demonstrate how to simultaneously manage several staff diaries including
electronic diaries within an organisation
7.1.3 Explain how the executive assistant acts as a gatekeeper and organiser for senior
staff within an organisation
7.2 Analyse the relationship between project management and diary management
7.2.1 The role of the executive assistant in assisting with project management through
arranging and recording meetings, diary management, and providing channels of
effective communication between parties
7.2.2 Explain models and technologies used to promote effective diary management
(initial planning, Gantt charts, stage reviews, hard and electronic diaries, actions to
be taken in the event of rescheduling)
Page 67 of 106

Guidance for tutors
This is, above all, a practical unit based on the theoretical content candidates covered while
completing the mandatory units of this qualification. It explores the important contribution
executive assistants make to organisations and aims to develop skills they need in their
everyday working lives.
Teaching should rely on practical examples related to the learning outcomes. Candidates,
who work as executive assistants should relate the course materials to their own working
practices and experiences. They could record the challenges they face and experiences they
gain in their working lives in journals and then use these in the context of the unit. For those
who aspire to become executive assistants but are not yet practicing the profession, tutors
should provide a range of case studies and simulated situations in the classroom which
would create a realistic work environment.
Although all candidates could benefit from group activities, candidates who do not hold
executive assistant posts would especially benefit from discussions and skill development in
groups with those who hold such posts.
From designing filing systems, operating purchasing procedures to running events, meetings
and supporting projects tutors should direct candidates to understand the relationship
between these activities and overall organisational values, aims and objectives.
Tutors should place candidates into realistic situations so that they can practice planning,
organisational and communication skills related to the learning outcomes and assessment
criteria of the unit.
Page 68 of 106
410 Introduction to Islamic finance

Credit: 10
GLH: 75
Unit aim
This unit sets out the fundamental principles of Islamic finance and banking, and highlights
the differences between these and the traditional forms of finance and banking. Candidates
will learn about the Islamic law of contract and about Islamic financial instruments.
Learning outcomes
The candidate will:
01 Understand Islamic finance and the fundamental principles of Islamic banking
02 Understand the Islamic law of contract
03 Understand how Islamic financial instruments are applied
04 Understand the function of Sukuk
Mandatory reading
Ayub, M. (2007) Understanding Islamic Finance. John Wiley and Sons Ltd
Further reading
Usmani, M. M. T. (2001) An Introduction to Islamic Finance. Washington, CQ Press
Iqbal, Z. and Mirakhor, A. (2011) An Introduction to Islamic Finance: Theory and
Practice. 2nd edition. John Wiley and Sons Ltd
Page 69 of 106

Learning outcome 01: Understand Islamic finance and the fundamental principles of
Islamic banking
Assessment criteria
The candidate can:
1.1 Define the principles on which Islamic finance is based
1.2 Describe the notion of Islamic finance and its ethical foundations
1.3 Differentiate between the Islamic and conventional banking systems
1.4 Differentiate between the key Islamic regulatory bodies
1.1 Define the principles on which Islamic finance is based
1.1.1 Identify the principles of Islamic finance
1.1.2 Describe the historical journey of the development of the Islamic finance and
banking sector
1.1.3 Explain the prohibited activities in Islamic finance
1.2 Describe the notion of Islamic finance and its ethical foundations
1.2.1 Analyse the position of banking and finance within Islam
1.2.2 Explain the sources of Islamic law relating to Islamic business
1.3 Differentiate between the Islamic and conventional banking systems
1.3.1 Compare the main differences between the Islamic and conventional banking
systems, e.g. interest, uncertainty, speculation, prohibited activities, etc.
1.3.2 Explain how Islamic banks work; types of Islamic banks
1.4 Differentiate between the key Islamic regulatory bodies
1.4.1 Analyse the role and activities of the key Islamic regulatory bodies: AAOIFI, IFSB,
IIFM, IIRA
Page 70 of 106

Learning outcome 02: Understand the Islamic law of contract
Assessment criteria
The candidate can:
2.1 Identify and explain the major prohibitions in Islam (Riba and Gharar)
2.2 Describe the Islamic law of contract
2.3 Examine the classification of contracts
2.4 Explain what a valid sale is in Islamic finance by applying the rules of the elements of
contract
2.1 Identify and explain the major prohibitions in Islam (Riba and Gharar)
2.1.1 Define Riba and its types: Differentiate between Riba al Naseeyah and Riba al Fadl
2.1.2 Describe the nature of Gharar, Maysir and Qimar and their implications for Islamic
finance
2.1.3 Explain the Islamic teaching related to business
2.2 Describe the Islamic law of contract
2.2.1 Analyse the characteristics of Waad (unilateral promise), Muahida (bilateral
promise), and Aqd (contract)
2.2.2 Describe the three elements of contract: contracting parties (buyer and seller),
subject matter, and offer and acceptance
2.3 Examine the classification of contracts
2.3.1 Examine valid sale or sale; void/non existing sale, existing sale but void due to
effect, valid but disliked sale
2.4 Explain what a valid sale is in Islamic finance by applying the rules of the elements of
contract
2.4.1 Explain what a valid sale is by applying offers and acceptance, subject matter, price
and possession
Page 71 of 106

Learning outcome 03: Understand how Islamic financial instruments are applied
Assessment criteria
The candidate can:
3.1 Explain how Islamic banks operate and manage their funds
3.2 Analyse different Islamic instruments and their practical applications
3.1 Explain how Islamic banks operate and manage their funds
3.1.1 Discuss how Islamic banks operate their accounts
3.1.2 Analyse how Islamic banks invest and manage their funds
3.2 Analyse different Islamic instruments and their practical applications
3.2.1 Describe the main Islamic financial instruments, e.g. Murabaha, Ijarah, Salam,
Istisna, Mubaraba, Musharka, Wakala
3.2.2 Differentiate between Ijarah, Salam, and Istisna contract models
3.2.3 Demonstrate how an individual can buy a house using a Musharka model
3.2.4 Differentiate between Murabaha and a traditional loan
Page 72 of 106

Learning outcome 04: Understand the function of Sukuk
Assessment criteria
The candidate can:
4.1 Explain the basics of Sukuk (Islamic Bonds)
4.2 Understand how to structure Sukuk by using different Islamic financial instruments
4.3 Examine the Murabaha and Ijarah Sukuk models
4.1 Explain the basics of Sukuk (Islamic Bonds)
4.1.1 Identify the fundamental features of Sukuk
4.1.2 Explain why conventional securities are prohibited in Islam
4.2 Understand how to structure Sukuk by using different Islamic financial instruments
4.2.1 Explain the steps involved in issuing Sukuk
4.2.2 Describe the different types of Sukuk structure
4.3 Examine the Murabaha and Ijarah Sukuk models
4.3.1 Examine Murabaha and Ijarah Sukuk and their application
Page 73 of 106

Guidance for tutors
This unit sets out the fundamentals of Islamic banking and finance and it explains the Islamic
law of contract which is the key for students who are looking to further enhance their career
in this field. This unit also covers the practical application of Islamic financial instruments.
Finally, it explains the structuring of Sukuk and its different models.
Candidates need to explore the basic principle of Islamic finance and its foundation for
better understanding of the subject. Candidates need to analyse and differentiate between
Islamic finance and traditional finance. They will also be required to understand the nature
and types of Islamic banks currently operating globally. There are different regulatory
bodies responsible for the regulation in Islamic banking and finance; candidates will be
required to examine each of them and their functions.
Islamic law of contract is the key area for candidates to concentrate on. They will be
required to examine the major prohibitions in Islam and the reasons why it is prohibited and
its impact on the wider economy. They also need to learn about the Islamic point of view
related to business. Candidates will also be required to analyse different elements of
contract and its classification.
Candidates will be required to have the good understanding of how Islamic banks work and
how they manage their funds. They also need to analyse different financial instruments such
as Murabaha, Salam, Istisna, Ijarah, Murabaha, Musharka, and Wakala. Candidates are also
required to understand the profit and loss sharing model and how leasing works in Islamic
finance. If a person has a financing need, candidates will be required to understand how it
can be done using Murabaha modes of financing.
Finally, candidates should examine the Sukuk and explain how Sukuk is different from
conventional securities. Candidates should also understand how it can be structured and
how Sukuk can be used to finance projects. Candidates will be required to examine the
Murabaha and Ijarah Sukuk models.
Page 74 of 106
411 Managing business facilities

Credit: 10
GLH: 50
Unit aim
This unit examines the role of facilities management in businesses. It investigates the
responsibilities and skill needs of facilities managers. The unit also discusses how facilities
management can support businesses in maintaining their competitive advantage while
taking into account consideration related to health, the environment, and ethical business
practice.
Learning outcomes
The candidate will:
01 Understand the role of facilities management and managers in businesses
02 Be able to plan and manage organisational accommodation
03 Understand how considerations and legislation related to health and the environment
influence facilities management
04 Understand the relationship between business ethics and facilities management
Mandatory reading
Atkin, B. and Brooks, A. (2009) Total Facilities Management. 3rd edition. Wiley Blackwell
Wiggins, J. M. (2010) Facilities Management Handbook. Wiley Blackwell
Further reading
Journal of Facilities Management, available on
http://www.emeraldinsight.com/products/journals/journals.htm?id=jfm
Page 75 of 106

Learning outcome 01: Understand the role of facilities management and managers in
businesses
Assessment criteria
The candidate can:
1.1 Explain the contribution of facilities management in organisations
1.2 Evaluate the relationship between the operations function and facilities management in
businesses
1.3 Investigate the role and responsibilities of facilities managers
1.4 Assess the skills needed by effective facilities managers
1.1 Explain the contribution of facilities management in organisations
1.1.1 Describe the development of facilities management
1.1.2 Explain the characteristics of effective facilities management
1.1.3 Describe how effective facilities management can contribute to improved
organisational performance
1.2 Evaluate the relationship between the operations function and facilities management in
businesses
1.2.1 Outline the typical facilities management portfolio
1.2.2 Clarify the facilities managers responsibilities regarding in relation to business
premises and operations
1.2.3 Describe how facilities mangers develop and monitor service level agreements
(SLAs) in line with customer requirements
1.3 Investigate the role and responsibilities of facilities managers
1.3.1 Clarify the role of administration in organising people and resources efficiently in
pursuit of facilities management objectives
1.3.2 Describe how the facilities manager can source and analyse information and data
1.3.3 Explain how the decision making process operates within the organisation and how
change is managed
1.3.4 Delivering customer service in context of facilities management
1.4 Assess the skills needed by effective facilities managers
1.4.1 Explain the contribution of planning, organising, communication and people skills
to the management of facilities
1.4.2 Explain the contribution of facilities mangers to creating an environment which
meets business needs
Page 76 of 106

Learning outcome 02: Be able to plan and manage organisational accommodation
Assessment criteria
The candidate can:
2.1 Analyse the relationship between business needs and space planning
2.2 Plan improvements to the usage of space in businesses
2.3 Demonstrate how to manage changes to accommodation
2.1 Analyse the relationship between business needs and space planning
2.1.1 Explain the principles involved in developing a space strategy
2.1.2 Develop workable space plans that match user requirements to management
objectives
2.2 Plan improvements to the usage of space in businesses
2.2.1 Define ergonomics
2.2.2 Requirements of customers regarding space allocation for comfortable, safe, and
efficient working environment
2.2.3 Prepare clear briefs for office layouts
2.3 Demonstrate how to manage changes to accommodation
2.3.1 Factors involved in change in accommodation needs
2.3.2 Smooth transition, cost effective and with minimal disruption
2.3.3 Describe the importance of planning and coordinating all elements of any move
Page 77 of 106

Learning outcome 03: Understand how considerations and legislation related to health and
the environment influence facilities management
Assessment criteria
The candidate can:
3.1 Assess the environmental impact of equipment, energy sources, and consumables used
by businesses
3.2 Demonstrate how businesses may minimize their impact on the environment
3.3 Identify the main aspects of environmental and health legislation regulating facilities
management
3.1 Assess the environmental impact of equipment, energy sources, and consumables used
by businesses
3.1.1 What is environmental impact?
3.1.2 Summarise the key issues relating to energy management
3.1.3 Explain the options for organisations for the disposing of consumables
3.1.4 Sustainability and environmental issues
3.2 Demonstrate how businesses may minimize their impact on the environment
3.2.1 Examine the importance of the management of waste
3.2.2 Analyse the green and security issues in managing waste
3.2.3 Describe how businesses can minimise waste and undertake
3.3 Identify the main aspects of environmental and health legislation regulating facilities
management
3.3.1 Differentiate between hazards and risks
3.3.2 Explain how to undertake a risk assessment for an organisation
3.3.3 Identify the specific legislation, regulations, guidelines, and codes of practice
relating to environmental and health issues
3.3.4 Describe how to keep updated with the risks and issues which affect organisations
Page 78 of 106

Learning outcome 04: Understand the relationship between business ethics and facilities
management
Assessment criteria
The candidate can:
4.1 Examine the relationship between ethical business practice and facilities management
4.1 Examine the relationship between ethical business practice and facilities management
4.1.1 Explain ethics in the context of facilities management and business
4.1.2 Identify key principles for ethical practice in facilities management
Page 79 of 106

Guidance for tutors
This unit should be considered in the context of the practice of facilities management. It is
important to understand the role and contribution of facilities managers to operations and
business activities. Key areas for consideration include communication and delivery of
customer service. These should be linked to the role of service level agreements.
An important consideration is the relationship with administration and how people and
resources are organised to best effect. The skills required by facilities mangers should be
investigated with the aim of identify good practice.
The management of business accommodation is a key issue. This needs to be considered
through an understanding or ergonomics and space management. In particular, attention
needs to be given to how change is introduced and improvements made.
The importance of health and safety and environmental regulations needs to be understood
and applied to business situations. These need to be examined in the context of security and
green issues.
Integrity is a key need for facilities mangers and this should be linked to actual business
situations. Guidance on how to achieve a sound ethical basis for actions should be identified
and assessed.
Opportunities should be taken when delivering the unit to include tasks which improve
understanding of the importance of re-cycling and waste disposal. Whenever possible the
unit should be tackled through relevant practical activities.
Page 80 of 106
7. Imported Optional units
Management accounting: costing and budgeting

Marketing intelligence
The Internet and e-business
Business events management
Page 81 of 106
431 Management accounting: costing and budgeting

Credit: 15
GLH: 60
Unit aim
This unit provides candidates with the knowledge, understanding, and skills to use cost
information for budgeting and forecasting purposes in the management of business.
This unit deals with cost information, both current and future, of businesses. It investigates
how cost data is collected, compiled and analysed, and processed into information that is
useful for business managers. Candidates will have the opportunity to apply these principles
to practice.
The unit also deals with budgetary planning and control. It examines how to prepare
forecasts and budgets and to compare these to actual business results. Finally, the unit
considers different costing and budgetary systems and the causes of resulting variances,
together with the possible implications and the corrective action the business will need to
take.
Learning outcomes
The candidate will:
01 Be able to analyse cost information within a business
02 Be able to propose methods to reduce costs and enhance value within a business
03 Be able to prepare forecasts and budgets for a business
04 Be able to monitor performance against budgets within a business
Mandatory reading
Benedict, A. and Elliott, B. (2008) Financial Accounting: An Introduction. Harlow, FT Prentice
Hall
Business Essentials (2010) Management Accounting and Financial Reporting. BPP Learning
Media
Further reading
Atrill, P. and McLaney, E. (2009) Management Accounting for Decision Makers. 6th edition.
FT Prentice Hall
Lucey, T. (2009) Costing. 7th edition. Andover, Cengage Learning
Thomas, R. (1997) Quantitative methods for business studies. Prentice Hall
Page 82 of 106

Learning outcome 01: Be able to analyse cost information within a business
Assessment criteria
The candidate can:
1.1 Classify different types of cost
1.2 Use different costing methods
1.3 Calculate costs using appropriate techniques
1.4 Analyse cost data using appropriate techniques
1.1 Classify different types of cost
1.1.1 Define cost and its three elements: materials, labour, and expenses
1.1.2 Explain the purpose of a cost centre
1.1.3 Know how to use cost classification for stock valuation and profit measurement,
decision making and control
1.1.4 Explain the importance of cost behaviour
1.1.5 Determine the fixed and variable elements of semi-variable costs
1.2 Use different costing methods
1.2.1 Distinguish between job and contract costing
1.2.2 Distinguish between batch and service costing
1.2.3 Describe service department costing
1.2.4 Explain the relationship between job costing and services
1.2.5 Explain the distinguishing features of process costing
1.2.6 Know how to account for normal loss and abnormal loss or gain
1.2.7 Explain how to deal with scrapped units
1.2.8 Describe how to deal with closing work in progress and closing work in progress
with losses
1.2.9 Know how to identify losses/gains at different stages in the process
1.3 Calculate costs using appropriate techniques
1.3.1 Explain the nature of stock
1.3.2 Describe what is involved in the ordering, receipt and issue of raw materials
1.3.3 Describe what is involved in the storage and recording of raw materials
1.3.4 Know how to use FIFO, LIFO, and AVCO in stock valuation
1.3.5 Apply absorption and marginal costing
1.3.6 Compare marginal with absorption costing
1.3.7 Explain cost-based and market-based approaches to costing
1.3.8 Describe target costing
1.4 Analyse cost data using appropriate techniques
1.4.1 Describe the purpose of sampling and the main sampling groups random, quasirandom, and non-random
1.4.2 Demonstrate how to present data in tabular, diagrammatical, and graphical
formats: tables, time series graphs, bar charts, pie charts, histograms and ogives
1.4.3 Apply measures of central tendency
Page 83 of 106

Learning outcome 01: Be able to analyse cost information within a business
Amplification of assessment criteria (continued)
1.4.4 Know how to calculate simple indices
Page 84 of 106

Learning outcome 02: Be able to propose methods to reduce costs and enhance value
within a business
Assessment criteria
The candidate can:
2.1 Prepare and analyse routine cost reports
2.2 Use performance indicators to identify potential improvements
2.3 Suggest improvements to reduce costs, enhance value and quality
2.1 Prepare and analyse routine cost reports
2.1.1 Know how to investigate variances
2.1.2 Explain the significance of variances
2.1.3 Describe appropriate control action
2.1.4 Describe the interdependence between variances
2.2 Use performance indicators to identify potential improvements
2.2.1 Describe the use of performance indicators in performance measurement and
improvement
2.2.2 Distinguish between qualitative and quantitative measures
2.3 Suggest improvements to reduce costs, enhance value and quality
2.3.1 Describe the relationship between cost reduction and value analysis
2.3.2 Explain the importance of quality and value to the customers of a business
2.3.3 Describe the main features of Total Quality Management (TQM)
Page 85 of 106

Learning outcome 03: Be able to prepare forecasts and budgets for a business
Assessment criteria
The candidate can:
3.1 Explain the purpose and nature of the budgeting process
3.2 Select appropriate budgeting methods for the organisation and its needs
3.3 Prepare budgets according to the chosen budgeting method
3.4 Prepare a cash budget
3.1 Explain the purpose and nature of the budgeting process
3.1.1 Describe the purposes and benefits of a budget
3.1.2 Explain the link between organisational objectives, strategy, and budgets
3.1.3 Describe how budgets can act as planning, coordinating, motivating, and control
devices
3.1.4 Describe the behavioural aspects of budgeting padding the budget, spending to
the budget and creative budgets
3.2 Select appropriate budgeting methods for the organisation and its needs
3.2.1 Explain how to identify the principal budgeting factor
3.2.2 Describe the stages involved in preparing a budget
3.2.3 Explain how to prepare functional budgets
3.3 Prepare budgets according to the chosen budgeting method
3.3.1 Distinguish between fixed and flexible budgets
3.3.2 Construct a flexible budget
3.3.3 Describe incremental and zero based budgeting systems
3.4 Prepare a cash budget
3.4.1 Explain the usefulness of cash budgets
3.4.2 Construct a cash budget
Page 86 of 106

Learning outcome 04: Be able to monitor performance against budgets within a business
Assessment criteria
The candidate can:
4.1 Calculate variances, identify possible causes, and recommend corrective action
4.2 Prepare an operating statement reconciling budgeted and actual results
4.3 Report findings to management in accordance with identified responsibility centres
4.1 Calculate variances, identify possible causes, and recommend corrective action
4.1.1 Describe standard costing, its uses, and importance as a control technique
4.1.2 Calculate direct material and direct labour cost variances
4.1.3 Calculate variable overhead and fixed overhead variances
4.1.4 Calculate sales variances
4.1.5 Describe the possible causes of budget variances and the actions that can be
undertaken to resolve these
4.2 Prepare an operating statement reconciling budgeted and actual results
4.2.1 Prepare an operating statement that reconciles budgeted and actual results
4.3 Report findings to management in accordance with identified responsibility centres
4.3.1 Distinguish between the four categories of responsibility centres: cost, revenue,
profit, and investment centres
4.3.2 Describe the relationship between responsibility centres and budgeting
4.3.3 Describe how to report variances to centres responsible
Page 87 of 106

Guidance for tutors
In this, unit candidates explore how cost information can be analysed within a business.
They investigate methods to reduce costs and enhance value within a business. They
prepare forecasts and budgets and monitor performance against budgets.
Candidates examine the three elements of cost, the use of cost centres and the ways costs
can be classified. They are required to use different costing methods such as job, batch,
contract, and service costing. In addition, they are required to undertake stock valuation
calculations using FIFO, LIFO, and AVCO. They must understand the differences between
marginal and adsorption costing and be able to apply these cost measurements techniques.
Candidates need to know cost-based and market-based approaches to costing and be able to
explain target costing. They examine the use of sampling methods, such as random,
stratified, systematic, multi-stage, cluster, quota together with data presentation techniques
in cost analysis. Candidates are required to calculate the mean, median, mode and simple
indices in analysing cost information.
Candidates must learn how to investigate variances, explain their significance and
interdependency, and be able to identify appropriate control action. They must be able to
explain the usefulness of performance indicators in performance measurement and
improvement. They should also examine the relationship between cost reduction and value
analysis, the importance of quality and value to customers, together with the main features
of TQM.
Finally, candidates must examine the rationale for and the steps involved in the preparation
of budgets, together with the links between budgets and organisational strategy. In
addition, they explore the behaviour aspects of budgeting. They must be able to explain
how to prepare functional budgets and describe incremental and zero based approaches to
budgeting. They are required to prepare flexible and cash budgets.
Page 88 of 106
432 Marketing intelligence

Credit: 15
GLH: 60
Unit aim
The aim of this unit is to enable candidates to understand the purchase decision-making
process and how marketing research techniques are used to contribute to the development
of marketing plans.
This unit explores buyer behaviour and how this is influenced by a range of factors and
situations. Candidates will explore the marketing research process and assess the
importance of different types of information. The approach is practical and candidates will
learn how to prepare and present a research proposal, assess the reliability of market
research findings, and use secondary sources of data.
Candidates will then develop the skills needed to assess trends and carry out competitor
analysis.
Finally, candidates will consider customer relationship management and how to assess levels
of customer satisfaction.
The unit seeks to combine a sound theoretical framework with the development of useful
business skills.
Learning outcomes
The candidate will:
01 Understand buyer behaviour and the purchase decision making process
02 Be able to use marketing research techniques
03 Be able to assess market size and future demand
04 Be able to measure customer satisfaction
Mandatory reading
Business Essentials (2010) Marketing Intelligence. BPP Learning Media
Further reading
Chisnall, P. M. (2001) Marketing Research. 6th edition. McGraw Hill
Wilson, A. M. (2003) Marketing Intelligence: An Integrated Approach. Pearson Education
Ltd.
Wright, R. (2006) Consumer Behaviour. Thomson Learning
Page 89 of 106

Learning outcome 01: Understand buyer behaviour and the purchase decision making
process
Assessment criteria
The candidate can:
1.1 Describe the main stages of the purchase decision-making process
1.2 Explain theories of buyer behaviour in terms of individuals and markets
1.3 Explain the factors that affect buyer behaviour
1.4 Evaluate the relationship between brand loyalty, corporate image and repeat purchasing
1.1 Describe the main stages of the purchase decision-making process
1.1.1 Describe the elements of a simple decision process model
1.1.2 Identify and explain the types of buying decisions
1.1.3 Assess the relevance of modelling buyer behaviour
1.1.4 Explain the various dimensions of buyer behaviour
1.2 Explain theories of buyer behaviour in terms of individuals and markets
1.2.1 What influences buyer behaviour
1.2.2 Identify and explain models of buyer behaviour, i.e. stimulus response, diffusion, &
innovation
1.2.3 Evaluate the use of these buyer behaviour models
1.2.4 Describe what is meant by the Decision Making Unit (DMU)
1.3 Explain the factors that affect buyer behaviour
1.3.1 Identify and explain the consumers motivation mix
1.3.2 Describe the psychological socio-psychological and sociological factors affecting
buyer behaviour
1.3.3 Describe the economic and cultural factors affecting buyer behaviour
1.3.4 Assess the lifestyle and life-cycle factors which also influence buyer behaviour
1.3.5 explain what is meant by customer and prospect profiling and how would they
benefit an organisation
1.4 Evaluate the relationship between brand loyalty, corporate image and repeat purchasing
1.4.1 Explain what is meant by brand loyalty
1.4.2 Explain the significance of corporate image
1.4.3 Describe the benefits of repeat purchasing to an organisation
1.4.4 Assess and evaluate the connection between these 3 aspects of Marketing
Intelligence
Page 90 of 106

Learning outcome 02: Be able to use marketing research techniques
Assessment criteria
The candidate can:
2.1 Evaluate different types of market research techniques
2.2 Use sources of secondary data to achieve marketing research objectives
2.3 Assess the validity and reliability of market research findings
2.4 Prepare a marketing research plan to obtain information in a given situation
2.1 Evaluate different types of market research techniques
2.1.1 Assess the role and importance of market research to a business
2.1.2 Describe the market research process and objectives
2.1.3 Identify and explain the issues relating to primary and secondary research
2.1.4 Describe the internal and external sources of market research
2.1.5 Evaluate the significance of competitor and customer data
2.1.6 Explain the ethical issues connected with market research of any kind
2.2 Use sources of secondary data to achieve marketing research objectives
2.2.1 Explain the stages involved in the marketing research process
2.2.2 What is a research proposal and how is it constructed
2.2.3 Distinguish between qualitative and quantitative methods of research
2.2.4 Identify and assess potential sources of secondary data
2.2.5 Identify and evaluate methods of interpreting data
2.3 Assess the validity and reliability of market research findings
2.3.1 Describe the benefits/limitations and cost/reliability of using different types of
Market research companies
2.3.2 Identify approaches to the assessment of the reliability and validity of market
research findings
2.3.3 What is the sampling process and differentiate between the different methods of
sampling available
2.3.4 Explain what is meant by methods of recruitment in the context of marketing
research
2.4 Prepare a marketing research plan to obtain information in a given situation
2.4.1 Explain the issues associated with researching developing and established
consumers
2.4.2 Describe the use of research data in supporting marketing planning
2.4.3 Investigate how to produce actionable recommendations from research data
2.4.4 Identify ways to evaluate research findings for use in the decision making process
Page 91 of 106

Learning outcome 03: Be able to assess market size and future demand
Assessment criteria
The candidate can:
3.1 Assess market trends within a given market
3.2 Plan and carry out a competitors analysis for a given organisation
3.3 Evaluate an organisations opportunities and threats for a given product or service
3.1 Assess market trends within a given market
3.1.1 Identify processes to define the market in which an organisation is operating
3.1.2 Estimate total market size, value, and volume
3.1.3 Establish methods to identify market growth and trends
3.1.4 Identify and explain ways of forecasting future demand
3.2 Plan and carry out a competitors analysis for a given organisation
3.2.1 Define competitor analysis and the key questions involved in carrying out this
analysis
3.2.2 Identify the characteristics, strategies, and objectives of the competition
3.2.3 Establish the relevant strengths and weaknesses of the competition
3.2.4 Identify the future behaviour and strategic intent of the competition
3.3 Evaluate an organisations opportunities and threats for a given product or service
3.3.1 Distinguish between the strengths and weaknesses of the organisation
3.3.2 Establish the opportunities and threats for given products or services within an
organisation
Page 92 of 106

Learning outcome 04: Be able to measure customer satisfaction
Assessment criteria
The candidate can:
4.1 Evaluate techniques of assessing customer response
4.2 Design and complete a customer satisfaction survey
4.3 Review the success of a completed survey
4.1 Evaluate techniques of assessing customer response
4.1.1 Identify and explain the relevant methods available to measure customer
satisfaction
4.1.2 Explain the fundamentals of customer satisfaction
4.2 Design and complete a customer satisfaction survey
4.2.1 Research and review customer satisfaction surveys
4.2.2 Design and implement a customer satisfaction survey for a chosen organisation
4.2.3 Identify and explain the benefits and limitations of such surveys
4.3 Review the success of a completed survey
4.3.1 Evaluate the success or failure of a completed customer satisfaction survey
4.3.2 Assess what elements have to be part of a successful survey
4.3.3 What will an organisation want to obtain from such a survey?
Page 93 of 106

Guidance for tutors
Candidates must be able to identify what processes an organisation has to implement in
order to understand the behaviour of their buyers and what is involved in the purchase
decision-making process. They must be able to clearly explain and assess the aspects which
motivate consumers buying in the market place and how an organisation can benefit from
this type of information.
When studying this unit, candidates will examine the relationship between brand loyalty,
corporate image and repeat purchasing and be able to establish the importance of all of
these factors to an organisation.
Secondly, candidates should be able to use appropriate marketing research techniques for
particular purposes. They must be able to identify the role and importance of market
research and what sources and methods are available to businesses. Candidates will be
required to research what the purpose of a market research company is and whether or not
they would be worthwhile to an organisation.
They should have the ability to describe the different types of research available and if it is
reliable as well as identifying the relevant sampling to adopt for certain situations.
Candidates must be able to establish the use of any research data which has been collected
from any of these sources using any of the techniques.
Thirdly, candidates must be able to assess the size of current markets and be able to predict
any future demands. As part of this process, they will have to be able to complete the
process of competitor analysis to assess brand and market share and what their and their
competitors strengths, weaknesses, opportunities and threats are.
Finally, a candidate should have the ability to measure customer satisfaction and customer
care by being able to evaluate the techniques for assessing customer response. They must
be able to design and complete a customer satisfaction survey and review the success of this
completed process.
Page 94 of 106
433 The Internet and e-business

Credit: 15
GLH: 60
Unit aim
This unit gives candidates an understanding of the internet and how e-business can be used
in organisations.
Candidates are introduced to the scope of e-business and the benefits it offers to an
organisation through the different business models. It enables sufficient understanding of
internet technology for learners to appreciate the potential, and the limitations, of using the
internet for business. The features of good website design are also covered.
Candidates new to studying e-business may already be familiar with e-business through
having dealt with them as buyers and/or sellers. One of the aims of this unit is to help
candidates build on these experiences and look at them more objectively as viable and
productive business organisations. Candidates will examine the scope of e-business and the
inherent models it can follow. The unit will give candidates the ontology of the internet and
business requirements for usable website design. They will have an in-depth knowledge of
the technology behind the HCI of e-business.
By studying online business environments candidates will gain insight into how business is
evolving within the virtual marketplace in order to remain competitive; how the
development of a global marketplace impacts on all businesses; and how businesses can
take advantage of these opportunities whilst meeting customer expectations.
Learning outcomes
The candidate will:
01 Understand the scope of e-business
02 Understand how the Internet works
03 Be able to use different e-business models
04 Be able to use good website design
Mandatory reading
Chaffey, D. (2009) E-business, and E-commerce Management. 4th edition. Harlow, FT
Prentice Hall
Further reading
King, T. et al. (2008) Electronic Commerce 2008: A Managerial Perspective. Pearson
Publishing
Reynolds, J. (2004) The Complete E-commerce Book. CMP Books
Page 95 of 106

Learning outcome 01: Understand the scope of e-business
Assessment criteria
The candidate can:
1.1 Describe the environment in which e-business is conducted and business transaction
types
1.2 Explain the benefits and barriers to businesses considering an online presence
1.3 Assess the security and legislative issues facing an online business organisation
1.4 State the modes of communication available to an e-business and their applications
1.1 Describe the environment in which e-business is conducted and business transaction
types
1.1.1 Explain the term World Wide Web
1.1.2 Distinguish between intranets and extranets
1.1.3 Differentiate between e-business and e-commerce
1.1.4 Describe the characteristics of the principal stakeholder transaction types
1.2 Explain the benefits and barriers to businesses considering an online presence
1.2.1 Describe the benefits to a business of having an online presence
1.2.2 Clarify how the use of internet technology can help to reduce transaction costs for
organisations
1.2.3 Explain the difficulties that may be encountered by businesses in developing an
online presence
1.2.4 Analyse the importance of trust in e-business transactions
1.3 Assess the security and legislative issues facing an online business organisation
1.3.1 Explain the methods and importance of physical and electronic security in
undertaking e-business
1.3.2 Describe how legislation impacts on e-business
1.4 State the modes of communication available to an e-business and their applications
1.4.1 Explain the characteristics of the devices that can be used to communicate online
Page 96 of 106

Learning outcome 02: Understand how the internet works
Assessment criteria
The candidate can:
2.1 Explain the internet technologies and their importance in making an e-business
successful
2.2 Explain the main features of HTML
2.3 Analyse the functions of client servers and browsers, and the role of the search engine
2.4 Evaluate the use of intranets and extranets within business communication
2.1 Explain the internet technologies and their importance in making an e-business
successful
2.1.1 Describe how messages are transferred across the global communications network
2.1.2 Analyse why bandwidth is an important factor in communicating
2.2 Explain the main features of HTML
2.2.1 Describe how HTML is used as the language of the World Wide Web
2.2.2 Outline the packages that can be used by users to build websites
2.2.3 State the characteristics of XML and XTML
2.3 Analyse the functions of client servers and browsers, and the role of the search engine
2.3.1 Explain the functions of servers and clients
2.3.2 Analyse the nature and role of search engines
2.3.3 Describe the role of the browser in interpreting HTML and presenting the data to
fit users screens
2.4 Evaluate the use of intranets and extranets within business communication
2.4.1 Differentiate between the use of the internet, an intranet and extranet
2.4.2 Clarify how intranets and extranets can help improve security and efficiency
(effectiveness) within business communication
Page 97 of 106

Learning outcome 03: Be able to use different e-business models
Assessment criteria
The candidate can:
3.1 Illustrate the different e-business models that can be used to generate revenue for a
business
3.2 Analyse each model in terms of its capacity to generate revenue
3.3 Report on future developments in e-business models
3.1 Illustrate the different e-business models that can be used to generate revenue for a
business
3.1.1 Explain how the internet and e-business models can be used to generate revenue
3.2 Analyse each model in terms of its capacity to generate revenue
3.2.1 Evaluate the effectiveness of the e-business models
3.3 Report on future developments in e-business models
3.3.1 Summarise the possible future developments of the e-business models
Page 98 of 106

Learning outcome 04: Be able to use good website design
Assessment criteria
The candidate can:
4.1 Use the key elements of good web design structure
4.2 Evaluate the impact of a well-designed website to an e-business
4.3 Report on the issues concerning website usability
4.1 Use the key elements of good web design structure
4.1.1 Describe the elements of web page that are used by search engines
4.2 Evaluate the impact of a well-designed website to an e-business
4.2.1 Describe the design characteristics of engaging website
4.2.2 Explain the importance of the website being consistent with the image of the
business brand
4.2.3 Analyse the factors that encourage return visits to websites
4.3 Report on the issues concerning website usability
4.3.1 Demonstrate how the accessibility needs of different stakeholder audiences are
met when designing a website
4.3.2 Clarify the legal responsibilities when designing a website
Page 99 of 106

Guidance for tutors
Candidates must understand the environment in which e-business operates from the basic
World Wide Web to understanding what makes a good website.
Through studying this unit, candidates will know what constitutes e-business and ecommerce and understand transaction types in online marketing and selling. They will gain
sufficient understanding of online presence to be able to describe the benefits of and
difficulties in developing an online presence, as well as an understanding of how the
technology can help to reduce an organisations costs.
They will also understand the nature of trust in e-business by understanding the legal and
security issues that affect e-business and e-commerce, and how these impact on the way
organisations operate their online presence. Candidates will also explore the range of
devices that can be used in online communications and understand how these are used in ebusiness and e-commerce.
Secondly, candidates will need to gain an understanding of how the internet works from
analysing how bandwith impacts on communications, to understanding how messages are
transferred across global networks. They will understand the language of the internet
through exploring HTML and XML and will have knowledge of the packages available for
website design and building.
Candidates will understand the role and function of client servers and browsers and
distinguish between the uses of internet, intranet and extranet, evaluating the use of extra
and intranets within business communications, and the role of the search engine in
presenting results to users.
Thirdly, candidates will explore e-business models, their capacity to generate revenue and
future developments in different e-business models.
Finally, candidates will gain sufficient understanding of website design to be able to use key
elements of good website design structure and report on issues of usability.
Page 100 of 106
434 Business events management

Credit: 15
GLH: 60
Unit aim
The aim of this unit is to provide candidates with a knowledge and understanding of
different administrative functions and roles and to provide them with the skills to organise
events and activities.
This unit allows candidates to develop and practise their knowledge, understanding and
skills as administrators or managers by examining the administrative functions within
organisations. The unit is about preparing and coordinating operational plans and managing
time effectively and developing self to meet the needs of an organisation. The unit
investigates the roles and responsibilities of key people within the organisation helping to
meet its objectives.
While completing this unit candidates find out how to manage events or activities. They
have the opportunity to investigate and participate in the running of an event in which they
take a major role in managing a range of key resources. This is a practical unit which
prepares candidates for a management role in any organisation whether large, medium or
small.
Learning outcomes
The candidate will:
01 Be able to plan an event or project
02 Be able to effectively administer an event or project
03 Be able to organise teamwork when managing an event or project
04 Be able to use a range of business communication systems in managing the event or
project
Mandatory reading
Bowdin, G. et al. (2006) Events Management. 2nd edition. Butterworth-Heinemann
Further reading
Shone, A. and Parry, B. (2004) Successful Event Management: A Practical Handbook. 2nd
edition. Thomson
Page 101 of 106

Learning outcome 01: Be able to plan an event or project
Assessment criteria
The candidate can:
1.1 Carry out an identified event or project within an agreed timescale
1.2 Write appropriate documentation
1.3 Organise resources to carry out the event or project
1.4 Perform regular reviews and evaluations including the methods and resources
1.1 Carry out an identified event or project within an agreed timescale
1.1.1 Arrange pre-planning meeting to discuss the event or project
1.1.2 Outline key people involved and establish roles and responsibilities
1.1.3 Create SMART objectives and set timescales for agreed tasks which are in
conjunction with the estimated completion date
1.1.4 Identify the event or project constraints and risks in order to develop a realistic
plan
1.2 Write appropriate documentation
1.2.1 Prepare relevant minutes, memos, and letters to monitor the event or projects
progress
1.2.2 Prepare appropriate documentation for distribution, storage and retrieval
purposes
1.2.3 Identify the impact of the Data Protection Act on the event or project
1.3 Organise resources to carry out the event or project
1.3.1 Explain how to organise the financial, human and physical resources needed to
carry out the event or project
1.3.2 Arrange suitable refreshments, travel and accommodation for the event or project
1.3.3 Identify appropriate actions to ensure budgetary constraints are met
1.4 Perform regular reviews and evaluations including the methods and resources
1.4.1 Review plans at various stages and adjust timescales accordingly
1.4.2 Identify relevant changes and ensure they fit in with the overall objectives of the
event or project
1.4.3 Identify relevant changes and ensure they fit in with the overall objectives of the
event or project
Page 102 of 106

Learning outcome 02: Be able to effectively administer an event or project
Assessment criteria
The candidate can:
2.1 Set up the project, choose the completion date and allocate responsibilities
2.2 Demonstrate leadership, effective time management and skills of prioritising and
delegating
2.3 Support and monitor the project
2.4 Take corrective action if necessary to keep the project on schedule
2.1 Set up the project, choose the completion date and allocate responsibilities
2.1.1 Identify the responsibilities of individuals within an event or project
2.1.2 Identify suitable methods of communication techniques
2.1.3 Describe the planning techniques and tools that can be used to estimate the event
or project completion dates
2.1.4 Illustrate the importance of setting realistic project schedules
2.2 Demonstrate leadership, effective time management and skills of prioritising and
delegating
2.2.1 Clarify the planning and time management aids that can be used to manage the
event or project
2.2.2 Explain how to identify and prioritise project outcomes
2.2.3 Describe the importance of, and how to, delegate effectively
2.2.4 Explain how you would deal with conflict within the team
2.3 Support and monitor the project
2.3.1 Explain the importance of involving others in the supporting and monitoring of an
event or project
2.3.2 Demonstrate how to obtain valid and relevant information about an event or
project
2.3.3 Assess whether the information provided is sufficient to monitor the event or
project accurately
2.4 Take corrective action if necessary to keep the project on schedule
2.4.1 Explain the reasons for monitoring the progress of an event or project
2.4.2 Summarise the range of corrective actions that can be used to ensure an event or
project remains on schedule
2.4.3 Explain how to implement actions to keep the project on schedule
Page 103 of 106

Learning outcome 03: Be able to organise teamwork when managing an event or project
Assessment criteria
The candidate can:
3.1 Choose the appropriately sized team with the knowledge and abilities required for the
project
3.2 Demonstrate team-building skills and how to diffuse anger
3.3 Show the importance of effective co-ordination and clear communication when liaising
with the team
3.4 Plan the actions and resources needed to achieve the success of the event or project
3.1 Choose the appropriately sized team with the knowledge and abilities required for the
project
3.1.1 Explain how to select the optimum size for a team in order to manage an event or
project
3.1.2 Identify the knowledge, skills and abilities required of project team members
3.1.3 Explain how to delegate roles and responsibilities within a project team
3.2 Demonstrate team-building skills and how to diffuse anger
3.2.1 Show how to develop the team through different stages
3.2.2 Summarise the techniques that can be used to diffuse anger and conflict
3.2.3 Discuss how you would deal with criticism in a positive manner
3.3 Show the importance of effective co-ordination and clear communication when liaising
with the team
3.3.1 Discuss the importance of having regular team meetings
3.3.2 Identify why clear communication is essential when liaising with project team
members
3.3.3 Plan regular ways of disseminating information with both external teams and
individuals
3.4 Plan the actions and resources needed to achieve the success of the event or project
3.4.1 Identify what actions are required in order achieve agreed outcomes
3.4.2 Identify what resources are needed to achieve the success of the event or project
3.4.3 Outline methods to ensure timescales are met
Page 104 of 106

Learning outcome 04: Be able to use a range of business communication systems in
managing the event or project
Assessment criteria
The candidate can:
4.1 Create clear records of communication both internal and external and of team meetings
4.2 Demonstrate good use of information technology where applicable
4.3 Produce information regularly and on time
4.1 Create clear records of communication both internal and external and of team meetings
4.1.1 Prepare relevant business documentations and ensure accurate record keeping
4.1.2 Identify the correct methods of communication with internal and external people
4.1.3 Demonstrate clear records of communication when managing the event or project
4.2 Demonstrate good use of information technology where applicable
4.2.1 Identify most cost effective method of communication using information
technology
4.2.2 Plan the most effective way to communicate with project team members using
information technology
4.2.3 Identify various methods of information technology that can be used to
communicate with internal and external clients
4.3 Produce information regularly and on time
4.3.1 Summarise key points of meetings and distribute to all involved regularly
4.3.2 Prepare documentation regularly and on time
Page 105 of 106

Guidance for tutors
Tutors are encouraged to guide candidates to select the most appropriate event or project
which will allow them to take full ownership in order to meet all the outcomes. The unit will
give candidates the underpinning knowledge to plan effectively all aspects of events from
the initial planning stage, deciding on team members, dealing with conflict, ensure accurate
record keeping and meeting tight deadlines.
The chosen event or project will allow candidates to take full responsibility from the preplanning stage right through to completion. This includes taking ownership of selecting the
project team arranging the resources for the event or project and effectively using their time
management skills.
Candidates will also learn how to deal with individuals within a team which will also include
building the team, delegating and defuse conflicts. Candidates will demonstrate leadership
qualities, use their own initiative and be able to make decisions to change things if deadlines
are not going to be met in order to stay on schedule.
Technology is continually changing and candidates will need to identify which is the most
appropriate method to communicate with the project team. This can be in the form of
meetings, emails, video conferencing, etc. Accurate record keeping is vital and identifying
key points that need to be actioned by individuals is crucial in the progress of the event or
project.
Case studies can be used to help candidates develop the necessary knowledge and skills of
events or project management and identify where things have gone wrong in the past and
learn from peoples mistakes in order to achieve a successful outcome of their own.
Page 106 of 106

IQ IAM L4 Dip Business Administrative Management Syllabus PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

IQ IAM L4 Dip Business Administrative Management Syllabus PDF

Uploaded by

Copyright:

Available Formats

Quality Management System

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

Quality Management System

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

Quality Management System

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

Quality Management System

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

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

Quality Management System

Administration for executive assistants

Introduction to Islamic finance

Managing business facilities

Management accounting: costing and

The Internet and e-business

Business events management

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

Quality Management System

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

Quality Management System

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

Quality Management System

demonstrate the required knowledge, understanding,

respond to data/text that contains several elements

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

IQ IAM Level 4 Diploma in Business and Administrative Management

2. Information for candidates

Age restrictions and legal considerations

The IQ appeals policy can be found at:

Important notice for independent candidates

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

Quality Management System

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

Quality Management System

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

Quality Management System

3. Information for centres

Diversity and Equality

Registration and certification

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

Quality Management System

What are the consequences of plagiarism?

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

Quality Management System

Group 1 Administrative management and

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

Quality Management System

401 Fundamentals of administrative management

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

Quality Management System

401 Fundamentals of administrative management

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

Quality Management System

401 Fundamentals of administrative management

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

Quality Management System

401 Fundamentals of administrative management

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

Quality Management System

401 Fundamentals of administrative management

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

Quality Management System

402 Administrative systems