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Edexcel Level 4
BTEC Higher Nationals in Business
Issue 2
September 2004
Business
London Qualifications is one of the leading examining and awarding bodies in the UK and
throughout the world. It incorporates all the qualifications previously awarded under the
Edexcel and BTEC brand. We provide a wide range of qualifications including general
(academic), vocational, occupational and specific programmes for employers.
Through a network of UK and overseas offices, our centres receive the support they need to
help them deliver their education and training programmes to learners.
For further information please call Customer Services on 0870 240 9800, or visit our website at
www.edexcel.org.uk
References to third-party material made in this specification are made in good faith. London
Qualifications does not endorse, approve or accept responsibility for the content of materials,
which may be subject to change, or any opinions expressed therein. (Material may include
textbooks, journals, magazines and other publications and websites.)
Contents
Introduction
Key features
35
35
36
36
Qualification Requirement
36
Higher-level skills
37
37
38
38
Unit format
38
40
40
Grade descriptors
42
44
44
Quality assurance
44
44
45
Independent assessment
45
45
46
46
Mode of delivery
46
Resources
47
Delivery approach
47
48
48
48
48
49
49
49
50
Environmental issues
50
European developments
50
50
50
Useful publications
50
51
51
52
Further information
52
Core units
53
Unit 1:
Marketing
55
Unit 2:
61
Unit 3:
67
Unit 4:
Business Environment
73
Unit 5:
Common Law I
79
Unit 6:
85
Unit 7:
Business Strategy
91
Unit 8:
Research Project
97
Specialist units
103
Finance
105
Unit 9:
107
Unit 10:
Financial Reporting
113
Unit 11:
119
Unit 12:
Taxation
123
Management
127
Unit 13:
129
Unit 14:
133
Unit 15:
139
Unit 16:
145
Marketing
151
Unit 17:
Marketing Intelligence
153
Unit 18:
159
Unit 19:
Marketing Planning
165
Unit 20:
171
177
Unit 21:
179
Unit 22:
185
Unit 23:
191
Unit 24:
Employee Relations
197
Law
203
Unit 25:
205
Unit 26:
Business Law
211
Unit 27:
Common Law II
217
Unit 28:
European Law
223
E-Business Strategies
229
Unit 29:
231
Unit 30:
Internet Marketing
237
Unit 31:
E-Business Operations
245
Unit 32:
251
Information Technology
Unit 33:
Information Systems
257
259
Unit 34:
Networking Concepts
263
Unit 35:
267
Unit 36:
Website Design
273
Unit 37:
Networking Technology
279
Unit 38:
285
Unit 39:
Systems Analysis
293
297
Unit 40:
Purchasing
299
Unit 41:
Purchasing Development
307
Unit 42:
Quality Management
313
Unit 43:
321
Unit 44:
Operations Management
327
Unit 45:
European Business
333
Unit 46:
Employment Law
337
Unit 47:
Company Law
343
Unit 48:
349
Unit 49:
Financial Services
355
Unit 50:
Insurance
359
Unit 51:
Investment
359
Unit 52:
Industry Experience
359
Unit 53:
359
Unit 54:
Computer Platforms
359
Unit 55:
359
Unit 56:
Project Management
359
Unit 57:
Administrative Services
359
Unit 58:
Business Psychology
359
Unit 59:
Business Ethics
359
Unit 60:
Environmental Management
359
Unit 61:
Facilities Operations
359
Unit 62:
Property Law
359
Annex A
359
Qualification codes
359
QCA codes
359
Edexcel codes
359
359
Annex B
Qualification Requirement
Annex C
Wider curriculum mapping
Annex D
Mapping with NVQs
359
359
359
359
359
359
These qualifications have been accredited to the National Qualifications Framework (NQF). The
NQF (QANs) for these qualifications are listed in Annex A.
These qualification titles are as they will appear on the learners certificate. Learners need to be
made aware of this when they are recruited by the centre and registered with Edexcel. Providing
this happens, centres are able to describe the programme of study leading to the award of the
qualification in different ways to suit the medium and the target audience.
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
NVQ level 5
NVQ level 4
GCE A Level
GCE AS Level
VCE
AEA
NVQ level 3
GCSE (A*C)
GCSE (Double Awards) (A* A*CC)
GCSE (Short Courses) (A*C)
Intermediate GNVQ
NVQ level 2
Level 2 Certificate in
Adult Numeracy
Level 2 Certificate in
Adult Literacy
Level 1 Certificate in
Adult Numeracy
Level 1 Certificate
in Adult Literacy
Entry Level Certificate
in Adult Numeracy
Entry Level Certificate
in Adult Literacy
GCSE (DG)
GCSE (Double Awards) (DDGG)
GCSE (Short Courses) (DG)
Foundation GNVQ
NVQ level 1
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Introduction
This document contains the units and associated guidance for the National Qualifications
Framework (NQF) Edexcel Level 4 BTEC Higher Nationals in Business. Each unit sets out the
required outcomes and content and includes advice regarding appropriate delivery and
assessment strategies. The guidance contains further details of the teaching, learning,
assessment and quality assurance of these qualifications. It includes advice about Edexcels
policy regarding access to its qualifications, the design of programmes of study and delivery
modes.
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Marketing
H1
H1
H1
Business Environment
H1
Research Project
H2
Unit level
H1 or H2
Common Law I
H1
H2
Business Strategy
H2
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
13
H2
14
H2
15
H2
16
H1
17
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
21
H1
22
H2
23
H2
24
Employee Relations
H2
25
H1
26
Business Law
H2
27
Common Law II
H2
28
European Law
H2
29
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
32
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit
33
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit level
H1 or H2
Marketing
H1
H1
H1
Business Environment
H1
Research Project
H2
Unit level
H1 or H2
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
Common Law I
H1
H2
Business Strategy
H2
13
H2
14
H2
15
H2
16
H1
17
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
21
H1
22
H2
23
H2
24
Employee Relations
H2
25
H1
26
Business Law
H2
27
Common Law II
H2
28
European Law
H2
29
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit
32
H2
33
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit level
H1 or H2
Marketing
H1
H1
H1
Business Environment
H1
Research Project
H2
Unit level
H1 or H2
H2
14
H2
15
H2
16
H1
Common Law I
H1
H2
Business Strategy
H2
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
17
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
21
H1
22
H2
23
H2
24
Employee Relations
H2
25
H1
26
Business Law
H2
27
Common Law II
H2
28
European Law
H2
29
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit
32
H2
33
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit level
H1 or H2
Marketing
H1
H1
H1
Business Environment
H1
Research Project
H2
Unit level
H1 or H2
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
Common Law I
H1
H2
Business Strategy
H2
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
13
H2
14
H2
15
H2
16
H1
21
H1
22
H2
23
H2
24
Employee Relations
H2
25
H1
26
Business Law
H2
27
Common Law II
H2
28
European Law
H2
29
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
10
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit
32
H2
33
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit level
H1 or H2
11
Marketing
H1
H1
H1
Business Environment
H1
Research Project
H2
Unit level
H1 or H2
H1
22
H2
23
H2
24
Employee Relations
H2
Common Law I
H1
H2
Business Strategy
H2
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
13
H2
14
H2
15
H2
16
H1
17
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
25
H1
26
Business Law
H2
27
Common Law II
H2
28
European Law
H2
29
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
12
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit
32
H2
33
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit level
H1 or H2
13
Marketing
H1
H1
H1
Business Environment
H1
Research Project
H2
Unit level
H1 or H2
H1
26
Business Law
H2
27
Common Law II
H2
28
European Law
H2
Common Law I
H1
H2
Business Strategy
H2
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
13
H2
14
H2
15
H2
16
H1
17
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
21
H1
22
H2
23
H2
24
Employee Relations
H2
29
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
14
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit
32
H2
33
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit level
H1 or H2
15
Marketing
H1
H1
H1
Business Environment
H1
Research Project
H2
Unit level
H1 or H2
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
32
H2
Common Law I
H1
H2
Business Strategy
H2
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
13
H2
14
H2
15
H2
16
H1
17
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
21
H1
22
H2
23
H2
24
Employee Relations
H2
25
H1
26
Business Law
H2
27
Common Law II
H2
16
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit
28
European Law
H2
33
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit level
H1 or H2
17
Marketing
H1
H1
H1
Business Environment
H1
Research Project
H2
Unit level
H1 or H2
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
32
H2
18
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Marketing
H1
H1
H1
Business Environment
H1
Common Law I
H1
H2
Business Strategy
H2
Research Project
H2
Unit level
H1 or H2
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
13
H2
14
H2
15
H2
16
H1
17
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
21
H1
22
H2
23
H2
24
Employee Relations
H2
25
H1
26
Business Law
H2
27
Common Law II
H2
28
European Law
H2
29
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
32
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
19
Unit
33
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
20
Unit level
H1 or H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Marketing
H1
H1
H1
Business Environment
H1
Common Law I
H1
H2
Business Strategy
H2
Research Project
H2
Unit level
H1 or H2
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
H2
14
H2
15
H2
16
H1
17
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
21
H1
22
H2
23
H2
24
Employee Relations
H2
25
H1
26
Business Law
H2
27
Common Law II
H2
28
European Law
H2
29
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
21
Unit
32
H2
33
Information Systems
H1
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H1
48
H2
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
22
Unit level
H1 or H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Marketing
H1
H1
H1
Business Environment
H1
Common Law I
H1
H2
Business Strategy
H2
Research Project
H2
Unit level
H1 or H2
H2
14
H2
15
H2
16
H1
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
17
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
21
H1
22
H2
23
H2
24
Employee Relations
H2
25
H1
26
Business Law
H2
27
Common Law II
H2
28
European Law
H2
29
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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23
Unit
32
H2
33
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
24
Unit level
H1 or H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Marketing
H1
H1
H1
Business Environment
H1
Common Law I
H1
H2
Business Strategy
H2
Research Project
H2
Unit level
H1 or H2
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
13
H2
14
H2
15
H2
16
H1
21
H1
22
H2
23
H2
24
Employee Relations
H2
25
H1
26
Business Law
H2
27
Common Law II
H2
28
European Law
H2
29
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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25
Unit
32
H2
33
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
26
Unit level
H1 or H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Marketing
H1
H1
H1
Business Environment
H1
Common Law I
H1
H2
Business Strategy
H2
Research Project
H2
Unit level
H1 or H2
H1
22
H2
23
H2
24
Employee Relations
H2
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
13
H2
14
H2
15
H2
16
H1
17
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
25
H1
26
Business Law
H2
27
Common Law II
H2
28
European Law
H2
29
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
27
Unit
32
H2
33
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
28
Unit level
H1 or H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Marketing
H1
H1
H1
Business Environment
H1
Common Law I
H1
H2
Business Strategy
H2
Research Project
H2
Unit level
H1 or H2
H1
26
Business Law
H2
27
Common Law II
H2
28
European Law
H2
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
13
H2
14
H2
15
H2
16
H1
17
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
21
H1
22
H2
23
H2
24
Employee Relations
H2
29
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
29
Unit
32
H2
33
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
30
Unit level
H1 or H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Marketing
H1
H1
H1
Business Environment
H1
Common Law I
H1
H2
Business Strategy
H2
Research Project
H2
Unit level
H1 or H2
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
32
H2
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
13
H2
14
H2
15
H2
16
H1
17
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
21
H1
22
H2
23
H2
24
Employee Relations
H2
25
H1
26
Business Law
H2
27
Common Law II
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
31
Unit
28
European Law
H2
33
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
32
Unit level
H1 or H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Marketing
H1
H1
H1
Business Environment
H1
Common Law I
H1
H2
Business Strategy
H2
Research Project
H2
Unit level
H1 or H2
Information Systems
H2
34
Networking Concepts
H1
35
H1
36
Website Design
H1
H1
10
Financial Reporting
H2
11
H2
12
Taxation
H2
13
H2
14
H2
15
H2
16
H1
17
Marketing Intelligence
H1
18
H2
19
Marketing Planning
H2
20
H2
21
H1
22
H2
23
H2
24
Employee Relations
H2
25
H1
26
Business Law
H2
27
Common Law II
H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
33
Unit
28
European Law
H2
29
H1
30
Internet Marketing
H2
31
E-Business Operations
H2
32
H2
37
Networking Technology
H2
38
H2
39
Systems Analysis
H2
40
Purchasing
H1
41
Purchasing Development
H2
42
Quality Management
H2
43
H2
44
Operations Management
H2
45
European Business
H2
46
Employment Law
H2
47
Company Law
H2
48
H1
49
Financial Services
H2
50
Insurance
H2
51
Investment
H2
52
Industry Experience
H2
53
H2
54
Computer Platforms
H1
55
H1
56
Project Management
H2
57
Administrative Services
H2
58
Business Psychology
H2
59
Business Ethics
H2
60
Environmental Management
H2
61
Facilities Operations
H1
62
Property Law
H2
34
Unit level
H1 or H2
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Key features
BTEC Higher Nationals are designed to provide a specialist vocational programme, linked to
professional body requirements and National Occupational Standards where appropriate, with a
strong work related emphasis. The qualifications provide a thorough grounding in the key
concepts and practical skills required in their sector and their national recognition by employers
allows progression direct into employment. BTEC Higher Nationals offer a strong emphasis on
practical skills development alongside the development of requisite knowledge and
understanding in their sector. Learners are attracted to this strong vocational programme of
study that meets their individual progression needs whether this is into employment or to further
study on degree or professional courses.
A key progression path for BTEC Higher National Certificate and Diploma learners is to the
second or third year of a degree or honours degree programme, depending on the match of the
BTEC Higher National units to the degree programme in question.
The BTEC Higher Nationals in Business have been developed to focus on:
providing education and training for a range of careers in business such as administration,
personnel, marketing, finance, law, purchasing and management
providing a general qualification which allows flexibility of study to meet local or specialist
needs
providing specialist options which meet the needs of the major functions in business and
allow specialisation with career progression and professional recognition in mind
providing opportunities which underpin some of the knowledge and understanding required
for the relevant NVQ level 4 units in Accounting, Management, Personnel, Administration
and Procurement
providing opportunities for learners to develop a range of skills and techniques and
attributes essential for successful performance in working life
equipping individuals with knowledge, understanding and skills for success in a range of
administrative and management positions in business
providing specialist routes of study which relate to individual professions within the
business world in which learners are working or intend to seek employment
developing the individuals ability in the business field through effective use and
combination of the knowledge and skills gained in different parts of the programme
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
35
developing a range of skills and techniques, personal qualities and attributes essential for
successful performance in working life and thereby enable learners to make an immediate
contribution to employment
providing flexibility, knowledge, skills and motivation as a basis for future studies and
career development in business.
Varying degrees of exemption from professional body examinations are available, details are
available from individual professional bodies.
Further details of professional body recognition and exemptions for BTEC Higher Nationals are
given in the publication BTEC Professional Recognition which is available on Edexcels
website (www.edexcel.org.uk).
Qualification Requirement
Edexcel has published Qualification Requirements as part of the revision of BTEC Higher
Nationals. Qualification Requirements set out the aims and rationale of the qualifications and
provide the framework of curriculum content. They also identify the higher-level skills
associated with the qualifications and any recognition by relevant professional bodies. The
Qualification Requirement for BTEC Higher Nationals in Business is given in Annex B.
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B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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Edexcel standard specifications titles are developed from the Qualification Requirements.
Licensed centres comply with Qualification Requirements when developing BTEC Higher
Nationals under these standard titles.
Qualification Requirements provide consistent standards within the same vocational area and
clearly identify the skills and knowledge that can be expected of any holder of an identical
BTEC Higher National. This will allow higher-education institutions, employers and
professional bodies to confidently provide progression opportunities to successful learners.
Higher-level skills
Learners studying BTEC Higher Nationals in Business will be expected to develop the
following skills during the programme of study:
effective problem solving and decision making using appropriate quantitative and
qualitative skills including identifying, formulating and solving business problems
effective communication, oral and in writing, using a range of media widely used in
business eg the preparation and presentation of business reports
numeric and quantitative skills including data analysis, interpretation and extrapolation; the
use of models of business problems and phenomena
effective self-management in terms of time, planning and behaviour, motivation, selfstarting, individual initiative and enterprise
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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37
BTEC Higher National Certificates provide a nationally recognised qualification that offers
career progression for those already in employment. The qualifications are mode free but they
are primarily undertaken by part-time learners studying over two years. In some sectors there
are opportunities for those wishing to complete an intensive programme of study in a shorter
period of time.
The qualification offers learners access to suitable business-related work situations and the
opportunity to achieve units in administration, accounting, personnel, procurement and
management with links to NVQ qualifications.
The BTEC Higher National Certificate in Business mainly offers a progression route for
learners who are employed in the business sector.
Unit format
Each unit is set out in the following way.
Unit title, learning hours and NQF level
The unit title is accredited by QCA and this form of words will appear on the learners
Notification of Performance. In BTEC Higher National qualifications each unit consists of
60 guided learning hours. The level refers to the level in the NVQ.
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B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectual
demand, complexity and depth of study, and learner autonomy.
At H1 level the emphasis is on the application of knowledge, skills and understanding, use of
conventions in the field of study, use of analytical skills and selection and organisation of
information.
At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,
theories and practices, greater specialisation in the field of study, and an increasing
independence in systematic enquiry and analysis.
Description of unit
A brief description of the overall purpose of the unit is given, together with the key areas of
study associated with the unit.
Summary of learning outcomes
The outcomes of the unit identify what each learner must do in order to pass it. Learners must
achieve all the outcomes in order to pass the unit.
Content
This section picks up highlighted words from the outcomes and amplifies the content coverage
required when addressing the outcomes. The content section will often provide lists of topics.
Please note all aspects of the listed topics should be covered, except those that begin with eg,
where items listed are merely indicative.
Outcomes and assessment criteria
Each unit contains statements of the evidence that each learner should produce in order to
receive a pass.
Guidance
This section is not prescriptive but provides additional guidance and amplification related to the
unit to support teachers/deliverers and assessors. Its subsections are given below. Only those
subsections which apply to the unit will appear.
Delivery offers guidance about possible approaches to delivery. The guidance is based
on the more usual delivery modes and is not intended to rule out alternative approaches.
Assessment provides advice about the nature and type of evidence that learners are likely
to need to produce. This subsection should be read in conjunction with the assessment
criteria and the generic grade descriptors.
Links sets out the links between units. Provides opportunities for integration of learning,
delivery and assessment. Any links to the National Occupational Standards will be
highlighted here.
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
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40
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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Grade descriptors
A pass grade is achieved by meeting all the requirements defined in the pass assessment criteria for each unit.
Merit descriptors
Indicative characteristics
Distinction descriptors
Indicative characteristics
autonomy/independence
demonstrated
substantial activities/projects or
investigations have been planned,
managed and organised
42
appropriate learning
methods/techniques applied
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Grade descriptors
Merit descriptors
Indicative characteristics
Distinction descriptors
Indicative characteristics
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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43
Quality assurance
Quality assurance of Edexcel Level 4 BTEC Higher Nationals
The quality assurance system for BTEC Higher National programmes, as higher-level
vocational qualification at level 4 on the National Qualifications Framework, will comprise
three main components.
1
Approval process
A control measure to confirm that individual centres, (and programme teams), are appropriately
resourced and competent to deliver a BTEC level 4 programme of study.
2
Monitoring of centres
A method of monitoring centres internal quality systems to ensure ongoing fulfilment of initial
requirements and, where appropriate, enhancement of those requirements to accommodate new
qualifications.
3
Independent assessment
A measure that provides independence within the assessment process, such that the certificated
outcomes for each learner are not reliant upon determinations by individuals or groups with a
vested interest in the outcome. This measure should be consistent and reliable over time, and
should not create unnecessary barriers.
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B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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Centres may submit to Edexcel scrutiny of their provision. Alternatively, centres may present
evidence of their working within the context of a recognised code of practice, such as that of the
Quality Assurance Agency for Higher Education, or body of similar standing and having a
review regime, for the purpose of confirming the application of the relevant code. Edexcel
reserves the right to confirm independently that these processes are operating to our satisfaction.
Independent assessment
Supporting consistency and appropriateness of centre assessor decisions
For all BTEC Higher Nationals, accredited at level 4 on the NQF, Edexcel will appoint
appropriately qualified subject-specific external examiners to each programme in each centre.
The selection, appointment and training process; and the role, powers and responsibilities will
be defined by Edexcel in a formal manner, so that external examiners and centres are fully
aware of the scope of this role. Their function will be to objectively evaluate the assessment
process and standards of learner attainment, by independently reviewing, in the first year of a
programme, a representative sample of learner work (including the centre-devised assignments
upon which the samples are based) selected by the external examiner, from across a programme
(guidance on criteria will be provided by Edexcel in the formal definition of role, powers and
responsibilities of external examiners).
Visiting external examiners must be afforded reasonable access to the assessed parts of any
programme, including evidence of a learners performance on placement, where this is an
assessed part of the programme. A primary purpose of this evaluation is to verify that standards
are appropriate for the award, its elements, and to assist institutions in the comparison of
academic standards across similar awards nationally. The external examiner will also report on
the extent to which the institutions processes for assessment, are sound and have been fairly
conducted.
In the event of a disparity between the judgement made by centre assessors and those of the
Edexcel external examiner, this will be formally reported to Edexcel and to the centre. Such an
instance will require a centre to agree corrective action with Edexcel
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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45
Mode of delivery
Edexcel does not define the mode of study for BTEC Higher National qualifications. Centres
are free to offer the qualifications using any mode of delivery that meets the needs of their
learners. This may be through traditional classroom teaching, open learning, distance learning or
a combination of these. Whatever mode of delivery is used, centres must ensure that learners
have appropriate access to the resources identified in the specifications and to the subject
specialists delivering the units. This is particularly important for learners studying for the
qualification through open or distance learning.
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B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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Full guidance on Edexcels policies on distance assessment and electronic assessment are
provided on our website.
Learners studying for the qualification on a part-time basis bring with them a wealth of
experience that should be utilised to maximum effect by tutors and assessors. Assessment
instruments based on learners work environments should be encouraged. Those planning the
programme should aim to enhance the vocational nature of the BTEC Higher National
qualification by:
liaising with employers to ensure that the course is relevant to the specific needs of the
learners
accessing and using non-confidential data and documents from learners workplaces
including sponsoring employers in the delivery of the programme and, where appropriate, in
the assessment
making full use of the variety of experiences of work and life that learners bring to the
programme.
Resources
BTEC Higher National qualifications are designed to prepare learners for employment in
specific sectors. Physical resources need to support the delivery of the programme and the
proper assessment of the outcomes and, therefore, should normally be of industry standard. Staff
delivering programmes and conducting the assessments should be fully familiar with current
practice and standards in the sector concerned. Centres will need to meet any specialist resource
requirements when they seek approval from Edexcel.
Specialist resources should include case study materials, real resources acquired from
commercial operations, videos and documented examples of current practice. These are detailed
in each unit, they provide:
demonstration of appropriate direct links with relevant organisations, their personnel, and
access to their policy and practice
access for staff and learners to information technology and data logging equipment, with
technician support
Delivery approach
It is important that centres develop an approach to teaching and learning that supports the
specialist vocational nature of the BTEC Higher National qualifications. The specifications
contain a balance of practical skill development and knowledge requirements, some of which
can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made
between theory and practice and that the knowledge base is applied to the sector. This will
require the development of relevant and up-to-date teaching materials that allow learners to
apply their learning to actual events and activity within the sector. Maximum use should be
made of the learners experience.
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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47
the qualifications should be available to everyone who is capable of reaching the required
standards
the qualifications should be free from any barriers that restrict access and progression
there should be equal opportunities for all wishing to access the qualifications.
Centres are required to recruit learners to BTEC qualifications with integrity. This will include
ensuring that applicants have appropriate information and advice about the qualifications and
that the qualification will meet their needs. Centres should take appropriate steps to assess each
applicants potential and make a professional judgement about their ability to successfully
complete the programme of study and achieve the qualification. This assessment will need to
take account of the support available to the learner within the centre during their programme of
study and any specific support that might be necessary to allow the learner to access the
assessment for the qualification. Centres should also show regard for Edexcels policy on
learners with particular requirements.
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B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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Centres will need to review the profile of qualifications and/or experience held by applicants,
considering whether this profile shows an ability to progress to a level 4 qualification. For
learners who have recently been in education, the entry profile is likely to include one of the
following:
a GCE Advanced level profile which demonstrates strong performance in a relevant subject
or an adequate performance in more than one GCE subject. This profile is likely to be
supported by GCSE grades at A* to C
Mature learners may present a more varied profile of achievement that is likely to include
extensive work experience (paid and/or unpaid) and/or achievement of a range of professional
qualifications in their work sector.
Details of the allowable arrangements for such learners are given in Assessment of Vocationally
Related Qualification: Regulations and Guidance relating to Learners with Special
Requirements (Edexcel, 2002).
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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49
moral and ethical issues are encountered throughout the qualification as dealing with
people will involve the learner engaging in moral and ethical issues. A more detailed
analysis is given in Units 4, 19, 50 and 56.
Environmental issues
Learners will be led to appreciate the importance of environmental issues as they study
business, as well as through experience of the business sector in Units 4 and 57.
European developments
Much of the content of the BTEC Higher Nationals in Business is applicable throughout Europe
owing to its transferable nature, even though the context of delivery is within the UK. The
European dimensions of business are specifically addressed in Units 4, 28 and 42.
Useful publications
Further copies of this document and related publications can be obtained from:
Edexcel Publications
Adamsway
Mansfield
Nottinghamshire NG18 4FN
Telephone:
Fax:
Email:
Edexcel publications concerning the quality assurance system and the internal and external
verification of vocationally-related programmes may be found on the Edexcel website and
in the Edexcel publications catalogue.
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B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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NB: Most of our publications are priced. There is also a charge for postage and packing. Please
check the cost when you order.
Management
The Management Standards Centre
The Institute of Management
2 Savoy Court
The Strand
WC2R 0EZ
Telephone: 020 7497 0580
Fax:
020 7497 0463
Website: www.inst-mgt.org.uk
Personnel
The Employment NTO
Kimberley House
47 Vaughan Way
Leicester
LE1 4SQ
Telephone:
Fax:
Email:
Website:
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
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The national programme of training we offer can be viewed on the Edexcel website
(www.edexcel.org.uk). You can request customised training through the website or by
contacting one of our advisers in the Professional Development and Training Team on
telephone number 020 7758 5620 to discuss your training needs.
The training we provide:
Our training will also underpin many areas of the Higher Education Staff Development Agency
(HESDA)/FENTO standards for teachers and lecturers working towards them.
Further information
For further information please call Customer Services on 0870 240 9800, or visit our website at
www.edexcel.org.uk.
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Core
units
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Unit 1:
Marketing
Learning hours:
60
NQF level 4:
Description of unit
This unit aims to provide learners with an introduction to the fundamental concepts and
principles that underpin the marketing process. In addition, it examines the role and practice of
marketing within the changing business environment. This broad-based unit will provide all
learners with a concise and contemporary overview of marketing, and give them the knowledge
and skills to underpin further study in the specialist field of marketing.
Identify and analyse the individual elements of the extended marketing mix
Apply the extended marketing mix to different marketing segments and contexts.
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Content
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Outcomes
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Guidance
Delivery
For many learners this unit will provide their first contact with the main aspects of marketing
theory. Delivery should emphasise that the marketing concept underpins the marketing process.
Current trends, issues and innovations should be used to identify the application of marketing
principles and techniques. In addition, case studies, visiting speakers and visits to other
organisations could be used where appropriate to give practical relevance.
Assessment
Evidence of outcomes may be in the form of written or oral assignments or tests, or by learners
building a portfolio of evidence. The assignments may focus on real problems or case studies.
Learning and assessment can be across units, at unit level or at outcome level. Evidence could
be at outcome level although opportunities exist for covering more than one outcome in an
assignment.
Learners should also have opportunities for peer and self-assessment in order to develop their
skills in being responsible for their own learning and development.
Links
This unit forms the basis of the Higher National Marketing pathway linking with other
marketing units: Unit 17: Marketing Intelligence, Unit 18: Advertising and Promotion, Unit 19:
Marketing Planning and Unit 20: Sales Planning and Operations. There is also a link to Unit 4:
Business Environment in the areas of stakeholders, effects of demand elasticity on pricing and
external market factors. The unit also provides links to Unit 30: Internet Marketing and Unit 50:
Contemporary Issues in Marketing Management.
Resources
Learners should have access to a learning resource centre with a wide range of marketing texts.
Texts should be supported by newspaper business sections, as well as trade journals such as
Campaign, Marketing Week and Marketing.
Support materials
Textbooks
Adcock D et al Marketing Principles and Practice 4th Edition (Pitman Publishing, 2001)
ISBN: 027364677X
Brassington F and Pettitt S Principles of Marketing 3rd Edition (FT/Prentice Hall, 2003)
ISBN: 0273657917
Jobber D Principles and Practice of Marketing 3rd Edition (McGraw Hill, 2001)
ISBN: 0077096134
Kotler P et al Principles of Marketing 3rd European Edition (FT/Prentice Hall, 2001)
ISBN: 0273646621
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The Financial Times and other daily newspapers which contain a business section and market
reports
Videos
The Marketing Mix at Cadburys (1998, TV Choice)
Marketing Decisions (1998, TV Choice)
What is Marketing? (2001, TV Choice)
Websites
www.bized.ac.uk
www.cim.co.uk
www.ft.com
www.marketing.haynet.com
Marketing magazine
www.thetimes100.co.uk
multimedia resources
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Unit 2:
Learning hours:
60
NQF level 4:
Description of unit
This unit is designed to give learners a broad understanding of the ways in which finance is
managed within a business organisation. Learners will learn how to evaluate the different
sources of finance, compare the ways in which these are used and will learn how to use financial
information to make decisions. Included will be consideration of decisions relating to pricing
and investment, as well as budgeting. Finally, learners will learn techniques for the evaluation
of financial performance.
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Content
Sources of finance
Range of sources: sources for different businesses, long term such as share capital, retained
earnings, loans, third-party investment, short/medium term such as hire purchase and
leasing, working capital stock control, cash management, debtor factoring
Implications of choices: legal, financial and dilution of control implications, bankruptcy
Choosing a source: advantages and disadvantages of different sources, suitability for
purpose eg matching of term of finance to term of project
Finance as a resource
Finance costs: tangible costs eg interest, dividends; opportunity costs eg loss of alternative
projects when using retained earnings; tax effects
Financial planning: the need to identify shortages and surpluses eg cash budgeting;
implications of failure to finance adequately, overtrading
Decision making: information needs of different decision makers
Accounting for finance: how different types of finance and their costs appear in the financial
statements of a business, the interaction of assets and liabilities on the balance sheet
Financial decisions
Budgeting decisions: analysis and monitoring of cash and other budgets
Costing and pricing decisions: calculation of unit costs, use within pricing decisions,
sensitivity analysis
Investment appraisal: payback period, accounting rate of return, discounted cashflow
techniques ie net present value, internal rate of return
Nature of long-term decisions: nature of investment importance of true value of money,
cash flow, assumptions in capital investment decisions, advantages and disadvantages of
each method
Financial performance
Terminology: introduction to debit, credit, books of prime entry, accounts and ledgers, trial
balance, final accounts
Financial statements: basic form, structure and purpose of main financial statements ie
balance sheet, profit and loss account, cashflow statement, notes, preparation not required;
distinctions between different types of business ie limited company, partnership, sole trader
Interpretation: use of key accounting ratios for profitability, liquidity, efficiency, and
investment, comparison both external ie other companies, industry standards and internal ie
previous periods, budgets
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Outcomes
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Guidance
Delivery
Understanding will be developed via exposure to a variety of case studies. It will also be useful
to look at a number of sets of financial statements. The form and structure of these statements
must be understood, although learners are not required to actually prepare the statements. That
said, simple examples which do require accounts to be prepared may aid understanding of the
formats.
Assessment
Assessment may be by way of case study or project, based on specific business organisations.
The organisations can be simulated, but learners may benefit from the analysis of a variety of
real organisations. Assessment of the decision making outcome is likely to require a simulated
case study.
Links
This unit links with other units within the specification: Unit 6: Business Decision Making, Unit
9: Management Accounting: Costing and Budgeting, Unit 10: Financial Reporting, Unit 11:
Financial Systems and Auditing and Unit 12: Taxation.
This unit also covers some of the underpinning knowledge and understanding for the following
units of the NVQ in Accounting at level 4: Contributing to the management of costs and
enhancement of value, Contributing to the planning and allocation of resources.
The unit covers financial topics essential for learners wishing to make a career in this field and
wishing to gain membership of a professional accounting body.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Cox D and Fardon M Management of Finance (Osborne Books, 2003) ISBN: 1872962238
Dyson J R Accounting for Non-Accounting Learners (Pitman, 2003) ISBN: 0273646834
Journals and newspapers
The financial and mainstream press can provide useful background reading, and can also be a
useful source of case studies and financial information. Copies of published financial reports are
available from companies themselves, or via The Financial Times (a free online ordering service
is available).
Videos
A number of videos is available covering the financial aspects of business.
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Websites
The professional accounting bodies all have websites with lots of useful information and links.
The Financial Times website includes a free service providing copies of financial reports. Biz/ed
provides a wealth of useful resources aimed at learners and teachers.
www.aat.co.uk
www.accountingtechnician.co.uk
www.bized.ac.uk
www.ft.com
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Unit 3:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides an introduction to the nature of organisations in relation to management
practices. The unit examines the internal nature of organisations from both a theoretical and
practical viewpoint. The unit is intended to develop an understanding of the behaviour of people
within organisations and the significance of organisational design and characteristics. It also
aims to provide the basis for, and to underpin further study in, specialist areas of business.
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Content
Motivational theories
Motivation theories: Maslows Hierarchy of Needs, Herzbergs Motivation Hygiene
theory, Vroom and Expectancy theories, Maccoby, McCrae and Costa personality
dimensions
Motivation and performance: rewards and incentives, motivation and managers, rewards
monetary and non-monetary
Leadership: leadership in organisations, managers and leaders, leadership traits,
management style, contingency approach, leadership and organisational culture
Leadership and successful change in organisations: pluralistic, transformational,
communications, conflict
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Outcomes
Examine different
approaches to management
and leadership and theories
of organisation
Explore organisational
structure and culture
Demonstrate an understanding
of working with others,
teamwork, groups and
group dynamics
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Guidance
Delivery
Case studies, role plays and learner-centred learning can all be used to enhance delivery and
student learning opportunities exist to link the delivery and assessment of the unit with the
human resource management or management units.
Assessment
Evidence of outcomes could be by written or verbal presentations. Evidence at outcome level
can be self-contained assignments, or one assignment integrating all outcomes, possibly with a
thematic approach. Investigations can use actual organisations or case study material.
Links
This unit links with Unit 21: Human Resources Management, Unit 22: Managing Human
Resources, Unit 23: Human Resources Development and Unit 24: Employee Relations.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Brooks I Organisational Behaviour, Individuals, Groups and Organisation 2nd Edition
(Prentice Hall, 2003) ISBN: 0877781265
Huczynski A and Buchanan D Organisational Behaviour: An Introductory Text (Prentice
Hall, 2000) ISBN: 0273651021
Maccoby M Why Work: Motivating and Leading the New Generation (Simon and Schuster,
New York, 1998) ISBN: 067147281X
(Outlines the changing nature of the workplace and categorises people into five types, giving the
characteristics and sources of motivation and demotivation of each.)
Mullins L Management and Organisational Behaviour 5th Edition (Pitman Publishing,
London, 1999) ISBN: 0273651471
Robbins S Essentials of Organisational Behaviour 4th Edition (Prentice Hall International,
2003) ISBN: 0582820758
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Unit 4:
Business Environment
Learning hours:
60
NQF level 4:
Description of unit
The aim of the unit is to encourage learners to identify the objectives of organisations and the
influence of stakeholders. Learners are also encouraged to investigate the operation of
organisations in relation to the local, national and global environment. The unit also provides
learners with a solid base of understanding of the parameters within which organisations act that
can be built upon in further units.
Investigate the economic, social and global environment in which organisations operate
Explore the significance of international trade and the European dimension for UK
businesses.
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Content
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Outcomes
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Guidance
Delivery
This unit will probably be delivered as a stand-alone unit, but there are opportunities for some
integration of assignments with the units identified in the Links section below. The extent to
which this can be achieved will depend on whether learners are completing a Higher National
Diploma or Higher National Certificate and if Unit 42: European Business forms part of the
programme. In the case of the latter unit, outcome 4 clearly provides a basis for linkage. In
making decisions about linked assignments, consideration will need to be given to the order in
which units are delivered.
Assessment
Evidence of outcomes may be in the form of written or oral assignments and/or time constrained
activities.
Evidence is likely to be produced at outcome level although opportunities exist for the design of
assignments that adopt a thematic approach covering several outcomes. Stimulus material could
include case study material, and investigations into actual business organisations. Case studies
could be issued prior to the adoption of any time constrained assignments.
Learners must demonstrate their understanding of organisational missions, objectives and the
influence of stakeholders. Investigation of organisations within their environment at local,
national and global level and the impact of government policies and the European dimension
must also be covered.
Links
This unit provides for the development of a solid base of understanding of the parameters within
which organisations act. This can be built on in further units, particularly Unit 7: Business
Strategy and Unit 42: European Business.
Resources
The European Parliament Office in London has a website and will also supply multiple copies
of materials on Europe. Also the European newspaper, Euromonitor and The Economist
Intelligence Unit are useful sources of information. Other resources include The UK Economy
Explained (CD-Rom) by HSBC; The Times 100 Companies (CD-Rom) and Trigon produce
useful economic data.
Support materials
Textbooks
There is a large number of textbooks available covering the areas in the unit. Examples include:
BPP Organisations, Competition and Environment (BPP Publishing, 2003)
ISBN: 0751712469
Brewster D Business Economics (International Thompson Business P, 1998)
ISBN: 1861524250
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www.carol.co.uk
http://catalogue.bized.ac.uk
www.census.gov/ipc/www
Census data
www.corporateinformation.com
www.ecowin.com
www.ermuk.com/ERM/LOC/erm_uk.NSF
www.google.co.uk/advanced_search?hl=en
www.oheschools.org
www.sosig.ac.uk
www.statistics.gov.uk
National Statistics
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Unit 5:
Common Law I
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to provide an introduction to the law of contract, with a particular focus
on the formation and operation of a business contract. Learners are encouraged to explore the
contents of such an agreement and, in particular, to appreciate the practical application of
standard-form business contracts. Additionally, the unit enables learners to understand how the
Law of Tort differs from the law of contract and examines the Tort of Negligence and issues of
liability pertinent to business.
Understand the essential elements of a valid and legally binding contract and its role in a
business context
Examine the role of the Law of Tort in business activities assessing particular forms of
tortious liability
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Content
The Law of Tort in business activities and particular forms of tortious liability
The Law of Tort: fundamental aspects of tort; tortious liability and business operations;
advantages of using tortious, as opposed to contractual, remedies
Types of tortious liability: the tortious liability of occupiers, employers liability including
vicarious liability for employees, health and safety issues, strict liability, difficulties of
practical application
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Outcomes
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Guidance
Delivery
This unit can be delivered in a variety of ways. Group work and other active methods of
learning can be employed to enhance learners experience and promote the required
understanding. The use of case studies and specimen documentation is to be particularly
encouraged, both as a means of assessment and as part of the normal learning process.
Assessment
Evidence of outcomes may be in the form of:
group work, presentations, and role plays used critically, to examine the essential elements
of a valid contract
group role play to simulate situations where various forms of tortious liability apply.
Links
This unit provides for the development of a solid understanding of the essential requirements of
a valid business contract. This will be a foundation for Unit 27: Common Law II where the
knowledge base and understanding gained will be further developed and enhanced. To a lesser
extent there will be some common ground between the contents of this unit and Unit 25:
English Legal System in relation to the forms of liability and the development of common law
and equitable remedies.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Atiyah P S Introduction to the Law of Contract (Clarendon Press, June 1995)
ISBN: 0198259530
Beale/Bishop and Furmston Contract Cases and Materials (Butterworth, October 2001)
ISBN: 040692404X
Cheshire/Fifoot and Furmston Law of Contract (Butterworth, October 2001)
ISBN: 0406930589
Cooke J Law of Tort (Prentice Hall, May 1997) ISBN: 0273627104
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Elliott and Quinn Contract Law (Longman, December 2002) ISBN: 0582473306
Elliot and Quinn Tort Law (Longman, July 1997) ISBN: 058243811X
Harvey and Marston Cases and Commentary on TORT (Prentice Hall, 2000)
ISBN: 0582423511 NB: Will be republished 2004 (5th Edition ISBN: 0406971382)
Hodgson J and Lewthwaite J Law of Torts (Blackstone, October 2001) ISBN: 1841742759
Jones M Textbook on Torts (Oxford University, August 2002) ISBN: 0199255334
Pannett A Law of Torts (Prentice Hall, March 1997) ISBN: 0712110704
Treitel G Law of Contract (Sweet & Maxwell, June 2003) ISBN: 042178850X
Young M Cases and Commentary in Contract Law (Prentice Hall, June 1997)
ISBN: 0273625705
Journals
Law Society Gazette
New Law Journal
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Unit 6:
Learning hours:
60
NQF level 4:
Description of unit
In business, good decision making requires the effective use of information. This unit gives
learners the opportunity to examine a variety of sources and develop techniques for four aspects
of information: data gathering, data storage, and the tools available to create useful information
and present it.
Computers are used in business for much of this and thus the appreciation and use of
appropriate IT software is central to the completion of this unit. Specifically, learners will use
spreadsheets and other software for data analysis and the preparation of information. The use of
spreadsheets for the manipulation of numbers, and understanding of how to apply the results,
are seen as more important than the mathematical derivation of formulae used. They will also
gain an appreciation of information systems currently used at all levels in an organisation as
aids to decision making.
Use a variety of sources for the collection of data, both primary and secondary
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Content
Software-generated information
Management information systems: computers and information processing tools for
operational, tactical and strategic levels of the organisation
Inventory control: economic order quantity, continuous and periodic review, Pareto
analysis, material requirements, planning for manufacturing
Project management: networking and critical path analysis, Gantt and Pert charts
Financial tools: indices discounted cash flow, internal rates of return (IRR function)
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Outcomes
Produce information in
appropriate formats for
decision making in an
organisational context
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Outcomes
88
Use software-generated
information to make
decisions at operational,
tactical and strategic levels in
an organisation
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Guidance
Delivery
Reflecting modern business practice, much of this unit will be delivered using computer
software (such as spreadsheets, presentation and project management software and the internet).
Delivery is likely to include input to ensure that all learners have a working knowledge of the
required IT tools, and subsequent practice tasks, case studies, research activities (individual and
group) to develop the particular skills. This may be achieved by delivering the unit at an early
stage in the course, ensuring the learner has skills ready to apply in other units, or delivered
within units which require specific skills.
Assessment
Evidence of outcomes may be in the form of assignments specific to the unit, assignments that
integrate this unit with others, class-based tests and examinations.
To expand on the outcomes activities could include:
analysis and description of data, use of graphs and forecasting from consumer surveys,
operations activities to inform particular strategies
monitor and graph chosen share prices over a period and use forecasting techniques and
research of current economic activities to suggest future trends.
Links
This unit is intended to provide underpinning knowledge for topics which are based on an
understanding of quantitative techniques found in other units, in particular those focusing on
marketing, finance, operations and strategic management, such as: Unit 1: Marketing, Unit 2:
Managing Financial Resources and Decisions, Unit 7: Business Strategy, Unit 9: Management
Accounting: Costing and Budgeting, Unit 10: Financial Reporting, Unit 11: Financial Systems
and Auditing, Unit 12: Taxation, Unit 17: Marketing Intelligence, Unit 18: Advertising and
Promotion, Unit 19: Marketing Planning, Unit 20: Sales Planning and Operations and Unit 30:
Internet Marketing.
Resources
Computers with internet and appropriate application software such as spreadsheets,
presentation, and word-processing packages should be available. Project management software
would also be useful. Additional numeracy support should be available if required.
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Support materials
Textbooks
Bedward D Quantitative Methods A Business Perspective 1st Edition (Butterworth
Heinemann, 1999) ISBN: 0750640936
Curwin and Slater Quantitative Methods for Business Decisions 5th Edition (Chapman Hall,
2001) ISBN: 1861525311
Schultheis R Management Information Systems 4th Edition (McGraw Hill 1998)
ISBN: 0071155481
Smailes J and McGrane A Essential Business Statistics (Pearson Education, 2000)
ISBN: 0273643339
Waters D Quantitative Methods for Business (FT Prentice Hall, 2001) ISBN: 027364694X
Websites
For coverage of relevant topics:
www.4pm.com/repository.htm
www.ct-yankee.com
www.itl.nist.gov
www.mindtools.com
www.bized.ac.uk
www.dti.gov.uk/mbp
www.moneyworld.co.uk
http://sol.brunel.ac.uk/~jarvis/bola
www.statistics.gov.uk
UK government statistics
www.upmystreet.co.uk
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Unit 7:
Business Strategy
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to develop learners abilities to evaluate and select strategies appropriate
to business organisations. This will involve an analysis of the impacts of the external operating
environment and the need to plan organisational strategies to ensure effective business
performance.
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Content
Strategy formulation
Strategic contexts and terminology: role of strategy, missions, visions, strategic intent,
objectives, goals, core competencies, strategic architecture, strategic control
Stakeholder analysis: stakeholder significance grid, stakeholder mapping
Environment auditing: political, economic, socio-cultural, technological, environmental and
legal analysis (PESTEL), Porters 5 force analysis, the threat of new entrants, the power of
buyers, the power of suppliers, the threat of substitutes, competitive rivalry and
collaboration
Strategic positioning: the Ansoff matrix, growth, stability, profitability, efficiency, market
leadership, survival, mergers and acquisitions, expansion into the global market place
The organisational audit: benchmarking, SWOT analysis, product positions, value-chain
analysis, demographic influences, scenario planning, synergy culture and values
Strategic planning
Strategic thinking: future direction of the competition, needs of customers, gaining and
maintaining competitive advantage, Ansoff's growth-vector matrix, portfolio analysis
Planning systems: informal planning, top-down planning, bottom-up planning, behavioural
approaches
Strategic planning issues: impact on managers, targets, when to plan, who should be
involved, role of planning
Strategic planning techniques: BCG growth-share matrix, directional policy matrices,
SPACE, PIMS
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Strategy implementation
The realisation of strategic plans to operational reality: communication selling the
concepts, project teams, identification of team and individual roles, responsibilities and
targets, programme of activities, benchmark targets at differing levels of the organisation
Resource allocation: finance, human resources, materials, time
Review and evaluation: an evaluation of the benchmarked outcomes in a given time period
of corporate, operational and individual targets
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Outcomes
94
Examine approaches to
strategy evaluation and
selection
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Guidance
Delivery
This unit is best taught using a case study approach. Wherever possible, a link should be made
between the academic underpinning knowledge and its practical application. The evaluation of
strategy formulation should be developed using an identified or given organisation. This could
be achieved via a tutor-developed case study, a case study taken from a recent publication
(which may need consent from the author) or an evaluation of a local organisation. There are
excellent case studies available in the publications listed in Resources which can be used for
classroom discussion. Some of the texts also have online tutor support.
Typical class sessions may begin with an explanation of the relevant theories followed by a
learner-led discussion on how these theories have been applied in the case study. This may
entail learners being asked to read the case study in advance of the class. Depending on the time
available, this can then be backed up by an appropriate video showing how strategies are
applied in practice.
Tracking studies via newspapers should also be considered to monitor the strategic moves of
organisations, such as mergers and fragmentation. Outside speakers and visits to organisations
could be used where appropriate to give practical examples of how organisations are monitoring
and producing strategies to ensure business success.
Assessment
Assessments should ideally be based on real-life case studies. For a first assessment it may be
suitable to ask learners to work in groups to produce and present a report covering outcomes
one and two. This can then be followed up by an individual piece of work analysing the
evaluation, selection and implementation of an appropriate strategy. To achieve a merit in this
unit a learner should, in the individual piece of work, apply different models and theories to the
analysis of the data and show an understanding of the application of those models. For a
distinction a learner would be expected to show evaluation and synthesis of these models and
theories and be able to communicate the ideas coherently.
Links
This unit is intended to be linked with the other core units in the programme. It draws upon the
underpinning knowledge gained across the core and specialist units in the programme.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
HNC/HND BTEC Business Course Book, Core Unit 8 Business Strategy
(BPP Publishing, London, 2000) ISBN: 0751770388
Coulter M Strategic Management 2nd Edition (Prentice Hall, 2001) ISBN: 0130400068
Johnson G and Scholes K Exploring Corporate Strategy (Prentice Hall, 2002)
ISBN: 0273651129
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www.emerald-library.com/EMR
www.ft.com
www.hemscott.net
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Unit 8:
Research Project
Learning hours:
60
NQF level 4:
Description of unit
This unit is designed to introduce learners to the techniques and methods of research. The unit
addresses a variety of research methodologies, including the opportunity to carry out
interventionist or action research.
Learners will be required to produce a project report based on independent research into an area
of professional business practice that interests them and will add to their professional
development.
The study should use both primary and secondary sources of information, and should be an
exploration of a current major issue. The study undertaken should build on knowledge, skills
and understanding that have been achieved in other units. Tutor approval should be sought
before commencing study.
Present and evaluate the findings with regard to the initial proposal.
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Content
Research proposal
Research methodologies: intervention, non-intervention, action research
Hypothesis: definition, suitability, skills and knowledge to be gained, aims, objectives,
terms of reference, duration, ethical issues
Action plan: rationale for research question or hypothesis, task dates, review dates,
monitoring/reviewing process, strategy
Research project
Preparation: identifying ideas/topics/areas of investigation, research question(s), scope and
feasibility, hypothesis, literature search, agreeing the process, targets, milestones, action
plan, timetable and procedure, monitoring and revision
Methodology: literature search, eg library, internet, sector data sources; pure and applied
research, developmental, longitudinal, survey, case study, research and development,
concepts and theories, terminology, validity and reliability
Qualitative data analysis: interpreting transcripts, coding techniques, categorisation,
relationships, trends, use of computers; presentation of data
Quantitative data analysis: coding/values, manual/electronic methods, specialist software;
presentation of data, eg bar/pie charts, graphs, statistical tables; comparison of variables,
trends, forecasting
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Guidance
Delivery
Learners may have developed a range of investigative skills during the programme of study, but
this unit formalises the research into a style similar to a thesis. It is important that learners
understand the elements that make up formal research, including the different methodologies,
the proposal, action planning, carrying out the research itself and presenting their findings.
Tutors will need to cover the theory underpinning formal research to enable learners to complete
this unit satisfactorily.
The research project itself is dependent on the learner, the context of their area of learning, their
focus of interest and the anticipated outcomes. The unit should draw together a range of other
areas of content within the programme of study to form a holistic piece of work that makes a
positive contribution to commercial practice. To accomplish this, learners will need to establish
relationships with commercial and industrial organisations in order to generate data that will
lead them to such conclusions. It is essential for the tutor to monitor the development of
individual research projects closely to ensure they are following the correct guidelines and
working towards agreed objectives.
Learners will need further guidance to support the presentation and evaluation of their work.
The presentation of their research should follow formal presentation practice, with correct
referencing and bibliography details. Tutors should deliver an appropriate session to underpin
this approach, but the teaching of presentation skills should not be the focus of this area of
work.
Assessment
Evidence for this unit should be generated through a written assignment or report,
demonstrating a sound understanding of research methods and protocol. The study should show
evidence of both primary and secondary research. It should look at the present day and the
current culture and operation of the service, with a view on the issues which impact most
strongly upon it. There should also be an appreciation of historical events which impact most
strongly on current structure and operations. The learner will need to demonstrate the ability to
work independently, and to provide evidence of an individual approach in the finished work.
Learners will require close supervision and organised tutor support in order to design a study
which is realistic, achievable and economically viable within the scope of the unit. Tutor
approval should be sought before beginning the study.
Links
This unit may be linked to a single unit or several units, depending on the research topic and
area chosen. In particular it can be linked to Unit 49: Industry Experience and gives the learner
the opportunity to undertake research in the same organisation in which they undertook their
placement.
Resources
Tutors will need to establish the availability of resources to support the independent study
before allowing the learner to proceed with the proposal.
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Where learners are engaged in primary research, the tutor must check that access has been
negotiated and that ethical research procedures are being followed. Learners will need access to
IT and to appropriate commercial organisations.
Learners will need access to ICT when analysing their findings and writing up their reports.
Support materials
Textbooks
Bell J Doing your Research Project 3rd Edition (Open University Press, 1999)
ISBN: 0335203892
Best J Research in Education (Prentice Hall, 1997) ISBN: 0137740182
Cohen L and Manion L Research Methods in Education (Routledge Falmer, 2000)
ISBN: 0414195411
Coolican H Introduction to Research Methods and Statistics in Psychology
(Hodder and Stoughton, 1996) ISBN: 0340679379
Elliott J Action Research for Educational Change (Open University Press, 1991)
ISBN: 0335096891
Gill J and Johnson P Research Methods for Managers 2nd Edition (Paul Chapman
Publishing Ltd, 1997) ISBN: 185396350X
Hoinville G and Jowell R Survey Research Practice (Heinemann, 1978)
ISBN: 0435824198
Kane E Doing Your Own Research (Marion Boyars, 1997) ISBN: 0714528439
Lock D Project Management (Gower publications, 2000) ISBN: 056608225X
Marshall L A Guide to Learning Independently 2nd Edition (Open University Press 1996)
ISBN: 0335191711
McNiff J Action Research: Principles and Practice (Routledge Falmer, 2001)
ISBN: 0415219949
Robson, C Real World Research (Blackwell Publications, 2001) ISBN: 0631213058
Saunders M/Lewis P and Thornhill A Research Methods for Business Students
(Pitman Publishing, 1997) ISBN: 0273620177
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Specialist
units
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Finance
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Unit 9:
Learning hours:
60
NQF level 4:
Description of unit
In this unit learners will consider cost information both current and future. Cost data will be
collected, compiled and analysed, and will be processed into information of use to management.
The unit goes on to deal with budgetary planning and control, preparing forecasts and budgets
and then comparing them to actual results. Learners will consider different costing and
budgetary systems and will discuss the causes of resulting variances.
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Content
Cost information
Types of costs and classification: materials, labour, overheads, direct and indirect, fixed,
variable and semi-variable
Costing methods: job costing, batch costing, process costing, contract costing, service
costing
Cost measurement: absorption and marginal costing, traditional overhead absorption and
activity-based costing, stock valuation methods (FIFO, LIFO, AVCO, standard costing)
Costing as basis for pricing and stock valuation: cost plus pricing, market pricing, target
costing
Data collection and analysis: sampling methods and purpose, presentation of data eg
tabular, diagrammatical, graphical, index numbers
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Outcomes
Monitor performance
against budgets within a
business
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Guidance
Delivery
Learners should be exposed to as many case studies and practical exercises as possible,
especially in relation to the costing, forecasting and budgeting techniques. Role play may help
to explore the interaction between different managers that is an essential part of the budgeting
process.
Assessment
Assessment may be in the form of assignments, or case studies investigating real or simulated
organisations.
Links
The unit links with others within the specification: Unit 2: Managing Financial Resources and
Decisions, Unit 6: Business Decision Making, Unit 10: Financial Reporting, Unit 11: Financial
Systems and Auditing and Unit 12: Taxation.
Additionally it covers much of the underpinning knowledge and understanding for the following
units of the NVQ in Accounting at level 4: Unit 8: Contributing to the Management of Costs
and the Enhancement of Value and Unit 9: Contributing to the Planning and Allocation of
Resources.
The unit covers topics essential to learners aiming for a career in this field and wishing to
become members of professional accounting bodies.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Brammer J and Penning A Managing Costs and Resources (Osborne Books, 2001)
ISBN: 1872962440
Jones M Accounting for Non-Specialists (Wiley, 2002) ISBN: 0471495727
Journals and newspapers
The financial and mainstream press can be a useful source of information, both in terms of data
for case studies and background understanding.
Videos
A variety of videos is available covering financial topics.
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Websites
The professional accountancy bodies all have websites with useful information and many links.
The sites associated with accounting journals can also be of use, together with the biz/ed site,
which provides numerous resources for learners and teachers.
www.aat.co.uk
www.accountingtechnician.co.uk
www.bized.ac.uk
www.iasb.org.uk
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Unit 10:
Financial Reporting
Learning hours:
60
NQF level 4:
Description of unit
In this unit learners will discover how to prepare financial statements for different types of
business, taking into account the relevant legal and regulatory provisions. Included will be the
basic principles of group accounts. Learners will also develop tools for the interpretation of
financial statements.
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Content
Regulatory framework
User groups: owners, management, employees, suppliers, customers, lenders, government,
potential investors, different needs from financial statements
User needs: profitability, liquidity, gearing, cash flow, job security, ASBs statement of
principles, IASBs framework for the presentation of financial statement
Legislation: Companies Acts 1985 and 1989, Partnership Act 1890, European directives
Other regulations: Statements of Standard Accounting Practice (SSAPs) and Financial
Reporting Standards (FRSs), The Accounting Standards Board (ASB), International
Accounting Standards (IASs)
Financial statements
Statements: trial balance, assets, abilities, income, expenses, capital, profit and loss
accounts, balance sheet, cash flow statement, notes to the accounts, statement of recognised
gains and losses
Types of business: sole trader, partnership, limited company, (public and private)
manufacturing/service/retail, group of companies
Preparation: from trial balance with adjustments eg stock, prepayments, accruals, bad
debts, depreciation, from incomplete records, basic consolidation of accounts
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Outcomes
Interpret financial
statements
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Guidance
Delivery
Learners will need a number of case studies and exercises preparing and interpreting accounts
for different types of business. Understanding the format of published accounts will be easier if
learners have access to a variety of real financial statements and reports.
Assessment
Assessment is likely to be via case study-based assignments. Outcomes 2 and 3 will probably
have to be based on simulated scenarios, whilst the interpretation of financial statements could
be based on real sets of accounts.
Links
The unit links with others within the specification: Unit 2: Managing Financial Resources and
Decisions, Unit 6: Business Decision Making, Unit 9: Management Accounting: Costing and
Budgeting, Unit 11: Financial Systems and Auditing and Unit 12: Taxation.
Additionally, the unit covers much of the underpinning knowledge and understanding for the
following unit of the NVQ in Accounting at level 4: Unit 11: Drafting Financial Statements
(Accounting Practice, Industry and Commerce).
The unit covers topics essential for learners wishing to make a career in this field and wishing to
become members of professional accounting bodies.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Cox D and Street D Financial Statements Tutorial (Osborne Books, 2001)
ISBN: 1872962548
Dyson J R Accounting for Non-Accounting Students (FT Prentice Hall 2000)
ISBN: 0273646834
Jones M Accounting for Non-Accounting Students (John Wiley and Sons Ltd)
ISBN: 0471495727
Journals and newspapers
The financial and mainstream press can be a useful source of information, particularly when
trying to appraise/interpret the performance and position of companies.
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Websites
The professional accounting bodies all have useful websites which include a wealth of
information and numerous links. The websites of newspapers and accounting journals can also
be useful. The Accounting Standards Board have an informative website, particularly useful
when considering accounting and reporting standards.
www.aat.co.uk
www.accountingtechnician.co.uk
www.asb.org.uk
www.ft.com
Other resources
The published financial reports of public limited companies are available from the companies
themselves, or from the free online service provided by The Financial Times.
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Unit 11:
Learning hours:
60
NQF level 4:
Description of unit
This unit examines the accounting and management control systems of a business. Learners will
analyse these systems and evaluate their effectiveness, particularly in terms of controls and
safeguards against error and fraud. The purpose and conduct of an audit will be covered,
together with the process of audit reporting.
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Content
Accounting systems
Accounting records: books of prime entry (daybooks), accounts and ledgers (sales,
purchases, nominal/general), trial balance, final accounts
Fundamental accounting concepts: accruals, prudence, consistency, going concern,
materiality, business entity
Accounting systems: manual and computerised, effect of business size and structure
Audit reports
Statutory reports: purpose, content (opinion of auditor), qualified and unqualified, types of
qualification
Management letters: purpose and content
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Outcomes
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Guidance
Delivery
Exposure to a variety of systems will aid understanding, and visits to local businesses may help
to facilitate this. Learners in employment should be encouraged to research the systems used by
their own organisations. Role play within case studies may help with the audit outcomes.
Hands-on experience of computerised accounting packages will aid understanding, but is not
essential.
Assessment
Assessment is likely to take the form of assignments or case studies based on real or simulated
situations. The accounting systems and management control systems outcomes could be
assessed via a workplace-based project, although the sensitivity and confidentiality of financial
information may hinder this.
Links
The unit links with others in the programme such as: Unit 2: Managing Financial Resources
and Decisions, Unit 6: Business Decision Making, Unit 9: Management Accounting: Costing
and Budgeting, Unit 10: Financial Reporting and Unit 12: Taxation.
Additionally the unit covers much of the underpinning knowledge and understanding for the
following units of the NVQ in Accounting at level 4: Unit 10: Managing Accounting Systems
and Unit 17: Implementing Audit Procedures.
The unit covers topics essential for learners wishing to make a career within finance and
wishing to become members of professional accounting bodies.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Millichamp A H Auditing (Continuum International Publishing Group, 2002)
ISBN: 08264550X
Woolf E Auditing Today (FT Prentice Hall, 1997) ISBN: 0135894662
Journals and newspapers
The financial and mainstream press is a useful source of background information, and could
provide case studies too.
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Unit 12:
Taxation
Learning hours:
60
NQF level 4:
Description of unit
This unit considers the taxation of both individuals and limited companies. Learners will
calculate taxable income and tax payable, allowing for different sources of income, relevant
allowable expenditure, and applicable tax-free allowances. Income tax, corporation tax and
capital gains tax are all covered.
Explain the duties and responsibilities of the tax practitioner and the UK tax
environment
Calculate the capital gains tax payable for individuals and companies.
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Content
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Outcomes
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Guidance
Delivery
Learners will need to practise the wide variety of tax calculations, probably from simulated
rather than real-life situations. The case studies should cover the basic calculations, and not deal
with complex taxation issues.
Assessment
Assessment is likely to be via case study-based assignments, although real-life situations may
generate evidence in some areas. Real life situations may be useful, although the sensitivity of
the information may cause difficulties. Role play may be an effective method when considering
administrative matters.
Links
This unit links with others in the programme: Unit 2: Managing Financial Resources and
Decisions, Unit 6: Business Decision Making, Unit 9: Management Accounting: Costing and
Budgeting, Unit 10: Financial Reporting and Unit 11: Financial Systems and Auditing.
Additionally, the unit covers much of the underpinning knowledge and understanding for the
following units of the NVQ in Accounting at level 4: Unit 18: Preparing Business Taxation
Computations and Unit 19: Preparing Personal Taxation Computations.
The unit covers topics essential for learners wishing to make a career in this field and to become
members of professional accounting bodies.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Homer A and Burrows R Tolleys Tax Guide (Tolley Publishing) ISBN: 0754521532
Melville A Taxation (FT Prentice Hall) ISBN: 0273673130
Both of the above are published annually.
Journals and newspapers
The financial and mainstream press may provide useful information, particularly with regard to
changes in the UK tax environment.
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Management
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Unit 13:
Learning hours:
60
NQF level 4:
Description of unit
This unit is designed to enable learners to assess and develop a range of professional and
personal skills in order to promote future personal and career development. The unit also aims
to develop learners abilities to organise, manage and practise a range of approaches to improve
their performance as self-organised learners, in preparation for work or further career
development.
The unit emphasis is on the needs of the individual but within the context of how the
development of self-management corresponds with effective team management in meeting
objectives.
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Content
Evaluate progress
Evaluate progress: against original aims, objectives, targets, responding to feedback, resetting aims, objectives and targets
Self-managed learning
Targets: aims and requirements, preferences, personal orientation achievement goals,
identification of what has to be learnt, dates for achievement
Learning styles: activist, pragmatist, theorist, reflector, Kolbs learning cycle
Effective learning: skills of personal assessment, planning, organisation and evaluation
Online research methods: use of the internet, use of bulletin boards, newsgroups
Assessment of learning: improved ability range with personal learning, evidence of
improved levels of skill, learning achievements and disappointments.
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Outcomes
Develop a range of
interpersonal and
transferable business skills
Demonstrate self-managed
learning in a professional
context
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Guidance
Delivery
This unit would benefit from a series of skills-based workshops or a residential period to
facilitate personal development.
Guest speakers from businesses would be helpful in describing their job roles and identifying
the skills needed to run and work in a business environment.
Assessment
For the personal profile the learner should self-evaluate their current skills and experiences
using a skills audit and then construct a personal portfolio.
Assessment for the career development could be via a personal journal or skills log compiled
throughout the programme. It should be based on the learners own personal and career aims
and needs.
Evidence for interpersonal and transferable skills should involve role play and use examples of
real-life situations. Learners should also analyse qualities of existing business entrepreneurs.
Links
This unit has links with Unit 14: Working with and Leading People, Unit 15: Managing
Activities to Achieve Results and Unit 16: Managing Communications, Knowledge and
Information. It should be developed throughout the programme in order to influence the
selection of an appropriate project and career route.
Support materials
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Adair J Effective Leadership (Pan Books, 1988) ISBN: 0330302302
Adair J Effective Time Management (Pan Books, 1989) ISBN: 0330302299
Hartley P Interpersonal Communication (Routledge, 1993)
Dubrin A 10 Minute Guide to Leadership (John Wiley & Sons, 1997) ISBN: 0028614062
Glass N Management Masterclass: A Practical guide to the New Realities of Business
(Nicholas Brealey Publishing, 1996) ISBN: 1857881079
Godefroy and Clark The Complete Time Management System (Piatkus, 1990)
ISBN: 0749910445
Jay How to Write Proposals and Reports That Get Results (FT Prentice Hall 2000)
ISBN: 0273622021
Mullins Management and Organisational Behaviour (Pitman Publishing, 1996)
ISBN: 0415013852
Perkins Killer CVs and Hidden Approaches (FT Prentice Hall 2001) ISBN: 027365246X
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Unit 14:
Learning hours:
60
NQF level 4:
Description of unit
This unit develops the knowledge and skills needed to work with and lead people. The unit
recognises that leadership operates within the internal framework of organisational values,
culture, policies and practices. It also recognises that, externally, leadership should meet the
requirements of current legislation and ensure ethical and environmentally friendly behaviour.
The unit also considers the requirements for recruitment, selection and retention. It examines
team working and leadership roles and identifies the work and development needs of individuals
in the workplace.
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Content
Leadership
Theories, models and styles of leadership and their application to different situations:
impact of leadership styles, theories and practices of motivating, influencing and persuading
others, influence of cultural environment within the organisation, differences between
leadership and management, leadership power and control, delegation
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Outcomes
Explore recruitment,
selection and retention
procedures
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Outcomes
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Guidance
Delivery
Delivery will normally be through a mixture of lectures and seminars. Learners will be required
to work on case studies and to participate in role play to allow them to practise skills.
Tutors should be aware that this unit is intended to cover the requirements of general managers
working with and leading people, rather than being concerned with the needs of human resource
management as a specialist function.
Assessment
Evidence could be generated through assignments, examinations and/or case studies and may
encompass performance in role-play situations. Learners who are in work or who are able to
participate in relevant work experiences may be able to generate evidence from real workplace
situations. Where the working situation of a learner renders this impractical, learners should be
encouraged to use a host organisation or a job situation with which they are familiar to
simulate the role of a manager. Good use could be made of managerial situations even if these
are unpaid and/or part-time in nature.
Links
This unit has links with Unit 13: Managing Professional Development, Unit 15: Managing
Activities to Achieve Results and Unit 16: Managing Communications, Knowledge and
Information. There may also be links with units in the Human Resources Management pathway
and with Unit 56: Project Management.
The unit links with the following units from the Management Standards Centre National
Occupational Standards:
Unit B5:
Unit D3:
Unit D5:
Unit D6:
Allocate and monitor the progress and quality of work in your area of
responsibility
Unit D7:
Support materials
Textbooks
Biddle D and Evenden R Human Aspects of Management 2nd Edition (Chartered Institute of
Personnel and Development, 1989) ISBN: 0852923953
Huczynski A and Buchanan D Organisational Behaviour An Introductory Text
(Pearson Higher Education, 2003) ISBN: 0582843219
Maund L An Introduction to Human Resource Management: Theory and Practice
(Palgrave Macmillan, 2001) ISBN: 033391242X
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Mullins L Management and Organisational Behaviour 6th Edition (FT Prentice Hall, 2004)
ISBN: 0273651471
Price A Human Resource Management in a Business Context 2nd Edition
(Thomson Learning, 2004) ISBN: 186152966X
Other reading
A daily broadsheet eg The Times, The Guardian
Management Today
People Management
Websites
Websites can provide reports on research and current theories as well as case study materials.
The following are examples of useful websites.
www.belbin.com
www.cipd.co.uk
www.eoc.org.uk
www.greatplacetowork.gov.uk
www.human-resources.org
www.humanresources.about.com
www.managing-people-performance.com
www.peoplemanagement.co.uk
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Unit 15:
Learning hours:
60
NQF level 4:
Description of unit
This unit focuses on the effective and efficient planning and management of work activities. It
provides learners with the knowledge and skills to design, implement and change operational
systems to improve their effectiveness and efficiency and to achieve the desired results.
Learners are encouraged to consider the importance and interrelationship of business processes
and the implementation of operational plans, together with quality systems and health and safety
in achieving satisfactory results.
Develop plans for their areas of responsibility and implement operational plans
Design and monitor appropriate systems to ensure quality of product and services
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Content
Business processes in delivering outcomes based upon business goals and objectives
Processes and functions: inter-relationships of functions, mission, aims, objectives and
culture; principles and models of effective process management; types of business process
measures and how to evaluate their suitability
Organisational performance
Organisational performance: principles of models which underpin organisational
performance, types of performance measures and how to determine and set them,
cost/benefit analysis, risk analysis, the value of a customer-focused culture, the importance
of prevention rather than correction, importance of developing a continual improvement
culture and how to involve others, planning, proposing, implementing and evaluating
change, identifying wider implications of change within the organisation, Business Process
Re-engineering (BPR)
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Outcomes
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Outcomes
142
Improve organisational
performance
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Guidance
Delivery
Delivery will normally be through a mixture of lectures and seminars. Learners will be required
to work on case studies and to participate in role play to allow them to practise skills.
Tutors should be aware that this unit is intended to cover the requirements of managers who are
responsible for managing activities, rather than being concerned with the needs of specialist
managerial functions, such as, for example, professional quality managers.
Assessment
Evidence may be generated through assignments, examinations and/or case studies and may
encompass performance in role-play situations. Learners who are in work or who are able to
participate in relevant work experience may be able to generate evidence from real workplace
situations. Where the working situation of a learner renders this impractical, learners should be
encouraged to use a host organisation or a job situation with which they are familiar to
simulate the role of a manager. Good use could be made of managerial situations even if these
are unpaid and/or part-time in nature.
Links
This unit has links with Unit 13: Managing Professional Development, Unit 14: Working with
and Leading People and Unit 16: Managing Communications, Knowledge and Information.
There may also be links with Unit 39: Quality Management, Unit 53: Contemporary Issues in
Marketing Management, Unit 56: Project Management and Unit 60: Environmental
Management.
The unit links with the following units from the draft Management Standards Centre National
Occupational Standards:
Unit B1:
Unit B8:
Unit C2:
Unit C3:
Unit C4:
Lead change
Unit C5:
Plan change
Unit C6:
Implement change
Unit E5:
Unit E6:
Ensure health and safety requirements are met in your area of responsibility
Unit E7:
Unit F12:
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Support materials
Textbooks
Harrison A et al Cases in Operations Management 3rd Edition (FT Prentice Hall, 2003)
ISBN: 0273655310
Naylor J Introduction to Operations Management 2nd Edition (FT Prentice Hall, 2002)
ISBN: 0273655787
Oakland J S and Porter L J TQM: Text with Cases 3rd Edition (Butterworth-Heinemann,
2003) ISBN: 0750657405
Slack N et al Operations Management (FT Prentice Hall, 2003) ISBN: 0273679066
Journals/newspapers
A daily broadsheet eg The Times, The Guardian, The Financial Times
Many professional and academic institutions publish journals relevant to this unit. Examples
are:
Production, Planning & Control
International Journal of Productivity & Performance Management
The TQM Magazine
Websites
Websites can provide reports on research and current theories as well as case study materials.
Examples are:
www.businesscases.org/newInterface
www.dti.gov.uk/mbp
www.efqm.org
www.hbsworkingknowledge.hbs.edu
www.hse.gov.uk
www.hsl.gov.uk
www.managerwise.com
www.praxiom.com
www.quality.co.uk
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Unit 16:
Managing Communications,
Knowledge and Information
Learning hours:
60
NQF level 4:
Description of unit
This unit recognises that communications do not automatically take place effectively in
organisations and thus both information and work-based knowledge is often deficient when
decisions are made. This suggests that managers need to look to improve the planning of their
communications processes as well as improving their communication skills. It also promotes the
need for managers to adopt a more inclusive approach to stakeholders affected by the decisions
they make and thus maintains the need for managers to network on a more structured basis. It
also suggests that managers need to make the information and knowledge they gain accessible
to other parts of the organisation.
This unit is designed to develop an understanding of the interaction between communications,
knowledge and information. The unit also looks at how IT systems can be used as a
management tool for collecting, storing, disseminating and providing access to knowledge and
information.
Assess information and knowledge needs internally and externally to improve decision
making and taking
Create strategies to increase personal networking to widen involvement in the decisionmaking process
Design and improve appropriate systems for the collection, storage and dissemination of
and access to the information and knowledge gathered.
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Content
Personal networking
Sources: stakeholders and useful contacts, internal and external
Methods: formal, informal
Strategies: formal and informal, direct or via media, relating and interacting trust and
confidentiality, forming business relationships, decision making and decision taking
Communication processes
Types: meetings and conferences, workshops and training events, internet and email,
written, telephone, video conferencing one-to-one meetings
Approaches: structured and coordinated, planned, formal and informal
Strategy: advantages, disadvantages; informal, face-to-face, formal in writing, emotional,
intelligence
Appropriate systems
Type: hard and soft, websites and mailings, access and dissemination
Style: trends and patterns, diagrams and text, consistent and reliable, current and valid; legal
and confidential
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Outcomes
Develop communication
processes to improve the
gathering and dissemination
of information and
organisational knowledge
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Guidance
Delivery
Variety in delivery beyond seminars and tutorials will be of value in developing this unit to
ensure that learners have opportunities to gain experience through a range of avenues of
discovery and learning. The unit requires an investigative approach through research,
background reading, case studies and, where possible, workplace experience with an emphasis
on exchanges of learning and understanding between learner groups and teams.
Assessment
Evidence of outcomes may be in the form of at least two of the following:
Links
This unit has links with Unit 13: Managing Professional Development, Unit 14: Working with
and Leading People and Unit 15: Managing Activities to Achieve Results.
The unit links up many of the Management NVQ units particularly:
Unit A3:
Unit D1:
Unit F3:
Unit F12:
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Resources
Learners should have access to the internet to provide them with case studies and other
information.
Whilst there is a technical element to this unit, the stress on the effective development of
systems to support management decision making needs to remain the focus. There is a
developing literature in this area of debate, indicated below although appropriate articles need to
be sought in either the more technical or more general management journals.
Support materials
Textbooks
Avgerou C Information Systems and Global Diversity (Oxford University Press, 2003)
ISBN: 0199240779
Boddy D, Boonstra A and Kennedy G Managing Information Systems; An Organizational
Perspective (FT Prentice Hall, 2002) ISBN: 0273655957
Kovacic B New Approaches to Organizational Communication (State University of New
York Press, 1994) ISBN: 0791419185
Little S, Quintas P and Ray T Managing Knowledge: An Essential Reader
(Sage Publications, 2002) ISBN: 0761972137
McKenzie J and van Winkelen C Understanding the Knowledgeable Organisation (Thomson
Learning, 2004) ISBN: 1861528957
Preston P Reshaping Communications (Sage Publications, 2001) ISBN: 0803985630
Quirke B Communicating Corporate Change (McGraw-Hill, 1996) ISBN: 0077093119
Stewart T A Intellectual Capital: The New Wealth of Organisations (Nicholas Brealey
Publishing Ltd, 1998) ISBN: 1857881834
Video
The BBC and the Centre for Tomorrows Company Communications from the Building
Tomorrows Company series.
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Marketing
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Unit 17:
Marketing Intelligence
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to enable learners to understand the purchase decision-making process
and to recognise the variables and situations that influence buying behaviour. The learner will
explore the marketing research process and assess the importance of different types of
information and marketing research requirements needed for effective marketing management in
a competitive environment. This unit will also provide learners with the specialist knowledge
and skills to prepare and present a research proposal.
Explore and evaluate buyer behaviour and the purchase decision-making process
Identify the nature and purpose of marketing information and marketing research
requirements
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Content
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Outcomes
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Guidance
Delivery
This unit builds on Unit 6: Business Decision Making and is designed to enable learners to
apply quantitative methods and research techniques in developing marketing research. It can be
delivered as a stand-alone package or in combination with the marketing planning unit.
Wherever possible a practical approach should be adopted with the use of case studies or the
collection and evaluation of primary and secondary data for a given organisation, product or
service. The use of outside speakers and visits to organisations could be used where appropriate
to support delivery. Efforts should be made to ensure that learners gain a good understanding of
the marketing knowledge they gain and can apply it to real-life situations and case studies.
Assessment
Evidence of outcomes may be in the form of written or oral assignments or tests. The
assignments may focus on real problems or case studies. Learning and assessment can be across
units, at unit level or at outcome level. Evidence could be at outcome level, although
opportunities exist for covering more than one outcome in an assignment.
Assessment may consist of a combination of formative and summative assessments.
Links
This unit is part of the marketing pathway and forms a direct link with the other marketing units
in the programme. The unit is also linked with Unit 1: Marketing, Unit 6: Business Decision
Making, Unit 18: Advertising and Promotion, Unit 19: Marketing Planning and Unit 20: Sales
Planning and Operations.
Resources
Access should be available to a learning resource centre with a wide range of marketing texts.
Texts should be supported by use of the newspaper business sections, as well as trade journals,
company reports and government statistics. Case studies, videos and documented examples of
current issues should illustrate the topical nature of this unit.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Burns A C and Bush R F Marketing Research: Online Research Applications 3rd Edition
(Prentice Hall, 2000) ISBN: 0130351350
Chisnall P Marketing Research 6th Edition (McGraw Hill, 2001) ISBN: 0077097513
Crouch S and Housden M Marketing Research for Managers 3rd Edition (Butterworth
Heinemann, 2002) ISBN: 0750604883
Wilson A Marketing Research: An Integrated Approach (FT/Prentice Hall, 2002)
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The Financial Times and other daily newspapers which contain a business section and market
reports
International Journal of Market Research
Marketing
Marketing Business
Marketing Review
Marketing Week
Videos
What is Market Research? (TV Choice, 1996)
Websites
www.acnielsen.co.uk
www.cim.co.uk
www.eiu.com
www.euromonitor.com
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Unit 18:
Learning hours:
60
NQF level 4:
Description of unit
This unit is designed to provide learners with a comprehensive understanding of the key areas of
advertising and promotion as part of an integrated approach to marketing communications.
Learners will develop the ability to determine specific promotional activities in response to
target audience and other stakeholders characteristics, and to apply and justify appropriate
promotional mixes within a strategic and tactical framework.
Assess the role of below-the-line techniques and how they are used
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Content
Marketing communications
Communication process: nature and components of marketing communications, model of
communication process, adoption process and adoption categories, consumer buying
decision-making process, influences on consumer behaviour personal, psychological,
social; response-hierarchy models, integration of marketing communications
Organisation of the industry: structure and roles of marketing communications agencies,
advertising agencies, media owners, advertisers, triangle of dependence, types of agency
full service, la carte, media independents, hot shops, concentration in buying and selling,
media sales houses; other supporting services PR, sales promotion, marketing research
Regulation of promotion: Sale of Goods Act, Trade Descriptions Act, Consumer Credit Act,
Data Protection Act; Statutory authority Independent Television Commission and Radio
Authority; self-regulation Advertising Standards Authority; consumerism, ethics and
public opinion as a constraint
Current trends: media fragmentation, micro-marketing, brand proliferation, media costs,
increasing use of sales promotion techniques at the expense of advertising and their effect
on branding and awareness, new media, eg payslips, till receipts, petrol pumps, increased
sophistication and use of marketing research; the role of marketing communications in
globalisation eg media availability, culture, religion, education and literacy
The impact of ICT: role of IT, internet and on channels of communication, cyber consumers,
global media reach, computerised home shopping interdependence, disintermediation,
and reintermediation; the ability to develop relationships through ICT, business-to-business
and business-to-consumer communications
Advertising
Role of advertising: definition, purpose, and objectives of advertising, functions of
advertising remind, inform, persuade, sell; advantages and disadvantages of advertising,
advertising process, role of advertising within marketing mix, within promotional mix,
characteristics of advertising media press, TV, radio, cinema, posters/outdoor,
advertising objectives
Branding: definition, purpose, objectives and dimensions of branding, benefits, concepts,
branding strategies blanket, family, individual, multi-branding, brand extension, own
brands, situations when branding is inappropriate, brand image, personality and equity,
brand evaluation techniques
Creative aspects of advertising: positioning, messages, message-appeals, advertisement
design and testing, copy writing, visuals, creative briefs, creative strategies and tactics,
impact of IT on advertisement design, measuring advertising effectiveness; key media
concepts (reach, duplication, frequency, GRPs, flighting); principles in measuring media
effectiveness
Working with advertising agencies: agency structures, role of account handler and account
planner, process and methods of agency selection, agency appointment including contracts
and best practice guidelines, agency/client relationships, remuneration commission, fee,
results, media planning; key account management and the stages in developing key account
relationships
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Below-the-line techniques
Primary techniques: sales promotion, public relations, sponsorship and product placement,
direct marketing, packaging and merchandising; for each of the above techniques detailed
consideration of role, characteristics, objectives, advantages/disadvantages, appropriate
uses, evaluation measures
Other techniques: an overview of the role and uses of corporate communications, image and
identity, exhibitions, word-of-mouth, personal selling, miscellaneous and new media
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Outcomes
162
Prepare an integrated
promotional strategy
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Guidance
Delivery
This unit can be delivered as a stand-alone unit or as part of the marketing pathway. Wherever
possible, an integrated approach of academic and practical skills should be delivered. Emphasis
in this unit should be towards an observational approach to promotional practice necessitating
involvement in documentary and analytical studies based on current or case study marketing
activities and the practical application of the communications mix for a given product or
service.
Assessment
Evidence of outcomes may be in the form of written or oral assignments or tests. The
assignments may be on real problems or case studies. Evidence produced at outcome level can
maximise flexibility of delivery although tutors may find implementation of the unit using the
framework of a promotion plan, as a total package, better suited to the needs of learners. A
portfolio of evidence generated through work placement could provide evidence against
outcomes, although it is more likely that evidence will be generated by a combination of tutorled assignments or tests.
Evidence could include:
a group brand tracking study conducted across the academic year, which observes records
and analyses campaign techniques used by a major brand
Links
This unit forms a direct link with the other marketing units in the HN Business programme: Unit
1: Marketing, Unit 17: Marketing Intelligence, Unit 19: Marketing Planning and Unit 20: Sales
Planning and Operations.
Resources
Access should be available to a learning resource centre with a wide range of marketing texts
and companions. Texts should be supported by tracking of latest developments within the
communications industry from trade journals (Campaign, Marketing Week, Marketing,
Incentive and Marketing Business could be used) and Trade Association Monthly Bulletins
(ASA). Case studies, videos and documented examples of current practice should illustrate the
topical nature of this unit. Access to media statistics and cost information, BRAD and media
research reports eg JICNARS is desirable. Where appropriate, guest speakers from the industry
should be invited to contribute.
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Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Fill C Marketing Communications: Contexts, Strategies and Applications 3rd Edition
(FT/Prentice Hall, 2002) ISBN: 0273655000
Smith P R and Taylor J Marketing Communications, An Integrated Approach
(Kogan Page, 2001) ISBN: 0749436697
Yeshin T Integrated Marketing Communications: The Holistic Approach (CIM/Butterworth
Heinemann, 1998) ISBN: 0750659637
Journals and newspapers
BRAD
Campaign
The Financial Times and other daily newspapers which contain a business section and market
reports
International Journal of Advertising
International Journal of Corporate Communications
Journal of Product and Brand Management
Marketing
Marketing Business
Marketing Incentive
Marketing Review
Marketing Week
Videos
Lucozade and Lara Croft (1998, TV Choice) TV advertisement for a revamped product
The Marketing Mix at Cadburys (1998, TV Choice) the thinking, planning and advertising
behind the launch of the Fuse chocolate bar
What Is Marketing? (2001, TV Choice) covers 4Ps and branding
Websites
www.bized.ac.uk
www.cim.co.uk
www.marketing.haynet.com
Marketing magazine
www.revolution.haynet.com
Revolution magazine
www.thetimes100.co.uk
multimedia resources
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Unit 19:
Marketing Planning
Learning hours:
60
NQF level 4:
Description of unit
This unit will consolidate and integrate previous knowledge and understanding of marketing
and enable the learner to apply and evaluate analytical tools in the development of marketing
plans. Upon completion, learners will be able to understand the planning needs of organisations,
present a marketing plan to meet target market needs, and achieve specified strategic marketing
objectives.
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Content
Marketing audits
Changing perspectives: changing perspectives in marketing planning, market-led strategic
change
Assessment of capability: evaluate issues relating to the aspects of competing for the future
and balancing strategic intent and strategic reality
Organisational auditing: evaluating and coming to terms with organisational capability:
balancing strategic intent and strategic reality, the determinants of capability, managerial,
financial, operational, human resource and intangible (brand) capability, approaches to
leveraging capability, aspects of competitive advantage
Environmental auditing: approaches to environmental analysis, the identification and
evaluation of key forces using the PEST framework, the implications for marketing
planning of different environmental types, Porters five forces, identifying the
organisations competitive position and relating this to the principal opportunities and
threats, market, product and brand life-cycles
Marketing plan
The role of marketing planning in the strategic planning process: the relationship between
corporate objectives, business objectives and marketing objectives at operational level; the
planning gap and its impact on operational decisions
The strategic alternatives for new product development: an overview of the marketing
planning process, SWOT, objectives in differing markets, products and services, product
modification through to innovation, evaluation of product and market match, use of Ansoff
matrix in NPD and meeting customer needs, product failure rates and implications for
screening ideas against company capabilities and the market, product testing, test marketing,
organisational arrangements for managing new product development, unit costs,
encouraging and entrepreneurial environment, the importance of celebrating failure
Pricing policy: price taking versus price making, the dimensions of price, approaches to
adding value, pricing techniques cost-based versus market-oriented pricing; the
significance of cash flow, the inter-relationships between price and the other elements of the
marketing mix, taking price out of the competitive equation
Distribution: distribution methods, transport methods, hub locations and distribution
centres, choice of distribution medium to point-of-sale, distribution and competitive
advantage
Communication mix: evaluation of promotional mix to influence purchasing behaviour,
media planning and cost, advertising and promotional campaigns and changes over the
PLC, field sales planning
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Ethical issues
Ethical issues in marketing: ethics and the development of the competitive stance, different
perspectives on ethics across nations, ethical trade-offs and ethics and managerial cultures
Ethics of the marketing mix: management of the individual elements of the marketing mix
Product: gathering market research on products, identification of product problems and
levels of customer communication, product safety and product recall
Price: price fixing, predatory pricing, deceptive pricing, price discrimination
Promotion: media message impact, sales promotion, personal selling, hidden persuaders and
corporate sponsorship
Distribution: abuse of power restriction of supply
Counterfeiting: imitation, faking, pre-emption, prior registration
Consumer ethics: warranty deception, misredemption of vouchers, returns of merchandise,
recording of music and videos, software copying, false insurance claims
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Outcomes
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Guidance
Delivery
This unit can be delivered as a stand-alone unit or as a component of the marketing pathway. It
is designed to be linked to the Unit 1: Marketing and Unit 17: Marketing Intelligence and can
be delivered and assessed in the form of an integrated case study on a real or tutor-devised
organisation, product or service. Efforts should be made to ensure that learners gain a good
understanding of the theoretical underpinning and practical application of marketing planning
and produce credible responses
Assessment
Evidence of outcomes may be in the form of written or oral assignments or tests. The
assignments may focus on real problems or case studies. Learning and assessment can be at unit
level as an integrated unit or at outcome level. Evidence could be at outcome level although
opportunities exist for covering more than one outcome in an assignment
Links
This unit is a part of the marketing pathway and forms a direct link with the marketing units in
the HN Business programmes: Unit 1: Marketing, Unit 17 Marketing Intelligence, Unit 18:
Advertising and Promotion and Unit 20: Sales Planning and Operations. The unit is also linked
with Unit 4: Business Environment and Unit 7: Business Strategy.
Resources
Access should be available to a learning resource centre with a wide range of marketing texts
and companions. Texts should be supported by use of journals, company reports and
government statistics. Case studies, videos and documented examples of organisations and their
marketing, auditing and planning techniques should illustrate the topical nature of this unit.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Dibb S et al Marketing: Concepts and Strategies 4th Edition (Houghton Mifflin, 2001)
ISBN: 0395962447
Fifield P Marketing Strategy 2nd Edition (Butterworth Heinemann, 1998) ISBN: 075063284
Hatton A The Definitive Guide to Marketing Planning (FT/Prentice Hall, 2000)
ISBN: 0273649329
McDonald M Marketing Plans: How to Prepare Them, How to Use Them 5th Edition
(Butterworth Heinemann, 2002) ISBN: 0434912301
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The Financial Times and other daily newspapers which contain a business section and market
reports
Harvard Business Review
Journal of Marketing
Journal of Marketing Management
Journal of Services Marketing
Marketing
Marketing Business
Marketing Review
Marketing Week
Videos
Marketing Decisions (1998, TV Choice) marketing problems faced by three companies
The Marketing Mix at Cadburys (1998, TV Choice) the thinking, planning and advertising
behind the launch of the Fuse chocolate bar
Websites
www.bized.ac.uk
www.cim.co.uk
www.ft.com
www.marketing.haynet.com
Marketing magazine
www.thetimes100.co.uk
multimedia resources
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Unit 20:
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to develop a critical awareness of sales planning and operations. Learners
will analyse the stages involved in the selling process, and evaluate the role of personal selling
in creating value and developing customer relationships in a variety of contexts and
environments. The unit will also consider the management and organisation of the sales force to
achieve sales objectives.
Explore the role of personal selling within the overall marketing of organisations
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Content
Personal selling
Promotion mix: personal and impersonal communication, objectives of promotional activity,
push-pull strategies, integrating sales with other promotional activities, evaluating
promotion, allocation of promotion budget
Understanding buyer behaviour: consumer and organisational purchase decision-making
processes, personal, psychological and social influences on consumer purchase behaviour,
environmental, organisational, interpersonal and individual influences on organisational
buyer behaviour, purchase occasion, buying interests and motives, buyer moods, level of
involvement, importance and structure of the DMU, finding the decision-taker, distinction
between customers and users
Role of sales force: definition and role of personal selling, types of selling, characteristics
for personal selling, product and competitor knowledge, sales force responsibilities,
information gathering, customer and competitor intelligence, customer databases,
prospecting, stock allocation, sales reports and records, liaison with sales office, sales force
communications and the role of IT in improving communications
Selling process
Principles: customer-oriented approach, preparation and objective setting, opening remarks,
techniques and personal presentation, need for identification and stimulation, presentation,
demonstration and use of visual aids, handling and pre-empting objections, techniques and
proposals for negotiation, buying signals and closing techniques, post sale follow-up,
relationship marketing
Sales management
Sales strategy: setting sales objectives, relationship of sales, marketing and corporate
objectives, importance of selling in the marketing plan, sources, collection and use of
marketing information for planning and decision-making, role of sales forecasts in planning,
quantitative and qualitative sales forecasting techniques, strategies for selling
Recruitment and selection: importance of selection, preparing job descriptions and
personnel specifications, sources of recruitment, interview preparation and techniques,
selection and appointment
Motivation, remuneration and training: motivation theory and practice financial and
non-financial incentives, salary and commission-based remuneration, induction and ongoing
training, training methods, preparation of training programmes, the sales manual
Organisation and structure: organisation of sales activities by product, customer, area,
estimation of call frequency, territory design, journey planning, allocation of workload,
team building, creating and maintaining effective working relationships, sales meetings and
conferences
Controlling sales output: purpose and role of the sales budget, performance standards,
appraisals, self-development plans, customer care
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Outcomes
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Guidance
Delivery
This unit is designed to have a variety of theoretical and practical delivery mechanisms. The use
of case studies and sales organisation evaluation could be used to develop theoretical
knowledge. A data-bank of sales figures relating to number of customers, number of sales visits
and number and value of orders for a number of sales staff could be analysed to evaluate sales
force performance against a variety of criteria such as profitability or new business generation.
The use of outside speakers and visits to organisations could be used where appropriate to
support delivery. Efforts should be made to ensure that learners gain a good understanding of
the marketing knowledge they gain and can apply it to real life situations and case studies.
Assessment
Evidence of outcomes may be in the form of written or oral assignments or tests. The
assignments may focus on real problems or case studies. Learning and assessment can be at unit
level as an integrated unit or at outcome level. Evidence could be at outcome level although
opportunities exist for covering more than one outcome in an assignment.
Links
This unit forms a direct link with the other marketing units in the HN Business programme: Unit
1: Marketing, Unit 17: Marketing Intelligence, Unit 18: Advertising and Promotion and Unit
19: Marketing Planning.
Resources
There are numerous textbooks covering sales planning and operations. It is important that
learners are directed to a balance of comprehensive theoretical texts and the more readable how
to books which exist and provide an excellent source of practical exercises.
Marketing and sales journals are a good topical source of personal selling and sales management
activities. Over the years a number of videos have been produced demonstrating good (and bad)
sales techniques. Many of these form part of sales training programmes which can be purchased.
Throughout the course of an academic year, topical programmes often appear on television.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Jobber D and Lancaster G Selling and Sales Management (FT/Prentice Hall, 2000)
ISBN: 0273674153
Johns T Perfect Customer Care: All You Need to Get It Right (Random House, 1999)
ISBN: 0099406217
Noonan C Sales Management (Butterworth Heinemann, 1998) ISBN: 0750633611
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The Financial Times and other daily newspapers which contain a business section and market
reports
Harvard Business Review
Journal of Marketing Management
Journal of Personal Selling and Sales Management
Marketing
Marketing Business
Marketing Review
Videos
Over the years a number of videos have been produced demonstrating good (and bad) sales
techniques. Many of these form part of sales training programmes which can be purchased.
Throughout the course of an academic year, topical programmes often appear on television.
There is also a good source of topical video material available from:
The Open University Broadcasting Office
P O Box 953
Walton Hall
Milton Keynes MK7 6EB
Telephone: 01908 652777
Websites
www.bized.ac.uk
www.cim.co.uk
www.ft.com
www.iops.co.uk
www.thetimes100.co.uk
multimedia resources
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Human Resource
Management
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Unit 21:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides an introduction to the concepts and practices of human resource management
within the United Kingdom. The aim of the unit is to provide an understanding of the human
resource management role and function within the key areas of resourcing, reward, development
and relations.
Investigate the traditional view of personnel management and the new approach of
human resource management
Evaluate the procedures and practices used for recruiting and selecting suitable
employees
Establish the effectiveness of principles and procedures for monitoring and rewarding
the employee
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Content
Procedures and practices used for recruiting and selecting suitable employees
Human resource planning: definition, purpose, processes and stages involved, the types of
data needed as a basis for human resource planning, limiting factors eg supply and demand
for labour
The systematic approach to recruitment: recruitment policies, recruitment procedures, job
analysis, job description, person specification, recruitment methods and media including
design of application form
The systematic approach to selection: aims and objectives of the selection process; the
interview advantages and disadvantages, interviewer skills and questioning techniques;
alternative selection methods to supplement the interview eg assessment centres,
psychological testing, work simulations, references
The legislative framework and benchmark evidence guiding the recruitment and selection
process: reference to Sex Discrimination Act (1975), Race Relations Act (1976), Equal Pay
Act (1970), Disability Discrimination Act (1995); exploration of a range of organisational
approaches to recruitment and selection highlighting best practice
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Outcomes
identify a range of reward systems eg performancerelated pay and its benefits and limitations
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Guidance
Delivery
Learners understanding of human resource management can be developed through the use of a
variety of learning methods including lectures, discussions, seminars, videos, role plays, case
studies and learner-led presentations.
Investigations of human resource management policies and practices within organisations and
talks from human resource management practitioners can both develop understanding and
provide support for the knowledge and skill base established within the unit.
Assessment
Evidence of outcomes may be assessed as follows:
Links
The unit forms a direct link with other human resource units in the HN Business programme
such as Unit 3: Organisations and Behaviour, Unit 22: Managing Human Resources, Unit 23:
Human Resources Development and Unit 24: Employee Relations.
Links are also to be found with Unit 25: English Legal System, which covers employment
protection legislation.
The unit covers some of the underpinning knowledge and understanding for the following units
of the NVQ in Operational Personnel at level 4:
Mandatory units
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Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Armstrong M A Handbook of Human Resource Practice (Kogan Page, 2001)
ISBN: 0749433930
BPP Business Basics: Human Resource Management 2nd Edition (BPP Publishing, London,
1997) ISBN: 0751720763
Corbridge M and Pilbeam S Employment Resourcing (FT Prentice Hall, 1998)
ISBN: 0273625276
Dransfield R/Howkins S/Hudson F and Davies W Human Resource Management for Higher
Awards (Heinemann, 1996) ISBN: 0435455281
Foot, M and Hook, C Introducing Human Resource Management 3rd Edition (FT Prentice
Hall, Harlow, 2002) ISBN: 0273651439
Torrington D/Hall L and Taylor S Human Resource Management 5th Edition (FT Prentice
Hall, Harlow, 2002) ISBN: 027364397
Journals and newspapers
Human Resource Management Journal
People Management
Personnel Review
Personnel Today
The Guardian and any other quality broadsheet newspapers
Training
Videos
Companies such as Video Arts and Melrose produce a variety of videos, which may be useful in
covering human resource management topics. Television current affairs programmes can also
provide a useful additional resource.
Websites
www.acas.org.uk
www.bized.ac.uk
www.cipd.co.uk
www.compactlaw.co.uk
www.cre.org.uk
www.drc-gb.org.uk
www.dti.gov.uk
www.employment-studies.co.uk
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www.eoc.org.uk
www.guardian.co.uk
www.hse.gov.uk
www.incomesdata.co.uk
www.peoplemanagement.co.uk
www.personneltoday.com
www.trainingjournal.com
For recruitment and selection learners could access websites such as:
www.bbc.co.uk/jobs
www.jobability.com
www.monster.co.uk
www.totaljobs.com
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Unit 22:
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to build upon the knowledge and understanding developed in the human
resource management unit.
A broader and wider perspective is developed in relation to the application of human resource
management practices. A comparative approach is also introduced to consider human resource
management policy and practice in a global context.
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Content
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Guidance
Delivery
Learners understanding of human resource management can be developed through the use of a
variety of learning methods including lectures, discussions, seminars, videos, role plays, case
studies and learner-led presentations.
Investigations of human resource management policies and practices within organisations and
talks from human resource management practitioners, can both develop understanding and
provide support for the knowledge and skill-base established within the unit.
Assessment
Evidence of outcomes may be assessed as follows:
Links
This unit links with the other human resource units in the HN Business programme: Unit 21:
Human Resources Management, Unit 23: Human Resources Development and Unit 24:
Employee Relations. It also has links with NVQ level 4 in Personnel.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Armstrong M A Handbook of Human Resource Practice (Kogan Page, 2001)
ISBN: 0749433930
BPP Business Basics: Human Resource Management 2nd Edition (BPP Publishing, London,
1997) ISBN: 0751720763
Corbridge M and Pilbeam S Employment Resourcing (FT Prentice Hall, 1998)
ISBN: 0273625276
Dransfield R/Howkins S/Hudson F and Davies W Human Resource Management for Higher
Awards (Heinemann, 1996) ISBN: 0435455281
Foot M and Hook C Introducing Human Resource Management 3rd Edition (FT Prentice
Hall, Harlow, 2002) ISBN: 0273651439
Torrington D/Hall L and Taylor S Human Resource Management 5th Edition (FT Prentice
Hall, Harlow, 2002) ISBN: 0273646397
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www.bized.ac.uk
www.cipd.co.uk
www.compactlaw.co.uk
www.cre.org.uk
www.drc-gb.org.uk
www.dti.gov.uk
www.employment-studies.co.uk
www.eoc.org.uk
www.guardian.co.uk
www.hse.gov.uk
www.ilo.org
www.incomesdata.co.uk
www.isma.org.uk
www.peoplemanagement.co.uk
www.personneltoday.com
www.successunlimited.co.uk
www.trainingjournal.com
www.wfpma.com
www.wto.org
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Unit 23:
Learning hours:
60
NQF level 4:
Description of unit
This unit aims to develop the learners understanding of the nature and role of training and
employee development. The unit provides an introduction to a range of government initiatives
aimed at developing skills within the labour market. It explores how people learn as well as
developing a systematic approach to the design and delivery of training. Consideration is given
to how to measure the effectiveness of training and development in practice.
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Content
Government-led initiatives
General and vocational training schemes and initiatives: context influencing government
approaches to training and development in the UK, development of NVQs, MCI and the
competency movement, national training targets and the role of the Qualifications and
Curriculum Authority (QCA), specific initiatives eg modern apprenticeship schemes,
Investors in People, New Deal, University for Industry Learndirect, Learning and Skills
Councils, Connexions
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Outcomes
Examine a range of
government-led initiatives
aimed at developing skills in
the labour market
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Guidance
Delivery
Learners understanding of human resource development can be supported through the use of a
variety of learning methods including lectures, discussions, seminars, videos, case studies and
learner-led presentations.
Investigations of human resource development practices within organisations and talks from
training and development practitioners can both develop understanding and provide support for
the knowledge and skill base established within the unit.
Assessment
Evidence of outcomes may be assessed as follows:
case studies and the review of current journal articles to assess learners understanding of
human resource development issues eg e-learning, outdoor development and evaluation
Links
This unit has links with the other human resources units in the HN Business programme:
Unit 21: Human Resources Management, Unit 22: Managing Human Resources and Unit 24:
Employee Relations. It also has links with NVQ level 4 in Personnel.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Barrington H and Reid M A Training Interventions 6th Edition (CIPD, 1999)
ISBN: 0852928041
Foot M and Hook C Introducing Human Resource Management 3rd Edition (FT: Prentice
Hall, 2002) ISBN: 0273651439
Moorby E How to Succeed in Employee Development 2nd Edition (McGraw-Hill, 1996)
ISBN: 0077091515
Redman T and Wilkinson A Contemporary Human Resource Management (FT: Prentice
Hall, 2001) ISBN: 020159613X
Journals and newspapers
The Guardian and any other quality broadsheet newspapers
People Management
Personnel Review
Personnel Today
Training
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Videos
Companies such as Video Arts and Melrose produce a variety of videos, which may be useful in
covering human resource development topics. Television current affairs programmes can also
provide a useful additional resource.
Websites
www.bized.ac.uk
www.cipd.co.uk
www.dfes.gov.uk
www.dti.gov.uk
www.guardian.co.uk
www.hse.gov.uk
www.iipuk.co.uk
Investors in People UK
www.incomesdata.co.uk
www.lsc.gov.uk
www.learndirect.co.uk
UfI learndirect
www.newdeal.gov.uk
New Deal
www.nto-nc.org
www.peoplemanagement.co.uk
www.personneltoday.com
www.qca.org.uk
www.trainingjournal.com
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Unit 24:
Employee Relations
Learning hours:
60
NQF level 4:
Description of unit
The main aim of this unit is to provide a general introduction to employee relations and to
develop knowledge and understanding of the changes which have taken place over the years
with respect to the employment relationship in the UK. The unit considers the nature of
industrial conflict and the resolution of collective disputes. The processes of collective
bargaining and negotiation are also explored.
Examine the nature of industrial conflict and the resolution of collective disputes
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Content
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Outcomes
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Guidance
Delivery
Learners understanding of employee relations can be developed through the use of a variety of
learning methods including lectures, discussions, seminars, videos, role plays and case studies.
Investigations of employee relations policies and practices within organisations and talks from
union officials, advisory bodies and human resource management practitioners can both develop
understanding and provide support for the knowledge and skill base established within the unit.
Assessment
Evidence of outcomes may be assessed as follows:
use of role plays for exploring the processes of collective bargaining and negotiation
case studies to assess learners understanding of the nature of industrial conflict and the
resolution of collective action
Links
This unit forms a direct link with other human resources units in the HN Business programme:
Unit 3: Organisations and Behaviour, Unit 21: Human Resources Management, Unit 22:
Managing Human Resources and Unit 23: Human Resources Development.
Links may also be found with Unit 3: Organisations and Behaviour, Unit 6: Business Decision
Making, Unit 25: English Legal System and Unit 39: Quality Management.
This unit covers some of the underpinning knowledge and understanding of the following units
of the NVQ in Personnel at level 4.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Blyton P and Turnbull P The Dynamics of Employee Relations 2nd Edition (Palgrave, 1998)
ISBN: 0333679857
Farnham D Employee Relations in Context 2nd Edition (CIPD, 2000) ISBN: 0852928769
Gennard J and Judge G C Employee Relations 3rd Edition (London, CIPD, 2002)
ISBN: 0852928181
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www.bized.ac.uk
www.cac.gov.uk
www.cbi.org.uk
www.compactlaw.co.uk
www.cre.org.uk
www.drc-gb.org.uk
www.dti.gov.uk
www.employment-studies.co.uk
www.eoc.org.uk
www.ets.gov.uk
www.gftu.org.uk
www.guardian.co.uk
www.hse.gov.uk
www.icftu.org
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www.incomesdata.co.uk
www.labournet.net
www.lowpay.gov.uk
www.peoplemanagement.co.uk
www.personneltoday.com
www.tuc.org.uk
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Law
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Unit 25:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides an introduction to the English legal system. It develops learners knowledge
of the court structure, court procedures, funding and legal personnel. Alternative methods of
settling disputes are also covered, as are the sources of law, their development and
interpretation. It also provides an introduction to the legal formalities required for the formation
of the different business entities, their management and dissolution.
Investigate the civil and criminal courts, their structure, operation and alternative
methods of dispute resolution
Identify sources of legal advice and funding, including the roles of different legal
personnel
Explore the relevant importance of the different sources of law, together with rules of
interpretation
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Content
Business entities
Meaning and examples: sole traders, partnerships, companies
Advantages and disadvantages: of types of legal business entity
Legal requirements: for the formation of sole traders, partnerships, and companies
Provisions: relating to the running/management of businesses eg rights/duties of partners,
directors and creditors; dissolution of business entities
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Outcomes
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Guidance
Delivery
Each section will require lectures to provide an introductory factual framework. Learners should
then take part in a variety of activities eg visits, talks, research to access primary sources, case
studies, group discussions and moots.
A good starting point for delivery is outcome 1. Visits to a variety of courts generate discussion,
and enable learners to visualise the courts, their personnel, and the procedures and types of
cases dealt with. It may then be preferable to continue with outcome 3, as some of the cases
seen in the courts will generate discussion on the law involved, and explanation of Statutes,
Judicial Precedent and Delegated Legislation will follow naturally. It is important when looking
at the rules of interpretation to use live case examples to explain the different results, which can
result from the application of different rules. Outcome 2 also follows on from the court visits
and looks at where advice can be sought, how it can be funded, and what responsibilities the
different legal personnel have. Finally outcome 4 looks at the formation of businesses, and the
legal requirements involved. This outcome is free standing, but useful in cases where learners
are not opting for further law units.
Assessment
The assessment(s) should aim in a structured way to test the different unit outcomes. They will
develop and test a variety of skills and encourage use of primary and secondary legal materials.
Examples of assessment could include:
a case study including a number of incidents, which require advice on the particular courts
which would deal with the incidents, the availability of advice, funding and personnel
Links
This unit forms the foundation for all the other specialist law units: Unit 26: Business Law, Unit
27: Common Law II and Unit 28: European Law. It examines the structure of the legal system,
the sources of law, funding and personnel. This is an essential introduction to the specialist law
units covering contract, tort, European law and business law.
The formation, management and dissolution of business entities section is a useful introduction
to the company unit.
The sources of law section looks types of EU law and the court structure of the ECJ which is a
useful introduction to Unit 28: European Law.
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Resources
Learners should have access to a learning resource centre with a good range of legal text and
case books. These should be supported by journal, statutes and law reports. Good newspapers
are also necessary because of the topical nature of law.
Learners will also benefit from visits to courts, and parliament. Crown courts are usually
excellent in arranging tours, and talks by resident judges. Magistrates, solicitors and barristers
are usually willing to talk collectively to groups of learners.
Support materials
Textbooks
Darbyshire P Nutshells English Legal System (Sweet & Maxwell, March 2001)
ISBN: 0421742801
Elliot and Quinn English Legal System (Longman, April 2002) ISBN: 0582473136
Ingman T The English Legal Process (Blackstone, August 2000) ISBN: 1841740284
Martin J English Legal System (Hodder & Stoughton Educational, June 2002)
ISBN: 0340848545
Slapper and Kelly English Legal System (Cavendish, August 2001) ISBN: 1859416578
Smith and Keenan Advanced Business Law (Prentice Hall, January 2000)
ISBN: 027364601X
Stychin C Legal Method: Text and Materials (Sweet & Maxwell, April 1999)
ISBN: 0421634707
Websites
www.bbc.co.uk/law
BBC
www.bized.co.uk
www.cjsonline.org
www.courtservice.gov.uk
www.cps.gov.uk
www.criminal-justice-system.gov.uk
www.dca.gov.uk
www.eurunion.org
www.lawcom.gov.uk
www.legalservices.gov.uk
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Unit 26:
Business Law
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with an introduction to the principles of business law which relate
to the legal rules affecting business organisations within the domestic and European legal
framework. In addition the unit will allow the learner to identify anti-competitive practices and
the impact these can have upon business organisations through monopolies, mergers and the use
of intellectual property rights.
The unit will also introduce the learner to key domestic consumer provisions and associated
provisions within the EU.
Explore the main principles affecting the legal relationship between business
organisations and their consumers
Investigate the legal rules applicable to consumer credit agreements and agency
Explore the legal rules relating to monopolies, mergers and anti-competitive practices
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Content
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Outcomes
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Guidance
Delivery
Much of the material in this unit can be delivered actively through the use of case studies and
learner-centred learning both as small group and individual exercises. The use of case studies
can be used as both a means of encouraging individual and group learning in addition to
providing a vehicle for assessment.
Small group, tutor-led workshops can be used to develop the learners understanding of
individual outcomes, and their conclusions may be used to develop their knowledge base.
Alternative methods of delivery include online materials which may be centre devised using
centre-specific resources such as the posting of hand-outs, assignments and the use of other noncentre devised electronic sources and materials.
Learners should be encouraged to undertake self-directed study and present their findings
during seminars and workshops. This may be particularly effective due to the number of
government internet sites, particularly in relation to intellectual property and competition.
Wherever possible, a link should be made between academic underpinning knowledge and its
practical application through decided cases and the application of that knowledge to given
classroom tasks which may be discussion-based, question and answer sessions or through tasks
which may be used within the context of learner assessment.
Typical class sessions will begin with an explanation of the relevant legal rules appropriate to
the outcome under study. This factual introduction may be followed by a learner-led discussion
on how the relevant legal rules were applied within decided cases. In some instances the learner
may be given a pre-prepared number of cases to read in advance of classes and then contribute
during the session in a manner appropriate to set classroom tasks. Learners may also be given
self-directed study handouts through which they present a seminar or lead a discussion on stated
outcomes.
The unit may be delivered as a stand-alone unit, although there may be opportunities for
mapping outcomes through the integration of assessed outcomes made up from other units.
Assessment
The assessment strategy should aim to encourage use of primary and secondary legal legislation
and the application of suitable common law principles to the outcomes.
Aspects of the unit may be further explored through case studies which link consumer
protection and the function of those responsible for ensuring fair trading in a manner which
highlights the effectiveness of alternative courses of action other than the consumer suing the
supplier through the civil courts.
In addition the sections on monopolies and intellectual property may be explored through
assessment vehicles; the aim being to determine how companies can potentially create a
dominant position through the use of intellectual property rights which lead to anti-competitive
practices.
The assessment of this unit can be through individual and group assignments. These may be in
the form of submitted reports, written memoranda, business letters, and presentations. The
presentations may be formal and include electronic presentations using software such as
Microsoft PowerPoint. Alternatively presentations may be in the form of a moot or discussion,
or learner-led seminar on an outcome during which the learner, either individually or in a group,
orally conveys assessment material to the group.
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Evidence may be produced by the learner at outcome level only, although there exists
opportunities for the design of assignments that covers different outcomes. Resources such as
class materials or handouts may include case study material and which may be used in
conjunction with assessments made under time-constrained conditions.
Alternative assessment methods may include peer assessment during presentations, seminars,
multiple choice questions and in class, open book timed assessments.
Links
This unit has links with Unit 5: Common Law I, Unit 25: English Legal System, Unit 27:
Common Law II, Unit 28: European Law, Unit 45: European Business, Unit 46: Employment
Law and Unit 47: Company Law.
Resources
Learners will require access to a library which contains key texts and materials suitable to
studying business law.
Additional resources include Iolis, an interactive CD-Rom for law students available from the
University of Warwick, and Seneca, a legal information service, also on CD. (See Websites.)
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Brown I et al Commercial Law (Butterworth, January 2000) ISBN: 0406024340
Coleman M and Grenfell M The Competition Act 1998: Law and Practice (Oxford
University, June 1999) ISBN: 0198298471
Colston C Principles of Intellectual Property Law (Cavendish, September 1999)
ISBN: 1859414656
Cranston, Scott and Black Consumers and the Law (Law in Context) (Butterworths, August
2000) ISBN: 0406988021
Crystal, Phillips and Davis Insolvency Law Handbook (Butterworth, June 2003)
ISBN: 0406944091
Davis J Butterworths Core Text: Intellectual Property Law (Butterworth, September 2003)
ISBN: 0406963797
Judge S Business Law (Palgrave, November 1998) ISBN: 0333747097
Ottley M Briefcase on Company Law (Cavendish, April 2002) ISBN: 1859416993
Smith and Keenan Advanced Business Law (Prentice Hall, January 2000)
ISBN: 027364601X
Steiner J Textbook on EC Law 7th Edition (Blackstone, October 2000) ISBN: 1841740233
Newspapers
The Times
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Websites
www.companies-house.gov.uk
Companies House
www.competition-commission.org.uk
Competition Commission
http://europa.eu.int
www.european-patent-office.org
http://jurist.law.cam.ac.uk
www.lawtel.co.uk
www.law.warwick.ac.uk/lcc/iolis
Iolis website
www.lexis-nexis.com
www.patent.gov.uk
www.senecaweb.co.uk
Seneca website
www.timesonline.co.uk
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Unit 27:
Common Law II
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to build on the knowledge of contract and tort acquired in Unit 5:
Common Law I, with a particular focus on business organisations. The learner is encouraged to
investigate key concepts and principles in relation to specific forms of tortious liability.
Additionally, the unit develops an awareness of possible defences against tortious action, and
the remedies available in relation to various forms of loss. This unit also develops the learners
knowledge of contract by looking at factors which can initiate contracts, ways contracts can be
discharged and remedies available.
Examine the vitiating factors that could impact on an otherwise legally binding business
agreement
Explore the practical situations which could lead to the discharge of a business contract
and evaluate the relative importance of the remedies available
Analyse specific torts other than negligence which impact on business activities
Examine and evaluate the possible defences against actions in tort and the remedies
available for different forms of loss.
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Content
Vitiating factors
Identification of key vitiating factors: mistake, misrepresentation, duress, undue influence,
restraint of trade, illegality
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Outcomes
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Guidance
Delivery
This unit can be delivered in a variety of ways. Group work and other active methods of
learning can be employed to enhance learners experience and promote the required
understanding. The use of case studies and specimen documentation is to be particularly
encouraged, both as a means of assessment and as part of the normal learning process.
Assessment
Evidence of outcomes may be in the form of:
group role play to simulate situations where various forms of tortious liability apply
Links
It is desirable to have completed Unit 5: Common Law I and Unit 25: English Legal System
prior to commencing this unit, as they lay down the foundations for contract and tort and the
English legal systems and procedures.
This unit provides for the development of a solid understanding of the law of tort and contract.
Resources
Learners need access to a library with the key texts and to case studies. The use of texts should
be supported by reference to broadsheet newspapers, relevant journals and technology-based
databases.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Atiyah P S Introduction to the Law of Contract (Clarendon Press, 1995)
ISBN: 0198259530
Beale, Bishop and Furmston Contract Cases and Materials (Butterworth, 2001)
ISBN: 040692404X
Cheshire, Fifoot and Furmston Law of Contract (Butterworth, 2001) ISBN: 0406930589
Cooke J Law of Tort (Prentice Hall, 1997) ISBN: 0273627104
Elliott and Quinn Contract Law (Longman, 2002) ISBN: 0582473306
Elliot and Quinn Tort Law (Longman, 1997) ISBN: 058243811X
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Harvey and Marston Cases and Commentary on TORT (Prentice Hall, 2000)
ISBN: 0582423511 NB: Will be republished 2004 (5th Edition ISBN: 0406971382)
Hodgson J and Lewthwaite J Law of Torts (Blackstone, 2001) ISBN: 1841742759
Michael J Textbook on Torts (Oxford University, 2002) ISBN: 0199255334
Pannett A Law of Torts (Prentice Hall, March 1997) ISBN: 0712110704
Treitel G Law of Contract (Sweet & Maxwell, 2003) ISBN: 042178850X
Young M Cases and Commentary in Contract Law (Prentice Hall, 1997)
ISBN: 0273625705
Journals
Law Society Gazette
New Law Journal
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Unit 28:
European Law
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with an introduction to the principles of European law which
relate to the integration of those legal rules within the domestic legal framework and the impact
of European Union legal rules upon the individual and business organisations.
It will also provide an introduction to EU-wide legal rules which impact upon persons seeking
work in other member states and how business organisations are able to promote and set up
branches of the business in other member states.
In addition the unit will allow the learner to identify anti-competitive practices and how these
can impact upon business organisations and the individual.
Investigate the European legal principles concerned with the free movement of workers
Explore key European provisions relating to the free movement of goods, services and
establishment.
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Content
EU institutions
Community institutions: Council, Commission, Parliament, European Court of Justice
Constitutional principles: European citizenship, federalism and subsidiarity
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Outcomes
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Guidance
Delivery
The unit may be delivered as a stand-alone unit, although there may be opportunities for
mapping outcomes through the integration of assessed outcomes made up from other units
which are being studied alongside Unit 28: European Law, for example, Unit 25: English Legal
System, Unit 26: Business Law, Unit 43: Employment Law and other general business units as
appropriate.
It is anticipated that much of the material in this unit can be delivered actively through the use
of case studies and learner-centred learning both as small group and individual exercises.
Wherever possible, a link should be made between the underpinning academic knowledge and
its practical application through given cases and judgements.
Typical class sessions will begin with an explanation of the relevant legal rules from both
statutory sources and leading cases appropriate to the outcome under study. This factual
introduction may be followed by a learner-led discussion on how the relevant legal rules were
applied within decided cases. In some instances the learner may be given a pre-prepared number
of cases to read in advance of classes and then contribute during the session in a manner
appropriate to set classroom tasks. The learner may also be given self-directed study handouts
through which they present a seminar or lead a discussion on stated outcomes.
The use of case studies can be used as both a means of encouraging learning and also to provide
a vehicle for assessment.
Small group, tutor-devised workshops can be used to direct learners and to develop the learners
understanding of individual outcomes. Their conclusions may be used to develop their
knowledge base.
In addition the learner should be encouraged to undertake self-directed study and present their
findings during seminars and workshops which may be used as an assessment vehicle. This may
be particularly effective due to the number of government internet sites, both domestic and
European, which provide free access to relevant information to broadening the learners
development and understanding of the unit in a broader context.
Alternative methods of delivery include online materials which may be centre devised using
centre-specific resources such as hand-outs and assignments and the use of other non-centre
devised electronic sources and materials.
Assessment
The assessment strategy should aim to encourage use of primary and secondary European
legislation and relevant domestic provisions in addition to the application of relevant decided
cases, again both European and domestic, to the outcomes.
The assessment of this unit can be through individual and group assignments. These may be in
the form of submitted reports, written memoranda, business letters, and presentations. The
presentations may be formal and include electronic presentations using software such as
Microsoft PowerPoint. Alternatively presentations may be in the form of a moot or discussion,
or learner-led seminar on an outcome during which the learner, either individually or in a group,
orally conveys assessment material to the group.
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Evidence may be produced by the learner at outcome level only, although there exists
opportunities for the design of assignments that covers different outcomes from, for example,
Unit 25: English Legal System, Unit 26: Business Law, Unit 43: Employment Law and other
general business units as appropriate. Class materials, eg handouts, could include case study
material and which may be used in conjunction with assessments made under time-constrained
conditions.
Alternative assessment methods may include peer assessment during presentations, seminars
etc, multiple-choice questions and in class, open-book, timed assessments.
Outcomes may be combined to further the learners understanding of European legal rules,
again case studies again these may be used for assessment or self-directed study purposes.
The sections which look at sovereignty may be combined with free movement of goods and
how domestic legislation was formulated.
Links
This unit has links with Unit 5: Common Law I, Unit 26: Business Law, Unit 29: Introduction
to Internet and E-Business, Unit 30: Internet Marketing, Unit 31: E-Business Operations,
Unit 32: E-Business Planning and Implementation, Unit 45: European Business and Unit 46:
Employment Law.
Resources
Learners will require access to a library which contains key texts and materials suitable to
studying the law of the European Union.
Additional resources include Iolis, an interactive CD-Rom for law students available from the
University of Warwick, and Seneca, a legal information service also on CD. (See Websites.)
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Cairns W Introduction to European Union Law (Cavendish, 1997) ISBN: 185941205X
Craig P and de Burca G EU Law (Oxford University Press, 2002) ISBN: 0199249431
Ewing and Bradley Constitutional and Administrative Law (Longman, 2002)
ISBN: 0582438071
Foster N (editor) Blackstones EC Legislation (Oxford University, 2002)
ISBN: 0199254869
Kaczorowska A EU Law Today (Old Bailey Press, 1998) ISBN: 1858362717
Kent P The Law of the European Union (Longman, 2001) ISBN: 0582423678
McLean R M (editor) European Community Law Casebook (HLT Publications, 1991)
ISBN: 1853529184
Owen R Essential European Community Law (Cavendish, 1994) ISBN: 1859411207
Steiner J Textbook on EC Law 5th Edition (Blackstone, 1996) ISBN: 1854315536
Tillotson J European Community Law: Text, Cases and Materials (Cavendish, 1996)
ISBN: 1859412823
Newspapers
The Times
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Videos
An Introduction to European Community Law
Supremacy of EC Law
Websites
http://curia.eu.int/en/index.htm
http://europa.eu.int
http://jurist.law.cam.ac.uk
www.lawtel.co.uk
www.law.warwick.ac.uk/lcc/iolis
Iolis website
www.lexis-nexis.com
www.senecaweb.co.uk
Seneca website
www.timesonline.co.uk
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E-Business
Strategies
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Unit 29:
Learning hours:
60
NQF level 4:
Description of unit
This unit introduces the learner to the scope of e-business and the benefits it offers to an
organisation through the different business models. It also provides 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 (ease of navigation, speed) are also
covered.
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Content
Scope of e-business
Definitions: the internet, the worldwide web (www) intranets, extranets, e-business and
e-commerce and the distinction between business-to-consumer (B2C) and business-tobusiness (B2B) transactions
Benefits to businesses: why a company should have a web presence, how the use of internet
technology can reduce transaction costs
Trust for e-business: the risks of conducting business through the internet, the importance of
trust for e-business transactions
Security and data protection: how security and data protection play an important part in
e-business
Nature of communication: difference between mass communication (one-to-many), personal
communication (one-to-one) and internet communication (many-to-one and many-to-many)
E-business models
The five business models: the different ways in which the internet may be used to generate
revenue by supporting the sale of a product, or service eg CDs, flights; supplying electronic
information, or media services eg reports or music; charging per transaction for the
provision of a service eg airline booking; charging a subscription for an information service
eg news; advertising revenue, from an attractive website
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Website design
Search engines: to find specific information on the internet (the logic of structuring search
questions using venn diagrams) and identify the elements of a web page that may be used
by search engines (head title, description, keywords; body content and links)
Attractive web pages: the design features that make a web page attractive to the visitor ie
speed, attractive page layout, colour scheme, pictures and links, clear and informative,
consistent with image of the business (brand), builds trust, encourages visitor to return
Website usability: what makes a website easy for the visitor to use (meets needs of different
stakeholders, good website navigation, availability in different languages to suit the visitor);
what legal requirements must be met (disabled user eg visually impaired and colour
blind)
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Outcomes
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Guidance
Delivery
This unit should to be taught with learners exploring websites and, therefore, seeing the
application of theories in practice. They could work individually or in pairs around an internet
access point, usually a personal computer
The preferred pattern for a teaching session would be for instruction to be given on a topic, or
concept, then for learners to review its application for selected websites, followed by discussion
of their findings to consolidate learning.
Learners would also be expected to explore the use of these techniques by independent research
of texts and websites.
The opportunity to design a simple web page using a web page editor may also be provided to
learners, to encourage creativity and stimulate an appreciation of web page design.
Assessment
Assignments that require learners to demonstrate their understanding of theories and concepts
by reviewing e-business websites are recommended. These are most suitable for coursework
assignments where learners have more scope to develop their ideas, but can also be used for
examination questions.
Knowledge of internet terminology can best be assessed in short-answer tests, or examinations.
An appreciation of website design can be developed and assessed by learners designing their
own web page, where the resources, including web-page editor software, are available.
Exercises in the use of search engines should also be encouraged.
Links
This unit links with Unit 30: Internet Marketing, Unit 31: E-Business Operations and Unit 32:
E-Business Planning and Implementation. Aspects of this unit link also with the following
units: Unit 1: Marketing, Unit 3: Organisations and Behaviour and Unit 7: Business Strategy.
Resources
Texts should be supported by the use of websites and case studies. For those part-time learners
working in business, their experience of work should be made use of in comparing approaches
adopted.
Websites can be useful in providing information and case studies (eg www.bized.ac.uk which
provides business case studies appropriate for educational purposes).
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Support materials
Newspapers
The Guardian Online supplement (available with the Thursday edition of The Guardian
newspaper)
The Sunday Times the Doors supplement
Websites
www.bized.ac.uk
www.dataprotection.gov.uk
www.e-envoy.gov.uk
www.guardian.co.uk/online
www.w3c.org
www.zdnet.co.uk
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Unit 30:
Internet Marketing
Learning hours:
60
NQF level 4:
Description of unit
Learners will develop their knowledge of the marketing concepts seen in Unit 1: Marketing and
how they are applied through the e-business models, which were introduced in Unit 29:
Introduction to the Internet and E-Business. This unit will also address the importance of
marketing research, how internal business systems support internet marketing and use of the
internet for market research.
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Content
Promotion
Promoting the organisation (public relations): recognising the information needs of the
different stakeholders eg investors, customers, suppliers; business ownership or sponsor,
mission statement and values, financial information, contact address, products or services
and after-sales services; meeting these different needs with an attractive, accessible website,
consistent with the corporate image and brands, increased use of sponsorship of sporting
activities by large businesses to attract visitors to their websites, by providing news of
sports events and sporting personalities
Promoting products and services: the first stage of internet marketing, where no
transactions take place through the internet, objective to stimulate demand for the
products or services and direct the visitor to dealers, outlets, or service providers in the
locality including collecting personal details about the visitor and the nature of their
enquiry; retaining this for marketing purposes or passed on to the local dealer, or service
provider, no direct interface with the internal business information systems at this stage;
inadequacies in terms of data accuracy or security precautions are not exposed to the
customer
Advertising and affiliation: use of website to promote another organisations products, or
services, eg through banner advertising; articles, referring to products and providing links to
website; commission paid for business generated from these links; growing number of
websites resulting in a limited amount of revenue which can be generated from advertising
and affiliation they can only be considered a source of additional income
Limitations from customers' perspective: the internet as a source of information, eg of
entertainment, for searching for products, or services; use of search engines or links to pull
information, careful use by organisations to push information to the website visitor,
necessity to discourage use of unsolicited email to push products, or services, (spamming),
necessity for promotion to generate a positive attitude with visitors, trust, visitors expect
reliable, accurate and up-to-date information, reassurance about how the information will be
used before giving personal details
Comparison of internet and traditional marketing: 4Ps; traditional and E
Order processing
Order processing: steps choosing supplier, selecting product, placing order,
acknowledgement of order, supplier lead-time, delivery, receipt of goods, quality check,
receipt of invoice, payment, often through credit, or debit card, how order processing
through the internet differs from normal consumer purchases or mail order
Entering orders through web-forms: customer information and details of products entered
into web-form, transferral of data through a one-way link to the internal business system,
processing of the order through conventional systems; confirmation to customers that order
has been accepted, often provided by email; necessity for quick and reliable
acknowledgement, followed by quick delivery response; limited security risk to business
systems, but customer risks making payment before receipt of goods
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Interactive order processing: customer processes order interacting with internal business
systems database, using three-tier architecture (client-server-database), allows customer to
check stock availability, place order directly, receive online confirmation and delivery
information; customer can then track the progress of his/her order, through to delivery, and
authorisation of payment; necessity for high standards of data integrity in the database ie
internal procedures ensuring accurate and timely updating of the database as the order
progresses through each stage; importance of systems security with direct access available
through the internet
Security and trust: the value of orders, delay between ordering and delivery (lead time) and
payment authorised in advance, requiring a high level of consumer trust; customers need
for reassurance that their personal information and credit or debit card details will not be
disclosed or fraudulently used; such guarantees often displayed when customers are asked
to submit the information (Data Protection Act, see later); importance of giving sellers
contact information and address
3
Marketing research
The importance of marketing research: researching customer needs and the effectiveness of
marketing strategies (marketing research); determining what products, or services, should be
developed and offered in the marketplace, and how they should be promoted and sold;
importance of determining the suitability of products and services for promotion and sale
through the internet
Information about existing customers and their needs: use of information about customers,
particularly a history of their purchases through the internet as a source for marketing
research; use of their preferences for other products and services to target these markets; NB
they only represent the segment of the market that has already purchased from the
organisation
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Information about potential new customers and their needs: why they are not already our
customers; those who already make purchases through the internet and can be approached
through affiliate marketing, or web portals; need for a different style of promotion to build
up customer trust through attractive informational websites; those that use the internet, but
have not yet made purchases through it, may need a different style of promotion to build up
their trust eg through attractive informational websites; approaches designed to capture new
users of the internet (novice internet users); importance of addressing the market not only
for experienced internet users, but also for the continual stream of novice internet users
International markets: access to international markets; English is the international language
for business users, consumers use their native language; differences in culture and
currencies, eg within the EU payments are made in Euros, and in the USA in US Dollars,
but most credit cards can be used for established currencies with currency conversion;
increased risks in international business
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Outcomes
Explore customer
relationships management
through the internet
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Guidance
Delivery
This unit needs to be taught with learners exploring website application of the theories, either
working individually, or in pairs, around an internet access point (usually a personal computer).
The preferred pattern for a teaching session would be for instruction to be given on some topic,
or concept, then for learners to review its application for selected websites, followed by some
discussion of their findings to consolidate learning.
Learners would also be expected to explore the use of these techniques by independent research
of texts and websites.
Assessment
Learners are required to demonstrate their knowledge of marketing concepts and how they are
applied through the internet. They should also have developed their understanding of the ebusiness models, which were introduced in Unit 29: Introduction to the Internet and EBusiness.
They should recognise the importance of good internal business systems, in supporting the
development of order processing and customer relationship management through the internet.
The limitations of using the internet for market research and the importance of marketing
research to the effective use of the internet for marketing, should also be appreciated.
Assignments that require learners to demonstrate their understanding of theories and concepts
by reviewing e-business websites are recommended. These are most suitable for coursework
assignments where learners have more scope to develop their ideas, but can also be used for
examination questions. These also provide an opportunity for learners to develop their report
writing and examination essay techniques.
Links
This unit links with Unit 1: Marketing and follows on from Unit 29: Introduction to the Internet
and E-Business. Aspects of this unit link with the following units: Unit 3: Organisations and
Behaviour, Unit 7: Business Strategy, Unit 17: Marketing Intelligence and Unit 18: Advertising
and Promotion. There are also links with Unit 31: E-Business Operations and Unit 32: EBusiness Planning and Implementation.
Resources
Texts should be supported by website examples and case studies. For those part-time learners
working in business, their experience of work should be made use of in comparing approaches
adopted.
Websites can also be useful in providing information. Many useful websites and examples are
also given in the textbooks.
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Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Chaffey D et al Internet Marketing (FT Prentice Hall, 2000) ISBN: 0273658832
Lauden K C and Traver C G E-Commerce: Business, Technology, Society (Addison Wesley,
2001) ISBN: 032112202X
Schneider G P Electronic Commerce (Thomson Learning, 2002) ISBN: 0619063114
Other useful texts
Amor D The E-Business (R)Evolution (Prentice Hall, 2002) ISBN: 013085123X
Chaffey D E-Business and E-Commerce Management (Prentice Hall, 2002)
ISBN: 0273548832
Chaston I E-Marketing Strategy (McGraw Hill, 2001) ISBN: 007709753X
OConnor J and Galvin E Marketing in the Digital Age 2nd Edition (Prentice Hall, 2001)
ISBN: 0273641956
Salter B and Langford-Wood N A Simple Guide to E-Commerce (Prentice Hall, 2001)
ISBN: 0130286494
Sleight S Moving to E-Business (Dorling Kindersley, 2001) ISBN: 0751312150
Turban E et al Electronic Commerce (Prentice Hall, 2002) ISBN: 0130653012
Newspapers
Useful articles regularly appear in the business pages of quality newspapers and in the online
supplements of the quality press eg The Guardian Online supplement available with the
Thursday edition of The Guardian newspaper.
Websites
There are plenty of good commercial websites.
www.amazon.com
www.booksites.net
www.course.com
www.LearnE-Commerce.net
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Unit 31:
E-Business Operations
Learning hours:
60
NQF level 4:
Description of unit
The development of the internet for purchasing, supply chain management and other business
applications are examined in this unit. It is first necessary to identify the essential differences
between business and consumer purchasing (b2b and b2c). Experience with Electronic Data
Interchange (EDI) established the ground rules for e-business over the internet, which has led to
the development of electronic marketplaces and industry networks. Electronic payment systems
and use of the internet for recruitment, employee communication, logistics and international
trade are also covered.
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Content
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Advantages of using the internet for b2b: a standard communication network across the
world which can be used for b2b between buyers and sellers, avoiding the costs charges by
VANs the EDI transaction sets formed the basis of internet transactions between companies;
concerns about security, the availability of transaction logs and 3rd party verification of
communications, again providing opportunities for providers of specialist electronic
marketplaces (see later); the advantages of using the internet for b2b are lower costs,
making it accessible to organisations, large and small, throughout the world, so enabling a
more competitive global marketplace. Other developments include the use of XML for b2b
and organisations extending extranets to their suppliers
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Outcomes
Differentiate between
business and consumer
purchase transactions (b2b v
b2c)
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Guidance
Delivery
This unit needs to be taught with learners exploring website application of the theories, either
working individually or in pairs, around an internet access point (usually a personal computer).
The preferred pattern for a teaching session would be for instruction to be given on some topic,
or concept, then for learners to review its application for selected websites, followed by some
discussion of their findings to consolidate learning.
Learners would also be expected to explore the use of these techniques by independent research
of texts and websites.
Assessment
Learners are required to demonstrate their knowledge of purchasing and supply chain
management concepts and how they are applied through the internet. They should also have
developed their understanding of e-business, which was introduced in Unit 29: Introduction to
the Internet and E-Business.
Learners should recognise the distinctions in purchase transactions between those of business
(b2b) and those of consumers (b2c), so this unit builds on Unit 30: Internet Marketing.
They should be able to demonstrate how concepts developed through EDI have formed the basis
for using the internet for purchasing and supply chain management. The difficulties of using the
internet to develop trust, as the foundation of good supplier relationships, should also be
appreciated. An understanding of electronic payment systems is also expected.
The potential of other e-business applications in the areas of recruitment, employee
communication, logistics services and international trade, should also be recognised.
Assignments that require learners to demonstrate their understanding of theories and concepts
by reviewing e-business websites are recommended. These are most suitable for coursework
assignments where learners have more scope to develop their ideas, but can also be used for
examination questions. These also provide an opportunity for learners to develop their report
writing and examination essay techniques.
Links
This unit follows on from Unit 29: Introduction to the Internet and E-Business and Unit 30:
Internet Marketing. Aspects of this unit also link with the following units: Unit 3:
Organisations and Behaviour, Unit 33: Information Systems and Unit 37: Purchasing.
Resources
Texts should be supported by website examples and case studies. For those part-time learners
working in business, their experience of work should be made use of in comparing approaches
adopted.
Support materials
Websites
Websites can also be useful in providing information. Many useful websites and examples are
also given in the textbooks.
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Unit 32:
Learning hours:
60
NQF level 4:
Description of unit
This unit builds upon Unit 29: Introduction to the Internet and E-Business, Unit 30: Internet
Marketing and Unit 31: E-Business Operations, to consider e-business planning and
implementation. It starts by considering customers expectations of e-business, because these
dictate implementation priorities. It is first necessary to assess the status of the business
information and logistics systems, because they will provide the foundation for e-business.
Preparations will be necessary to meet the standards of support that e-customers expect.
Marketing, promotion and supply chain management must be considered, alongside the website, when developing the implementation strategy. Protecting the intellectual property of the
business and maintaining the integrity of its website require considerations of risk and
appropriate security precautions. Finally, future developments in e-business are examined to
help maintain a competitive edge.
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Content
Implementation strategy
Planning the website: designing the website requires a level of expertise, which may justify
using a design service; maintaining 24/7 access to your website (24 hours per day, for
7 days per week) throughout the year, places considerable demands on IT resources,
particularly when security and back-up are included; the services of an Internet Service
Provider (ISP) to host your website, may be an attractive proposition
Marketing and promotion strategy: the internet offers access to a wider geographic
customer base, which allows targeting market segments and interest groups; by encouraging
interactions between customers, the internet allows the development of electronic webcommunities; promotion strategies must be developed to target specific market segments
and to develop web-communities
Supply chain strategy: satisfying customer demand, with accuracy and speed, requires a
responsive supply chain; it may be possible for most of these activities to be executed inhouse, however this requires competence in a broad range skills; these skills may be more
readily available from outside the organisation, by using suppliers; effectively exploiting the
capabilities (and financial resources) of suppliers is the challenge of supply chain
management; developing partnership relationships with suppliers and integrating them
with your business electronically, so that both can benefit from serving your customers, is
the challenge of your supply chain strategy
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Electronic payment systems: doing business with customers is only worthwhile as long as
you get paid for your services; it is vital to consider what payment systems you will use and
the payment terms you will offer to your customers; business is conducted on the basis of
trust, as there are risks to both the supplier and the customer; what assurances can you give
to your customers that you will not take payment until the products, or services, have been
supplied? similarly, what assurances can you give to your suppliers, that they will get paid,
especially if they offer you deferred payment terms
Implementation priorities: successful business are about buying and selling at a profit; you
need customers and suppliers and a means of processing transactions with each of them; it
will take time and money to develop your website and to make it available for customers;
you will need to establish relationships with your suppliers; when you are ready you will
need to promote your business, to make potential customers aware of your presence and
what you have to offer; until you start generating revenues, you will be burning up your
initial investment capital; a business plan will help make these issues clear, so that you can
plan your implementation priorities
Metrics: how will planning and implementation be assessed
Exit strategy: why one is required, how it will be invoked
3
Future developments
Mobile technology: review developments in mobile technology and assess their impact on ebusiness
Impact of XTML: consider the impact of XTML on e-business
Supply chain integration: examining the implications of supply chain integration through
use of the internet
International competitiveness: assessing the impact of e-business on international
competitiveness
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Outcomes
254
Plan implementation
strategy
Examine future
developments in e-business
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Guidance
Delivery
This unit needs to be taught with learners exploring website application of the theories, either
working individually, or in pairs, around an internet access point (usually a personal computer).
The preferred pattern for a teaching session would be for instruction to be given on some topic,
or concept, then for learners to review its application for selected websites, followed by some
discussion of their findings to consolidate learning.
The use of e-business case studies would be appropriate for this unit.
Learners would also be expected to explore the use of these techniques by independent research
of texts and websites.
Assessment
Assignments that require learners to demonstrate their understanding of theories and concepts
by reviewing e-business websites are recommended. These are most suitable for coursework
assignments where learners have more scope to develop their ideas, but can also be used for
examination questions.
Learners could be encouraged to develop their own implementation strategy for an e-business
proposal, as a coursework assessment.
Links
This unit follows on from Unit 29: Introduction to the Internet and E-Business, Unit 30:
Internet Marketing and Unit 31: E-Business Operations. Aspects of this unit also link with
Unit 33: Information Systems.
Resources
Texts should be supported by the use of websites and case studies. For those part-time learners
working in business, their experience of work should be made use of in comparing approaches
adopted.
Websites can be useful in providing information and case studies (eg www.bized.ac.uk which
provides business case studies appropriate for educational purposes).
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Chaffey D E-Business and E-Commerce Management (Prentice Hall, 2002)
ISBN: 0273541889
Chaffey and Weaver E Business and E Commerce Management: Strategy, Management and
Applications with a Guide to Student System Development Projects (FT, Prentice Hall, 2003)
ISBN: 0582821851
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www.booksites.net
www.course.com
www.LearnE-Commerce.net
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Unit 33:
Information Systems
Learning hours:
60
NQF level 4:
Description of unit
Organisations have always depended on information to ensure success. Over the years,
organisations have changed their information systems from dealing purely with data processing
to strategic and decision support. Managers need information to plan successfully in the short,
medium and long term. It is also recognised nowadays that information is required at all levels
in an organisation and that information itself can have many sources. The importance of valid
information in gaining competitive advantage needs to be stressed.
Learners will gain an understanding of the ways in which data can be processed and the
applications that support organisations. They will also be asked to evaluate the capacity of an
information system to satisfy the needs of the user.
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Content
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Outcomes
2 Compare a range of
information systems
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Guidance
Delivery
Whenever possible, the unit should use real-life examples of information systems and suitable
computer-based tools. Centres are advised to use the resources and experience of local
organisations to provide case study material.
Assessment
Evidence of outcomes may be in the form of assignments and projects undertaken individually
or as part of a group. Learners should use computer-based tools, such as word processors, to
provide their assessment evidence.
Links
This unit has links with Unit 29: Introduction to the Internet and E-Business, Unit 30: Internet
Marketing, Unit 31: E-Business Operations, Unit 32: E-Business Planning and Implementation,
Unit 34: Networking Concepts, Unit 35: Multimedia Design and Authoring, Unit 36: Website
Design, Unit 37: Networking Technology, Unit 38: MS Office Solution Development, Unit 39:
Systems Analysis, Unit 54: Computer Platforms and Unit 55: Human Computer Interface.
Resources
Case study material is needed for evaluating information systems. Many textbooks offer case
study material, as does the internet.
Suitable software tools should also be available to evaluate in the light of an organisations
information needs.
Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available. This is a practical unit and textbook materials should be used for
reference purposes. There is a range of general textbooks relating to this unit, including the
following.
Checkland P and Holwell S Information, Systems and Information Systems: Making Sense of
the Field (John Wiley and Sons, 1997) ISBN: 0471958204
Marchand et al Mastering Information Management: The Complete Companion in
Information Management (Financial Times Prentice Hall, 1999) ISBN: 0273643525
See also list in Unit 8: Information Systems Project.
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Unit 34:
Networking Concepts
Learning hours:
60
NQF level 4:
Description of unit
The importance of networked solutions in the business world grows year on year. The
increasingly sophisticated technologies and widening user base mean a fundamental
understanding of networks is essential for many. The aim of this unit is to provide a rigorous
introduction to networks, and practical experience in installing users and software on a network.
This unit will clarify the issues associated with network use and how this has developed. It will
identify the architectural concepts behind networking and help develop the preliminary skills
necessary to install and manage networks.
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Content
Benefit of networks
Network principles and applications definition of a network: evolution of network uses,
from simple file and print networks, through small office computing, to client-server
architectures, review of remote access, starting with email through to intranets and the
internet, LANs (local area networks), WANs (wide area networks) and MANs,
(metropolitan area networks), networked applications, overview of cost/benefits of network
use
Network use: an overview of network resources (hardware and software), facilities of a
network operating system, understanding of security implications and software licensing
issues, constraints on capacity and performance (such as being asked to run video off a
10Mbit Ethernet connection)
Design/evaluation of networks
Network architecture concepts: the ISO OSI 7-layer model (and/or IEEE 802), topologies,
eg bus, ring, structured; a description of communication devices, repeaters, bridges and
hubs, standard connectors and wiring, functions of a network card, differences between peer
to peer and server-based networks, description of main protocols, ie Ethernet, ATM, token
ring, IPX, SPX, and their relationship with the 7-layer model, the principles and resources
required to connect LANs to WANs, TCP/IP as a WAN protocol, TCP/IP addressing and
how routing works
Network design: using architectural principles and definitions to design a new network or
evaluate an existing one
Network software
User factors: design and definition of users and groups, the definition of directory structures
on the file server, file and directory attributes, trustee rights, IRM (inherited Rights
Management), and setting up security
Login scripts: definition of the user environment, menu systems
Hardware and software factors: printing set-up, understanding of printing options,
installation and configuration of applications on the network (including operating system
constraints), file server installation and utilities
Network management
Management responsibilities: the problems of creating large numbers of accounts on a
network and keeping it up to date, management of users, workgroup managers, network
security and virus protection (elements of good practice)
Resource management: control resource usage estimation and tracing of resource usage,
managing printer queues, connecting of the network to the outside world, advantages (eg
internet) and disadvantages (eg hackers), firewalls
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Outcomes
Perform network
management responsibilities
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Guidance
Delivery
This unit may be delivered as a stand-alone package or alongside other units. Most learner effort
should be spent in practical activities in this unit. It may be that the major part of these could be
achieved in groups, each learner developing a different department in an organisation, for
instance.
Assessment
There is an obvious need to combine practical and theoretical assessment. The theory can be
delivered by using case studies that consider existing networks. Learners can produce reports
that describe features and show an understanding of the principles and definitions. The practical
aspects provide an opportunity for learners to design, install and maintain a simple network. It is
essential that a log book is maintained for recording both progress and effectiveness.
Links
This unit links with Unit 33: Information Systems, Unit 35: Multimedia Design and Authoring,
Unit 36: Website Design, Unit 37: Networking Technology, Unit 38: MS Office Solution
Development and Unit 39: Systems Analysis. There may also be links with Unit 7: Business
Strategy and some of the units covering aspects of E-Business.
Resources
In order to deliver this unit centres must have a development server that can be booted up. A
dedicated server needs to be available, and connected to several stations. At least one networked
printer, network monitoring software and all relevant network documentation should be
accessible to learners. Centres must also provide networkable applications (software), which can
be installed on the server.
Support materials
Textbooks
Networking Complete (Sybex International, 2002) ISBN: 0782141439
Parnell T Network Administrators Reference (McGraw Hill, 1999) ISBN: 0078825881
Tanenbaum A Computer Networks (Prentice Hall PTR, 2002) ISBN: 0130384887
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Unit 35:
Learning hours:
60
NQF level 4:
Description of unit
Through this unit learners will learn to design and evaluate a prototype multimedia system using
an iterative approach. Through research and practice learners will identify users needs and
content. Learners will design the structure, interaction and components of the interface. A
psychological understanding will be encouraged to give learners a broad understanding of the
use of colour, metaphors and navigational systems. Prototypes will be designed through
exploration of software prototyping tools and techniques.
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Content
Task analysis
Research: literature, publications, journals, electronic data, observation, questionnaire,
interview, survey
Users needs: content, existing systems or methods, other similar systems, environmental
issues, location, social context, tasks, constraints of a system, delivery platform, input,
output devices
Task analysis: observations, task being performed, difficulties encountered, hesitations,
question expectations, question requirements and opinions, visual perception, attention
span, dexterity, confusion, organisation, learning, memory constraints
Prototype system: user-centred design, storyboards, flow diagrams, scripts, musical scores,
structure map, design standards and guidelines, copyright laws
Cultural and contextual sensitivity: political, sexual, ethnic, minority groups, religious,
cognitive and physical special needs, disabilities, discrimination awareness
Audio components: sampled sound, generated sound, digital audio, synthesised sound, audio
feedback (sounds made in response to the users expectation of an everyday object or
interaction with an element on screen, eg camera click, light switch clicking on and off,
turning a page over, to reinforce an action), speech feedback, environmental sound, music
for example
Prototyping tools: eg proprietary drawing and painting software
Originate: production of original source materials, production of appropriated source
materials with particular attention paid to copyright licensing laws, scanned material, digital
photography, digital video, cultural sensitivity, political propriety
Multimedia prototype
Plan structure: system diagram, flow chart, storyboard animation sequences, video, sound
track, screen design, interaction, navigation system, flow chart of the system, to indicate
depth and breadth of system, linking of screens, of information, information flow indicating
input elements and output elements
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Outcomes
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Guidance
Delivery
Encouraging learners to experiment will help them to broaden their creativity and become
familiar with the tools and technology. However, learners will need considerable support and
guidance to overcome the obstacles and difficulties they will face.
Centres may wish to identify a person on the course team to act as a learning coach to all the
learners. This is a relatively new role in higher education. The learning coach could hold regular
weekly seminars with learners to discuss general progress and point out common problems.
Learners need to face real problems, as preparation for those they will meet throughout their
careers. Open dialogue and critical reflection will make this a positive learning experience.
With the ever-increasing demand for multimedia on the web, in education and industry, learners
should be aware that not everyone uses the same delivery hardware. Development for the web
brings a host of complicated issues for the Mac-based developer. This unit addresses the key
cross-platform issues. Wherever possible, learners should be encouraged to design generally for
the lowest technical baseline and specifically for the users needs.
Assessment
Managing an interactive multimedia project, whether for education, training, or entertainment
purposes, requires careful consideration of the various elements. Learners should demonstrate
the ability to consider and produce a multimedia prototype from concept through to completion.
Concept designs should be provided in the form of sketches, notes, scripts, flow diagrams,
charts, screen designs, storyboards, animatics, visual and audio materials. The overall flow of
the system should be completed, particularly if the prototype is incomplete.
The prototype may not be complete in all aspects. However, there should be a good interactive
structure in place together with a consistent navigational system. Samples of screen design
should show: consistency, organisation and prioritisation of information, usability and
appropriate use of colour and text. The system should show effective use of audio feedback,
music and/or speech, visual feedback, animation and/or video, overall aesthetic appeal,
innovation and creative thought.
Research techniques may include: the library, the internet, CD-Rom, databases, specialist
publications, galleries, exhibitions, observations, evaluations, questionnaires and interviews
with practitioners. Learners should record sources carefully and accurately citing authors, titles
of books, articles, journals and publications, date of publication, place of publication and
country of publication. Learners should be encouraged to check facts by cross-referencing.
Intellectual property rights are at the heart of any professional multimedia production. This unit
will provide a basic understanding of the various forms of intellectual property rights (for
example, copyright, patent, and trademark). It will enable learners to investigate and understand
how these rights are created, protected, acquired and exploited. Evidence may be presented as a
part of a written assignment.
Consideration must be given to the cultural and contextual sensitivity of the content.
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Links
Unit 57: Project Management will provide the necessary skills needed for learners to undertake
a multimedia project.
There may also be links to other units in the Information Technology pathway, for example Unit
54: Computer Platforms and Unit 55: Human Computer Interface.
Resources
Software
An industry standard authoring application such as Macromedias Director, plus software to
create and edit images and to create animation and sound elements.
Support materials
Textbooks
Tutors should be aware that textbooks and websites are frequently updated and that they should
use the latest editions where available. This is a practical unit and textbook materials should be
used for reference purposes. There is a range of general textbooks relating to this unit, including
the following:
Christ R E Review and Analysis of Colour Coding Research for Visual Displays Human
Factors, Vol 17, no 6, pp 542-70
Cope P Teach Yourself Digital Video & PC Editing (Teach Yourself, 2003)
ISBN: 0340857323
Crawford C The Art of Interactive Design: A Euphonious and Illuminating Guide to Building
Successful Software (No Starch Press, 2002) ISBN: 1886411840
Doney A/Seton, J and Rubin T (editors) Using Colour: User Interface Design for Computer
Systems (Ellis Horwood, Chichester, 1988)
Gould J D and Lewis C Designing for Usability: Key Principles and What Designers Think
Communications of the ACM, Vol 28, no 3, pp300-11
Lynch P J Visual Design for the Interface
Websites
http://info.lboro.ac.uk/research/husat/use/usabilitystandards.h
tml
http://info.lboro.ac.uk/research/husat/inuse/webpaper.html
http://info.med.yale.edu/caim/manual/papers/gui1.html
http://info.med.yale.edu/caim/manual/papers/gui2.html
www.useit.com/alertbox/9610.html
Web pages provide access to a further range of internet information sources. Learners must use
this resource with care, justifying the use of information gathered.
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Unit 36:
Website Design
Learning hours:
60
NQF level 4:
Description of unit
This unit will facilitate the development of an awareness and understanding of the technical and
creative skills required to design, construct and manage an effective e-business website
interface. Learners will evaluate existing e-business sites, in the context of cross-platforms and a
range of browsers. They will analyse a range of commercially available web authoring software
and be required to create a viable, interactive website interface, which meets contemporary web
design principles.
Assess the design and functionality of existing and established e-business sites
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Content
Web pages/frames
Page elements: development of skills in the use of mark-up language (eg HTML etc)
headings, rules, frames, buttons, text and list boxes, hyperlinks/anchors, graphical images,
clickable images, maps etc
Accessing images: using scanner, digital and conventional cameras, video camera (stop
motion), transparencies, clip art, graphics tablets and images on the internet
Image handling: file and compression formats for different applications (eg EPS, PICT,
GIF, PSD, JPEG), save with attachments, layers and channels, image transformation, canvas
sizing, resolution issues for screen and print and colour modes (eg GREYSCALE, RGB),
streaming for video production
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Interactive applications
Server side interaction: accepting data from users and responding with appropriate actions
and responses based using the CGI (common gateway interface) or equivalent, cookies
Database connectivity: the common methods of using/accessing databases from CGI
applications eg ODBC, JDBC, SQL
Server interaction: linking via a web server/internet with a range of back-end systems
including databases using current protocols
Hardware: computer platforms, advanced input and storage devices (disc technology, disc
writers, additional storage hardware), archiving and compressing data
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Outcomes
276
Develop interactive
applications on a web server
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Guidance
Delivery
This unit is best delivered in a network environment. The delivery should be mainly practical
and centres are advised to use both simple and complex web specifications. In addition to
technical aspects, learners should be guided in ensuring that the web pages produced are user
friendly.
Assessment
Learners will provide a range of evidence. This will include a report detailing learner
experiences of adapting to new hardware and software. Assessment needs to be included which
shows the learners ability to evaluate websites. Learners should also be required to produce a
portfolio of documentation of website applications produced.
Links
Learners need to be familiar with standard business applications and be able to navigate the
internet without difficulty. This unit links with Unit 29: Introduction to the Internet and
E-Business, Unit 30: Internet Marketing, Unit 31: E-Business Operations, Unit 32: E-Business
Planning and Implementation, Unit 33: Information Systems, Unit 34: Networking Concepts,
Unit 35: Multimedia Design and Authoring, Unit 36: Website Design, Unit 37: Networking
Technology, Unit 38: MS Office Solution Development, Unit 39: Systems Analysis, and also
with Unit 51: Computer Platforms and Unit 52: Human Computer Interface.
Resources
Resources required are:
hardware:
software:
library:
Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available. Web design software is supported by many hundreds of books
including the software houses themselves. This is a practical unit and textbook materials should
be used for reference purposes only. There is a range of general textbooks relating to this unit,
including the following.
Bruce E Teach Yourself Macromedia Dreamweaver (Sams, 2002) ISBN: 067232346X
Buchanan and Lukaszewski Measuring the Impact of Your Website (Wiley, 1997)
ISBN: 0471172499
Cato J User Centered Web Design (Addison Wesley, 2001) ISBN: 0201398605
Stauffer T HTML by Example (Que, 1999) ISBN: 0789722283
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Websites
www.builder.com
www.macromedia.com
http://msdn.microsoft.com/workshop
www.reallybig.com
www.tips-tricks.com
www.webmonkey.com
www.webopedia.com
www.webreference.com
www.webreview.com
Web pages provide access to a further range of internet information sources. Learners must use
this resource with care, justifying the use of information gathered.
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Unit 37:
Networking Technology
Learning hours:
60
NQF level 4:
Description of unit
Understanding of the underlying principles of networking is of vital importance to all IT
practitioners in todays increasingly sophisticated world. The aim of this unit is to provide a
background to the basic components of networked systems from which all networking
operations derive. It also includes the evaluation of networks and network applications.
Investigate basic hardware components and the role of network operating system
(NOS) software
Explain the Open Systems Interconnection (OSI) model and common network
architectures
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Content
Hardware components and the role of network operating system (NOS) software
Components: workstation, servers, cabling, hubs and repeaters
Software: control, connect, manage, secure
Topology: types, common variants, comparison (cost, reliability, speed), advantages,
disadvantages
Selection: criteria (type of network, network topology, reliability, cost, future needs,
cabling)
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Outcomes
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Outcomes
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Guidance
Delivery
The delivery methods for this unit are likely to include tutorials, workshops, presentations and
personal study by the learner.
Assessment
Evidence of the outcomes for this unit will be in the form of a portfolio of work that learners
will develop. The portfolio will include exercises and assignments demonstrating coverage of
the assessment criteria. Centres may wish to develop exam type assessments to give learners this
experience.
Links
This unit has links with Unit 32: E-Business Planning and Implementation, Unit 33:
Information Systems, Unit 34: Networking Concepts, Unit 35: Multimedia Design and
Authoring, Unit 36: Website Design, Unit 38: MS Office Solution Development, Unit 39:
Systems Analysis, Unit 53: Computer Platforms and Unit 54: Human Computer Interface.
Resources
The following resources may be used:
videos
internet access.
Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available. This is a practical unit and textbook materials should be used for
reference purposes. There is a range of general textbooks relating to this unit, including the
following.
Halsall F Data Communication, Computer Networks and Open Systems (Addison Wesley,
1995) ISBN: 020l42293
Hodson P Local Area Networks 3rd Edition (Continuum, 2002) ISBN: 0826458661
Hunter P Local Area Networks (Addison-Wesley, 1993) ISBN: 0201627639
Networking Essentials Plus (Microsoft Press, 2003) ISBN: 0072850620
Networking Essentials with CD ROM (Microsoft Press, 2003) ISBN: 157231902X
Tannebaum A Computer Networks (Prentice Hall International, 2002) ISBN: 0130384887
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Websites
Websites that support the development of this unit include those of computing associations and
employers. The following may be useful:
www.network-world.com
Network World
Web pages provide access to a further range of internet information sources. Learners must use
this resource with care, justifying the use of information gathered.
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Unit 38:
Learning hours:
60
NQF level 4:
Description of unit
This unit focuses on the use of Visual Basic for Applications to extend the capability of
Microsoft Office in the development of solutions that automate business processes access data
and publish information to an intranet or the internet.
The unit develops Visual Basic skills for use in Office and looks at building solutions in Excel,
Word, PowerPoint, Access and Outlook. The unit also looks at the use of FrontPage 2000 to
design, create and publish Office solutions to the internet and intranets.
The unit requires a thorough knowledge of the Microsoft Office suite together with an
intermediate level of skills in using Visual Basic such as gained from studying Unit 39: Visual
Programming Fundamentals.
This unit presents opportunities to demonstrate key skills in problem solving, information
technology and improving own learning and performance.
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Content
Build solutions
Excel: Excel Object Model, workbooks, worksheets, ranges, charts, pivot tables, publishing
as html
Word: Word Object Model, documents, templates, ranges, selections, autotext, table objects
PowerPoint: PowerPoint Object Model, presentation object
Office Assistant: the Office Assistant Object Model, balloons
Access: the Access Object Model, databases, reports, web reports. ADO Object Model,
connections, commands, recordsets, navigating, filtering. OLE DB. Querying data using
Access Query Wizard, SQL. Handling errors
Outlook: the Outlook Object Model, items, events, messages
COM Addins: designing, creating, registering
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Outcomes
288
install applications
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Outcomes
program in FrontPage
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Guidance
Delivery
The focus of this unit is the achievement of a solid grounding in the use of developer tools in
Microsoft Office. It requires a clear understanding of what can be achieved and the benefits of
programmed solutions. To this end, assessment should include the ability to consider alternative
solutions and justify selection of solutions. Implementation of the chosen solution should
demonstrate attention to design and security aspects and where appropriate should present an
effective user interface.
The unit can be used as preparatory material for the Microsoft Certified Professional
examination 70091 although it is anticipated that only a small proportion of learners will reach
this standard.
Assessment
The main evidence for this unit is likely to be in the form of business solutions built in
Office 2000 applications and demonstrating the achievement of the learning outcomes. At least
one of the applications in the unit should be of sufficient complexity to simulate a real-world
application.
Learners should demonstrate the use of user interface design principles and effective
documentation and testing.
Links
This unit has links with Unit 32: E-Business Planning and Implementation, Unit 33:
Information Systems, Unit 34: Networking Concepts, Unit 35: Multimedia Design and
Authoring, Unit 36: Website Design, Unit 37: Networking Technology, Unit 39: Systems
Analysis, Unit 53: Computer Platforms and Unit 54: Human Computer Interface.
Resources
A copy of Microsoft Office 2000, Premium Edition needs to be available to learners. Internet
Explorer 5, Office Developer Tools and Microsoft Outlook should be installed. MSDN Office
Developer Help is recommended.
Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available. This is a practical unit and textbook materials should be used for
reference purposes. There is a range of general textbooks relating to this unit, including the
following:
Aitken P Developing Solutions with Office 2000 Components and VBA
(Prentice Hall, 2000) ISBN: 0130263062
Jacobson R Microsoft Excel 2000 Visual Basic for Applications: Fundamentals
(MS Press, 1999) ISBN: 0735605939
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Microsoft Office 2000 Visual Basic Language Reference (MS Press, 1999) ISBN: 1572319550
Microsoft Technologies Series
Smith R and Sussman D Beginning Access 97 VBA Programming (Wrox Press, 1997)
ISBN: 1861000863
Websites
Websites that support the development of this unit include those of computing associations and
employers. The following may be useful:
http://msdn.microsoft.com/vba
www.vbatutor.com/vbatutor.htm
www.vb-bookmark.com/vba.html
VBA resources
www.vbapro.com
VBA resources
Web pages provide access to a further range of internet information sources. Learners must use
this resource with care, justifying the use of information gathered.
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Unit 39:
Systems Analysis
Learning hours:
60
NQF level 4:
Description of unit
This unit will provide learners with a detailed insight into the systems analysis life cycle,
modelling tools and techniques, testing procedures and the need for systems evaluation. This
unit will examine the requirements of analysis for both commercial and technical applications. It
will also introduce the data and functional modelling techniques which learners can be expected
to use.
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Content
System investigation
Fact-finding techniques: interview, observation, investigation, questionnaire
Fact-recording methods and standards: current computer and paper-based fact-recording
methods such as grid charts, flow diagrams, standard documentation technique
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Outcomes
Perform a system
investigation
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Guidance
Delivery
This unit and all teaching should pivot around the requirements of the external assessment.
Learners should be given the opportunity to support all theory with a range of practical
examples that focus on all levels of the systems analysis life cycle.
Assessment
Learners should use a case study or pre-release materials to enable them to prepare for the
external assessment. Class sessions should cover a range of systems analysis theory coupled
with practical activities such as using fact-finding techniques, identifying user needs, preparing
a feasibility report, using modelling tools and designing a database to meet user needs.
Links
This unit has links with Unit 32: E-Business Planning and Implementation, Unit 33:
Information Systems, Unit 34: Networking Concepts, Unit 35: Multimedia Design and
Authoring, Unit 36: Website Design, Unit 37: Networking Technology, Unit 38: MS Office
Solution Development, Unit 53: Computer Platforms and Unit 54: Human Computer Interface.
Resources
Learners should have access to a range of reading material based on current additions and
revisions to Systems Analysis (SSADM Version 4 or above). Learners should also use
appropriate modelling software such as Prince to assist with any designs. Any suitable database
applications software can be used to support the database designs.
Support materials
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available. This is a practical unit and textbook materials should be used for
reference purposes. There is a range of general textbooks relating to this unit, including the
following:
Textbooks
Yeates D Systems Analysis and Design (Pitman Publishing, 1994) ISBN: 0273600664
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Unit 40:
Purchasing
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to encourage learners to explore the major principles, concepts and
techniques which are inherent in the management of the purchasing function in modern,
efficient organisations.
Use appropriate information sources and criteria to evaluate and select suppliers
Explain how an organisation ensures that the regular quantities and quality of goods
(inventory) and services are purchased
Explain the role of the major national and transnational organisations and agencies
which influence international purchasing.
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Content
Purchasing function
Purchasing: as a service function, purchasing as a proactive activity
Purchasing strategy and planning: the relationship of purchasing to corporate objectives,
relationship of procurement to strategic development, the development of the concept of
supply chain management
Developing purchasing systems: for standard items, for non-standard items, system design,
systems outputs
Systems user requirements: specialists, non-specialists, logistics, data components, ease of
use, access
The organisation and structuring of purchasing: centralisation versus decentralisation,
possible organisational configurations
Analysis of the efficiency of the purchasing function: performance indicators and
benchmarking
People in the purchasing function: skills needed, staffing needs analysis, recruitment and
selection of purchasing staff, training and developing the staff, ethical standards in
purchasing
IT and purchasing: integrated purchasing systems and EDI
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Price: pricing systems/methods, role of price: price and non-price factors in purchasing
decisions, obtaining prices, contractual issues, spot forward, future, the significance of
learning effects, risk versus return
Security and safety: risks, risk management, hazardous materials, health and safety
Negotiations in purchasing: phases in negotiation, skills of negotiation, contingency plans
Distribution methods: road, rail, shipping, air
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Outcomes
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Guidance
Delivery
It is anticipated that this unit would normally be delivered as a stand-alone unit. There are some
opportunities for linking parts of the unit with those identified above. Links could be developed
in the form of integrated assignments but care is needed in designing such assignments to ensure
they are realistic.
The use of speakers from purchasing functions in outside organisations is recommended as a
means of providing examples of approaches adopted by different types of organisations
including those involved in global sourcing.
Assessment
Evidence of outcomes may be in the form of written or oral assignments/tests.
The assignments may be based around investigations into actual business organisations or case
study material. Learners working in a purchasing/supply function in an organisation could base
assignment work around their workplace.
Evidence is likely to be produced at outcome level. Evidence could include individual or group
assignments. Time-constrained assessment based upon case study material could also be
included.
Links
There are no direct links with other units. Aspects of this unit link with the following units: Unit
1: Marketing, Unit 2: Managing Financial Resources and Decisions, Unit 3: Organisations and
Behaviour, Unit 6: Business Decision Making, Unit 9: Management Accounting: Costing and
Budgeting and Unit 10: Financial Reporting.
There are also links with Procurement NVQ level 4, especially with Units 018 Develop the
effectiveness of procurement operations, 019 Determine conditions in the market for supplies,
020 Establish and maintain strategic sourcing arrangements, 022 Establish supplier status and
secure improvements in supplier performance, 027 Administer the contract, 037 Plan and
reconcile inventory and materials requirements and capacity and 039 Capture and forecast
demand.
Resources
Texts should be supported by the use of case studies and, as far as possible, access to the
purchasing section of local organisations. For those part-time learners working in the purchasing
area their experience of work should be made use of in comparing approaches adopted.
Support materials
Textbooks
Bailey/Farmer/Jessop and Jones Purchasing Principles and Management
(Pitman, 1994)
Greaver M Strategic Outsourcing: Risk Management, Methods and Benefits (Amacom,
1999)
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www.hq.nasa.gov/office/procurement
www.pd.dgs.ca.gov/default.htm
http://sourcinginterests.org/fbpo.htm
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Unit 41:
Purchasing Development
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to develop underpinning knowledge and understanding which might lead
to enhanced skills in the field of service or inventory procurement and supply chain
management. It encourages learners to recognise the changing and developing role of
purchasing as a strategic activity, its contribution to overall organisational objectives. This units
extends the basic understanding of the purchasing function developed within Unit 37:
Purchasing and allows learners to apply this knowledge analytically, identifying opportunities
for improving existing procurement systems. This unit also enables learners to take account of
the importance and potential of e-commerce.
Explain, with examples, the impact of e-commerce on the purchasing system identifying
the advantages and disadvantages.
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Content
Purchasing system
Purchasing: as a service function, purchasing as a proactive activity; requirements of user
group
Purchasing systems: supplier product database, vendor evaluation and rating, supplier
quality approval, requisitioning and ordering, stores and stack control
Purchasing strategy and planning: the relationship of purchasing to corporate objectives,
relationship of procurement to strategic development, the development of the concept of
supply chain management
Commercial issues: financial, supply market conditions, legal, contractual; impact on
organisational plans, short term, long term; analysis and re-evaluation or emerging
commercial priorities
Supply market issues: market structure, stability, security; impact of changes in technology
and processes
Planning timescale: impact on business forecasts, corporate objectives, risk versus return,
available resources
Information requirements: sources business plans, records, colleagues, suppliers; validity
and reliability, relevance to timing requirements, trends and developments
Increased effectiveness
Types of improvement: cost-effectiveness, usability, ability to provide required outputs,
adaptability to change, reduction in difference between planned and actual performance
Improvement opportunities: procurement requirements, organisational objectives,
organisational competitiveness, strategic sourcing, supplier performance, contract
management, demand forecasting
Impact of e-commerce
Advantages: cost-savings, purchasing system improvements, reduced personnel
requirements, time saving, increased effectiveness, information gathering, supplier sourcing,
performance monitoring
Disadvantages: supplier relationships, direct control, ability to inspect
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Outcomes
Demonstrate an understanding
of the key role of the
purchasing system as an
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Guidance
Delivery
It is anticipated that this unit would normally be delivered as a stand-alone unit. There are some
opportunities for linking parts of the unit with those identified above. Links could be developed
in the form of integrated assignments but care is needed in designing such assignments to ensure
they are realistic.
The use of speakers from purchasing functions in outside organisations is recommended as a
means of providing examples of approaches adopted by different types of organisations
including those involved in global sourcing.
Assessment
Evidence of outcomes may be in the form of written or oral assignments/tests.
The assignments may be based around investigations into actual business organisations or case
study material. Learners working in a purchasing/supply function in an organisation could base
assignment work around their workplace.
Evidence is likely to be produced at outcome level. Evidence could include individual or group
assignments. Time-constrained assessment based upon case study material could also be
included.
Links
There are no direct links with other units but some aspects of this unit link with the following
units: Unit 1: Marketing, Unit 2: Managing Financial Resources and Decisions, Unit 3:
Organisations and Behaviour, Unit 6: Business Decision Making, Unit 9: Management
Accounting: Costing and Budgeting and Unit 10: Financial Reporting.
There are also links with Procurement NVQ level 4, especially with Units 013 Establish and
improve procurement systems, 017 Provide commercial input to decision-making, 018
Develop the effectiveness of procurement operations, 019 Determine conditions in the market
for supplies, 021 Establish and evaluate current and future requirements for supply, 022
Establish supplier status and secure improvements in supplier performance, 028 Improve
contract performance, 039 Capture and forecast demand and 041 Optimise inventory levels.
Resources
Texts should be supported by the use of case studies and, as far as possible, access to the
purchasing section of local organisations. For those part-time learners working in the purchasing
area their experience of work should be made use of in comparing approaches adopted.
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Support materials
Textbooks
Bailey/Farmer/Jessop and Jones Purchasing Principles and Management (FT Prentice Hall,
1996) ISBN: 0273623818
Burt/Dobler and Starling World Class Supply Management 7th Edition (McGraw Hill, 2002)
ISBN: 0071124381
Greaver M Strategic Outsourcing: Risk Management, Methods and Benefits (Amacom,
1999) ISBN: 0814404340
Jessop and Morrison Storage and Supply of Materials (FT Prentice Hall, 1994)
ISBN: 027360323x
Lysons and Gillingham Purchasing and Supply Chain Management 8th Edition (Prentice
Hall, 2002) ISBN: 02736576x
Lysons K Purchasing Framework (FT Prentice Hall, 1998) ISBN: 0273634224
Saunders M Strategic Purchasing and Supply Chain Management (FT Prentice Hall, 1997)
ISBN: 0273623826
Turban et al Electronic Commerce 2002: A Managerial Perspective (Prentice Hall, 2003)
ISBN: 0582821894
Walker D Procurement Strategies: A Relationship-based Approach (Blackwell Science,
2002) ISBN: 0632058862
Journal
Journal of the Chartered Institute of Purchasing and Supply
Websites
Websites can be useful in providing information and case studies.
www.asite.com/a3/uk/DocumentLibrary/Purchasing.pdf
www.bized.ac.uk
www.hq.nasa.gov/office/procurement
www.iolt.org.uk/sig/scimglossary.htm
www.pd.dgs.ca.gov/default.htm
http://sourcinginterests.org/fbpo.htm
www.supplychainconsultants.co.uk
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Unit 42:
Quality Management
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to enable learners to understand the concept of quality and quality
management and define it in the context of business and services operations. Learners will
investigate the major quality schemes and evaluate these in terms of the benefits to the
organisation and to the customers they serve.
This unit is common to more than one Higher National qualification. Learners must ensure that
their evidence relates to the programme they are undertaking.
Explore a range of quality controls and assess their benefits to the customer
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Content
Quality controls
Customer information: opening times, location, price lists, facilities, activities, staffing
levels, promotional material, raising awareness, creating true image, targeting all groups,
conveying value for money?
User and non-user surveys: profile of users, regularity of visits, spend/visit, facilities used,
likes, dislikes, preferences, suggestions, complaints
Profile of non-users: majority group, reasons for non-use, expectations/perceptions of
service, barriers to access, action required, encouraging and converting non-users
Consultation: questionnaires (distributed internally/externally), suggestion schemes,
complaints procedures, focus groups, open meetings, blanket maildrop, targeted maildrop,
direct approach to group leaders and groups
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Outcomes
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Guidance
Delivery
This unit should be delivered as a stand-alone unit though some underpinning knowledge for it
is provided by Unit 3: Organisations and Behaviour. It is, therefore, recommended that this unit
is delivered after the option unit to provide a logical progression and prepare learners to develop
their knowledge base before investigating issues around quality.
This unit requires a considerable amount of research and guided reading will be an integral part
of the delivery. Considerable information can be accessed on the web and through published
literature. It is also important that learners have the benefit of site visits to assess for themselves
the application of quality management in kite marked centres.
The unit could be delivered by other inputs including: lead lectures, case studies, group work
(eg a quality circle) and discussion.
Assessment
Assessment could be of a formative or summative nature allowing learners either to build upon
the principles of quality and quality management and apply these to local commercial
operations or carry out a thesis/project approach to the whole unit. Assessments should be
planned to allow learners to visit centres that are quality assured (ie they have a quality
kitemark) and assess the effectiveness of the scheme for themselves.
There is scope to combine assessments across all the unit outcomes by adopting a major project
approach (summative format) or assess each unit outcome separately (formative format).
Combined assessments could also provide opportunities for learners to work in groups and
evidence for the final assessment could be provided (at least in part) by a group presentation. In
doing so learners could also demonstrate the key skill of interacting with groups.
Other assessment instruments that would be appropriate to this unit include case studies, reports
and individual presentations.
It is strongly recommended that when learners are delivering presentations, they have access to
the latest technological equipment, eg laptop computers, LCD projectors, presentation software.
Links
The unit has been designed to complement the endorsed titles on the HN Business programme.
Understanding gained in Unit 6: Business Decision Making will help learners appreciate control
charts and other statistical techniques for improving quality.
Resources
Examples of quality management manuals, policies and strategies will support learners work.
Case studies at this level will need careful preparation and management. There are numerous
examples of case studies focusing on business excellence in the public domain, frequently
through appropriate journals.
Learners should be encouraged to read the trade and specialist press and associated websites
regularly. They should also have full access to the internet for research purposes.
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Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available. This is a practical unit and textbook materials should be used for
reference purposes only. There is a range of general textbooks relating to business excellence
and quality management, including the following.
Banks J The Essence of Total Quality Management (Prentice Hall, 1993)
ISBN: 013284902X
Bell D Managing Quality 2nd Edition (Butterworth Heinemann, 2001) ISBN: 0750648376
Bendell T The Benchmarking Workout (Financial Times Management, 1997)
ISBN: 0273626353
Brown M Baldridge Award Winning Quality: How to Interpret the Baldridge Award Criteria
10th Edition (ASQC Quality Press, Milwaukee, 2000) ISBN: 1563272326
Camp R Global Cases in Benchmarking (McGraw Hill, 1998) ISBN: 0873893883
Chang R and Kelly P Improving Through Benchmarking A Practical Guide to Achieving
Peak (John Wiley & Sons Ltd, 1999) ISBN: 078795084X
Fitzsimmons J and Fitzsimmons M New Service Development: Creating Memorable Service
Experiences (Sage, 2000) ISBN: 0761917411
Huxtable N Small Business Total Quality (Chapman & Hall, 1995) ISBN: 0412602709
Juran J Jurans Quality Handbook 5th Edition (McGraw-Hill, 1998) ISBN: 0071165398
Kandampully J/Mok C and Sparks B (editors) Service Quality Management in Hospitality,
Tourism, and Leisure (Haworth Hospitality Press, 2001) ISBN: 0789011417
Kunst P and Lemmink J Managing Service Quality, Vol. III (Chapman & Hall, 1997)
ISBN: 1853963623
Lockwood A/Baker M and Ghillyer A Quality Management in Hospitality (Cassell, 1996)
ISBN: 0304334855
Oakland J Total Organizational Excellence: Achieving World Class Performance Revised
Edition (Butterworth Heinemann, 2001) ISBN: 0750652713
Zairi M Benchmarking for Best Practice (Butterworth Heinemann, 1998) ISBN: 0750639482
Videos
Examples of video materials include:
BBC Learning Zone
Journals, magazines and other publications
Benchmarking: An International Journal
Benchmarking for Management and Technology
Business Process Management Journal
Harvard Business Review
Managing Service Quality
Total Quality Management
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Websites
www.dfes.gov.uk
Learners should be encouraged to consult a wide range of commercial websites to support the
evidence they develop for this unit.
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Unit 43:
Learning hours:
60
NQF level 4:
Description of unit
The unit is primarily designed for learners who are interested in small business enterprises and
looks at the development and expansion of such businesses. The unit will be particularly
appropriate for Higher National Certificate learners who are involved in small business
enterprises. The unit draws together many of the topics covered in other units and allows
learners to practise the business skills required in a small business.
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Content
Investigate performance
Business profile: components of the business, objectives of the business, internal and
external factors affecting business performance, performance measures, constraints and
restrictions on business, responsibilities and liabilities of owner-manager
Comparative measures of performance: comparisons with other similar-sized businesses in
same geographical area, comparisons with businesses in same or similar industry,
comparisons with industry averages; comparisons should cover all areas financial,
production, marketing, sales, human resources, use of technology
Analysis of business information: analysis of past and current business information
financial, marketing information, sales, production, human resource efficiency, management
effectiveness using ratios, budget information, market research results, SWOT analysis,
business reports eg production efficiency
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Outcomes
324
Investigate performance of a
selected small business
enterprise
Propose changes to improve
management and business
performance
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Guidance
Delivery
Learners should be exposed to a variety of case studies to gain coverage of different aspects of
small business management and development. They will need to be able to identify the specific
problems that a smaller business can face and find workable solutions to ensure continuation of
the business.
Assessment
Evidence of outcomes may be in the form of assignments, investigations of specific small
business organisations or analysis of case studies. Some Higher National Certificate learners
may be in a position to use their own employment as a basis for the course. Family businesses
may also provide opportunities for generating evidence.
Links
The unit is intended to give an understanding of the development processes in established small
businesses. The unit links with all core units which provide a useful background to the functions
of a business.
The unit covers some of the underpinning knowledge and understanding for the NVQ level 4 in
Owner Management Business Management and Development.
Resources
Some Higher National Certificate learners may be able to use their own experience of small
business as a basis for work on the course. Higher National Diploma learners will need to be
given realistic case studies.
Local government reports and statistics relating to small businesses are available in most public
libraries.
The Open University Business School Small Business Programme publications provide a series
of titles covering accounting and finance, product development and marketing, and human
resource management and recruitment. Each publication provides knowledge and case study
examples. In some cases a video or audio tape is also available. Contact the Open University for
details.
There are a few open learning packages that have been written to support the NVQs in small
business management and development. Contact the Small Firms Lead Body for details of
current approved publications.
Support materials
Textbooks
Most books are self-help guides for people in business published by various banks.
Williams S Lloyds Bank Small Business Guide (Penguin Books, published annually)
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Websites
www.bized.ac.uk
www.dur.ac.uk/dubs/sbc/sbc.htm
www.richmis.demon.co.uk/business
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Unit 44:
Operations Management
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to enable learners to grasp an understanding of the operations function
within an organisation. They can then develop this knowledge to include elements of product
and job design, planning and control and methods for improvement.
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Content
Operations function
Operations management: basic definitions, various types of operations, tasks of operations
managers
Context of operations management: the focus of operations management, how operations
management interlinks with other functions
Importance of operations management: the key environmental factors affecting operations
management, value chain analysis, five performance objectives
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Outcomes
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Guidance
Delivery
This unit is best taught using a case study approach. Wherever possible, a link should be made
between the academic underpinning knowledge and its practical application. This could be
achieved via a tutor-developed case study, a case study taken from a recent publication (which
may need consent from the author) or an evaluation of a local organisation. Outside speakers
and visits to organisations could be used where appropriate to give practical examples of
operations management.
Books available on this topic often have mini-case studies for classroom discussion. Thus the
class can be taught by a tutor-led explanation of the theories and how they may be applied
followed by a learner-led discussion of how the theories have been applied in the relevant case
study.
Assessment
Assessments should ideally be based on real-life case studies. Ideally two assessments will be
necessary to cover all four outcomes, although it may be possible to cover some criteria in a
classroom situation. To achieve a merit in this unit a learner should, in individual work research
the information required using a variety of methods, apply different models and theories to the
analysis of the data and show an understanding of the application of those models. For a
distinction a learner would be expected to show evaluation and synthesis of these models and
theories and be able to communicate the ideas coherently.
Links
This unit has particular links to Unit 7: Business Strategy. The two units are best taught
alongside each other.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Brown S et al Strategic Operations Management (Butterworth Heinemann, 2000)
ISBN: 0750642572
Galloway L et al Operations Management in Context (Butterworth-Heinemann, 2000),
ISBN: 07506 42807
Heizer J and Render B Operations Management (Prentice Hall, 2003)
ISBN: 013018604X
Slack N et al Operations Management (Pitman, 2000) ISBN: 0273626884
Waller D L Operations Management A Supply Chain Approach (Thompson, 1999)
ISBN: 1861524153
Journals and newspapers
The Financial Times and other quality newspapers
Trade journals as appropriate
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Videos
Business Studies
Managing Projects
Managing Resources for the Market
The Business series
Trouble shooter series
Other business programmes
Websites
www.emerald-library.com/EMR
www.ft.com
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Unit 45:
European Business
Learning hours:
60
NQF level 4:
Description of unit
In this unit learners will focus on how EU membership impacts on the UK and organisations
located in the UK. The unit will focus on the EU as a dynamic and evolving influence.
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Content
Implications of EU enlargement
Implications of enlargement: the attractions of gaining EU membership, planned pathways
for the development of the EU and the rationale for enlargement, in particular the
significance in terms of market extension and increasing competition
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Outcomes
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Guidance
Delivery
Much of the content in the unit lends itself to active methods of delivery and learning. Contact
with organisations who trade in Europe can form a useful source of material and speakers from
such organisations could explain the practical problems in assessing markets in the EU.
Assessment
Evidence of outcomes is likely to be obtained from tutor-designed assignments. Learners in
employment may well be able to draw on the experiences and knowledge that lies within their
employing organisations.
Links
This unit is likely to link with Unit 4: Business Environment, Unit 28: European Law, Unit 29:
Introduction to Internet and E-Business, Unit 30: Internet Marketing, Unit 31: E-Business
Operations and Unit 32: E-Business Planning and Implementation.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Bainbridge T The Penguin Companion to the EU (Penguin, 2002) ISBN: 0141007699
Furse M Competition Law of the UK and the EC (OUP, 2003) ISBN: 0199258805
McCormick J Understanding the EU (Palgrave, 2000) ISBN: 033394867X
Peterson J Institutions of the EU (OUP, 2001) ISBN: 0198700520
Temperton P The UK and the Euro (Wiley, 2001) ISBN: 0471499552
Journals and newspapers
Coverage of EU matters features strongly in all broadsheet newspapers.
The Economist remains a good source of coverage.
Websites
www.cec.org.uk
http://europa.eu.int
http://eurparl.eu.int
www.eurunion.org/infores/resguide.htm
US site on the EU
www.lib.Berkeley.edu/GSS/eu.html
http://ue.eu.int
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Unit 46:
Employment Law
Learning hours:
60
NQF level 4:
Description of unit
This unit develops the knowledge and skills required to analyse and apply those legal provisions
which are concerned with the employment relationship and individual employment rights. Both
UK and European sources of employment law are examined, along with the institutions and
systems concerned with enforcement. Learners will develop an understanding of the nature and
scope of the employment relationship in its legal and business context. There will be a particular
focus on the creation, content, application and termination of employment contracts. The unit
also considers the impact on the employment relationship of the developing law in the areas of
discrimination, human rights, and data protection.
Explain the sources, institutions and enforcement systems for individual employment
rights
Examine the nature and scope of the employment relationship in its legal and business
context
Evaluate the legal provisions concerned with discrimination and health and safety in a
legal and business context
Examine the impact on the employment relationship of the developing law in the areas of
human rights and data protection legislation.
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Outcomes
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Guidance
Delivery
Active methods of learning such as group work, role play and presentation are to be encouraged.
The use of these methods will:
assist learners to develop the required level of legal knowledge and understanding
Assessment
A number of methods of assessment could be employed in order to provide appropriate
evidence of the achievement of the required outcomes and assessment criteria. These methods
could include:
group work to examine case study material on the structure and content of employment
contracts
case study material requiring learners to analyse and apply anti-discrimination legislation in
a range of situations
In terms of grouping outcomes for assessment, it is suggested that one assignment could cover
outcomes one and two, another assignment could apply to outcomes three and four. All
assignments could contain some consideration of institutions and enforcement systems, as they
relate to the particular rights under discussion.
Links
There is some scope for integrative assessment between this unit and Unit 21: Human
Resources Management. For example, a single assignment could cover assessment criteria in
both units in relation to termination of employment by dismissal and redundancy. Such an
assignment might also include a role-play of a hearing at an industrial tribunal. Links also exist
between Unit 5: Common Law I, Unit 27: Common Law II and Unit 28: English Legal System.
Resources
Learners need access to a specialist law library for key texts and law reports. The use of texts
should be supported by reference to broadsheet newspapers, relevant journals, specialist
publications and electronic databases.
Information can also be obtained from institutions such as the Commission For Racial Equality
and ACAS.
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Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Bell A C Nutshells: Employment Law (Sweet & Maxwell, 2003) ISBN: 0421793702
Bowers J Bowers on Employment Law 6th Edition (Oxford University Press, 2002)
ISBN: 0199254516
Harrison T Employment Law 5th Edition (Harrison Business Publishing, 2003)
ISBN: 0807679994
General reading
Specialist employment law sources:
The Industrial Relations Law Reports
The regular Law at Work feature in People Management journal
More general sources which cover employment law matters:
The Independent
The Times and other law reports in the broadsheet press
General law journals:
The New Law Journal
The Modern Law Review
Websites
www.peoplemanagement.co.uk/law
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Unit 47:
Company Law
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to provide an introduction to company law. It focuses on company
formation and documentation, capital, debentures, meetings, shareholders, directors, minority
protection and dissolution. The unit develops the outline knowledge gained in Unit 25: English
Legal System.
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Content
Nature of a company
Classification: of corporations and of registered companies, separate legal personality
advantages and disadvantages, lifting the veil, civil/criminal responsibility, promoters and
pre-incorporation contracts, registration and re-registration, commencement of trading
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Outcomes
Investigate shareholders,
directors, charges and
insolvency
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Guidance
Delivery
It is anticipated that much of the material in this unit can be delivered actively through the use
of case studies and learner-centred learning both as small group and individual exercises.
The use of case studies can be used as both a means of encouraging individual and group
learning in addition to providing a vehicle for assessment.
Small group, tutor-led workshops can be used to develop the learners understanding of
individual outcomes and their conclusions may be used to develop their knowledge base.
Alternative methods of delivery include online materials which may be centre devised using
centre-specific resources such as the posting of hand-outs, assignments and the use of other noncentre devised electronic sources and materials.
Learners should be encouraged to undertake self-directed study and present their findings
during seminars and workshops. This may be particularly effective due to the number of
government internet sites particularly in relation to intellectual property and competition.
Wherever possible, a link should be made between academic underpinning knowledge and its
practical application through decided cases and the application of that knowledge to given
classroom tasks which may be discussion based, question and answer sessions or through tasks
which may be used within the context of learner assessment.
Typical class sessions will begin with an explanation of the relevant legal rules appropriate to
the outcome under study. This factual introduction may be followed by a learner-led discussion
on how the relevant legal rules were applied within decided cases. In some instances the learner
may be given a pre-prepared number of cases to read in advance of classes and then contribute
during the session in a manner appropriate to set classroom tasks. The learner may also be given
self-directed study handouts through which they present a seminar or lead a discussion on stated
outcomes.
The unit may be delivered as a stand-alone unit, although there may be opportunities for
mapping outcomes through the integration of assessed outcomes made up from other units.
Assessment
The assessment strategy should aim to encourage use of primary and secondary legal legislation
and the application of suitable common law principles to the outcomes.
Some aspects of the unit may be further explored through case studies which concentrate on
particular aspects of company law, or link several aspects together. Assessment of this unit can
be through individual and group assignments. These may be in the form of submitted reports,
written memoranda, business letters, and presentations. The presentations may be formal and
include electronic presentations using software such as Microsoft PowerPoint. Alternatively
presentations may be in the form of a moot or discussion, or learner-led seminar on an outcome
during which the learner, either individually or in a group, orally conveys assessment material
to the group.
Evidence may be produced by the learner at outcome level, although there exists opportunities
for the design of assignments that covers different outcomes. Resources such as class materials
or handouts may include case study material and which may be used in conjunction with
assessments made under time constrained conditions.
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Alternative assessment methods may include peer assessment during for example, presentations,
seminars etc, multiple choice questions and in class open book timed assessments.
Links
This unit has links with Unit 5: Common Law I, Unit 25: English Legal System, Unit 26:
Business Law, Unit 27: Common Law II, Unit 28: European Law and Unit 46: Employment
Law.
This unit provides for the development of a solid understanding of the essential knowledge of
company law. It follows on from Unit 25: English Legal System, and develops the knowledge
gained therein on types of business entity, their formation, management and dissolution.
Resources
Learners will require access to a library which contains key texts and materials suitable to
studying company law.
Additional resources include Iolis, an interactive CD-Rom for law students available from the
University of Warwick, and Seneca, a legal information service also on CD. (See Websites.)
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Barber S Company Law: Textbook (Old Bailey Press, 2001) ISBN: 1858563993
Brown I et al Commercial Law (Butterworth, 2000) ISBN: 0406024340
Judge S Business Law (Palgrave, 1998) ISBN: 0333747097
Mead L Practical Company Law: An Introductory Text (Elm Publications, 1995)
ISBN: 1854500511
Morse G et al Charlesworth & Morse Company Law (Sweet & Maxwell, 1999)
ISBN: 0421652608
Ottley M Briefcase on Company Law (Cavendish, 2002) ISBN: 1859416993
Rose F Nutshells Company Law (Sweet & Maxwell, 2001) ISBN: 0421738502
Smith and Keenan Advanced Business Law (Prentice Hall, 2000) ISBN: 027364601X
Newspapers
The Times
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Websites
www.companies-house.gov.uk
Companies House
www.competition-commission.org.uk
Competition Commission
http://europa.eu.int
www.european-patent-office.org
http://jurist.law.cam.ac.uk
www.lawtel.co.uk
www.law.warwick.ac.uk/lcc/iolis
Iolis website
www.lexis-nexis.com
www.patent.gov.uk
www.senecaweb.co.uk
Seneca website
www.timesonline.co.uk
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Unit 48:
Learning hours:
60
NQF level 4:
Description of unit
This unit allows learners to develop and practise their knowledge, abilities and skills as
administrators or managers by examining the administrative functions within organisations. The
unit is about preparing and co-ordinating operational plans and is also about 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.
Learners will learn about ways in which events or activities are managed and will have the
opportunity to investigate and participate in the running of an event in which they will take a
major part in the management of a range of key resources. This is a practical unit which will
prepare learners either for progression to a higher level NVQ in Administration or a
management role in any kind of organisation whether large, medium or small.
Prepare, operate and evaluate an event or project utilising the appropriate skills and
resources required for the project or event
Describe and evaluate the need for teamwork and co-ordination in the event or project
being proposed and run
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Content
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Conflict: how to diffuse anger, the importance of responding to criticism positively and how
to do so
Liaison with external teams or individuals: methods and regularity of communication, team
meetings
4
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Outcomes
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Demonstrate understanding of
the skills and knowledge
required in the effective
management and
administration of an event
or project
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Guidance
Delivery
Delivery of this unit will focus on learners acquiring the practical skills involved in the
organisation of an event or project. Formal input will be required on project management, team
building and methods of monitoring and evaluating. Different types of business communication,
negotiation and presentation skills will need to be developed. Lectures, discussions, case
studies, videos and practice meetings can all be included in the learning experience.
Assessment
Experience of organising an event or project will be essential together with the production of all
the relevant documentation. Learners should take part in the organisation of an event or project
from the initial stage of choosing to the final stage of participating in the event or project. All
documentation created will need to be assessed.
Links
This unit links several of the concepts from the core units including Unit 2: Managing Financial
Resources and Decisions, Unit 3: Organisations and Behaviour and Unit 8: Research Project. It
will also complement specialist units such as Unit 58: Administrative Services.
Resources
Learners will need access to ICT when preparing their documentation.
Visits to libraries and access to other sources of data such as the internet will support this unit.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit,
Particularly relevant texts are:
Andersen W Goal Directed Project Management (Kogan Page) ISBN: 0749426152
Brown M Successful Project Management (Hodder & Stoughton) ISBN: 0340705396
Jefferson and Sealey Administrative Procedures for Higher Secretarial Diplomas
(Heinemann) ISBN: 0435455133)
Lock D Project Management (Gower Publishing) ISBN: 056608225X
Maylor H Project Management (Prentice Hall) ISBN: 0273655418
Nickson D Managing Projects (Made Simple Books) ISBN: 0750634715
Randolph Getting the Job Done (Managing Projects) (Prentice Hall) ISBN: 036162851
Journals
Managing People
Management Today
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Unit 49:
Financial Services
Learning hours:
60
NQF level 4:
Description of unit
This unit is designed to give learners a knowledge of the workings of the financial services
industry. Learners will learn about the financial needs of both individuals and businesses and
the financial services available to them. They will investigate the most appropriate sources of
finance for a variety of needs of both businesses and individuals. Learners will broadly
investigate the investment opportunities available to meet the different needs of individuals and
the different ways in which financial advice can be provided. They will also investigate the
various protection needs of individuals and businesses and how these can be provided.
Learners will also learn about the regulation of the financial services industry and the protection
available to their clients.
Assess the regulation of the financial services industry and the protection available to
customers.
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Content
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Outcomes
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Guidance
Delivery
This will normally be a mixture of lectures and seminars. Learners will be required to work on
case studies and information from companies and compare alternative providers of financial
services.
Learners will need to read a broadsheet newspaper and keep up to date with economic financial
and company news.
Assessment
Evidence may be in the form of assignments, examinations or case studies. Learners will need to
produce information about financial services available from the main providers. They will also
compare the costs of alternative sources for different financial needs. This is a dynamic subject
and it is essential that learners keep abreast of news in the financial services sector.
Links
This unit links with Unit 2: Managing Financial Resources and Decisions, Unit 10: Financial
Reporting, Unit 12: Taxation, Unit 26: Business Law and Unit 51: Investment.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Buckle M and Thompson C J The UK Financial System: Theory and Practice (Publisher,
1998) ISBN: 0719054125
Lowe J Be Your Own Financial Adviser (Which Books, 2002) ISBN: 0852028962
Mclaney E J Business Finance Theory and Practice (FT Prentice Hall, 2003)
ISBN: 0273673564
There are many titles on financial services. It is essential to read only up-to-date texts.
Journals and newspapers
The Economist
Monthly Moneywise
Money Observer
The Times or The Financial Times and other good daily broadsheets
Weekly Investors Chronicle
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Websites
www.bbc.co.uk/yourmoney
BBC
www.fsa.gov.uk
www.ft.com
www.investorschronicle.co.uk
www.moneyfacts.co.uk
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Unit 50:
Insurance
Learning hours:
60
NQF level 4:
Description of unit
This unit is designed to give learners a knowledge of how the insurance industry works.
Learners will learn about the concepts and principles of the industry and about the structure of
the insurance market and its practices. They will learn how the insurance industry helps meet
the protection needs of both individuals and businesses. Learners will also investigate the most
common or important services and insurances to meet a variety of individual needs.
Learners will also learn about the supervision of insurance, its regulation and how consumers
may be protected.
Examine the relationship between risk and insurance and the concepts and principles
upon which insurance is based
Explore the structure of the insurance market and the services and products it provides
Investigate the practices of the insurance industry in meeting the needs of and servicing
its clients
Assess the supervision of the insurance industry, its regulation and how consumers
may be protected.
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Content
Relationship between risk and insurance and the concepts and principles upon which
insurance is based
Risk: meaning of risk, frequency and severity of risk, major types of risk, risk management
Insurance and risk transfer: self-insurance, what make a risk insurable, the functions of
insurance and the benefits of the insurance industry, the concepts of the insurance pool
equitable premiums
Structure of the insurance market and the services and products it provides
Structure of the market: insurance intermediaries, the different types and their
responsibilities as agents, the main types and categories of insurers, the distinctions between
them and how they are organised; Lloyds, mutuals and demutualisation, direct marketing,
insurance industry organisations, co-insurance and reinsurance
The services and products provided: risk management services, features and characteristics
of the main categories of commercial and personal lines insurances; combined and
comprehensive policies, compulsory insurances, insurance related services provided by the
market
Practices of the insurance industry in meeting the needs of and servicing its clients
How insurance is transacted: procedures by which insurance is sold, proposal procedures
and documentation, policies, forms, schedules, clauses and endorsements, exceptions and
conditions, cover notes and certificates of insurance, how insurance is transacted at Lloyds
Underwriting: hazards, surveys, principles of underwriting for the main classes of
insurances, premium calculations and premium rates
Amendments and renewals: why and how amendments are made, how insurances are
renewed
Claims: how claims are reported and investigated, claims professionals and their role, how
claims are settled, how disputes may be settled
Supervision of the insurance industry, its regulation and how consumers may be
protected
Supervision and regulation of the industry: the need for supervision, statutory supervision
of insurers and intermediaries, major features and requirements, the Financial Services
Authority (FSA) and the General Insurance Standards Council (GISC), their structures,
roles and powers
Protection of consumers: codes of practice, the role and powers of the Financial Services
Ombudsman Service
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Outcomes
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Outcomes
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Guidance
Delivery
Delivery should normally involve a mixture of lectures and seminars. Learners will be required
to work on case studies and a risk management exercise and to carry out investigations into
developments in industry practices and products. Work experience in an insurance company or
brokers would greatly assist learners in understanding current industry practices.
Learners will need to read industry publications, reports (eg Reports of the Financial Services
Ombudsman Service) and broadsheet newspapers.
Assessment
Generating evidence of outcomes may be in the form of assignments, examinations, case studies
and practical exercises. Learners will need to carry out a risk management exercise, produce
basic premium calculations using base rates and complete relevant insurance industry
documents. They will also need to carry out exercises advising personal and business clients on
their insurance needs given specified circumstances.
Links
This unit has links with Unit 5: Common Law I, Unit 27: Common Law II, Unit 46: Financial
Services and Unit 48: Investment.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Diacon S R and Carter R L Success in Insurance (John Murray, 1992) ISBN: 0719551749
Dickson G C A Risk and Insurance (Chartered Insurance Institute, 1991) ISBN: 1853690775
Journals
Post Magazine
The Broker (British Insurance Brokers Association)
The Journal (Chartered Insurance Institute)
Other publications
Lloyds List
Reports and publications from the Insurance Ombudsman, the Financial Services Ombudsman
Service, the Financial Services Authority and the General Insurance Standards Council
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Websites
Virtually all of the UKs insurers have websites from which details of structure and products are
available and these are too numerous to mention. Other useful websites include:
www.abi.org.uk
www.biba.org.uk
www.financial-ombudsman.org.uk
www.fsa.gov.uk
www.lloydsoflondon.co.uk
Lloyds of London
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Unit 51:
Investment
Learning hours:
60
NQF level 4:
Description of unit
In this unit, learners will learn about the range of investment opportunities available to
individuals living in the UK. They will learn how to identify investors needs and how UK
taxation works in so far as it affects investment decisions. Learners will learn about the range of
investment products available from banks, building societies, insurance companies and national
savings. They will also learn how the Stock Exchange works, the range of investments available
and how to manage a portfolio of investments.
Explore the working of the Stock Exchange and the range of investments available.
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Content
Range of investments
Risk perception: how attitude towards risk affects investment decisions of individuals;
investment return versus safety
Range: investments and savings products available from banks, building societies, insurance
companies and national savings
UK system of taxes
Taxation: calculation of personal taxation as it affects UK residents; income tax, capital
gains tax, inheritance tax; the importance of tax-free investments and products which give
tax advantages
Investors needs
Investors needs: creating portfolios of suitable investments for individuals taking account
of personal circumstances, taxation and attitude to risk; the function of financial advisers
and how to select one investors rights and protection
Stock Exchange
Stock Exchange: how the Stock Exchange works
Collective investments: open ended investment companies (OEICs), unit and investment
trusts
Shares: selection, new issues, rights issues, scrip issues and the use of warrants; reading The
Financial Times share information pages; reading company reports and accounts;
fundamental and technical analysis
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Outcomes
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Guidance
Delivery
Delivery will normally be a mixture of lectures and seminars. Learners will be required to work
on case studies and company accounts and to calculate ratios and trends. Learners will need to
read a broadsheet newspaper and keep up to date with economic and company news.
Assessment
Evidence of outcomes could be in the form of assignments, examinations, case studies or
through monitoring a portfolio of shares over a period of time. Learners will need to produce
basic tax calculations, portfolios of investments for different individuals tailored to their
personal circumstances. Financial analysis of company accounts, graphs and calculations
connected with share prices and movements of share prices.
Links
This unit links with Unit 2: Managing Financial Resources and Decisions, Unit 10: Financial
Reporting, Unit 12: Taxation and Unit 49: Financial Services.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Goldstein-Jackson The Astute Private Investor (Right Way, 1994) ISBN: 0716020297
Rowes P Taxation (Continuum, 2002) ISBN: 0826560410
Slater J Investment Made Easy (Texere, 2003) ISBN: 1857971760
Journals and newspapers
A good daily broad sheet newspaper eg The Times or The Financial Times
A broadsheet Sunday newspaper eg The Sunday Times
Weekly Investors Chronicle
Monthly Money Observer, Moneywise, What Investment
Which? Way to Save and Invest (Consumers Association)
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Websites
www.bbc.co.uk/your money
BBC
www.fsa.go.uk
www.ft.com
www.hemscott.co.uk
company information
www.investorschronicle.co.uk
www.moneyfacts.co.uk
www.multexinvestor.co.uk
broker research
www.proshare.co.uk
investment clubs
Other publications
Company reports and accounts are freely available from company secretaries.
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Unit 52:
Industry Experience
Learning hours:
60
NQF level 4:
Description of unit
This unit is designed to provide learners with an opportunity to develop first-hand experience of
industry with a relevant organisation. Learners focus on issues or problems relevant to them and
the host organisation. The experience enables learners to demonstrate the ability to understand
and analyse the relationships between different parts of the host organisation.
The unit focuses on an action plan with aims, objectives and targets that supports the
development of a management report, in agreement with their line manager and tutor. The
report should be supported by evidence collected by the learner and should demonstrate an indepth knowledge of working practices and a broad knowledge of how the host organisation
operates.
Learners review their progress and evaluate relevant sources of information and assistance
within the host organisation. The management report is reviewed against the agreed targets of
the action plan and submitted as a formal report.
This unit is common to more than one Higher National qualification. Learners must ensure that
their evidence relates to the programme they are undertaking.
Use methods to arrange industry experience that will support the development of a
management report in an appropriate services industry context
Prepare and agree aims, objectives and targets of the management report with the
appropriate manager within the selected organisation
Monitor and evaluate progress in achieving aims, objectives and targets, using relevant
sources of information
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Content
Present report
Format: report, contents/index, bibliography, acknowledgements, referencing, visual
presentations of data including statistics, communicating effectively, developing and
presenting a reasoned case
Colleagues: managers, employees, peers, external stakeholders
Recommendations: eg changes, amendments, resources, roles, responsibilities
Justification: efficiency, effectiveness, costs, benefits, innovation, creativity
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Outcomes
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Guidance
Delivery
Tutors should be aware of the implications of the context in which they are delivering the unit
and ensure that examples and support materials (eg application forms, product information,
information about companies, their background and locations) are relevant.
This unit enables learners to develop an understanding of organisational structures and working
practices within an industry environment. Delivery should enable learners to undertake research
based on their own interests and draw from the main themes during the course. Identifying and
agreeing aims, objectives and work-related targets with their placement hosts forms the focus
for the management report and establishes the orientation of this unit.
Learners will need guidance on selecting an appropriate organisation and to actively negotiate
personal as well as work-based aims, objectives and targets with tutors and the placement host.
It is also important that the number of hours spent developing the report gives the learner
sufficient experience of their chosen occupational environment. It is often reassuring to the
learner that they know they can approach tutors for advice and support if necessary during the
development of their report.
Learners should have access to a wide range of sources, both during the planning stage and also
whilst developing the report. Background information outlining the range of suitable industry
organisations in the local area may be made available by the tutor or careers service.
Attention should be given to allow for adequate preparation before the industry experience is
implemented. Knowledge of company structures and daily routines and expectations are
essential. Preparation should cover all of the relevant assessment criteria and the aims,
objectives and targets should be identified and agreed as the focus of the management report.
The unit lends itself to the collection and presentation of information through the production of
interviews, observations, questionnaires and subsequent analyses using charts and graphs by
ICT.
The final presentation should be in report format. Learners will need guidance on the
preparation of formal reports. The report should draw conclusions based on the monitoring,
review and evaluation of the outcomes of the industry experience.
Assessment
The assessment for this unit is based on the selection by the learner of a range of possible
placement host companies. The companies should be vocationally relevant and also meet the
needs of the learner. It is important that the experience allows for the opportunity to examine
operational and work-based issues and problems. Company background, location and
information should be researched as part of the selection process, which may also involve a preplacement interview. Forward planning is essential to ensure that learners maximise their
opportunities and secure their own host for their industry experience.
The learner must set their own aims, objectives and targets forming the focus for a management
report that is undertaken by the learner as a result of the industry experience. These must be
agreed with the tutor and the placement hosts. The work should allow for an investigation of
current working practices with a subsequent analysis of the findings. Learners should also
ensure that they collect appropriate information in support of their report, which should make a
valid contribution to the organisation.
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The report should also discuss and draw conclusions based on the original aims, objectives and
targets. Feedback from supervisors and colleagues should be recorded and evaluated with any
modifications to approach or knowledge.
The learner should reflect on their experiences and assess their own personal effectiveness
during the industry experience. Supporting evidence or justification is required to substantiate
claims made or recommendations relating to future aims, objectives or targets.
Learners are best working individually with one organisation, although there may be several
learners working with a large organisation at any one time.
Links
This unit has links with a number of other units within this qualification. Tutors and learners
should take into consideration the core operation of the business supporting the industry
experience and ensure that links with other relevant units are reflected in their work.
Resources
Learners must have access to library and research facilities including the internet. They may
also find the careers library and/or careers service useful in researching and securing a host for
the industry experience. Each centre should seek to produce its own report-writing guidance
booklet, with reference to its own local resources.
Training videos may also be useful for this unit. Such resources can normally be purchased or
hired. Some of these can be expensive but often, commercial suppliers offer an educational
discount.
Areas that may be relevant include:
leadership skills
self management
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www.prospects.csu.ac.uk
www.ukplacements.com
www.work-experience.org.uk
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Unit 53:
Learning hours:
60
NQF level 4:
Description of unit
This unit will introduce learners to some current issues within the marketing industry. The role
of marketing as a business function has become increasingly viewed as an integral constituent of
overall corporate strategy as organisations have become more aware of the need to develop
long-term relationships with their customers.
The marketing industry has further widened its scope to include non-traditional organisations
such as those in the public and voluntary sectors and this unit will invite learners to examine
how marketing theory in applied in not-for-profit organisations.
Services management, and therefore marketing, has been recognised as meriting separate
consideration since the 1970s. This unit will also look at the special approaches that service
industry businesses need to adopt in a rapidly changing environment.
Explain the importance of applying the extended marketing mix in the service sector
Examine the reasons for the increasing emphasis on ethics and social responsibility as part
of the marketing management process.
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Content
Relationship marketing
Marketing evolution: from production, transactions, consumer-relationship marketing ethos,
internal and external relationships, supply chain relationships, value chain analysis
Benefits of relationship marketing: maximising customer equity, competitive environment,
how the marketing mix supports relationships brand recognition reference groups
consumer behaviours in relation to corporate identity; issues of credibility, trust and
commitment in relationships with stakeholders
IT requirements in relationship marketing: range of ICT tools, loyalty cards, research
capabilities, production online, access to customers; monitoring and controlling projects and
marketing plans, IT use in planning, scheduling and resourcing activities within the plan
CRM: systems to support relationship marketing approach, what CRM systems can do,
limitations and possibilities, integration with traditional methods, maximising value for
customer and organisation, how internet and digital technologies can be used to enhance
communications and relationships within channels and between B2B partners
Knowledge management: the growing importance of knowledge management as a key tool
in gaining and sustaining competitive advantage
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Outcomes
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Guidance
Delivery
This unit can be delivered as a stand-alone unit or to complement the marketing pathway. It is
designed to be linked to Unit 1: Marketing and Unit 19: Marketing Planning and can be
delivered and assessed in the form of an integrated case study on a real or tutor-devised
organisation, product or service. Efforts should be made to ensure that learners gain a good
understanding of the theoretical underpinning and practical application of marketing planning
and produce credible responses.
Assessment
Evidence of outcomes may be in the form of written or oral assignments or tests. The
assignments may focus on real problems or case studies. Learning and assessment can be at unit
level as an integrated unit or at outcome level. Evidence could be at outcome level although
opportunities exist for covering more than one outcome in an assignment.
Links
This unit has links with all the other marketing units in the programmes: Unit 1: Marketing,
Unit 17: Marketing Intelligence, Unit 18: Advertising and Promotion, Unit 19: Marketing
Planning and Unit 20: Sales Planning and Operations. The unit is also linked with Unit 4:
Business Environment and Unit 7: Business Strategy.
Resources
Access should be available to a learning resource centre with a wide range of marketing texts.
Texts should be supported by use of journals, company reports and government statistics. Case
studies, videos and documented examples of organisations and their marketing, auditing and
planning techniques should illustrate the topical nature of this unit. The contemporary nature of
this unit particularly requires the use of current material that can be accessed through
professional institutes publications and websites.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Brassington F and Pettitt S Principles of Marketing 3rd Edition (FT Prentice Hall, 2003)
ISBN: 0273657917
Christopher M/Payne A and Ballantyne D Relationship Marketing: Creating Stakeholder
Value (Butterworth Heinemann, 2002) ISBN: 0750648392
Fifield P Marketing Strategy 2nd Edition (Butterworth Heinemann, 1998)
ISBN: 0750629088
Gummerson E Total Relationship Marketing (Butterworth Heinemann, 2002)
ISBN: 0750654074
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Kotler P and Andreasen A R Strategic Marketing for Non-Profit Organizations 3rd Edition
(Prentice Hall International UK, 1982) ISBN: 0132325470
McDonald M Marketing Plans: How to Prepare Them, How to Use Them 5th Edition
(Butterworth Heinemann, 2002) ISBN: 0750641169
Journals and newspapers
Campaign
Harvard Business Review
Journal of Marketing
Journal of Marketing Management
Journal of Services Marketing
Marketing
Marketing Business
Marketing Review
Marketing Week
The Financial Times and other daily newspapers which contain a business section and market
reports
Websites
www.bized.ac.uk
www.cim.co.uk
www.ft.com
www.marketing.haynet.com
Marketing magazine
www.studentshout.com
www.thetimes100.co.uk
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Unit 54:
Computer Platforms
Learning hours:
60
NQF level 4:
Description of unit
This unit is aimed at IT practitioners who need sufficient knowledge of computer architecture to
make rational and commercial decisions on the selection and specification of systems. Learners
will learn how to evaluate operating systems in order to create their own operating environment.
Many IT practitioners communicate with specialist technical support staff during the
specification and planning of systems implementation. This unit aims to give learners the
confidence to communicate with technical and non-technical specialists to justify their
recommendations.
It is expected that centres will use current personal computer and networking resources.
Learners should be encouraged to read current journals to investigate and evaluate new
hardware and software developments.
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Content
Computer systems
Processor: description of components (Von-Neuman architecture), terminology eg bits,
bytes, kilobytes etc; identification of factors affecting performance eg millions of
instructions per second (MIPS), floating point operations per second (FLOPS), clock speed,
computed performance indexes, bus architectures, pipelining
Backing store: identification of types (disc, CD, CD-R, CD-RW, DVD-RW, DVD-RAM
etc), performance factors eg data transfer rate, seek times, capacity
Peripherals: description of available peripherals (displays, printers etc), understanding of
performance factors eg displays performance, resolution, colour depth, video RAM,
refresh rate, interlacing, slot pitch, etc, printer speed, resolution, image quality, software
requirements, postscript, PCL and associated printer control
Computer selection: specification of requirements, performance of the selected system,
costs, user benefits
Operating systems
Operating system functions: overview of functions eg user interface, machine and peripheral
management etc; comparison between functions of different types of operating system
(personal computer, network, mainframe etc)
Computer operations: proprietary operating systems, creation of environment and systems
for a computer user (file/directory structures, tailoring of screen interface, backup systems
etc), user profile
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Outcomes
Investigate computer
systems
Investigate operating
systems
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Guidance
Delivery
The range of hardware and software devices covered in this unit is at the centres discretion but
should reflect those in current use as well as emergent technologies (and older technologies
likely to be encountered in the workplace). Centres are expected to keep abreast of modern
developments in computer architecture.
Assessment
Learners must be given the opportunity to select an appropriate computer system for a defined
set of applications. It is suggested that learners produce a specification which both describes the
function of the selected components and evaluates the recommended system against the
requirements. A log book would be a useful tool to demonstrate competence in both stand-alone
and network operations and in upgrading a computer system. A case study would be useful in
providing evidence of planning an IT system.
Links
This unit is ideal for implementing as a stand-alone unit and can be related to any type of
business. It may have specific links in the Information Technology and E-Business Strategies
units in the HN Business programme.
Resources
It is expected that most centres will use personal computers with the appropriate hardware and
software. Centres should set up machines to cover network use and administration. Where
possible, upgrading can be performed on personal computers or by simulations. There should
also be library resources providing up-to-date information on current computer developments.
Centres should make sure that learners are familiar with communication systems such as email
and the internet.
Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available. This is a practical unit and textbook materials should be used for
reference purposes. There is a range of general textbooks relating to this unit, including the
following.
Dick D The PC Support Handbook (Dumbreck Publishing, 2002) ISBN: 0954171101
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Unit 55:
Learning hours:
60
NQF level 4:
Description of unit
As technology moves forward, new methods of communicating with computers are becoming
possible. Software developers are required to determine whether software is developed with
new techniques or traditional tried and tested methods. The developer also needs to measure
how well a computer interacts with a user.
This unit aims to give learners a full understanding of the human computer interface (HCI) and
the part it plays in the construction of software that is usable, attractive, efficient and effective.
The learner is encouraged to explore how well software interacts with the user, fulfils the users
needs and makes allowances for different users. The learner should develop a critical
appreciation of the advantages and disadvantages of various interfaces currently available and
experience the production of a prototype.
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Outcomes
392
Discuss HCI-related
developments and their
application
Determine the issues related
to a chosen HCI
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Guidance
Delivery
This unit should be a balance between theory and practical experience. Learners should be
exposed to as wide a range of HCIs as possible, and be encouraged to criticise them. Where
possible, tools for developing software prototypes should be used to allow the rapid production
of HCIs and the design of the HCI should be seen as an integral part of the software
development process.
Assessment
Evidence can be obtained from investigating a wide range of HCI applications. Learners should
show that they are capable of identifying the main features of a given HCI, that they can
diagnose the failings of the interface and propose improvements in the light of user needs.
An HCI prototype can be chosen for any suitable application.
Evidence can be generated in parallel with other units concerned with software development.
Links
This unit has links with Unit 33: Information Systems, Unit 34: Networking Concepts, Unit 35:
Multimedia Design and Authoring, Unit 36: Website Design, Unit 37: Networking Technology,
Unit 38: MS Office Solution Development and Unit 39: Systems Analysis.
Resources
Learners should have access to a cross-section of applications on differing platforms presenting
a range of HCIs. Learners should also have access to a development environment that allows
rapid prototyping.
Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available. This is a practical unit and textbook materials should be used for
reference purposes only. There is a range of general textbooks relating to this unit, including the
following:
Dix A et al Human Computer Interaction (Prentice Hall Europe, 1997) ISBN: 0132398648
Mandel T The Elements of User Interface Design (Wiley, 1997) ISBN: 0471227307
Preece J Human Computer Interaction (Addison Wesley, 1994) ISBN: 0201627698
Schneiderman B Designing the User Interface (Addison Wesley, 1998) ISBN: 0201694972
Journal
International Journal of Human Computer Studies
Website
www.hcibib.org
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Unit 56:
Project Management
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to provide a basic knowledge of project management principles,
methodologies, tools and techniques that may be used in any industry, the professions and the
public sector. Organisational and human resource factors are also included.
Learners will develop an understanding of what constitutes a project and the role of a project
manager. They will be able to analyse and plan the activities needed to carry out the project,
including how to set up a project, how to control and execute a project, and how to carry out
project reviews. Learners will also understand how the project fits into the company or other
organisational environment.
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Content
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Outcomes
398
Investigate project
management principles
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Guidance
Delivery
This unit is largely freestanding without reference to other units, although it could be integrated
with general business management units or with operations management courses.
A practical approach should be adopted where possible. However, it is important that learners
do not spend too much time doing numerical work, preparing or analysing large quantities of
data. The analysis of data is an inevitable aspect of project management life, which is best
learned using pre-prepared examples in electronic form that enable the principles to be quickly
demonstrated without oversimplifying the complexity of everyday project operations.
A case study workshop approach with groups of learners would provide an excellent learning
medium.
Assessment
Evidence of outcomes may be in the form of assignments, analysis of case studies, completed
tests or examinations. Evidence should be provided at unit level in order to ensure proper
integration of all the outcomes within the unit.
Links
This unit could be studied in parallel with, and complement all the units in the HN Business
programme and in particular, Unit 8: Research Project.
It is intended that this unit will support the knowledge and understanding requirements for the
NVQ in Project Management at level 4.
Resources
Appropriate software packages should be used to demonstrate project control and reporting
techniques. Packages might include:
spreadsheet packages
Other packages for items such as risk analysis, project accounting and procurement control
could be used to illustrate particular techniques in specific industries.
Access to real project data in electronic spreadsheet form would be an advantage.
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Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available. This is a practical unit and textbook materials should be used for
reference purposes only. There is a range of general textbooks relating to this unit, including the
following:
Buttrick R Project Workout 2nd Edition (Financial Times Prentice Hall, 2000)
ISBN: 027364436X
Lock D Project Management 8th Edition (Gower Publishing, 2003) ISBN: 0566085518
Lock D The Essentials of Project Management 2nd Edition (Gower Publishing, 2001)
ISBN: 0566082241
Smith N J Project Cost Estimating (Thomas Telford Publications, 1995)
Smith K Project Management and Teamwork 2nd Edition (McGraw Hill, 2003)
ISBN: 0071216332
Turner J R The Handbook of Project-Based Management 2nd Edition (McGraw Hill, 1998)
ISBN: 0077091612
400
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Unit 57:
Administrative Services
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to give learners the knowledge and understanding to develop and provide
the administrative services that allow an organisation to function effectively. Learners need to
understand how to develop specifications for administrative services, and then design them.
When the services are in place, learners need to show how administrative services can be
implemented and monitored so that they are maintained and improved.
Explore the skills and knowledge required in the design and implementation of an
administrative service
Investigate the procedures necessary for the monitoring of the chosen administrative
service.
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Content
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Monitoring
Checking: methods of checking regularly that the administrative services and the systems
and procedures that support them are being used correctly
Corrective action: types of and methods of taking eg rewriting manuals, procedures and
instructions, further training
Consultation: methods to encourage users to comment on the effectiveness of administrative
services and the systems and procedures that support them and to suggest how they could be
improved eg questionnaires, focus groups, interviews
Evaluation: collection of valid and reliable information which is sufficient to evaluate the
effectiveness and efficiency of the administrative services eg observations, service
agreements, charters, complaints procedures, quality procedures
Improvements: methods of identifying, decision making on what is within the limits of your
authority and in line with legal and regulatory requirements and what needs to be
recommended to relevant people, means of communication eg meetings with team
members, job description, remit, Data Protection Act 1998, Health and Safety Act 1974,
reporting procedures, verbal or written reports
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Outcomes
404
Examine differing
administrative services and
how they operate
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Outcomes
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Guidance
Delivery
Delivery of this unit will focus on the learners acquiring the skills of data collection, analysis of
information and the identification of good practice. Communication, negotiation and
presentation skills will need to be developed. Learners will need to understand the importance
of evaluation and monitoring. Case study analysis would be useful for learners to practise these
skills. Lectures, case studies and visits to see administrative services in practice would all be
useful.
Assessment
Where possible, evidence should be generated from real workplace situations. Where this is not
practical, learners should be encouraged to use a host organisation or a job situation with
which they are familiar and simulate the role of a manager. In the role of the manager learners
need to review the administrative services in the organisation, develop specifications for a new
or improved service and design, implement and monitor this service
Evidence of outcomes may be assessed as follows, use of:
role plays to simulate consultation and the negotiating and agreeing of specifications, design
options and plans for implementation
Links
This unit links with core Unit 6: Business Decision Making. It will also complement Unit 48:
Administrative Practices and Procedures and Unit 52: Industry Experience.
This unit also has links with NVQ Administration at level 4.
Resources
Learners will need access to ICT when preparing their documentation. The internet will also be
useful.
Visits to libraries and visits to administrative services in different companies would be useful.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Jefferson and Sealey Administrative Procedures for Higher Secretarial Diplomas
(Heinemann) ISBN: 0435455133
Needham Business for Higher Awards (Heinemann, 1999) ISBN: 0435453149
Journals
Management Today
Managing People
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Unit 58:
Business Psychology
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to develop an understanding of the contribution that psychology makes to
the investigation of human behaviour in the workplace. Emphasis is on theories and methods of
psychological enquiry and their utility in solving human problems in the workplace. The unit
also aims to recognise the ethical issues raised by the study of human behaviour and by the
application of psychological theory.
Explore the different perspectives in psychology and assess the contribution psychology
has made to understanding human behaviour in the workplace
Recognise and assess the ethical issues raised by the investigation of human behaviour
and by the application of psychological theory in the workplace.
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Content
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Outcomes
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Guidance
Delivery
Learners understanding of psychological theory and research in workplace settings can be
developed by use of a variety of teaching strategies which could include lectures, seminars,
visiting speakers currently working in occupational psychology, discussion of case study
material.
Careful selection of reading material is advised as the subject matter is broad, particularly if
there is consideration of the historical development of scientific psychology.
Assessment
Evidence for all learning outcomes may be in the form of a single written assignment. The
assignment can be at unit level or at outcome level.
Assessment may consist of a combination of formative and summative assessments. Formative
assessment could be undertaken on an outline proposal for the final summative assignment or
could be based on a learner presentation covering one outcome only (outcome 4 is particularly
suited to this form of assessment). Opportunity also exists for peer and self-assessment.
Links
There are links with Unit 59: Business Ethics, particularly for outcome 4.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Arnold J/Robertson I and Cooper C Work Psychology 3rd Edition (FT Prentice Hall, 1998)
ISBN: 0273628682
Coolican H Research Methods and Statistics in Psychology 2nd Edition (Hodder and
Stoughton, London, 1995) ISBN: 0340747609
Furnham A The Psychology of Behaviour at Work: The Individual in the Organization
(Psychology Press, Hove East Sussex, 1997) ISBN: 0863774946
McKenna E Business Psychology and Organisational Behaviour (Psychology Press, 2000)
ISBN: 0863776671
Staw B M Psychological Dimensions of Organizational Behavior 2nd Edition (Prentice Hall,
New Jersey, 1995) ISBN: 0024161535
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www.bps.org.uk
www.nap.edu/readingroom/books/obas
www.sccu.edu/programs/academic/psych/amoeba
web.html
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Unit 59:
Business Ethics
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to develop an ethical dimension in consideration of business objectives
and responsibilities and to develop a broader view of the management process. This will be
achieved by investigation of narrow and broad business ethics issues and by making explicit
links to related units.
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Content
Employer/employee relationships
Employer/employee relationships: contractual responsibilities and moral obligations in
employer/employee relationships; Whistle-blowing as moral imperative/breach of loyalty;
Pearsons (1995) work on organisational integrity and making integrity explicit; the
psychological contract; good practice in equal opportunities employment
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Outcomes
Investigate
employer/employee
relationships from an ethical
perspective
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Guidance
Delivery
Learners understanding of ethical theory and analysis can be developed through a variety of
teaching strategies including lectures, seminars, discussion of video resources and case study
material.
It is important that learners develop awareness of their own position in relation to the ethical
issues discussed, and develop an objectivity in their ethical analyses.
Assessment
Evidence for all learning outcomes may be in the form of a single written assignment. The
assignment can be at unit level or at outcome level; opportunity exists to cover more than one
outcome in an assignment. This will be dependent on the business issue under analysis.
Assessment may consist of a combination of formative and summative assessments. Formative
assessment may be in the form of an assignment outline, or a seminar paper based on case study
material.
Learners could also have opportunities for peer and self-assessment in order to develop and
evidence their skills in being responsible for their own learning.
Links
There are strong links with other business units such as Unit 22: Managing Human Resources
(particularly outcomes 3 and 4), Unit 24: Employee Relations (particularly outcomes 1 and 4),
Unit 50: Contemporary Issues in Marketing Management (particularly outcome 4) and Unit 58:
Business Psychology (particularly outcome 4).
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Bradburn R Understanding Business Ethics (Continuum, 2001) ISBN: 0826453325
Boatright J R Ethics and the Conduct of Business (Prentice Hall, 2000) ISBN: 0130991597
Chryssides G and Kaler J Essentials of Business Ethics (McGraw Hill, 1996)
ISBN: 007707856x
Jackson J An Introduction to Business Ethics (Blackwell, 1996) ISBN: 0631195335
Kitson A and Campbell R The Ethical Organisation (Macmillan Press Ltd, 1995)
ISBN: 00333625668
Mellahi and Wood The Ethical Business (Palgrave Macmillan, 2003) ISBN: 0333949935
Smith K and Johnson P Business Ethics and Business Behaviour (London International
Thomson Business Press, 1996) ISBN: 0415113830
Sorell T and Hendry J Business Ethics (Butterworth-Heinemann, Oxford, 1996)
ISBN: 0750617055
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www.cre.org.uk
www.eoc.org.uk
www.ft.com
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Unit 60:
Environmental Management
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to provide sound understanding of how an organisations commercial
activities will impact on the environment, how these activities might be altered in order to
minimise their impact on the environment and how this can be done in a manner that ensures the
continued profitability of the organisation. Learners will gain a knowledge of the assumptions
and approaches used in environmental management techniques, an appreciation and
understanding of environmental values, including how these values can be changed, and how
sustainable practice can promote the long-term interests of the organisation and the population
as a whole. Development of the skills needed to innovate change, support action and empower
others to create changes, and the use of a range of the tools and techniques employed in
environmental management will be explored.
Examine the effects of legal requirements and other pressures on the need for
environmental management within an organisation
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Content
Sustainability
Sustainability: conservation of natural environment, renewable and non-renewable
resources, biodiversity, the earths life support systems and processes, the depletion of finite
resources, the earths carrying capacity, duty of care, the quality of human life
Incorporation into international and national policy: Earth Summit agreements, climate
change agreements, EU environmental policy, UK sustainable development strategy,
Agenda 21
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EMAS: relationship to ISO14001, site specific nature, requirement for verified performance
statement
Environmental labelling and life cycle assessment: EU ECO labelling scheme, ISO14020
and ISO14040 series
Benefits of waste reduction: conservation of energy, use of by-products, on-selling of waste
products, increased sales from greening of products/processes, cost reduction, increased
market share, customer retention, increased loyalty and image
Methods of reduction: initial product design, natural methods versus chemical treatment,
recyclable material, use of biodegradable materials, reparability versus replacement,
benefits of design to meet legislation
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Outcomes
422
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Guidance
Delivery
This unit will probably be delivered as a stand-alone unit, however there are opportunities for
some integration of assignments with the units identified in the Links section.
Learners should try to access local and national organisations to see environmental issues,
impacts and environmental policy and procedures in business today. Learners may usefully
examine corporate websites to find examples of environmental policy and reporting. Learners in
employment may be able to use their own organisation as a base for investigation and
comparison. Case studies will need to be provided to demonstrate current issues in
environmentalism and responses to these issues.
Assessment
The evidence for this unit may be in the form of written or oral assignments/tests. The
assignments may be based around investigations into actual business organisations and their
products, services and processes or case study material.
Evidence is likely to be produced at outcome level and could include individual or group
assignments. Time-constrained assessment based on case study material could also be included.
Learners must demonstrate their understanding of current issues in environmentalism, the
impacts on business organisations, governments, communities and other stakeholders, and the
responses of governments and business organisations to environmental issues. Learners must
also demonstrate their understanding of the national, international and global issues involved in
environmental management.
Links
This unit does not have direct links to other units. However, there are some opportunities for
learners to consider environmental issues in the content of work in other units, for example:
Unit 1: Marketing, Unit 4: Business Environment, Unit 17: Marketing Intelligence, Unit 18:
Advertising and Promotion, Unit 19: Marketing Planning, Unit 37: Purchasing and Unit 42:
Quality Management.
The unit also covers aspects of the knowledge and understanding of a number of units from
NVQ level 4 in Environmental Management.
Support materials
Textbooks
The following cover aspects of areas contained in the unit:
A Better Quality of Life: A Strategy for Sustainable Development for the UK (Stationery Office
Books, 1999) ISBN: 0101434529
Blair A and Hitchcock D Environment and Business (Routledge, 2001) ISBN: 0415208319
Johnson P ISO14000 (John Wiley & Sons, 1997) ISBN: 0471165646
Lyons D Environmental Regulation and Your Business (Stationery Office Books, 2001)
ISBN: 0117027006
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Prakash P Greening the Firm (Cambridge University Press, 2000) ISBN: 052166487X
Starkey R and Welford R (editors) Earthscan Reader in Business & Sustainable
Development (Earthscan Publications) ISBN: 1853836397
Websites
There are numerous websites dealing with environmentalism and environmental management.
These provide useful sources of information and material which could be used in the
implementation of the unit. Websites are liable to change with little notice. However the
following useful sources were available at the time of preparation of this unit:
www2.bitc.org.uk
www.defra.gov.uk/environment/index.htm
Environmental Protection
web page of Department for
Environment and Rural Affairs
http://emea.bsi-global.com/Environment/Overview/index.xalter
www.environment-agency.gov.uk/business
Environmental Agency
www.unep.org
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Unit 61:
Facilities Operations
Learning hours:
60
NQF level 4:
Description of unit
This unit develops the essential skills and knowledge required to deliver facilities operations in
a wide variety of contexts. These include hospitality and leisure venues, public arts venues,
tourist complexes, educational establishments such as colleges, universities, halls of residence,
hospitals, museums and many other operations which are becoming increasingly dependent on
facilities operations, as distinct from the primary function of the organisation or venue.
This unit focuses on the operational and administrative functions of the facilities role. Learners
will address the broad responsibilities and duties of a facilities manager, the legal, health and
safety obligations that fall within the remit of facilities operations and the various administrative
systems that support facilities operations. Learners will also evaluate and review the quality and
effectiveness of the facilities operation.
Examine the legal, health and safety obligations to be addressed by facilities operations
Use appropriate criteria to carry out evaluation and review of the quality and effectiveness
of the facilities.
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Content
Operational responsibilities
Staff: structure and responsibilities, employment terms and conditions, training and
development, appraisal, legal issues eg equal opportunities, discrimination, dismissal,
working time regulations, transfer of undertakings
Buildings: uses, allocation of space, capacity, essential services and supplies (mechanical,
electrical, electronic), maintenance and repair (planned, preventative, emergency/reactive),
refurbishment and development, security
Customers: identifying and assessing needs, expectations and reactions, providing
information and advice, providing customer care and control, accessibility, safety and
security, legal obligations and liabilities, processing and monitoring sales and bookings,
maintaining communication systems and databases, ancillary services and sales
Employer/funding agencies: private and/or public ownership of facilities, management
board/trustees, local authority, funding partnerships and sources, financial management,
personal contract and accountability, lines of management responsibility, impact on
facilities operations
Administrative systems
Information processing: communications channels, IT systems, property management
systems (PMS), management information systems (MIS), customer records, mailing
lists/databases, archive and record keeping
Control systems: budgeting and accounting, purchases and sales, human
resources/manpower planning, staff wages, salaries, statutory contributions
Building management: multi-use considerations, planning and scheduling, marketing and
publicity functions, services management, maintenance and refurbishment schedules and
records, equipment and resources controls
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Outcomes
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Guidance
Delivery
This unit can be delivered in a wide variety of contexts, including service industries such as
hospitality, travel, tourism, sports, leisure and recreational industries. Teachers should be aware
of the implications of the context in which they are delivering the unit and ensure that examples
and support materials (eg marketing materials for the facility, job descriptions, examples of
documentation, feedback from facilities users, case studies, lists of useful websites) are relevant.
Learners must also share a common understanding and definition of facilities management and
the relevant technical terminology.
The unit may be delivered as a stand-alone package, but the recommendation is that centres plan
to integrate this unit with others. It is important for learners to understand the differences
between the operational and management levels of this area of study.
Lectures and seminars can be designed to deliver current knowledge and understanding of
professional facilities operations practice, together with an overview of the skills needed to
implement such knowledge and understanding in future practice. A programme of visits to
commercial establishments and visiting speakers will enhance the currency and vocational
relevance of this rapidly-developing industry. Learners should understand the importance of
keeping their knowledge of industry practice up to date. Case studies can be used to highlight
key issues, particularly to cover problem areas that may not occur naturally through visits or
visiting speakers.
Tutors should take care to deliver the knowledge and understanding of legal, health and safety
obligations at an appropriate level. This unit is an introductory unit for facilities operations and
it is important for learners to have an overview of the obligations rather than an in-depth study
of associated laws and regulations. More detailed study of safety management can be achieved
through the Higher Nationals in Facilities Management (Unit 4: Safety Management) if
required.
Assessment
Facilities operations is a service-based sector. Tutors and learners should be aware that delivery
of this unit is dependent on the context in which it is set. Learners should ensure that evidence
they generate to demonstrate learning outcomes is appropriate to the context in which they work
or intend to work.
Learners are expected to carry out personal research and investigation based on a facility of
their choosing. This should relate to their future career aspirations in order to add value to their
work. Investigative work can include research on the internet as well as with real facilities
operators. Learners should consider their capabilities regarding interview skills, particularly
when investigating the operational responsibilities of a facilities manager.
Evidence can be presented as a formal report or through a live presentation to a group, which
should include representatives from the facility investigated by the learner.
Links
This unit may have links with Unit 5: Common Law I, Unit 15: Managing Activities to Achieve
Results, Unit 16: Managing Communications, Knowledge and Information, Unit 21: Human
Resources Management, Unit 22: Managing Human Resources, Unit 25: English Legal System,
Unit 26: Business Law, Unit 27: Common Law II, Unit 48: Administrative Practices and
Procedures and Unit 57: Administrative Services.
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Resources
It is important that centres establish supportive contact with a range of facilities operations in
the local area. Learners will need to make contact with such organisations to develop their
investigations into facilities operations.
Case studies will offer the opportunity to develop specific issues. Tutors should also gather a
bank of documentation used in facilities operations, such as marketing and administrative
materials.
Support materials
Textbooks
Alexander K Facilities Management: Theory and Practice (Taylor & Francis Books, 1996)
ISBN: 0419205802
Barrett P Facilities Management Towards Best Practice (Blackwell Science, 1995)
ISBN: 0632039418
Cole G Management Theory & Practice 5th Edition (Letts Educational, 1996)
ISBN: 1858051665
Spedding A A Handbook of Facilities Management (Guildford Press, 1994)
ISBN: 0582257425
Magazines and journals
Bulletin (BIFM)
Facilities Management Journal (Market Place Publishing)
Facilities Management UK (Heatherington Enterprises)
Facilities Management World (BIFM)
International Journal of Facilities Management (E & F N Spon)
Premises and Facilities Management (IMP Techpress)
Websites
The following internet websites can be useful in providing information and case-study
materials:
www.bifm.org.uk
www.bized.ac.uk
www.dfes.gov.uk
www.dtlr.gov.uk
www.etsu.com
www.fmlink.com
FM Link
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Unit 62:
Property Law
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with an understanding of the distinction between real and personal
property, and explains the two legal estates in land and the difference between legal and
equitable interests.
Also included in the unit is coverage of aspects of leases, mortgages, covenants and easements,
together with mention of recent developments on registration and commonhold.
Examine the meaning of real and personal property, land, and the classification of estates
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Content
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Outcomes
define covenants
Investigate recent
developments in relation to
commonhold and
registration
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Guidance
Delivery
This unit can be delivered in a variety of ways. It will be usual to start with outcome 1, but then
the outcomes could be covered in any order, as personal preference dictates.
Group work and other active methods of learning can be employed to enhance learners
experience and promote the required understanding. The use of case studies and specimen
documentation is to be particularly encouraged, both as a means of assessment and as part of the
normal learning process.
Assessment
A number of methods of assessment could be used in order to provide appropriate evidence of
the achievement of the required outcomes and assessment criteria. These methods could include:
case study material requiring learners to analyse and apply property law
In terms of grouping outcomes for assessment, it is suggested that each outcome might need to
be addressed by a separate assignment, or it may be possible to combine one or two of the
outcomes for assessment purposes
Links
This unit has links with Unit 25: English Legal System, Unit 26: Business Law and Unit 47:
Company Law.
Support materials
Textbooks
Sufficient library resources should be available to enable learners to achieve this unit.
Particularly relevant texts are:
Gravells Land Law (Sweet & Maxwell, 1999) ISBN: 0421620102
Howarth N Land Law (Sweet & Maxwell, 2000) ISBN: 0421683201
Maudesley and Burn Land Law (Butterworths Law, 1998) ISBN: 0406896372
Thomas M Cases and Materials on Land Law (Blackstone, 2002) ISBN: 1841741876
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Annex A
Qualification codes
Each qualification title, or suite of qualification titles with endorsements, is allocated two codes,
as are the individual units within a qualification.
QCA codes
The QCA National Qualifications Framework (NQF) code is known as a Qualification
Accreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unit
code.
The QCA qualification and unit codes will appear on the learners final certification
documentation.
The QANs for qualifications in this publication are:
100/3368/3
100/3368/3
100/3368/3
100/3368/3
100/3368/3
100/3368/3
100/3368/3
100/3367/1
100/3367/1
100/3367/1
100/3367/1
100/3367/1
100/3367/1
100/3367/1
Edexcel codes
The Edexcel codes enable approval, registration, assessment and certification, they will appear
on documentation such as the Student Report Form (SRF) and the programme definition. The
Edexcel codes are not provided in this publication. The Edexcel codes will link automatically to
the QCA codes for certification purposes.
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Annex B
Qualification Requirement
providing education and training for a range of careers in business such as administration,
personnel, marketing, finance, law, purchasing or management
providing a general business title to allow flexibility of study to meet local or specialist
needs
providing specialist options which meet the needs of the major functions in business and
allowing specialisation with career progression and professional recognition in mind
providing pathways which underpin much of the knowledge and understanding required for
the relevant NVQ level 4 units in Accounting, Management, Personnel, Procurement and
Administration
providing opportunities for learners to focus on the development of higher level skills in a
business context
providing opportunities for learners to develop a range of skills and techniques and
attributes essential for successful performance in working life
equipping individuals with knowledge, understanding and skills for success in a range of
administrative and management positions in business
providing specialist routes of study which relate to individual professions within the
business world in which learners are working or intend to seek employment
developing the individuals ability in the business field through effective use and
combination of the knowledge and skills gained in different parts of the programme
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developing a range of skills and techniques, personal qualities and attributes essential for
successful performance in working life and thereby enabling learners to make an immediate
contribution to employment
providing flexibility, knowledge, skills and motivation as a basis for future studies and
career development in Business.
Mandatory curriculum
This will cover an introduction to the fundamental concepts and principles that underpin the
marketing process, examine the role and practice of marketing within the changing business
environment and include a concise and contemporary overview of marketing, together with the
knowledge and skills to underpin further study in the specialist field of marketing.
The ways in which finance is managed within a business organisation will be considered, the
different sources of finance evaluated and the use of financial information to make decisions
studied. Also included will be consideration of decisions relating to pricing and investment, as
well as budgeting, together with techniques for the evaluation of financial performance.
The internal nature of organisations from both a theoretical and practical viewpoint will be
considered and it is intended to develop an understanding of the behaviour of people within
organisations and the significance of organisational design and characteristics.
The objectives of organisations and the influence of stakeholders are included as is the
operation of organisations in relation to the local, national and global environment.
The law of contract and tort are included. Focus should be on the formation and operation of a
business contract, the practical application of standard-form contracts, and the tort of negligence
and issues of liability pertinent to business.
In business, good decision making requires the effective use of information so a variety of
sources and techniques for gathering, storing and presenting data are needed.
Computers are used in business for much of this and thus the appreciation and use of
appropriate IT software is central, particularly the use of spreadsheets and other software for
data analysis and the preparation of information.
Also included is an analysis of the impact of the external operating environment and the need to
plan organisational strategies to ensure effective business performance, together with an
introduction to the techniques and methods of research. A variety of research methodologies,
including the opportunity to carry out interventionist or action research should be considered
and a project report based on independent research into an area of professional business practice
of interest completed.
Optional curriculum
Finance pathway
This pathway will give learners an appreciation of financial planning and constraints. It will
cover the collection and analysis of cost data for management purposes, budgetary planning and
control, the preparation of financial statements for different types of business and legal and
regulatory provisions, the accounting and management control systems of a business and an
evaluation of their effectiveness, and the taxation of individuals and limited companies.
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Management pathway
This pathway will cover the main functions of management including facilitating and managing
change and providing a vision for the future; managing financial resources, physical resources,
technology, the management of information and knowledge and providing products and
services; building relationships, developing networks and partnerships and managing people;
and leading business operations and meeting customer needs.
Marketing pathway
This pathway gives an overview of the marketing function. It will consider the purchase
decision-making process and the variables and situations influencing buyer behaviour as well as
exploring the marketing research process; the ability to determine specific promotional activities
in response to target audience; the application and evaluation of analytical tools to create a
marketing plan; and sales planning and operations and the different stages of the sales process.
Human Resource Management pathway
This pathway covers the main areas of human resource management including an introduction
to the human resource management role and function which is then built on to give a broader
perspective to human resource management practices; of the role of training and employee
development, including a consideration of government initiative aimed at developing skills; and
employment relationships in the UK including industrial conflict, the resolution of disputes and
negotiation.
Law pathway
This pathway considers the English legal system, legislation specifically relating to Business,
anti-competitive practices and their impact on business, further common law principles and the
impact of European Union legislation.
E-Business Strategies pathway
This pathway gives an overview of the main considerations when conducting business on the
internet. It gives an introduction to the scope of e-business, the benefits it can offer to business,
internet technology and the principles of good website design; applies marketing concepts to ebusiness models as well as considering how internal business systems can support internet
marketing; the use of the internet for market research; how the internet has developed for
purchasing, supply chain management and other business applications; and it considers ebusiness planning and implementation.
Information Technology pathway
This pathway covers various IT applications relevant to the world of business including the
issues associated with network use and the preliminary skills necessary to install and manage
networks, the technical and creative skills necessary to design, construct and manage an
effective website, the design and evaluation of a prototype multimedia system using an iterative
approach, the ways in which data can be processed and the applications that support
organisations, and the capacity of an information system to meet the needs of a user.
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Further specialist units (available both to learners taking a general Higher National in Business
and to learners taking a pathway, especially at diploma level) develop and apply the knowledge
and understanding of the connections between specialist areas and the wider world of business.
Some of these units have been designed to complement each other or to complement units in the
pathways, for example units covering aspects of finance, law or management. However, any
specialist unit can be chosen in isolation.
Professional body recognition
Exemptions will be available from various professional bodies in the fields of accounting,
management, law and marketing.
Links to National Standards
There is the opportunity for programmes in Business to provide some of the underpinning
knowledge, understanding and skills for the level 4 NVQ in Management, Accounting,
Personnel, Administration and Procurement.
Entry prerequisites
There are no particular entry requirements for this qualification, Please refer to Edexcel
guidance on entry requirements (to be developed). Candidates who enter with at least one of the
following are likely to benefit more readily from a Business programme:
at least one GCE A Level pass in a relevant subject with appropriate supporting passes at
GCSE
effective problem solving and decision making using appropriate quantitative and
qualitative skills including identifying, formulating and solving business problems
effective communication, oral and in writing, using a range of media widely used in
business, eg the preparation and presentation of business reports
numeric and quantitative skills including data analysis, interpretation and extrapolation. The
use of models of business problems and phenomena
effective self-management in terms of time, planning and behaviour, motivation, selfstarting, individual initiative and enterprise
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Annex C
Unit 20
Unit 19
Unit 18
Unit 17
Unit 16
Unit 15
Unit 14
Unit 13
Unit 12
Unit 11
Unit 10
Unit 9
Unit 8
Unit 7
Unit 6
Unit 5
Unit 4
Unit 3
Unit 2
Issue
Unit 1
Spiritual
Environmental issues
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3
3
443
Unit 37
Unit 38
Unit 39
Unit 36
Unit 35
Unit 34
Unit 33
Unit 32
Unit 31
Unit 30
Unit 29
Unit 28
Unit 27
444
Unit 26
European
developments
Unit 25
Unit 24
Unit 23
Spiritual
Environmental issues
Unit 22
Unit 21
Issue
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Unit 55
Unit 56
Unit 57
Unit 58
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Unit 54
Unit 53
Environmental issues
Unit 52
Unit 51
Unit 50
Unit 49
Unit 48
Unit 47
Spiritual
European
developments
Unit 46
Unit 45
Unit 44
Unit 43
Unit 42
Unit 41
Unit 40
Issue
445
446
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Annex D
Mapping with NVQs
The following grid maps the knowledge covered in the Edexcel Level 4 NVQ in Higher Nationals in Business against the underpinning knowledge of the NVQ
Administration.
KEY
3
indicates that the Edexcel Level 4 Higher Nationals in Business covers parts of the underpinning knowledge of relevant NVQ units.
Unit 48
Unit 57
Unit 44
Unit 16
Unit 15
Unit 14
402:
403:
404:
405:
406:
407:
408:
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Unit 13
Unit 9
401:
Unit 8
Unit 6
Unit 3
Unit 2
301:
Unit 10
Unit number
3
3
3
3
3
447
409:
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410:
411:
412:
Facilitate meetings
413:
414:
415:
416:
417:
418:
419:
420:
421:
Unit 57
Unit 48
Unit 44
Unit 16
Unit 15
Unit 14
Unit 13
Unit 10
Unit 9
Unit 8
Unit 6
Unit 3
Unit 2
Unit number
3
3
3
3
3
3
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3
3
3
449
The following grid maps the knowledge covered in the Edexcel Level 4 Higher Nationals in Business against the underpinning knowledge of the NVQ E-Skills.
KEY
3
indicates that the Edexcel Level 4 Higher Nationals in Business covers parts of the underpinning knowledge of relevant NVQ units.
Unit 43
Unit 42
Unit 39
Unit 38
Unit 37
Unit 36
Unit 35
Unit 34
Unit 33
Unit 32
Unit 31
Unit 30
Unit 29
Unit 28
Unit 13
Unit number
3
3
Performance management
3
450
3
3
3
3
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The following grid maps the knowledge covered in the Edexcel Level 4 Higher Nationals in Business against the underpinning knowledge of the NVQ Management.
KEY
3
indicates that the Edexcel Level 4 Higher Nationals in Business covers parts of the underpinning knowledge of relevant NVQ units.
Unit 29
Unit 23
Unit 22
Unit 21
Unit 20
Unit 19
Unit 18
Unit 18
Unit 17
Unit 16
Unit 15
Unit 14
Unit 13
Unit 12
Unit 9
Unit 8
Unit 7
Unit 6
Unit 3
Unit 2
Unit 1
Unit number
Providing direction
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Unit 29
Unit 23
Unit 22
Unit 21
Unit 20
Unit 19
Unit 18
Unit 18
Unit 17
Unit 16
Unit 15
Unit 13
Unit 14
Unit 12
Unit 9
Unit 8
Unit 7
Unit 6
Unit 3
Unit 2
Unit 1
Unit number
Facilitating change
C1 Encourage innovation in
your team
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C2 Encourage innovation in
your area of responsibility
C3 Encourage innovation in
your organisation
C4 Lead change
Unit 29
Unit 23
Unit 22
Unit 21
Unit 20
Unit 19
Unit 18
Unit 18
Unit 17
C5 Plan change
C6 Implement change
Unit 16
Unit 15
Unit 14
Unit 13
Unit 12
Unit 9
Unit 8
Unit 7
Unit 6
Unit 3
Unit 2
Unit 1
Unit number
D1 Develop productive
working relationships with
colleagues
D2 Develop productive
working relationships with
colleagues and
stakeholders
D3 Recruit, select and keep
colleagues
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D7 Provide learning
opportunities for
colleagues
Using resources
E1
Manage a budget
E2
E3
E4
E5
E6
454
Unit 29
Unit 23
Unit 22
Unit 21
Unit 20
Unit 19
Unit 18
Unit 18
Unit 17
Unit 16
Unit 15
Unit 14
Unit 13
Unit 12
Unit 9
Unit 8
Unit 7
Unit 6
Unit 3
Unit 2
Unit 1
Unit number
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Manage projects
F2
Manage a programme of
complementary projects
F3
Manage business
processes
F4
F5
F6
F7
Unit 29
Unit 23
Unit 22
Unit 21
Unit 20
Unit 16
Unit 15
Unit 14
Unit 13
Unit 12
Unit 19
F1
Unit 18
Achieving results
Unit 18
Unit 9
Unit 8
Unit 7
Unit 6
Unit 3
Ensure an effective
organisational approach to
health and safety
Unit 17
E7
Unit 2
Unit 1
Unit number
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F9
Unit 29
Unit 23
Unit 22
Unit 21
Unit 20
Unit 19
Unit 18
Unit 18
Unit 15
Unit 14
Unit 13
Unit 12
Unit 9
Unit 8
Unit 7
Unit 6
Unit 3
Unit 17
Unit 16
F8
Unit 2
Unit 1
Unit number
456
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Unit 61
Unit 60
Unit 57
Unit 56
Unit 55
Unit 53
Unit 52
Unit 48
Unit 45
Unit 44
Unit 39
Unit 38
Unit 37
Unit 36
Unit 35
Unit 34
Unit 33
Unit 32
Unit 31
Unit 30
Unit number
Providing direction
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Unit 57
Unit 60
Unit 61
Unit 56
Unit 55
Unit 53
Unit 52
Unit 48
Unit 45
Unit 44
Unit 39
Unit 38
Unit 37
Unit 36
Unit 35
Unit 34
Unit 33
Unit 32
Unit 31
Unit 30
Unit number
Facilitating change
C1 Encourage innovation in
your team
C2 Encourage innovation in
your area of responsibility
C3 Encourage innovation in
your organisation
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Unit 61
Unit 60
Unit 57
Unit 56
Unit 55
Unit 53
Unit 52
Unit 48
Unit 45
Unit 44
Unit 39
Unit 38
Unit 37
Unit 36
Unit 35
Unit 34
Unit 33
Unit 32
Unit 31
Unit 30
Unit number
C4 Lead change
C5 Plan change
C6 Implement change
D
D1 Develop productive
working relationships with
colleagues
D2 Develop productive
working relationships with
colleagues and
stakeholders
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E5
E6
E7
Ensure an effective
organisational approach to
health and safety
Achieving results
F1
Manage projects
F2
Manage a programme of
complementary projects
460
Unit 61
Unit 60
Unit 57
Unit 56
Unit 52
Unit 48
Unit 45
Unit 44
Unit 55
Unit 53
E4
Unit 39
Unit 38
E3
Unit 37
Unit 36
E2
Unit 35
Manage a budget
Unit 34
E1
Unit 33
Using resources
Unit 32
Unit 31
Unit 30
Unit number
3
3
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
F3
Manage business
processes
F4
F5
F6
F7
F8
F9
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit 61
Unit 60
Unit 57
Unit 56
Unit 55
Unit 53
Unit 52
Unit 48
Unit 45
Unit 44
Unit 39
Unit 38
Unit 37
Unit 36
Unit 35
Unit 34
Unit 33
Unit 32
Unit 31
Unit 30
Unit number
461
462
Unit 61
Unit 60
Unit 57
Unit 56
Unit 55
Unit 53
Unit 52
Unit 48
Unit 45
Unit 44
Unit 39
Unit 38
Unit 37
Unit 36
Unit 35
Unit 34
Unit 33
Unit 32
Unit 31
Unit 30
Unit number
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
The following grid maps the knowledge covered in the Edexcel Level 4 Higher Nationals in
Business against the underpinning knowledge of the NVQ Personnel.
KEY
3
indicates that the Edexcel Level 4 Higher Nationals in Business covers parts of the
underpinning knowledge of relevant NVQ units.
Unit 24
Unit 23
Unit 22
Unit 21
Unit 13
Unit 3
Unit Number
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
463
Unit 21
Unit 22
Unit 23
Unit 24
Unit 3
Unit 13
Unit number
464
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
The following grid maps the knowledge covered in the Edexcel Level 4 Higher Nationals in
Business against the underpinning knowledge of the NVQ Project Management.
KEY
3
indicates that the Edexcel Level 4 Higher Nationals in Business covers parts of the
underpinning knowledge of relevant NVQ units.
Unit 56
Unit 42
Unit 15
Unit 14
Unit number
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
465
PM 2:
Manage the
performance of the
team assessing
performance
Unit 56
Unit 42
Unit 15
Unit 14
Unit number
466
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
Unit 56
Unit 42
Unit 15
Unit 14
Unit number
PM 46:
Evaluate projects
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
467
The following grid maps the knowledge covered in the Edexcel Level 4 Higher Nationals in
Business against the underpinning knowledge of the NVQ Procurement.
KEY
indicates that the Edexcel Level 4 Higher Nationals in Business covers parts of the underpinning
knowledge of relevant NVQ units.
Unit 41
Unit 40
Unit
number
013:
017:
Provide commercial
input to decision-making
018:
Develop the
effectiveness of
procurement operations
019:
Determine conditions in
the market for supplies
020:
021:
022:
024:
026:
Establish contract
strategy and plan
027:
028:
Improve contract
performance
037:
038:
039:
468
3
3
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
040:
Manage materials
requirements
041:
Optimise inventory
levels
042:
Determine inventory
service levels
048:
Exchange information to
solve problems and make
decisions
049:
050:
051:
Develop teams,
individuals and self to
enhance performance
052:
053:
Recommend, monitor
and control the use of
resources
054:
Contribute to the
recruitment and selection
of personnel
Unit 41
Unit 40
Unit
number
B014393 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Business
Issue 2 September 2004
469